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

Chapter 7: Awards and Lists

Students should be aware of the following awards and lists and familiar with the criteria of each award, as well as how to access them.

Awards and lists can be accessed from the ALA website.

Printz 
Given to books that exemplify literary excellence in young adult literature

YALSA Excellence in Nonfiction
Honors best nonfiction books published for young adults

Great Graphic Novels for Teens
Recommended graphic novels and illustrated nonfiction for young adults

Best Fiction for Young Adults
Recommended reading for young adults that was published in the past 16 months

Margaret A. Edwards Award
Honors an author, as well as a specific body of their work, for significant and lasting contribution to young adult literature.

ALEX Award
Given to ten books written for adults that have special appeal to young adults

Odyssey Award
Award given to producer of best audiobook for children and/or young adults, available in English in the U.S.

Morris Award
Honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature

Outstanding Books for the College Bound
A list of books, developed every five years, that offers opportunities to discover new ideas, and provide an introduction to the variety of subjects within an academic discipline.

Popular PaperbacksA list of books to encourage young adults to read for pleasure

Quick Picks for Reluctant Readers
A list of titles aimed at encouraging reading among teens who dislike to read for whatever reason

Readers' Choice
A list of books that 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.

Teens Top Ten
 A "teen choice" list, where teens nominate and choose their favorite books for the previous year.

Amazing Audiobooks
An annual list of notable audio recordings, released in the last two years, significant to young adults

YA Choices
A list of books that will encourage adolescents to read

Lone Star Reading List 
A recommended reading list, in Texas, developed by public and school librarians from the Young Adult Round Table, to encourage students in grades 6-8 to explore a variety of current books, for recreational reading.

TAYSHAS Reading List
A list of titles to motivate young adults, grades 9-12, to become lifelong readers and participate in the community of young adult readers throughout Texas

Maverick Reading List
A list of graphic novels to encourage young adult readers to explore a variety of current books in graphic novel format

Edgar Award for Mystery
Awarded to mystery books

NCTE Award for Excellence in Poetry for Children
Awarded to poetry books for children

Orbis Pictus
Awarded to outstanding nonfiction for children

Batchelder Award
Given to most outstanding children's book originally published in a language other than English in a country other than the U.S., and translated into English for publication in the U.S.

Scott O'Dell Award for Historical Fiction 
Awarded to an author for a meritorious book published in the previous year, for children and young adults

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
Honors an author or illustrator for a book that embodies an artistic expression of the disability of experience for child and adolescent audiences

Sibert Award
Awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the U.S. in English during the preceding year

Stonewall Award
Honors books for exceptional merit relating to the gay/lesbian/bisexual/transgender experience

Chapter 6 Literary Elements

Literary Elements

·         Antagonist- enemy, or foe, of the protagonist

·         Character- person/creature that interacts with others in a story

·         Conflict- struggle between opposing forces

·         Mood And Tone- atmosphere and author's attitude toward topic

·         Plot- events of the story

·         Protagonist- main character

·         Setting- time and place the story happens

·         Themes- underlying message or big idea

Literary Devices

·         Allegory- figurative treatment of one subject under the guise of another

·         Allusion-a direct or implicit casual reference

·         Archetype- reference to the original idea/famous concept

·         Deus ex machine-implausible concept/character brought into story for resolution

·         Hyperbole- exaggeration for grand effect

·         Imagery- mental pictures

·         Metaphor- a comparison that isn’t literally applicable but suggests resemblance

·         Motif- repetition of concept/idea/element through whole story

·         Point of view- manner the story is narrated/depicted and who tells story

·         Simile- comparison of unrelated things using “like” or “as”

·         Symbolism- one thing represents something else

Chapter 5: How Do Adolescents Develop?

