Paper Towns - Book Review

Green, J. (2008). Paper towns. NY: Penguin Group

Quentin Jacobsen lives next door to Margo Roth Spiegelman, a beautiful and adventurous friend.  The two are just 9 years old and out riding their bikes together when they discover a dead body of a grown man.  Quentin is frighten and reacts how one would expect to react, but Margo is intrigued and wants to know more about this person they found.  Her discoveries lead to a common theme in the story surrounding “strings”, his strings just broke.  This experience is one Q will remember for a lifetime.  Fast forward to now senior year.  Told from the perspective of Q, he and Margo are still neighbors but have grown apart although Q is still very much attracted to Margo.  The two end up on a random night of adventure after Margo shows up at Q’s window one evening, like old times, and requests he accompany her on her mission.  Q reluctantly accepts the invitation and is taken on a well-planned and detailed night of revenge and excitement.  The two spray paint homes and cars, hide raw fish on property, remove a boy’s eyebrow, and even sneak into Sea World.  Q is bound for college and a rule follower, but his night of adventure was thrilling.  The high of being on a mission with his crush carries him to the next day.  But something is not right.  Q realizes Margo did not show up to school or the days after.  Because Margo has disappeared many times before, no one seems to worry at first, but Q has a feeling this time is different.  He is worried for the worst and is suspicious Margo has disappeared to kill herself.  Margo has also had the reputation of leaving clues behind for her parents to discover where she is.  This time, she left a clue for Q, and he is not taking it lightly.  Bouncing from clue to clue, Q uses the help of his friends to find Margo before it is too late. 

I was disappointed with the ending of this novel.  The protagonist finding clue and after clue built so much suspense to a high climatic ending that ended with Margo not even really leaving very many clues to begin with, her actually not wanting Q to find her, and his rush to save her from herself was not necessary because that was not her plan all along.  I found myself cheering for Q and being drawn in by his sense of humor and self-image. 

John Green is a decorated author with winning the award of the Michael L. Printz Award two years in a row with “Looking For Alaska” and “An Abundance of Katherines” for literary excellence in young adult literature.  You can find his novels on this site for further reading:  http://www.johngreenbooks.com/books

Stick - Book Review

Smith, A. (2011). Stick. NY: Feiwel and Friends

Stark McClellan is a 14 year old boy who is bullied for being deformed.  He only has one ear and goes by “Stick” due to how tall and skinny he is.  Stick and his brother Bosten are extremely close and share a deep brotherly bond.  Bosten is able to stand up for Stick at school and makes sure he is left alone, but the brothers are unable to protect each other from the nightmare they live in at home.  Stick and Bosten’s parents are mentally and physically abusive to the boys.  They are extremely controlling and loveless.  Although Stick has a lot he could be angry and bitter about, somehow he is a sweet and tender individual.  Stick’s only friend is an adorable girl named Emily, who he eventually has his first love affair with.  Stick is even more worried about his home-life after he learns his brother Bosten is gay and fears what his father will do.  Bosten flees home to California and Stick misses him dearly.  He decides to go looking for his beloved brother and meets his loving Aunt. 

This was a very difficult read for me and I would suspect it would be for most readers.  The abuse Stick and Bosten go through is difficult to bear.  I found myself rushing or skimming through those scenes because I could not endure it.  Readers fall in love with Stick.  His hilarious narration and innocence draws readers in just to be disgusted by what he lives through.  This novel makes readers wonder what goes on behind closed doors in some homes that we do not know about.  It is astonishing to me that a character like Stick can still have love for others in his heart.  I appreciate novels bringing difficult issues to light and building empathy for others.  I did not enjoy the darkness this novel brought with it and found myself doing the opposite of what I usually easily do with a novel and that is to get lost in the story.  I fought hard to keep myself guarded from this story. 

