Chapters 11-15 Textbook Reflection

Chapter 11:  Realistic Fiction

Realistic Fiction can also be referred to as Contemporary Realistic Fiction (CRF) or Modern Realistic Fiction (MRF).  It is set in modern or contemporary times, it believable, and everything in the story is consistent with the real world including characters, setting, and events. 

There is criteria for evaluating realistic fiction for children:

1.       Is everything consistent with the real world in which contemporary and modern kids live?  Is there speech, behavior, and every element consistent?

2.      Does the theme emerge naturally from the story?  A good piece of realistic fiction encompasses more than one theme and it should emerge slowly and consistently.

3.      How does the topic or subject matter of the book relate to modern readers?  Does it tackle sensitive and tough topics such as death, loss, sexuality and sexual orientation, changing of family structure, or more?  Topics that use to be taboo are now becoming the subject matter of books for young readers.

I love reading and recommending realistic fiction to readers and I have never thought about what criteria I am basing my recommendations on.  I simply think the book is “good” or look at awards or recognitions the book has received.  Although that is a good place to start, knowing the criteria for which finding great literature for children is based on allows me to be a more effective librarian.  What stood out to me most was looking at what the topic or subject matter of the book is about and how it would relate to modern readers.  I have found that these “taboo” subjects are what makes this genre so personal for readers.  Readers are able to relate in these subject areas or build empathy by looking through the lens of another character.  I also feel theme is a major component in realistic fiction.  As an educator, I see the impact of teaching theme and finding literature with a strong sense of theme can change readers and perspectives. 

Chapter 12:  Nonfiction

Nonfiction may include biographies, autobiographies, memoirs, narratives, and expository texts.  Dr. Robert Small said nonfiction is the only kind of book that is defined by what it is not.  There is certain criteria for evaluating nonfiction for children.  The first is qualifications of authors.  A reader can find information about the author in the back of the book, in the author’s notes, or even on their website.  Check to see if they put in the research for the topic.  The next criteria is are the facts accurate?  We must rely on the authors because we are not experts on the topic.  A reader may look at resources to learn more about the author and topic.  A great activity would be to have students select multiple sources on the same topic.  Students could make a chart to find what facts every source had, facts only a couple of books had, and facts only one book had.  This teaches children to do their own research and to be informational literate.  We must also consider what the purpose of the scope of this particular piece of nonfiction is.  What age groups does it address and is it a broad topic or narrow?  What need does it meet?  Another criteria for nonfiction is the organization of the book and how it assists kids in finding answers to their questions.  The literature needs text features that are user friendly and pleasing to the eye.  Call out boxes are especially beneficial for those who may be overwhelmed with all the written information on a page, but is able to view a small piece.  Some questions to consider when evaluating nonfiction is:

What would the text be like if it was written 50 years earlier or 50 years later?

Would this make a good documentary?

What do you think the author did to write this book?

What kind of teacher do you think this author would make?

Book Scenario:

Based on criteria used for evaluating nonfiction for children, “Perfectly Normal” should be considered for publishing.  The author has done the research behind the information presented in this book which you may read in the resources and references in the text.  The scope of the text is broad in that it presents information on changing bodies and sexuality, but can also narrow down to specific issues.  The organization is pleasing to the eye.  The book is full of text features and visuals that give information in a delicate, but honest way.  The text allows readers to easily find the information they are looking for quickly so they will not waste their time searching.  If a reader wants fast information, the text features provided will guide them to that information.  Children need to know and understand that their changing bodies are “perfectly normal” and this text is an excellent source to find reliable information presented for children.

Chapter 13 Fantasy/Science Fiction

Fantasy is stories that violate the laws of physical reality.  Science fiction is a subgenre of fantasy.  All science fiction falls into the fantasy genre, but not all fantasy falls in with science fiction.  There is criteria for evaluating fantasy and science fiction for children:

1.       Despite the fantastic aspects of the story, characters must behave in consistent 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 theme should explore universal truths.

