Chapter 1 - Why do we share literature with children

This chapter really highlights the top five reasons why we should share literature with children. All students K-12 need constant exposure to authors, genres, series, and especially extensive vocabulary. The YouTube video clearly explains all the top five:

⇒Because sharing literature it fun.
Kids learn when they are having fun. Its just like a TV show, if its attractive, colorful, and entertaining you will leave on that channel. If its boring and grey you will flip the channel. Some students are very hesitant to pick up books because they often struggle with reading, but if its something that interest them they will want to read.

⇒Because it aides in language acquisition and language development.
Students need to read at least 20 minutes a day to be exposed to approximately 1,800,000 words in a school year. That would put the student at a 90% and have a better repertoire on his vocabulary.

⇒Develops Empathy 
Research indicates that when students read, they get educated about feelings and can develop good character traits.

⇒It supports life long learners. 
Students can read autobiographies or expository texts for research purposes, but they can also read a book series and get hooked! There are many genres that can catch a readers attention.

⇒Reading to students develop culture and develops the imagination.
When I read books to the students, I notice that some students have a spiked interest into certain topics. They can make a lot connections to their real life experiences and therefore connects with their imagination. Reading can truly take you anywhere and you learn about anything that you would like to know.


Reflection:

I personally love reading to my students. Most of the books that I read are non-fiction due to the STAARS Writing test, however I try to read from all genres. I try to make the read aloud interesting and enjoyable, so that students can be engage and enjoy reading for pleasure. Their imagination takes them to different places and generates interest that they didn't previously have.

Chapter 2 - Divisions of Young People's Literature

Divisions:

1) Children's Literature (0 to 8 years)

Picture books, easy chapter books, and novels.

2) Middle Grade/ Tween (8-12 years) 

This is not a category of literature.**Middle School (11-13 years)
Often people confused them but in this category books have romance and drama. They also deal with more deep issues like being transgender. Its kind of tricky, but be sure to use good judgment and examine their age carefully.

3) Young Adult (13-18 years)

This division is for older students and contains heavier language, love, sex content, and more age appropriate topics.

4) New Adult (18- 30 years)

Started in 2009 and it was primarily develop because they were looking for protagonists that would be also appealing to adult audience. Topics range from high school gradate going off to college, first sexual relationship, or dealing with adult issues without being adults.

Reflection:

I'm glad you created this video to explain the division into Young Adult Literature. Many times students go into the public library and there are many signs through out the library and can't quite really tell where to go. I even got a better understanding between the Middle Grade and Middle School! I didn't know that there was a New Adult section! I like that fact that I am going to able to guide students into the right direction depending on your age. I now have a better understanding of how I can organize my library.

Chapter 3 - Genres and Formats

The only genres are Fiction and Non-fiction, everything else would be considered sub genres. 

Fiction is broken into:

Realism - Reaslistic & Historical
Fantasy - Traditional

Non-fiction is broken into:

Biography, Autobiography, Expository Non-fiction, and Narrative Non-fiction.

Subjects and formats are commonly mistaken for genres. 

Reflection:

I definitely had my genres and sub genres incorrect! I had never heard about low fantasies.This can help me when I have to organize my own library and will take your advice about setting up the library genres. I can also assist the Language Arts teachers with selecting books for their classroom by genre and help further assist with more specific subjects and formats. 

Chapter 4 - What is YA literature?

Young Adult Literature is:

➤ involves a youthful protagonist

➤ adolescent's point of view

➤ significant change in the main character's life

➤ includes contemporary issues

➤  adolescents could relate with their experiences

Reflection: 

When I took the Children's Literature course, I could relate to many of the books because I have read them or have used them in the classroom. However, when I began this course, I must say I was unfamiliar with many of the titles. As I have been reading the books, "Speak" caught my attention. Not because of the rape incident, but because in her case that cause her to shutdown and kind of became an outcast. As I was reading the book, it never crossed my mind that she acting like that because she had been raped. Many of this issues are uncommon in the elementary grades, but I'm glad I'm able to learn more about Young Adult Literature. 

Chapter 5 - How do Adolescents develop?

Physical development and physical reality is what teenagers most focus in. We can help them with finding books that can relate to what they are going through and reassure them of what's normal and what's not.


Follow Piaget Theory when referring from concrete to abstract, so that we can help out students to guide to a more appropriate book. If needed, we must provide scaffolding to take them into the more abstract.

Developmental Stage: Havinghurst
Learning how to get along with others, interacting with the opposite sex and building friendships, finding their vocation about what they want to do, working for pay, adapting to their physical changes, etc.


Moral: Kohlberg's Theory

Preconventional - 
Most students and adults go through this stage. Kids make decisions based on if they are getting a reward. We see this more in elementary students. Good behavior = Good reward. Bad behavior=No reward

Conventional - 
This stage is following the rules in society and/or religion.

Postconventional - 
For this stage the life on an individual is better than following the rules. For example: Rosa Parks decided not give up her seat because of skin color. 


Reflection: 

This is great information to help me as a librarian on how understand the students' needs when looking for books. Its always best to know the students and understand their issues and curiosity. I want students to be able to become life long learners! All my ten years teaching have been at the elementary level and I'm not really exposed to any teens or yet alone young adults. I like the fact that I can use this information to guide in my possible secondary years. 

Chapter 6 - Literary Elements

Authors use literary elements to make their story interesting and engaging for the readers. The most common are:

Literary Elements

Antagonist: The supporting character who is often bad or evil  in the story that is against the protagonist in the story.

Character: The person or animal in the story.

