Chapters 11- End

Chapter 11:  Realistic Fiction

Summary:

Realistic Fiction is sometimes know as contemporary realistic fiction  (CRF) or Modern Realistic Fiction (MRF), these stories are set in contemporary or modern times. Because they are realistic stories, they are easily believable– from the characters’ actions and speech to the setting.

Here is a list of criteria for evaluating Realistic Fiction for Children:

1. Is everything consistent with the real world in which contemporary kids live? Speech, behavior, and every element must be believable and reflect the contemporary world. When addressing this criteria, consider especially gender and cultural elements. We want to share realistic fiction that avoids stereotypes.

2. Is theme something that emerges from the plot? It should not be preachy. Good fiction contains more than one universal theme. Readers should understand the themes gradually through the unfolding plot.

3. Does the subject appeal to modern readers? How? Sensitive, contemporary issues are often the subject of Realistic Fictional books. Some topics include: death, sexual issues, family, etc. Some topics used to be socially taboo, but now anything and everything has been covered– even in YA Literature.

Reflection:

I find that one of the most important aspects of Realistic Fiction for YA is that students should be able to identify with the characters, setting, etc. I believe if a student can see themselves in the characters, they will want to keep reading. This will then promote literature, because the student is going to want to find the next book to read. A goal of mine as a librarian is to foster life– long readers. I would love to get reluctant readers hooked on Realistic Fiction . This would be a good way to get students reading just for pleasure.  In the classroom curriculum most books are chosen because they are classics and sometimes the students do not relate to them. I think students have to be turned on to pleasure reading, and reading what they can identify with. One of my favorite Realistic Fiction authors is John Green. Even as an adult I can still get lost reading any of his books. One of my favorite books is, The Fault in our Stars. I can defiantly see the value of Realistic fiction being a huge part of a library.

Chapter 12:  Nonfiction

Summary:

A wise man, Dr.Robert Small, stated, “nonfiction is the only kind of book defined by what it is not.” It is hard to say exactly what nonfiction is, mainly because it is such a broad genre. Several types of nonfiction are included: narrative, expository, biography, autobiography, and memoir. How can someone define all of that with one definition? There is some criteria that can be used to evaluate nonfiction. Betty Carter’s and Dick Abrahamson’s book, Nonfiction for Young Adults: from Delight to Wisdom, outlines several criteria for evaluating nonfiction.

Criteria to evaluate nonfiction:

1. Look for the writer’s credentials. Do some research-author websites, bios, backgrounds. What makes this author credible?

2. Are the facts accurate? We are not experts, so we have to take the author’s word. We can look at different books on the same subject and compare the facts presented. This is a great activity to show kids how to do research and weed out inaccurate information.

3. What is the book’s purpose and scope? Some books are very general in nature and contain a lot of information, while others are more focused. Some of this has to do not only with the nature of the book but the intended audience.

4. How does the book’s organization help the reader? Look for bibliographies, glossaries, illustration credits, tables of content, indexes, notes, etc. The reader should be able to find additional information about the book’s subject matter. The additional information included in the book reaffirms the author’s credentials.

5. What role do visuals play? Including pictures, charts, etc. in books where the information is dense or complicated can only help the reader understand the content. Sometimes we just need to see it before the information clicks in our mind.

Carter and Abrahamson can up with questions to ask students about Nonfiction.

Questions:

1. If the book was written in a different time period, how might the information be different?

2. What are your favorite illustrations from the book and which one do you wish you had created?

3. Could the book easily be made into a documentary?

4. Why do you think the author chose this subject to write about?

5. How would the book be different if it were written for a different audience?

6. Do you think the author would be a good teacher?

7. If you could interview the author, what would you ask?

8. What are three facts or events from the book that you liked?Why?

9. Do the title and cover art accurately represent the contents of the book?

10. Pick a book you liked and tell why you think a publishing company should publish this book. How would you persuade them to publish it?

Reflection:

A s a PK teacher I rarely use nonfiction books in the classroom, but I can see the importance of reading nonfiction books at any age. It is important to expose students of all ages and grades to various genres of books. I should not wait for my students to go to  High school before the are exposed to nonfiction. It is my job as a librarian to gather information and relate that information to my students no matter what age they are.