In order to match kids to books successfully, we need to know readers!  There's several ways to know readers.  For young adults, we need to take into account their physical development, intellectual development, physical and emotional needs, as well as their reading development.
Physically, young adult readers are going through puberty.  It happens at a different rate and at different times for everyone.  They constantly asking "is this normal?" It's never an easy time and their physical reality gets in the way of basically everything.  There are lots of books that have main characters going through this stage of life and we need to look for these books!  We want to be able to assure the kids going through puberty, and what better way than to give them characters to relate to?
Intellectually there's also a lot of change- kids start going from concrete to abstract thinking.  It usually takes place around 14.  We need to be aware of the questions that we are asking kids about books and provide scaffolding.  We need to think about the books we are giving kids- are they concrete or abstract?  Where are our kids in their development?  Will they understand what they're reading if they aren't there developmentally?  There are stages from childhood to young adulthood.  The stages are constantly changing and developing.  Kohlberg's theory is that most kids are at the preconventional level so we are looking for books that speak to where they are and moving them forward- from concrete to abstract.
It is critical that we think about and know about the needs being met and not being met, physically and emotionally (Maslow).  We want our libraries to be safe places- physically and emotionally.  We need to show respect to our kids' opinions about books.  We want to meet their needs individually and we want to find books that reflect these needs too.
We also develop as readers.  It's not a hierarchy and we don't leave one level permanently and move to another.  We need to make sure that we have a diverse collection so we are meeting kids where they're at.  We need books that look into the bigger world.

Knowing how adolescents develop will help us (school librarians) to better match our readers to books that will impact them either educationally, emotionally, or both.  I think that if we are aware of young adult's needs- physically, emotionally, developmentally, we will be able to introduce them to books that will positively affect them and in turn keep them reading for the rest of their lives.

Chapter 4: What is YA Literature?

Young adult literature is geared towards the young adult audience so it has a lot to do with young adult characters.  The protagonist is generally a young adult and the story is told from their point of view with their interpretation of what's happening.  Usually the main character has a significant life change that is gradual and incremental.  There is also incomplete growth in the main characters.  The subjects usually have something to do with contemporary issues while the main characters deal with consequences of decisions and actions.  YA literature is usually set over a brief period of time with few fully developed characters.  YA literature draws upon the sense of how adolescents develop.

I think it's important to be aware of what is available for our young adult readers, since young adulthood is such an influential time in a person's life.  It's also a crazy and confusing and weird time in a person's life so reading has a lot of power during this stage of life.  Because of this, it's crucial that school librarians stay abreast of young adult works and keep their libraries stocked and up-to-date so that our young adults can feel the normalcy of this crazy part of life.

Chapter 3: Genres and Formats

**They might not be what you think**

After watching this video, it's clear that we must be intentional on teaching students about genres vs formats and categories.  The word "genre" can be thrown around and be misleading.  Genrefying libraries has pros and cons, but it's important to remember that genrefying a library can easily lead to students simply browsing the shelves.  It also alienates students (ex: a boy wants to read a book that is typically a "chick lit" book or a girl wants to read a book that is typically a "guy read"... will they really go into that section?).  Also, some books can belong to many categories, so you're banking on students thinking like you, in order to find the books (without the catalog) You should research the pros and cons of genrefying.

There are really just 2 genres- Fiction and Nonfiction.

Fiction is a large umbrella over:
realistic fiction: modern contemperary
historical fiction
fantasy

• modern
• hard science fiction (science is main part of story)
• soft science fiction (sciences is involved but character is bigger part of story)
• high fantasy (worlds are created, languages are created)
• low fantasy (more down to earth- takes place in a world we recognize, but has things that are impossible- talking animals, fairies in NYC)
• traditional (typical 398.2s)
• folktale
• ballad
• fable
• legend
• myth
• fairy tale

Nonfiction is larger umbrella over:

Informational:

• biography
• autobiography (spans a whole life)
• memoir (about a particular part of a person's life)
• narrative nonfiction (written in a story form.  Ex: Notorious Benedict Arnold" By Steve Shankin)
• expository nonfiction (more facts and information.  Ex: Seymour Simon books)

Categories and subjects (NOT GENRES!!):

• chicklit
• mystery
• guy reads
• horror
• sports fiction
• action/adventure
• paranormal
• war
• classics
• humor
• dystopia

Formats (NOT GENRES!!)

