LSSL 5385 Textbook Summaries: Chapters 1-7

Textbook Reflections

1. Why do we share literature with children?
1. Because it’s fun
1. Carving out time to read and then sharing.
2. Because it aids in the acquisition of language and language development
1. Research on time reading and gaining of vocabulary
2. 1000 books before kinder reading initiative
3. Focuses on the natural occurrence of words in books versus flashcards
3. Because it creates empathy
1. Reading fictional studies creates empathetic feelings
4. Because it creates life long readers
1. Serial - reading a certain author over and over
2. series reading
3. Unconscious delight
4. Reading ladders - developing reading lists for students, knowing what they like and owning it.
5. Reading autobiographically
1. Reading about one’s own life experiences
2. Windows as mirrors - diversity in books to show kids themselves
6. Reading for vicarious experiences
1. Windows as windows - reading about experiences you’ve never had.
2. Experiencing consequences through books instead of having to experience themselves
3. Doesn’t have to be edgy - culture, interests
7. Reading for philosophical speculation
1. Reading books to form opinions - ethics, religion
8. Reading for aesthetic experiences
1. Reading for the joy, beauty, or pleasure
9. Reading to develop imagination
1. “What would happen if?”
2. Inventions
10. Transmits culture
1. Diverse books
2. Don’t wait for a cultural holiday to share culture

Libraries can become four walls that hold books instead of places to share books. The ten reasons above as to why we should share literature with children not only impacts my personal life in regards to how I read to my 4 and 6 year olds, but also why I choose certain short stories and novels for my senior English class, and also why I want to become a librarian. As an intern for the Intellectual Freedom Committee with TLA, I’ve heard stories of challenged books in libraries. If the above list is shared with people who want to challenge books, I think the purpose behind literature can help them understand why literature should be shared and not restricted.

2. Divisions of Young People's Literature

1. Children’s Lit
1. 0-8 year olds
2. Wordless picture books, picture books, easy readers, illustrated chapter books, early chapter books, early novels
2. Middle/Tween
1. 8-12 years old
2. Graphic novels, age appropriate novels
3. What about middle school?
1. 11-13 years old, 6th-8th grade
2. Tough issues, but set in the right age group and grade level
3. BE careful about giving a middle grade student and middle school level book
4. Young Adult
1. 13-18 years old
2. Be careful about putting YA books in a middle school library - language, topics, etc.
3. Graphic novels, series books that deal with life situations (foster care, gangs, gambling, violence, sexuality, etc.)
5. New Adult
1. 18-30 years old
2. Began in 2009 - cutting edge fiction that has protagonists who are slightly older than YA and can appeal to an adult audience.
3. Recent HS grads going to college, moving away, relationships
4. Older teens/early twenties experiencing things without adult guidance/experience

The focus of this chapter really put emphasis on choosing books that fit different age groups, especially middle school aged students, without hindering their own reading choices, or their desire to “read up.” As a current English teacher, choosing novels that both challenge my students, but also fit into their age group and are engaging, is incredibly difficult. This same difficulty will be experienced when I become a librarian and must help guide students towards age appropriate reading that both challenges and engages them as well. The New Adult category is interested because I just assumed those were still YA books using older characters. It is a great category that bridges the gap in life between high school and adulthood.

3. Genres and Formats

1. Genre-fying libraries - can confuse readers.
2. Fiction and Nonfiction  - everything else is a sub-genre
3. Fiction
1. Realism
1. Realistic: Modern and Contemporary
2. Historical
2. Fantasy
1. Modern
1. Hard Science Fiction (science is the main component), high fantasy (languages, worlds created), soft science fiction (science is involved, but character is more important), low fantasy (more realistic, but includes fairies, etc.).
2. Traditional
1. Folktale, myth, legend, fable, ballad, fairy tale
4. Nonfiction
1. Informational
1. Autobiography (entire life), biography, memoir (portion of life), narrative nonfiction (written like a story), expository nonfiction (facts/information)
5. Categories - NOT genres
1. Chick Lit, mystery, horror, sports fiction, classics, etc.
2. Subjects, categories - NOT genres
6. Formats
1. Poetry, drama, novels, chapter books, graphic novels, short stories
2. Narrative Nonfiction in a graphic novel format, Low fantasy in a picture book format, Low fantasy in short story format, Soft science fiction in a novel format