There is something for everyone in the science fiction subgenre.  There is “hard” sci-fi, which includes made up worlds and beings, and there is “soft” sci-fi, which is more about the plot and characters.  There are several categories of science fiction:

-        Apocalyptic and post apocalyptic:  dealing with the catastrophe or living in it many years later

-        Steam punk:  involving steam powered energy

-        Cyberpunk:  involves hacking and computer technology

-        Bio-punk:  involves hackers with humans; can manipulate DNA; genetic engineering

-         Dystopia:  involves propaganda for control of citizens; withholding information from citizens; society to have the illusion it is perfect but with many underlining problems

-        Extra-Sensory Perception:  (ESP); using the mind to do things

-        Robot, android, cyborgs, and artificial intelligence

-        Space and aliens:  extra-terrestrials

-        Time travel, parallel universe:  Scientific method to time travel

-        Virtual reality and gaming

-        Miscellaneous: anything else could fit here

Understanding genres and subgenres is an important tool for a librarian.  A librarian must know the different subgenres to better build her collection and provide books for readers’ interest.  Understanding what genre or subgenre allows librarians to make a more effective book recommendation.  I personally appreciate the knowledge of each subgenre because it narrows book topics for recommendations.  If a child tells me they enjoy science fiction, there is a wide range of material I could recommend.  When I understand how each genre and subgenre is related, I will be able to use time more efficiently. 

Chapter 14:  Graphic Novels

Graphic novels is not a genre, it is a form or a format.  Graphic novels have evolved to span from readers from young elementary years, to secondary students, and to adult literature.  A survey said that 67% of teachers do not read graphic novels.  But larger and larger numbers of readers are preferring graphic novels.  By definition, a graphic novel is in comic format that resembles a novel in length and has a narrative development.  Graphic novels do not have to be used for learning, they can be used for just pure enjoyment.  Graphic novels combine text and illustration to convey the story.  They can be fiction or nonfiction.  Just like other novels, graphic novels have parts of the book.  The gutters play an important role in graphic novels because it helps separate what is on the page so the reader can view the panels and comprehend the story line.  Readers read graphic novels from left to right and from top to bottom.  Scaffolding comes easily with graphic novels because of the assistance the illustrations give the reader. 

As a reader and an educator, I am a huge fan of graphic novels.  As a teacher, I have loved watching some of my reluctant readers finally find literature they enjoy and will read.  I do know some teachers who do not allow students to read graphic novels for their independent reading.  My question to them has been, are students still having to comprehend what they are reading?  Are students able to recall character development, theme, plot, and other literary elements?  I personally love that readers must use everything on the page in order to comprehend the text.  As a reader, I have loved reading graphic novels and exploring genres in the format of a graphic novel.  I have especially loved reading biographies in the format of a graphic novel.  I have realized I can expose students to different genres in the format of a graphic novel and maybe they would not be so reluctant to read it. 

Chapter 15:  10 Questions To Ask About A Novel by Richard Peck (1978)

l. What would the story be like if the main character were of the opposite sex?:  This helps diffuse sexual polarizations and stereotyping.

2. Why is the story set where it is? (Not where is the story set?):  This points out setting as an author’s device.

3. If you were to film the story, would you use black and white or color and WHY?:  This helps with the consideration of tone.

4. If you could not use all of the characters, which would you eliminate and WHY?:  This helps identify characters which add texture vs. simplification for media translation.

5. How is the main character different from you?:  This helps the reader to identify without being like the main character.

6. Would this story make a good TV series? Why/not?:  This helps with an ending focus and sequential nature of chapters.

7. What one thing in the story that has happened to you?:  This helps with anecdotal response of recognition.

8. Reread the first paragraph of Chapter 1. What is in it to make you read on? If

nothing, why did you continue to read?:  This hooks the reader and awareness of author’s intent in writing.

9. If you had to design a new cover for the book, what would it look like?:  Deceptive packaging and consumerism.

10. What does the title tell you about the book? Does it tell the truth?:  Titles as narrative hooks vs. symbolic titles.

As a reading teacher, I am a huge fan of these questions.  I tried a few of them out on my 4^th graders this week as we read passages.  I was amazed with their thinking and response.  I asked my students, “why is the setting set where it is?”  Students were able to make the connection to the importance of the setting and how it relates to the plot.  I also asked my students what was one thing that happened to you that happened in the text.  Students were able to relate to the text and make text to self connections.  My favorite question I used this week was “how is the main character different than you?”  This question allowed students to see through another lens.  They were also able to make those text to self connections and compare and contrast.  The students enjoyed the discussion over these questions and they made for engaged literature circles.  My goal is to include these questions while discussion all literature with students.  As a future librarian, using these questions will help create a culture of reading on my campus.  Students will be encouraged to engage in the text.