• poetry
• drama
• novels
• chapter books
• short stories
• picture books
• graphic novels

**might see these listed as "genres" in genrefyed libraries

Chapter 2: Divisions of Young People's Literature

Children's Literature 

0-8 year olds

wordless picture books

picture books

easy readers

illustrated chapter books

early chapter books

Examples:

We're in the Wrong Book

Ballet Cat

Fankecrayon

Ramona Quimby

The Year of Billy Miller

The Princess in Black

Charlotte's Web

Because of Winn Dixie

Middle Grade/Tween

8-12 year olds (NOT to be confused with "Middle School")

Examples:

Roller Gril

Raymie Nightingale

The Thing About Jellyfish

George

What About Middle School?

-often confused with middle grades

-these are 11-13 year olds (6th, 7th, and 8th grade)

-this group of kids is tough because it's a wide range of development- what is appropriate for a 8th grader, might not be for a 6th grader

-need to be mindful of finding books that this age range can relate to and books they need without getting too into YA

Examples:

Drama

Lily and Dunkin

Okay for Now

Young Adults

13-18 year olds

**have to be careful because what is appropriate for an 18 year old, isn't necessarily appropriate for a 13 year old.  

Examples:

Pushing the Limits

Firsts

Grasshopper Jungle

Nimona 

New Adult

18-30 year olds

-This division came about in 2009 

-majority of YA books that are purchased are purchased by adults

-these books typically deal with recent High School graduates- living on their own for the first time, first major relationships, first major sexual relationships, etc...

-deal with issues without parents

Examples:

Sweet Home

This is Falling

November 9

There are many divisions of young adult literature.  My biggest take-away is to be aware of what stage your readers are in and be sensitive to ages/developmental readiness of certain titles because the young adult spectrum ranges in ages that are vastly different from each other when it comes to content that can be taken in maturely and wisely.  

Chapter 1: Why Do We Share Literature with Children?

There are several reasons we share literature with kids. "If we aren't sharing our heart of reading with kids, then what are we doing?"

It's fun and we want to share things that we enjoy so that others can enjoy them too.  Reading aids in language acquisition and development.  Reading just 20 minutes a day boosts vocabulary.  Vocabulary makes huge leaps before age 5, so reading early is IMPORTANT!  Reading also increases vocabulary in a natural way, so there's no need to drill and kill.  Reading also develops empathy.  Empathy is stronger than sympathy- reading helps us create bonds.  Reading can help to create empathy for experiences we haven't had ourselves, but that we read about with characters in books.  Sharing literature with children supports life-long readers.  "Unconscious delight" series reading and serial reading are ways you can help grow readers and help point them in what to read next, if they are stuck or wondering around the library.  Reading autobiographically (mirror) is reading about people like us, which is important because we need to find books that show kids themselves.  Sharing literature can show kids they can read for vicarious experiences (window).  Kids can experience things without having to actually do them (like consequences).  They can also experience other cultures or interests.  Sharing literature helps kids read for philosophical speculation.  They can read to try to form opinions on things that are big in their lives (ethics, religion...), get different points of view, could even answer questions about ourselves (Who am I?  Why am I this way?  What's my place?).  We share for aesthetic experiences- read for the pleasure of reading and read to make associations, relating, imagining, judging.  When we share literature, we help develop imagination because reading makes you ask "what would happen if."  Sharing literature also transmits culture- many cultures.  We want diverse books in our libraries, and not just during certain holidays and celebrations- year round!  All students need to feel included.

Reading can do a lot for someone- it can be enlightening, encouraging, educational, entertaining, and freeing.  Young adults are in such an awkward and strange stage of life- there are so many questions, so many feelings, and so many emotions.  Reading can lead to an escape for some young adults, or it could lead to them feeling understood because they read about characters that are similar to them.  I love the power that books have and I think because of all the reasons discussed in the slides, and just from my personal experience with reading, I can't wait to help get books in kids' hands so they can feel all these feels.