Peck's Questions

10 questions that help reader to connect, comprehend and think deeply about what they have read.

I love these questions!  I wish I would have known about this list as an educator.  I will be sure to use this when I am a librarian and to share it annoyingly with the teachers!

Chapter 13: Graphic Novels

This is more of a form/format.  Graphic Novels can be history, fantasy, nonfiction, and all sub genre.  Graphic novels are not just for kids- they can span from kids to adults.  There are even adaptations of original texts into GN form.  GN can be enjoyable AND informative.  GN's are a "logical extension of the comic book."  GN's are longer and more developed than picture books.  The illustrations are a key part of the story.  GN's can be used in the classroom because they still include literary elements and can make some abstract concepts more concrete.  They can also help develop visual literacy skills.

When looking at graphic novels, consider:

• color
• line
• speech balloons 
• composition of illustration
• space
• frames
• media and technique/style of illustration 

Major types of GN's include:

• Manga: Japanese style comics. 
• Superhero Story: taken once brief comics and turned them into epic sagas
• Personal Narratives ("Perzines"): autobiographical stories 
• Non-fiction: written from author's personal experiences, but about a greater social issue

GN's help promote literacy in a number of ways:

• Motivation
• help teach mood and tone
• benefit kids with special needs
• still contain literary elements
• still have content area literacy  (historical fiction, science fiction, nonfiction) 

As a young teacher, I used to hate when my students only checked out graphic novels because I thought they weren't really "reading."  But I was so wrong.  Now that I've spent more time reading graphic novels, I can see how they really contribute to reading- in so many ways!  And the fact that graphic novels have really evolved from when I first started teaching- there are so many graphic novels in a variety of genres and sub genres.  There's also so many ways to use them in teaching.  I think as a librarian, I will want to encourage teachers to use more graphic novels in their teaching!

Chapter 12: Fantasy/Science Fiction

Stories that violate reality.  It is a subgenre of fantasy, but not all fantasy is science fiction.

There are several categories:

• Apocalyptic/Post Apocalyptic: 
• Apocalyptic is happening during the end of civilization (traditionally because of catastrophe) 
• post apocalyptic is happening several years after the catastrophe.  It's many generations in and many people don't remember what it was like before the catastrophe.  
• Steampunk, cyberpunk, biopunk:
• steampunk- steam powered machinery, generally takes place in Victorian England or somewhere similar, where steam power has revolutionized life.  Has cool technology.  
• cyberpunk- hacking and computer tech.  Relationship between humans and computers.  Futuristic and high tech, but kind of sinsiter feel too.  
• biopunk- spin off of cyberpunk, but it's manipulating human DNA or putting things in your brain.  Has dark atmosphere, but more about darker side of genetic engineering.  
• Dystopia
• Hunger Games wasn't the first dystopia lit
• characteristics include: propaganda to control citizens, figurehead being worshiped, citizens under constant cirvalance, fear of an outside world, citizens being expected to conform, individuality is discouraged and/or prohibited, illusion of the perfect world but it's not. There is resistance to government where the main character becomes disillusioned and wants to fight back.  
• There is a lot of bleedover to postapocalyptic 
• Extra-Sensory Perception (ESP)
• Most commonly related to books about telepathy, clairvoyance,  supernatural awareness of objects or events- precognition (knowledge of the future)
• Robots/Androids/Cyborgs/Artificial Intelligence
• Robots- machine
• Androids- atomaton, usually in the form of a human
• Cyborgs- person who is phsyiologyically funtioning, but aided by electornic or mechanical devices  
• Artificial Intelligence- computer that's learning and making decisions (clones) 
• Space/Aliens/Extra Terrestrial
• There's alien invasion, alien conspiracy, colonization, first contact, space opera 
• Time Travel/ Parallel Universes
• paradoxes are common/circular problems 
• a lot of time the characters are going back to alter events or escape disasters or save people
• sometimes characters go willingly, sometimes forced, sometimes accidental 
• Virtual Reality/Gaming
• person is lost in virtual world or chip is implanted and the character is in the virtual world
• Miscellaneous
• many books that don't just fit in one category 

Criteria for evaluating science fiction and fantasy:

• characters- are they consistent and believable?
• rules- there still must be rules, even in a different world
• believable- author's have to help readers still the believe the unbelievable
• theme- should explore universal truths

I can definitely say that I was one of those people that used to claim I was not a science fiction person... but that's because I thought science fiction had to be totally out there- which it doesn't.  I think it's important to educate our patrons and open their eyes to the wide array of science fiction and fantasy books that are available.  

Chapter 11: Nonfiction

There are a wide variety of texts that fall under this umbrella, including biography, autobiography, and memoir.  Nonficiton texts can be narrative as well as expository.  RF collection needs to be balanced so that kids can learn about different people an subjects.

Criteria for evaluating Nonfiction for Children:

• Author's qualifications- Do they have a reputation for Nonfiction? Look in the back of the book.   Check their website out.  Look at their author's notes.  Look at acknowledgements- who did the author turn to for help?
• Accurate facts- We need to find books that have the most accurate facts.  Use content lists that are vetted by different organizations and content area professionals, for accurate books.  Know the quality series and the quality authors.  Kids need to find out how to find out the right information.  
• Purpose and scope of book-  real words, real situations, nothing held back.  Might be narrow or broad.  What fits your needs?  
• Organization of book- does it assist readers in locating information- Is there a glossary? Index? Bibliography? Notes?
• Role of visuals- Elaborate on text?  Help break up text? Helps kids not feel overwhelmed by the text.  Real life photos or drawings?  Photos of artifacts?  Historical paintings?  Graphic organizers?  Maps and charts?