Chapter 13: Fantasy and Science Fiction

Summary:

Fantasy fiction is fiction where at least some aspect of the story is Unrealistic. Science Fiction falls under the genre of Fantasy. I did not know that. All of Sci-Fi is Fantasy, but not all Fantasy is Sci-Fi.

Here is the criteria for evaluating Science fiction and Fantasy for children:

1.  Despite the fantastic aspect of the story, characters must behave in consistence and believable ways.

2. There must still be rules for the fantasy world.

3. Authors must assist readers in the “willing suspension of disbelief”

4. The themes of the stories should explore universal truths.

Dr.Perry’s video Presentation:

There are different subcategories of Science Fiction

· Apocalyptic(during the end of civilization)/ Post-Apocalyptic (takes place after the  catastrophe)

· Punk– has multiple subject matter that falls under it. Cyberpunk, dieselpunk, steampunk, biopunk, fairypunk, etc.

· Dystopia– has been around for years and some believe that Gulliver’s Travels was actual the first novel of its kind. It hit big in the 2000s. The characteristics include: propaganda, figure head worshiped, citizens conforming, citizens under constant surveillance, seems like a perfect world but it isn’t, resistance against government, main character often joins the resistance to overthrow the government.

· Extra-Sensory Perceptions– the concept of second sight, ESP, telepathy, supernatural awareness, clairvoyance, knowing or seeing the future.

· Robots/Androids/Cyborgs/ Artificial Intelligence– complex and man things can fit into this category.

· Space/ Aliens/ Extra-terrestrials– multiple types of interactions with other beings can fall into this category: invasion, conspiracy, colonization, first contact, space opera, etc.

· Time travel/parallel universe– scientific method or theory used for traveling in time and or space (not related to magic).

· Virtual Reality/Gaming– the person is lost in a virtual world or game; a person has been manipulated into the world.

· Miscellaneous– these novels do not necessarily fall into the other criteria.

Dr.Perry published a book about how to guide a young adult on recommending and selecting sci fi books.

Reflection:

It is easy to forget the magnitude of subjects that fall under the fantasy genre umbrella. Science fiction which covers more subcategories than I first realized. I would defiantly purchased Dr. Perry’s book “ Sci Fi on the Fly” A reader’s Guide to Science Fiction for young adults.” This would be a great resource to help me find the right choices for students that are wanting to select sci fi books.

Chapter 14:  Graphic Novels

Summary:

Graphic novels are not a genre they are a form/format. Graphic novels can be history, fantasy, nonfiction, and all sub genre as well. In recent years they have grown in popularity with children and teens, and in past years (and by some even today) they were referred to as “comic books.” This is due to their comic like appearance while also resembling a novel in length as well as their writing in the method of a dialogue and narrative arrangement.

I click the first link but it took me to a home page of random house, but I put in a search for graphic novels guides and this website popped up: https://images.randomhouse.com/promo_image/9781524770952_5363.pdf

Here are some important elements of Graphic Novels:

1. Color can be used in a variety of ways in graphic novels. What might the colors symbolize?

2. Line is a component of the art in a graphic novel, and the direction of a line (horizontal, diagonal, vertical) can imply different things.

3. What is the placement of panels? Are they different sizes? Why are they placed this way?

4. What type of frames are used? Are all frames the same or are some different? If so, why? Does the artwork flow over the frames? How would things change with the story if the frames were removed?

5. Notice the speech balloons. Does the author separate the text from the illustrations? Does the author use black/white or color? How about the size of the words? How does the author show characters’ emotions? Is there any text other than speech?

6. What media is used? Are the illustrations done in watercolors or pencil?  Is the art considered cartoon art? Check out the illustrator credit to find out.  Is the illustrator’s work easily identifiable in other works?

Good basic information about GNs.

http://www.getgraphic.org/whatisagraphicnovel.php ( This link was not working)

Dr.Perry and Dr. Lesesne created a slide share on the benefits of Graphic novels

• Graphic Novels help promote literacy.
• · Graphic Novels are a great resource for teaching mood and tone.
• · Special needs students often benefit from Graphic Novels.
• · All elements of traditional literature are included in Graphic Novels.
• · Content-area literacy can be taught through Graphic Novels.
• · Graphic novels combine the best elements of novels, picture books, film and poetry.