To learn more about author Andrew Smith and his literary works, go to this website at:

http://www.authorandrewsmith.com/Author_Andrew_Smith/Home.html

Me and Marvin Gardens - Book Review

King, A. (2017). Me and Marvin Gardens. NY: Arthur A. Lavine Books

Obe Devlin is an 11 year old boy who loves the environment and takes pleasure in tasks like picking up trash around his favorite creek.  Obe lives in a small humble home by a new housing development built on land that once belonged to his family.  Obe still has strong ties to the Devlin land and learns his family lost their precious land due to his great grandfather’s drinking problem.  Obe’s only friend, Tommy, has abandoned him for his new friends in this new subdivision, who bully and are cruel to Obe.  Thinking of this will trigger nose bleeds for Obe.  One day, as Obe is picking up trash along the creek, he stumbles upon a hybrid animal that appears to be part pig, part dog, and names it Marvin Gardens after the Monopoly game.  Marvin is an unidentified mammal that only eats plastic and who’s waste is so toxic it can melt a road.  The story is told from Obe’s point of view and is creatively interrupted with several sections all titled “One Hundred Years Ago” and is also in a different page color, that gives readers information about the land and family members of Obe one hundred years ago.  Tommy’s friends eventually find out about Marvin who Obe has been keeping a secret.  Obe is able to confide in a trusted teacher, Mrs. G, about Marvin.  Tommy and Obe are able to mend the friendship and Obe finds a way to get Marvin protected while in the wilderness.  Obe is thankful for his time with Marvin Gardens.

This was a lovely story about a boy and the love of his pet.  Although Marvin cannot be classified as a “dog”, the two shared that type of bond.  Obe’s love for the environment and pride for land wan endearing and innocent.  Readers will be drawn to the protagonist’s bravery and wanting to do what is right.

To learn more about A.S. King and her other works, visit her official website:  d https://www.as-king.com/

Running Loose - Book Review

Crutcher, C. (1983). Running Loose. NY: Greenwillow Book

It’s senior year for Louie Banks and he has worked very hard for his starting spot on the varsity football team.  There is high hopes for this season as the team is preparing to have a successful season for another state championship.  Louie also has the prettiest new cheerleader as his girlfriend, Becky.  Things are looking great until a transfer move-in player, Washington, is now a threat on the opposing team.  Louie’s coach tells the team to “take him out” and encourages them to play dirty which Louie protests.  During the game, a teammate takes a dirty shot at Washington and Louie loses his temper.  He yells at the refs and ultimately gets himself kicked off the team.  This is devastating for Louie.  It has been tough to loose football, but Louie’s world is crushed when he hears his girlfriend, Becky, is killed in a car accident.  Louie is able to make it through the tragedy with his family’s support but he still needs an outlet.  Coach Madison see’s Louie is in need and asks if he would run cross-country.  With the help of Coach Madison pulling some strings with administration, Louie is able to participate as long as he is not by any teammates.  Louie ends up racing against Washington, the player he refused to play dirty against and although Louie does not advance past regionals, he is able to use running in other ways. 

As a sport lover, I really enjoyed the message the novel sends with the love and need of sports in a young person’s life.  Sometimes a kid needs the sport more than the sport needs them.  I am always a fan of a story where a coach or teacher steps in and advocates for a student.  These are powerful positions and leave such an impact on a young person’s life.  Although I liked the message, I was disappointed with our protagonist’s decision making in the novel.  I was rooting for Louie to make better decisions and be a bigger person. 

Chris Crutcher is the author to many novels and several sports novels.  His website includes a teacher tab for literary discussions to his works.  You may find this information on this link:  http://www.chriscrutcher.com/