I used to think that nonfiction meant books that had a glossary and maybe an index with some photographs and captions- books you could use for a research project or for a presentation.  But I've come to learn that nonfiction is so much more and I think it's important for us to point this out to our students!  I used to think you really only read nonfiction when you had to complete a project for school, but now (in my elderly wisdom, ha!) I know that nonfiction can be read for entertainment as well as for learning- learning for one's own pleasure, not just for a grade.  I think that we need to be vigilant about making sure our library patrons are aware of the many good reads available in nonfiction, not just how to use nonfiction books for research.   

Chapter 10: Realistic Fiction

Sometimes referred to as Contemporary Realistic Fiction (CRF) or Modern Realistic Fiction (MRF).  The writing that makes up this subgenre of fiction is set in contemporary/modern times, with believable characters and consistent plots.
When evaluating Realistic Fiction for children it is important to consider:

• Consistency with real world and believability of characters.  
• Stereotypes- want to avoid them
• Theme- a good RF book has many and they should emerge slowly and consistently
• Modern readers- how does the book relate to them?

In reading many of the books from the list of books for our blog, as well as from the various authors and awards lists, I have come across several RF books that tackle tough subjects- subjects that absolutely would have been considered taboo in the libraries of my youth.  Although some of the subjects are not ideas that my personal values line up with, it has been interesting to get a window into the different topics and widen my view a bit.  I can see how this particular subgenre is extremely beneficial for young adults going through the crazy and weird and sometimes painful adolescence stage.  These books are ways to relate and feel NORMAL, as well as to open up eyes to the world and the differences that exist between people, but how in the end, we are all people!  This has always been one of my favorite genres and I think it is because of those relatable and "window into the world" elements.

Chapter 9: Historical Fiction

Historical fiction is a story set in the past.  As we age, we might have different ideas of what "historical" means.  As young kids, it might mean whatever happened prior to that exact moment (like 2 hours ago at lunch), older kids might think of it as something that happened when they were younger and adults tend to think of history as events that occurred before we were born.  We need to keep this in mind when we label books and place them within genre.  Historical fiction allows readers to vicariously experience a previous time and place.
In regards to 9/11 specifically, I remember my first year teaching and realizing that class of third graders I had, were born in 2011 and had no idea what it was.  It was the first time I had ever experienced that feeling that is hard to explain- I knew I wasn't old but I felt old and it was strange not being able to express all the feelings and emotions that went along with that day, to 8 and 9 year olds.  It made me realize how my parents felt about JFK's assassination.

Criteria for evaluating:

• Is it a good story that blends the history in the story?  
• Accurate facts-  Might have to rely on other resources for accuracy and authenticity.  Can refer to CBC's (Council on Books for Children) list of Notable Trade Books in Social Sciences
• Values of time brought to life- some time periods valued things differently than today and readers need to know this.  
• Consistency- clothing, architecture, music, speech can reflect the time period
• Theme- should apply to contemporary readers.  Should be universal.  

Chapter 8: Poetry

Poetry is a form that literature can take, not a genre. It's one of the most neglected forms of literature because people don't understand it, don't know how to read it, they're afraid to evaluate it, or we've had a bad experience (because we were made to pick them apart).  I can ABSOLUTELY relate to this!  I LOATHED having to dissect poetry when I was in school.  It really ruined poetry for me.  And I still feel a lack of confidence in reading poetry, for lack of understanding.
There's a lot of freedom in poetry- there's no real rules/format.
In a research study there were 5 conclusions when they looked at what kind of poetry kids liked and what kinds of poetry worked well for them (elementary students were surveyed)

• kids prefer narrative poetry- makes sense because kids are used to reading stories so it seems natural to them.
• two types they disliked were free-verse and haiku, possibly with the exception of writing them, because writing it is easier than listening to it or writing it.  Maybe dislike them because it feels like they have a lack of what they think makes up poetry (like rhyme and rhythm)
• rhyme, rhythm, and sound devices were strong preferences.  They like the play with language.
• funny poems, poems about familiar experiences and animals are liked.  
• preference for contemporary poems, perhaps because it's more familiar.  The language is something they recognize rather than dated words or words they aren't very comfortable with.  

additional criteria:

• visual images and words that allow the child's imagination to expand.  The poem creates some kind of image or sensory feeling.  These are things kids can grab hold of and see an image for.  
• Also, poems shouldn't be brought down to the "child's level."  Don't talk down to kids.  
• a good poem for kids allows kids to interact with the poem (readers theater).  
• Repeated readings- they get to hear and read the poem multiple times because they get to really know their part and adds to their enjoyment.  

There are some major awards for poetry.  NCTE Award is a great place to start.  It went from every 3 years to every year, because poetry began to grow.  

We need to not overlook poetry, but emphasize it.

You really have to shove into kid's heads that it DOESN'T HAVE TO RHYME!  And if you're the poet, you can make it be anything you want.

Always have a short poem nearby.  We should have short poems we can share with kids at any time. Share a poem a day! Then we can expose them to SO many poems!  

Criteria for evaluating poetry.

1. Familiar subject to children.  We need to be aware of where children are in their development (abstract versus concrete thinking) and make sure to read and share several poems about subjects, with children.

2. Imagery- poems should use imagery that is accessible to the age of the reader.  Imagery includes sights, sounds, tastes, smells, and textures.

3. Rhyme- while poems don't have to rhyme, young readers need the scaffold of rhyme initially so that later they can appreciate forms that do not rhyme.

4.  Rhythm- we can teach kids different "beats" as we read and how it fits the subject of the poem.

5. Sound- Alliteration, consonance, assonance, onomatopoeia all play a role in sounds