This is a great resource for finding out the latest Graphic novels for YA readers.

https://www.alsc.ala.org/blog/2016/03/new-graphic-novels-reading-lists/  -

Dr. Perry and Dr.Lesesne created a video about Graphic Novels

The parts of a Graphic Novel are:

· caption–the words that go with an illustration.
· gutter–the area between the frames .
· panel–each framed story part.
· Thought balloon– a character’s thoughts.
· Dialog Balloon– a character’s words.
· Sound effect– visual sound cues.

Reflection:

Graphic novels are a big hit with YA readers. They are easy to read and are interesting to them. I find myself reading many different types of Graphic Novels. One of the Graphic Novels that I recently read and liked is New Kid by Jerry Craft. This book won the Newbery  Award. I can’t wait until I read my next Graphic Novel book.

Chapter 15:  Ten Questions to ask about a novel

Summary:

Richard Peck a YA author has created a list of ten questions you should ask about a novel.

Here is the list of the ten questions:

1. Imagine that the main character is the opposite sex. How would the story change? Asking this question dispels stereotypes.

2. Why is the story set in this particular place? Asking questions helps teach about setting.

3.If you were making a film of the story, would you want it to be black and white or color? Asking this question helps teach tone.

4. If you had to eliminate a character for a movie version, who would it be and why? Asking this question helps teach about simplification of elements in making movie. What is necessary to the story and what is not?

5. How are you and the main character different? Asking this question helps the reader develop empathy.

6. Would this story be a good TV series? Asking this question helps focus on chapters and sequence of events.

7. Has anything in the story happened to you? Asking questions helps the reader identify with a character.

8. After you read the first paragraph of the novel, what made you keep reading? Asking this question helps teach about using “hooks”.

9.Would you redesign the cover? Why? Asking questions helps teach about false advertising.

10.Does the title ring true to the book’s content? Asking this question helps teach about the difference between “ hooks” and symbolic titles.

Reflection:

Richard Peck’s questions help readers understand the reasons they feel a certain way about a novel they are reading. These ten questions also help explain some of the motives behind the author’s choices for the way they wrote their novel. Reasons such as: why they chose a certain male for the lead instead of a female and even the title of the novel. These questions are excellent for teachers and librarians to use in discussions with students about their feelings and thoughts on a novel.

Chapter 16:  Q & A with Ebony Elizabeth Thomas

Summary:

Ebony Elizabeth Thomas is an expert on children’s literature and she is saying we are needing more diverse books for our children.

Reflection:

After reading the interview with Ebony Thomas I would have to agree with her about the world being diverse but not having many books that reflect the diversity of our students. I need to make sure that when I ordering books that I need to make sure that they are appropriate and diverse.

Chapter 17: We Need Diverse Books

Summary:

WNDB goal is to create a world in which all children can see themselves in the pages of the book. This is a great organization that will help accomplish that goal.

Reflection:

The WNDB’s website is great. I love their mission and hope that many people will join and become members to make their mission come true. I would love to have a library that has many diverse books that students of all races/colors can see themselves in.

Chapter 18: A call to Action: What we know about adolescent literacy instruction

Summary:

The purpose of this website is to provide a research-based resource for media, policymakers, and teachers that acknowledges the complexities of reading as an ongoing, developmental process and addresses the needs of secondary readers and their teachers.

Reflection:

I loved reading this article and found that there are key actions to consider in adolescent readers such as: incorporation of disciplinary literacy instruction, integration of multiple and social literacies, orchestration of engagement and motivation, and appreciation of multicultural perspectives and cultures. This article will help me become a more effective teacher.

Chapter 19: Finding a “ good book” What a real readers advisor does

Summary:

A reader advisor is someone how helps a reader find a book they would like to read. It is actually considered an art form.

Reflection:

I did not know there was such a term as readers advisor. Now I am aware of this term. I am glad that I now know that there is a person that can help a reader find a book that will be of interest to them.

Chapter 20:  23 YA and Middle Grade books to honor Hispanic heritage month

Summary:

This website has a list of 25 YA and middle grade books that honor the Hispanic heritage month.

Reflection:

I am glad that people write articles about list like this because it  helps me as a teacher if I am looking for Title of books that have to deal with Hispanic heritage. It is sad to hear that the Trump administration is trying to remove DACA and harming the latinx community in the United States. On the list I saw a book that I loved reading it was titled The First rule of punk. I need to try to read this whole list.