As a reader of literature and an English teacher, this video has truly made me realize that I have spoken incorrectly about literature for a long time. When I’ve taught genre in my classes, I have given subjects and categories the privilege of being a genre when they truly aren’t. By teaching people what is a genre and what is a subject, they can truly begin to understand what they are into when it comes to their reading interests. Knowing this, I agree with Dr. Perry’s support of not “genre-fying” a library. Instead of going through books that contain ideas, plot lines, or characters that you are interested in, no matter their format, patrons are forced to choose a format over the content, which very much limits their ability to explore new ideas through texts.

4. What is YA literature?

1. When I read this chapter, the term “bildungsroman” entered my mind. YA novels are truly coming-of-age texts that focus on adolescent experiences and the challenges of overcoming those experiences to enter the other side of life as a new, refreshed, educated, experienced person. YA characters grow up, suffer consequences, learn about life and the world, and then use this newly acquired information to continue to grow. Knowing this information, putting books in my future library that addresses contemporary issues that students may have experienced, but also things they have not and may never experience, is critical to their own lives, their own bildungsroman. What they read will affect their lives and they will grow up and learn because of it.

5. How do adolescents develop?

• Physical Development
• Puberty - developing at different rates in different ways
• Am I normal?
• Time of change that isn’t easy.
• Books that focus on transitioning  - books that assure that they are normal.
• Intellectual Development
• Piaget’s levels of development
• Concrete to abstract at age 10
• Movement of age to 14
• Think about the levels of questions that are being asked.
• Scaffolding
• Concrete versus abstract plots in books
• Havighurst
• Developmental tasks
• Learning to get along with peers
• Mutual interests/grouping
• Easy relationships with opposite sex
• Finding a vocation/Working for pay
• Changing relationships with parents
• Finding a vocation
• Developing morals and values
• Adapting to physical bodies
• Defining appropriate sex roles
• Don’t work in a certain order.
• Kohlberg’s Theory on Morals
• Preconventional
• Decisions based on reward and punishment
• Not based on age
• Conventional
• Follow the rules
• Post-Conventional
• Recognize laws, but recognize humanity or life of individual supersedes the law
• Breaking laws because the laws are wrong
• Looking for books for where kids are and then looking to move them to higher levels
• Maslow’s Hierarchy of Needs
• Physiological Needs
• Hungry, tired, headache. Can’t move ahead because of the need that needs to be met.
• Safety
• Physically and emotionally
• No bullying, poor behavior
• Loved/Belong
• Calling child by name, showing interest
• Esteem
• Need to be respected
• Self-Actualized
• Believe you can be anything you want to be
• No limits
• Developing as readers
• Birthday Cake Theory
• Not a hierarchy. Always build.
• Unconscious delight
• Lost in a book.
• Series/Serial reading
• Autobiographically
• Reading about people by us
• Vicarious Experience
• Experiences beyond own reality
• Philosophical experience
• Questions about life
• Non-fiction?
• Aesthetic
• The experiences
• Characters, emotions, words

Knowing and understanding the developmental stages of adolescents and how their levels of development can impact their understanding of literature is critical for reader’s advisory. Librarians cannot recommend books beyond what a child is ready to consume for various reasons.