The Crossover - Book Review

Alexander, K. (2014). The crossover. NY: Houghton Mifflin Harcourt

Josh Bell is a junior high basketball star.  Josh lives and breathes basketball and as the best player, he is ready to lead his team to the championship this year.  Josh has a twin brother, JB, who is the second best player on the team and not as tall as Josh but has a sweet shot.  Their father is a former basketball legend and their mother is the principal of their school, and are both very supportive.  Told from Josh’s perspective in verse, Josh tells his story of his passion for basketball.  Josh also discovers his father is hiding in a mess of genetic health problems and will not go to the doctor, which puts a strain on some of the relationships in the house with this tight knit family.  Josh and his twin brother JB do everything together, until one day a new girl shows up to school and takes JB’s attention away from Josh.  Josh has a difficult time dealing with feeling lonely and frustrated.  He makes a terrible decision and loses his temper on his brother during a game and almost breaks his nose on the court with the basketball.  Josh is suspended from the team and must watch his teammate’s work their way to the championship game with his twin brother leading the way, who is not speaking to him anymore.  Just as the family starts to appear to be coming back together and Josh is working his way to being able to join his team for the championship game, Josh’s father is admitted to the hospital after trying to dunk on Josh at the rec center.  Josh had to perform CPR on his father.  Emotions are high in the hospital as Josh’s father awakes from a coma.  The family must spend Christmas in the hospital with Dad and await their championship game after the holidays.  On the big day, Josh’s mom gets a call that their father has suffered another heart attack.  She will go to the hospital but the boys should go on to the game.  The brothers handle this news differently as Josh still finds a way to the game, while JB misses it to rush to the hospital.  Josh wins the championship for his team, but is devastated to hear his father did not make it and has passed away at age 39.

Josh Bell is a very likable character with a deep love for basketball and his family.  His jealousy for his twin brother’s attention is endearing to readers even though he makes a bad choice with his frustrations and anger.  The remorse Josh experiences leaves readers rooting for a second chance.  Josh also experiences frustrations with his father not getting the medical help he needed and not taking care of his body.  I appreciated the honesty in the writing and plot and how it took JB a while to forgive and get over what Josh did.  Readers will learn in the end that the brothers still have a special bond and will continue to mend their relationship. 

I was impressed with the author’s blend of sports and poetry, combining what some people might think are two worlds that should not collide.  Alexander does it flawlessly.  I can see how a reluctant reader would be drawn to this story line and even to this format of novel in verse.  A recommendation to a reader who enjoyed this novel would be Booked by Kwame Alexander which is another novel in verse about a boy who is plays soccer and is sidelined due to an injury.  

The Hate U Give - Book Review

Thomas, A. (2017). The hate u give. London: Walker Books

Starr Carter is a 16 year old African American girl living in two worlds, her school world which is rich, nice, and predominantly white, and her neighborhood which is poor and black.  Told from Starr’s point of view, the story begins with Starr at a party with a friend from her neighborhood, Garden Heights.  Starr runs into a childhood friend, Khalil, and the two briefly catch up with what is new in each other’s lives.  Based on Khalil’s new look and brand new Jordan shoes, Starr can only assume what he is doing to earn that kind of money and coming from their neighborhood.  Shoots are fired at the party and Khalil leads Starr safely out.  While the two of them are driving home, Starr’s worst nightmare begins.  Khalil is pulled over for a routine stop for his taillight being out, and the next thing Starr knows, she is witnessing her friend being shot three times and killed while unarmed by a police officer.  Khalil’s death goes viral, and as the only eye witness, Starr is caught in the middle of protesters and her life at school.  With police officers intimidating her and her family about what really happened that night, Starr must face difficult decisions on what to say about officer “1-15” and the details that lead to the death of her friend.  Frustrations rise in Starr as she sees how her race is depicted on media, as they describe Khalil as a “thug”, with efforts to convince others this shooting was justified.  Starr lives with her former gang-member father, mother, and her brother Seven who is very protective.  She deals with what seems like normal teenage girl life such as friendship struggles and having her first real boyfriend, but there are some deeper issues all around her.  For instance, her secret boyfriend is white, and she feels like she is disgracing Khalil just by being with Chris.  There are also issues on race, political activism, grief, interracial relationships, police brutality, and the media’s view and perception of African Americans.  Starr, of course is devastated to hear the grand jury will not indict the officer who killed her unarmed friend. 

I found myself very drawn to Starr and the character she is.  She is fierce and smart.  I had two moments in the novel that resonated with me.  One was the scene of the actual innocent of Khalil being shot.  I had to read that section of the story several times to process it and it was extremely emotional.  The other was when Starr realized for the first time that her boyfriend was white.  It had never really sunk in before the shooting that Chris was a white boy.  Was it in this moment Starr lost some innocence or is she beginning to wear racial glasses?  This is a powerful story that will give readers a deeper understanding of issues our world is dealing with.

