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 4th 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.