6. Literary Elements

Literary Elements

• Antagonist - character in opposition to the protagonist.
• Character - a person/animal/thing in a novel, play, movie, etc.
• Conflict - problem between 2 opposing forces; man vs. man, self, society, or nature.
• Mood - how the text makes the audience feel
• Tone - how the author feels about the subject they are talking about
• Plot - the action of a story
• Protagonist - main character of a story
• Setting - place and time of a story
• Themes - the message about life

Literary Devices

• Allegory - story with a greater meaning
• Allusion -  reference to something from the past
• Archetype - prototype of an idea; perfect example of
• Deus ex machina - an unbelievable character/concept is introduced to resolve a story in a pleasing fashion
• Hyperbole - extreme exaggeration
• Imagery - appeals to the senses
• Metaphor - comparison between 2 or more things not using like or as
• Motif - symbol that is used over and over in a text
• Point of view - manner in which a story is narrated or depicted
• Simile - comparison of 2 or more things using like or as
• Symbolism - something that represents something beyond itself

These devices are all critical for truly understanding all levels of literature and truly engaging with them.

Being able to have an educated conversation with someone using the above terms shows both literary

understanding, as well as a level of reading that goes beyond the surface. Using these same terms to

evaluate the quality of literature will be beneficial to future purchases in my own library

as well because the quality and complexity of the literature can be evaluated.

7. Awards

Sources: American Library Association website, International Literacy Association website, Texas Library Association website, The Edgars.com, National Council of Teachers of English website, Scottodell.com.

Knowing the extensive amount of awards and the criteria for their choices helps librarians and teachers find quality literature for all genres, categories, and age groups. These are trusted books in the library and education world

that are great to add to collections.