To read more about this incredible author, click on this link below from “The Guardian”.  You will find an interview with Angie Thomas with a focus on her novel “The Hate U Give”.  https://www.theguardian.com/books/2017/mar/26/angie-thomas-the-debut-novelist-who-turned-racism-and-police-violence-into-a-bestseller

Persepolis-Book Review

Satrapi, M. (2003). Persepolis. NY: Pantheon Books

This autobiography graphic novel is about our author, Marjane Satrapi, who is a young girl in Iran.  Marjane, or Marji, grew up during the time the Shah is overthrown and a new Islamic regime takes control.  Written through the eyes of a child, readers are educated on the history and background of the sufferings of the country.  Marji is educated about politics through family history lessons, her own readings, and paying attention to adult conversations.  Her school has changed what they are teaching, she must attend an all-girl school now, and she is forced to wear a veil.  The influence of politics and forced control is explained through Marji describing the changes her country is facing.  Marji learns more than she wants to about war, mass death counts, torture tactics, and the evil people are capable of.  As Marji grows up, her courage and bravery grow with her.  After losing loved ones and dear friends due to violence, Marji decides to speak up.  She is kicked out of school and her parents realize Iran is no longer safe for their fierce daughter who they have taught to remember where she came from.  Marji’s parents make a difficult decision to send Marji to Europe with a promise they will follow her shortly after several months.  As Marji prepares for her move, she realized her parents will probably not be moving with her, that they will more than likely only be able to come for visits. 

Satrapi does a beautiful job of combining the history and background of a culture with a modern day graphic novel.  How certain laws and customs of this nation came about was extremely interesting and eye-opening.  I found myself researching countries and names of rulers to better understand how a nation could end up with these results.  I was embarrassed of my lack of knowledge.  Readers will open their minds to any prejudices they have about grouping all the Iranian people together as one.  Reading stories like Marji’s is vital to understanding what many of the people have lived through and the nightmare of the sufferings. 

To learn more about Marjane’s story and her sequel to this novel.  Visit this website:  https://www.notablebiographies.com/newsmakers2/2006-Ra-Z/Satrapi-Marjane.html

Gabi: A Girl In Pieces-Book Review

Quintero, I. (2014). Gabi: A girl in pieces. TX: Cinco Puntos

Gabi Hernandez is Mexican-American senior in high school.  Written from Gabi’s point of view through her intimate journal entries documenting her senior year, Gabi gives readers an honest, authentic, and even hilarious perspective into her life.  Gabi struggles with what is expected of her from her family as a Mexican young lady, and what she aspires to be.  What really defines a “good” Mexican girl?  Her journal takes us on a journey of the light hearted and fun side of Gabi, and through issues she faces all in one school year.  Gabi struggles with body image and handles stress about family, school, and friends with binge eating and hiding snacks in her room.  Her father is addicted to drugs and comes and goes as he pleases, leaving Gabi, her younger brother, and her mother to worry about him and his well-being.  Gabi’s mother discovers she is pregnant and only months later Gabi discovers her father’s dead body in their garage after an overdose.  Meanwhile, Gabi journals about boy crushes, dating, and about her two best friends, Cindy and Sebastian, who are dealing with problems of their own.  Cindy is a victim to teen pregnancy and later reveals it was due to date rape, and Sebastian has decided to come out with his sexual preference and is rejected by his family.  Gabi finds her first love, and readers find themselves cheering her on and being drawn to her confidence, growth, and her sense of humor.  What saves Gabi from everything going on is her poetry class.  Gabi discovers a healthy way to express her love, her hurt from her father, and how she see’s others and herself. 

I personally could not put this book down.  Gabi’s journaling format made the text feel real and intimate.  I found myself wanting to know what will happen the next day for Gabi.  Because this book hits so many issues young adults are faced with today; sexual preference, falling in love, death, teen pregnancy, date rape, body image, drug addiction, family pressure/expectations, and even abortion, this text is able to reach many who need to see themselves in a book.  Quintero develops an intriguing protagonist through the simplicity of Gabi being just Gabi.  Watching her confidence grow in who she is the real victory for this character. 

Isabel Quintero is a talented author.  Follow this link  https://laisabelquintero.com/publications/ to access more publications written by Quintero including children’s books and poetry.  Discover awards and honors she has been given as well.   

Chapters 6-10 Textbook Reflection

Chapter 6:  How Do Adolescents Develop?

A goal for a librarian is to match readers to literature successfully and we do this by knowing who our readers are.  Adolescent readers develop in many ways.  Physical development is the stage of puberty an adolescent goes through.  This is the stage where readers ask themselves “am I normal?” and because we all change and grow at different rates, it is difficult to consider oneself “normal” during this time.  Readers need books with characters that are going through this same thing.  It assures our readers that they will get through this time and yes, they are in fact “normal”.  Adolescents also develop intellectually.  Piaget breaks down how kids think and develop.  Children move from concrete thinking to more abstract the older they get.  Around 14 years old is when abstract thinking can begin to take place.  Literature with deep themes and meaning are understandable at this age.  A librarian must think what intellectual stage an adolescent is in before recommending a book.  We must provide adolescents some way of getting to a place of understanding with abstract themes.  Havighurt provides developmental stages of an adolescent that helps librarians better understand what adolescents are going through.  Stages from learning to get along with peers, to working for pay, to changing relationships with parents, and to defining appropriate sex roles are several examples of what adolescents experience.  Kohlberg enlightens readers on the development of morals and values a child will experience.  Most children are in the pre-conventional stage where there is simply reward for good behavior and punishment for bad behavior.  Conventional is where an adolescent follows the rules.  Post-conventional stage is when a person recognizes the laws but humanity oversees the laws.  Literature speak to children where they are, so reading books with issues with these different levels help move students to understanding.  Maslow gives us a hierarchy of needs for students.  Understanding needs of adolescents help librarians know just who adolescents are.  The hierarchy begins with physical needs such as food, clothing, water, and moves up to the need of safety and the need of feeling loved and belonging.  Self-esteem can occur after those needs and finally the belief that a child can be whatever they want to be.  Books that reflect these needs are important as well.

While reflecting on this chapter, I found myself excited to have this knowledge and tools for how to connect with developing adolescents.  The most profound thing I have learned so far in this course is the importance of readers seeing themselves in literature and being able to live out someone else’s experiences through literature.  Knowing how adolescents develop will strengthen my abilities in developing life-long readers.  Understanding adolescent intellectual development guides me to begin with concrete or pre-conventional meaning in literature and how to guide them to another level of abstract or post-conventional themes and meanings.  Havighurst developmental stages stood out to me the most.  Reading the stages required me to re-live and reflect going through the stages myself.  I tried to think of what literature allowed me to see myself in the book in order to relate.  Unfortunately this was a missing piece for me as an adolescent reader.  I missed out on being an avid reader in my younger years and did not find the love of reading until my adult life.  Knowing these stages and how adolescents develop will give me the tools I need to connect young readers with literature and to develop those life-long readers. 

Chapter 7:  Literary Elements

Literary Elements Definitions:

Antagonist-  The antagonist is the opponent to the protagonist.  The antagonist stands against what the protagonist is trying to accomplish.

Character-  A character can be a person, a figure, and inanimate object, or animal that carries out the plot of the story.  A character makes the plot readable and interesting.

Conflict-  The conflict is the resistance the protagonist of the story finds in achieving his/her goals or dreams.  There is many forms of conflict which includes man verses man, man verses self, and man verse environment. 

Mood and Tone-  The mood and tone of a literary text is the mental and emotional perspective the author creates towards a subject.

Plot-  The plot of a story is the sequence of events.  The plot is the happenings that make up the story line of a literary text.

Protagonist-  The protagonist is the central, or main character of a story.  It has been described as the first character on scene and one the audience may view as the hero of the story.

Setting-  The setting is the time, place, and environment of a text.  The setting describes the circumstances of the story.

Themes- The theme of a literary work is the life lesson or moral of the story.  The theme may be stated directly or indirectly by the author but it must be demonstrated from the text.  There must be truism in the theme, it may not only apply to the world of the story, but be global and applied to our world today.  The theme must also be a complete sentence and is not just one word.