Award Name	Criteria	When Announced
Printz	“book that exemplifies literary excellence in YA lit.” Fiction, nonfiction, poetry or anthology 4 honor titles selected Published bettern 1/1 and 12/31 of year preceding announcement Must have been designated YA or published for age range of YA (12-18) Joint authorship/editorship eligible Published in another country with Am. edition eligible Self-published/eBook only/Outside US not considered until in print	Announced at ALA Midwinter meeting as part of the Youth Media Awards
YASLA Excellence in Nonfiction	“honors the best nonfiction book published for young adults (ages 12-18) during a Nov. 1 – Oct. 31 publishing year.” All print forms of nonfiction eligible, including graphic novels. Must have been designated as YA Excellent writing, research, presentation, and readability Series books considered on individual merit Self published/eBook/outside US not considered until in print	Announced annually at the ALA Youth Media Awards
Great Graphic Novels for Teens	list of recommended graphic novels and illustrated nonfiction for those ages 12-18, prepared yearly by YALSA. Both young adult, and adult titles with strong teen appeal, may be considered Both fiction and nonfiction are eligible Adapted materials must remain true to, expand, or complement the original work Books published within the assigned calendar year, January 1 to December 31, in addition to those published between September 1 and December 31 of the previous year. Nominations may be accepted from the field and Committee up to November 1 of that calendar year. Though graphic novels need not be published in the United States, they must be widely available for purchase in the U.S. at the time of consideration. Reissues will be considered if there has been significant change to the original content of the work since first issued. Whether or not the changes are significant enough is ultimately determined by the Chair. Collections of comic strips will be considered only if they contain an overarching story arc.	Midwinter Meeting
Best Fiction for YA	fiction titles published for young adults in the past 16 months that are recommended reading for ages 12 to 18. 9/1-12/31 Self published/eBook/outside US not considered until in print	Midwinter Meeting
Margaret A. Edwards Award	honors an author, as well as a specific body of his or her work, for significant and lasting contribution to young adult literature. recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world. Does the book(s) help adolescents to become aware of themselves and to answer their questions about their role and importance in relationships, society and in the world? Is the book(s) of acceptable literary quality? Does the book(s) satisfy the curiosity of young adults and yet help them thoughtfully to build a philosophy of life? Is the book(s) currently popular with a wide range of young adults in many different parts of the country? Do the book(s) serve as a "window to the world" for young adults?	ALA Midwinter Meeting
ALEX Award	given to ten books written for adults that have special appeal to young adults, ages 12 through 18. Titles are selected for their demonstrated or probable appeal to the personal reading tastes of young adults Appeal and popularity are not synonymous In addition to the question of appeal, committee members should consider the following when assessing titles: language, plot, style, setting, dialog, characterization, and design.	ALA Midwinter Meeting
Odyssey Award	given to the producer of the best audiobook produced for children and/or young adults, available in English in the United States This award recognizes excellence by a producer or director for accomplishment and/or innovation in the production of an audio program. The winning title must exemplify the highest standards of direction, narration, engineering, and technical achievement. Popularity is not the criterion for this award nor is the award based on the message or content of the book on which it is based. The committee must consider technical and aesthetic aspects, including the effective use of narration as well as music and sound effects when they are incorporated into the production. These elements must come together to create a unified whole. The audio must maintain and stimulate listeners’ interest. Production Qualities
Morris Award	“honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature” This award recognizes excellence by a first time author writing for young adults. The winning title must exemplify the highest standards of young adult literature and must be well written. The book’s components [story, voice, setting, accuracy, style, characters, design, format, theme, illustration, organization, etc.] should be of high merit. Popularity is not the criterion for this award, nor is the award based on the message or content of the book. The book must have teen appeal or have the potential to appeal to teen readers. In the sum of all the criteria, does the book represent the highest achievement in a debut work for young adults?	ALA’s Midwinter Youth Media Awards
Outstanding Books for the College Bound	“The books on this list offer opportunities to discover new ideas, and provide an introduction to the fascinating variety of subjects within an academic discipline. Readers will gain an understanding of our diverse world and build a foundation to deepen their response to that world. This list is developed every five years.” Standard selection criteria consonant with the ALA Library Bill of Rights shall be applied. Although copyright is not a consideration, all titles should be widely available. Each category may have a special set of criteria. Books can be in print or out of print, in hardcover or paperback. Books that have appeared on earlier Outstanding Books lists or are available in revised editions are eligible.	Every 5 years