Literary Devices Definitions

Allegory-  An allegory is a figure of speech where the meaning of a greater concept is often abstract.  An allegory uses common objects to convey a much bigger idea.

Allusion- An allusion is a figure of speech where an author refers to a subject matter by making a reference to a very familiar object, person, place, etc.  The reader is responsible for understanding the reference in order to understand the authors meaning.

Archetype-  An archetype is a reference to a concept, person, or object that serves as the original idea. 

Deus ex Machina-  A deus ex machina is often criticized when used in a literary text.  It refers to the incidence when a concept or character is brought into the story in order to resolve the conflict or have a pleasing solution. 

Hyperbole-  A hyperbole is an exaggerated and overemphasized statement in order to get an effect or stress a specific point.  The statement is usually not practical.

Imagery-  Imagery is one of the strongest devices in literature.  The author uses imagery by the use of words and phrases to create mental images for the reader.  The reader is able to visualize what the author is describing.

Metaphor-  A metaphor refers to a meaning by comparing two subjects with similarities and shared traits.

Motif-  A motif is any element, subject, idea, or concept that is constantly present through the entire story.  It is the repeating of a theme that dominates the work.

Point of view-  The point of view of a story refers to who is telling or narrating  the story.  The most common points of view are first person, where the story teller is in the story, and third person, where the story teller is outside the story.

Simile-  A simile is comparing two things with similarities and shared traits by using “like” or “as”.  This helps the reader be able to understand what the author is trying to convey.

Symbolism-  Symbolism may have several layers of meaning.  Symbolism uses an object or action that means something more than the literal meaning.

It is important to understand and be able to identify these literary terms while assessing literature and reviewing books for children and young adults.  As I was researching many of these terms, I found myself reflecting on literature that had examples of these devices and how these devices were used in order to gain understanding.  I teach 4^th grade reading currently, so many of these devices we use in class and many we do not.  The old saying “if you don’t use it, you lose it” came to mind in that I am very comfortable with the terms I teach and refer to in my classroom.  The terms that required extra investigating for me was allegory and des ex machine.  Deus ex machina fascinated me with how it is criticized in literature.  As a reader, I have found myself frustrated when a plot line has ended with deus ex machina.  As a future librarian, I will need to know and understand literary devices to properly connect with readers and match them to books successfully.  I read an article by Nancy Pearl that changed my views with referring books to readers.  I love Nancy’s theory that we must ask readers what was it about the book that they liked.  If a reader likes the figurative language and descriptive words, then other books with the same figurative language devices would be a successful recommendation.  If a reader enjoyed the symbolism a book had, then it would be important to understand that literary device to match the reader to more literature.   

Chapter 8:  Awards and Lists

Printz – The Michael L. Printz Award exemplifies literary excellence in young adult literature.  Story, voice, style, setting, accuracy, characters, theme, illustrations, and design are many of the elements considered.  The YALSA announces the winner yearly in January.

YALSA Excellence in Nonfiction – The award honors the best nonfiction book published for young adults, ages 12-18, during November 1-October 31 publishing year.  The winner is announced annually at the ALA Youth Media Awards in January and is released by the press.

Great Graphic Novels For Teens – This is a list of recommended graphic novels and illustrated nonfiction for ages 12-18 years old.  The list is prepared yearly by YALSA and is announced on the Hub.

Best Fiction For Young Adults – This list is fiction titles published for young adults in the past 16 months that are recommended reading for ages 12-18 years old.  The BFYA Blogging Team announces the list in January.

Margaret A. Edwards Award – This award began in 1988 and honors an author, as well as a specific boy of his/her work, for significant and lasting contribution to young adult literature.  It 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.  It is announced in January by YALSA.

ALEX Award – The ALEX Award honors 10 books written for adults that have a special appeal to young adults.  It is for ages 12-18 and is selected from the previous years publishing.  This is announced in January.

Odyssey Award – This award honors a producer for the best audiobook produced for children and/or young adults.  It is released by the press in January.

Morris Award – The William C. Morris Award honors a book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature.  It is announced annually at the ALA Youth Media Conference and a short list is published in December.

Outstanding Books for the College Bound – This list of books offer opportunities for readers to discover new ideas and targets students in grades 9-12.  Readers will gain more understanding about our diverse world and be able to build a foundation to deepen their response to it.  The list is developed every five years. 

Popular Paperbacks – This list is created each year by a committee.  The list is of books that encourage young adults to read for pleasure.  The list is books available in paperback and represent a variety of themes and genres.  The list is prepared to be released for January.

Quick Picks for Reluctant Readers – This list is aimed to encourage reading among teens who dislike to read.  Criteria is based on physical appearance, style, fiction, and informational books.  The final list is available on the Hub.

Readers’ Choice – This list is the most popular teen titles and seeks to encourage a wide audience of librarians, educators, teens and young adult literature enthusiasts is making the choices.  The books are titles in the given year and covers broad genres.  Books are voted on in November and winners will be posted online the first week of December.

Teens Top Ten – This list of titles is chosen by teens.  Teens choose their favorite books of the previous year.  Readers ages 12-15 vote online.  The winners are announced the week after “Teen Read Week”.

Amazing Audiobooks – Every year, YALSA’s Amazing Audiobooks Blogging Team selects a list of notable audio recordings that is significant to young adults.  The audio recordings are from those released in the past two years.  The list will be complete by December 31^st and released on the Hub.

YA Choices – This list is created annually and encourages adolescents to read.  The books are selected by the readers so they are popular with middle and secondary school students.  This is a trusted source of book recommendations. 

Lone Star Reading List – This list is recommended by public and school librarians from the Young Adult Round Table.  It encourages students in grades 6-8 to explore a variety of current books.  This list is made annually and is nominations are available after October 1^st.

TAYSHAS Reading List – The motive with this list of titles is to motivate young adults to become lifelong readers and to participate in the community of readers in Texas.  The list is designed for young adults of Texas in grades 9-12.  Books considered are published in the two years prior to the list being published.  Criteria considered for this list is for balance in areas such as genre, gender appeal, interest, subject, and difficulty. 

Maverick Reading List – The Maverick Graphic Novel Reading List is recommended reading that is developed by public and school librarians from the YART.  The list encourages students in grades 6-12 to explore a variety of current books.  This is for recreational reading.

Edgar Award For Mystery – This award is dedicated to promoting higher regard for crime writing and recognition and respect for those who write mysteries. 

NCTE Award for Excellence in Poetry for Children – This award honors a living American poet for his or her aggregate work for children ages 3-13.  The award also recognizes the excellence in children’s poetry.  This award considers the art and craft of the work, the contributions of the poet, the evolution of the work, and its appeal to children.  The award is presented during the NCTE Annual Convention.

Orbis Pictus – The Orbis Pictus Award recognizes the excellence in the writing of nonfiction for children.  The book must be published in the calendar year and may include biography, textbooks, historical fiction, folklore, or poetry.  Criteria for the awards is accuracy, organization, design, and style.  The book must appeal to grades K-8. 

Batchelder Award – The Batchelder Award is awarded to an American publisher for a children’s book considered to be the most outstanding of those books originating in a country other than the United States.  It is also in a language other than English during the preceding year.  The award encourages the exchange of quality children’s books by recognizing U.S. publishers of such books in translation. 

Scott O’Dell Award for Historical Fiction – The Scott O’Dell Award honors an author’s writing on historical fiction.  The award is meant to increase interest of young readers in the historical background.  The book must be published in the previous year.

Pura Belpre Award – The Pura Belpre Award is presented annually to a Latino/Latina writer and illustrator.  The work best portrays, affirms, and celebrates the Latino culture and is also an outstanding work of literature for children and youth.  Two medals shall be awarded annually at the Annual Conference of the ALA.  One for an author, and one for an illustrator. 

Schneider Family Award – The Schneider Family Book Award honors an author or illustrator for a book that embodies an artistic expression of the disability experience for children and adolescent audiences. 

Sibert Award – This award honors the author and illustrator for the most distinguished informational book published in the United States in English during the preceding year.  The award is annual. 