Popular Paperbacks for YA	“To encourage young adults to read for pleasure by presenting to them lists of popular or topical titles which are widely available in paperback and which represent a broad variety of accessible themes and genres.” Both young adult and adult titles may be considered. Popularity is more important than literary quality. Both fiction and nonfiction may be considered. Copyright dates are not a consideration. A book which has appeared on a previous Popular Paperbacks list can be selected after 5 years have passed since it last appeared on the list. Nominations from authors or publishers for their own titles are not eligible for the list. Each committee will have the latitude to select its own topics that meet the latest teen needs and interests, subject to prior approval by the Selection and Award Committees Oversight Committee (this will ensure the inclusion of timely topics, current trends, and emerging teen audiences/populations), but as a matter of course certain perennially popular genres, topics or themes should be considered. Some examples are adventure, autobiography/biography/diaries, fantasy, historical fiction, horror, humor, music, mystery, new voices, romance, science fiction, short stories, sports, suspense, and thrillers.   Another focus for themes that each committee should explore are titles aimed at a particular underserved or emerging teen audiences.  Each committee should also seek out opportunities to tie their committee’s work to relevant YALSA initiatives, especially ones with annual themes that could be supported by PPYA, such as the YA Services Symposium and Teen Read Week™. Standard selection criteria consistent with the ALA Library Bill of Rights shall be applied. Librarianship focuses on individuals, in all their diversity, and that focus is a fundamental value of the Young Adult Library Services Association and its members. Diversity is, thus, honored in the Association and in the collections and services that libraries provide to young adults.	Annually after November 1st
Quick Picks for Reluctant Readers	“The list is for young adults (ages 12-18) who, for whatever reasons, do not like to read. The purpose of this list is to identify titles for recreational reading, not for curricular or remedial use.” “All titles should have appeal as self-selected leisure reading for young adults. Books should be evaluated by subject, cover art, readability, format, style and teen feedback. Teen feedback from reluctant readers, is encouraged. Standard selection criteria consonant with the ALA Library Bill of Rights shall be applied.”	“Selection of the annual list will be made during the last committee meeting at the Midwinter Meeting”
YASLA’s Reader’s Choice	“YALSA’s Readers’ Choice list seeks to engage a wide audience of librarians, educators, teens and young adult literature enthusiasts in choosing the most popular teen titles in a given year, as organized by broad genres.  The list will also provide librarians with a timely means of identifying popular teen titles on an ongoing basis.  Nominations will be posted monthly, with a final vote taking place each November.  Any individual, provided he/she is not the author or an employee of the publisher, or a current member of the Readers’ Choice List Committee may nominate a title via an online form, while only YALSA members are eligible to vote for the final ballot.”	Winners posted online the first week of December
YASLA’s Teens’ Top 10	“The Teens' Top Ten is a "teen choice" list, where teens nominate and choose their favorite books of the previous year! Nominators are members of teen book groups in fifteen school and public libraries around the country.”	“...(October 9-15, 2016) here on the Teens' Top Ten site. The winners will be announced the week after Teen Read Week.”
Amazing Audiobooks	“To select, annotate, and present for publication an annual list of notable audio recordings significant to young adults from those released in the past two years.”	Midwinter Meeting
Young Adults’ Choices Reading List	“annual list of new books that will encourage adolescents to read. The books are selected by the readers themselves, so they are bound to be popular with middle and secondary school students. “
Lone Star Reading List	“is a recommended reading list developed by public and school librarians from the Young Adult Round Table. The purpose of the list is to encourage students in grades 6, 7, or 8 to explore a variety of current books. The Lone Star list is intended for recreational reading, not to support a specific curriculum.”	at TLA Annual Conference
Tayshas Reading List	“The object of the Tayshas project is to motivate young adults to become lifelong readers and to participate in the community of readers in Texas.”	at TLA Annual Conference
Maverick Reading List	“To select a recommended reading list of graphic novels designed for young adults of Texas, grades 6-12, from books published in the two years prior to the list being published and to annotate said list. “ The content of the book must be relevant to readers in grades 6-12.   The book must be relevant in subject, language and age.    The book must have literary merit and wide appeal.   The TMGNRL is intended for recreational reading and not to be restricted to supporting a specific curriculum.  The list as a whole seeks balance in genre, gender appeal, interest, subject and difficulty.	at TLA Annual Conference
Edgar Award for Mysteries	“Each spring, Mystery Writers of America present the Edgar® Awards, widely acknowledged to be the most prestigious awards in the genre. “	Gala Banquet in April
National Council of Teachers of English Excellence in Poetry for Children Award	“to honor a living American poet for his or her aggregate work for children ages 3–13.” Literary merit Poet’s contributions Evolution of poet’s work Appeal to children	“The award is presented in even years by the chair of the NCTE Poetry Committee at the Children's Book Awards Luncheon during the NCTE Annual Convention.”
Orbis Pictus	“The NCTE Orbis Pictus Award was established in 1989 for promoting and recognizing excellence in the writing of nonfiction for children. The name Orbis Pictus, commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures (1657), considered to be the first book actually planned for children.” Accuracy Organization Design style	“presented annually by the chair of the Orbis Pictus Award Committee at the Children's Book Awards Luncheon during the NCTE Annual Convention.”
Batchelder Award	“The Batchelder Award is given to the most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States.”
Scott O’Dell Award	“the annual award of $5,000 goes to an author for a meritorious book published in the previous year for children or young adults.  Scott O'Dell established this award to encourage other writers--particularly new authors--to focus on historical fiction.” “a book must be published by a U.S. publisher; the setting must be South, Central or North America; and the author must be a U.S. citizen. Books published during each calendar year are eligible for the following year’s award.”	Annually
Pura Belpre’ Award	“presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.”
Schneider Family Award	“honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.”	“Schneider Award winners at the ALA Youth Media Award Press Conference”
Robert F. Sibert Informational Book Medal	“awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year.”
Stonewall Award	“honored for exceptional merit relating to the gay/lesbian/bisexual/transgender experience.”	Announced in January and Awarded at Annual Conference in June or July