Stonewall Award – These awards are presented to English Language books that have exceptional merit relating to the gay/lesbian/bisexual/transgender experience.  The Israel Fisherman Non-Fiction Award, Barbara Gittings Literature Award, and the Mike Morgan and Larry Romans Children’s and Young Adult Literature Award are considered the Stonewall Awards.

As a future librarian, it is vital I know and understand each of these awards and lists.  Understanding the criteria these awards and lists are based on with give me tools for recommending books to readers.  As I was reading over these awards and lists, I found myself reflecting on books I have read myself that fit in to several of these categories.  I am also imagining different scenarios and how I can use this knowledge to better match readers with literature.  If a student is a reluctant reader, I know I can begin with Quick Picks for Reluctant Readers as a starting point.  If a child would like to read mystery novels, I will refer them to the Edgar Award for Mystery list.  Knowing and understanding criteria for lists and awards is a powerful tool for a librarian.   

Chapter 9:  Poetry

Poetry is a form that literature can take, it is not its own genre.  Poetry can be found in multiple genres including fantasy, historical fiction, realistic fiction, and traditional literature.  Poetry is the most neglected form of literature.  There are several theories why that is.  Many people have had bad experiences with poetry or they simply do not feel comfortable with it.  We need to understand that it is not always about dissecting the poem, but sometimes it can be about enjoying it.  A research study took place on elementary students and poetry.  It was found that kids prefer narrative poetry and they disliked free verse and haiku poems.  Kids enjoy the play with language in a poem and prefer funny poems, poems about familiar experiences, and animal poetry.  Children also have a preference for contemporary poems probably because they are more familiar and can recognize the language.  Criteria for poetry will include visual images so children can expand their imaginations.  Poems don’t need to be brought down for kids.  Good poetry allows kids to interact with them.  The enjoyment comes from the familiarity of knowing what is coming so a poem needs to also be repeated.  More criteria for evaluating poetry for children may include asking is the subject of the poem something with which children would be familiar?  Young readers need a poem to rhyme to scaffold them into poetry.  The rhythm and sound play a role as well.  Does the poem stir emotion and can children understand it?  There are many reasons why we share poetry with children.  The first is so children enjoy it.  Poetry also provides knowledge of concepts and increases vocabulary.  Poetry helps children identify with people and situations and helps children understand their own feelings.  Poetry grants insights to their feelings and universal emotions. 

I am personally very passionate about poetry as a 4^th grade reading teacher and a future librarian.  I have experienced children being reluctant when it comes to poetry and very uncomfortable with this form of literature.  I have also witnessed children being forced to dissect a poem that is not developmentally appropriate for them on state assessments.  As the lecture stated, a child would rather read a poem about the experience of climbing a tree than a poem about comparing a tree to the purpose of life.  We forget sometimes as educators, that children can just enjoy poetry.  We do not need to be the reason a person feels uncomfortable with poetry in their adult life.  It is a valuable tool knowing criteria for evaluating poetry while working with children and adolescents.  When we are able to choose and recommend quality poetry for our readers, we provide experiences for them with the literature they cannot find elsewhere. 

Chapter 10:  Historical Fiction

Historical fiction is any story set in the past.  The problem with children is they have a difficult time deciphering what “in the past” means.  Historical fiction allows readers the opportunity to vicariously experience what it might have been like to live in a different time and place.  There is some criteria for evaluating historical fiction.  The text must tell a good story that blends beautifully with historical events.  The facts of the historical period must be accurate.  Many readers rely on these facts and trust their credibility.  The values of the time period must be brought to life in the text and everything must be consistent with the social milieu.  It is important the theme of the story relate to contemporary readers. 

I had no idea how much I enjoyed historical fiction until I took the Children’s Literature course this summer.  When we discussed this genre, I realized most of the novels I enjoyed as a child fit in this genre, and even now as an adult.  Knowing how to evaluate historical fiction will strengthen my practices on title selections, book recommendations, and assisting teachers with curriculum based lessons.  Knowing awards and lists to refer to that honor works of literature in this genre is an excellent starting point for recommendations.  In my experience, children like reading about events that really did happen.  It usually brings about deep discussions and further inquiry.  I would like to do a better job promoting this genre with students.