Conflict: A problem in the story that gets resolved through out the book. There are four types of conflict : (1) person against person, (2) person against self, (3) person against society, and (4) person against nature.

Mood and Tone: The feeling that the author projects through his writing for the reader to perceive.

Plot: The events that makes up the story. 

Protagonist: The main character in the story and is often the good or heroic person from the story.

Setting: The place and the time that takes place in the story.

Themes: The message from the author that can relate to life or nature issues.

Literary Devices

Allegory: A representation of abstract ideas are described as a characters. figures, and events. 

Allusion: A figure of speech that the author uses in the story for the reader to make a connection.

Archetype: Is a character and action, or situation that seems to represent human nature and universal patterns. 

Deus ex machine: The circumstance in which the character gets introduced in the plot of the story and resolves the conflict. 

Hyperbole: Exaggeration of ideas. 

Imagery: Words that the author uses to make a reader create vivid images in a story. 

Metaphor: A figure of speech in which two things are compared.

Motif: An object, such as an image, sound, or action that repeats itself through the story. 

Point of view: The manner in which the story is narrated. There are four points of view: (1) first person, (2) third person, (3) third person limited, and (4) third person omniscient.

Simile: A figure of speech of two distinct things using "like" or "as". 

Symbolism: A person, place, or thing that represents something other than itself.

WHAT IS THEME?

A message that the author conveys to the readers. It is not the main idea or topic from a story. 

Reflection: 

I feel that this chapter is one of the most important of all, because I need to be able to read a book and see the value that it contains and evaluated to help the students. I would be able to select the literature that is age appropriate and assist them on their assignments. Many students have problems identifying the theme or themes in a book and I can help them understand what makes up a theme. I know that understanding literary devices will help me make a better selection for the students to leave the library with a great book. 

Chapter 7 - Awards

Awards

Printz - The Michael L. Printz Award is an award for a book that exemplifies literary excellence in young adult literature. 

YALSA Excellence in Nonfiction: Honors the best nonfiction books published for young adults within the ages of 12-18 during the publishing year. (Nov. 1st - Oct. 31st)

Great Graphic Novels for Teens - Graphic novels and illustrated nonfiction for ages 12-18.

Best Fiction for Young Adults: Presents fiction titles for young adults in the last 16 months that are for the target audience of ages 12-18. It is updated to provide librarians with a list of books that can be use for their collection development. 

Margaret A. Edwards Award: It was established in 1988, to honor an author with his work for a signification contribution to the young adult literature. 

ALEX Award: It is given to ten books written for adults that have a special appeal for young adults from 12-18 years old. The titles selected are from the previous publishing year and its sponsored by Margaret A. Edwards Trust. 

Odyssey Award: It is given to the producer with the best audiobook produced for children, and/or young adults in English in the United States. They can also select honor titles. The committee is composed of ALSC, YALSA, and divisions of ALA. 

Morris Award: The William C. Morris YA Debut Award honors a debut book published by a first-time author writing to teens. It was first established in 2009 and was named after Morris due to his innovative writing and advocating the marketing for children and young adult books. 

Outstanding Books for the College Bound: The list is available every five years and it is based on books that provide opportunities in discovering ideas and introducing compelling varieties of subject with academic discipline. 

Popular Paperbacks: Each year a list of books is created that encourages young adults to read for pleasure. 

Quick Picks for Reluctant Readers: Fiction and Nonfiction titles are selected based on encouraging teens to become readers.

Readers' Choice: YALSAS's list engages a wide audience including librarians, educators, teen, and young adults. This list provides librarians with the most popular teen titles and its updated yearly. 

Teens Top Ten: Teens get to nominate their favorite books from the previous publishing year. Nominations are presented during National Library Week and votes can be submitted during Aug. 15 through Teen Read Week. 

Amazing Audiobooks: Audiobooks that in the past two years have have made a significant impact with young adults. This award was previously known as Selected Audiobooks for Young Adults.

YA Choices: Since 1986, the Young Adult Choices project has selected new books that will encourage young adults to read. The books are selected by middle and high school students.

Lone Star Reading List: This list is created by public and school librarians. It focuses on recreational reading for students in grades 6-8th. School librarians must purchase from this list depending on their district policy. 

TAYSHAS Reading List: This list was develop to motivated young adults, grades 9-12, to become lifelong readers and to participate in the community of young adults in Texas. 

Maverick Reading List: List was created to encourage young adult readers, grades 6-12, to explore a variety of current books in graphic novel format. The name for the list came about because the first novel was written in Texas in a Maverick Field. 

Edgar Award for Mystery: MWA's Grand Master Awards is presented to pinnacle of achievement in mystery writing who made a significant contribution to the genre and is at high quality. 

NCTE Award for Excellence in Poetry for Children: This award was established in 1977 to honor a living American poet for their aggregate work for children 3-13 years old. It also recognizes also recognizes and fosters excellence in children's poetry by encouraging its publications with teachers, librarians, and children so they can enjoy good quality reading.  

Orbis Pictus: The award was established in 1989 to promote and recognize excellence in the writing of nonfiction in children. This award was named after the first known book written for children authored by Johannes Amos Comenius. Books have to be published or distributed in the United States. 

Batchelder Award: This award is for the most outstanding children's book published in a language other than English and in a country other than the United States. 

Scott O'Dell Award for Historical Fiction: Established in 1982, it awards $5,000 to an author for their historical fiction book for target audience of children and young adults. The award is intended to promote history and spark interest in all young kids. 

Pura Belpre Award: This award was established in 1996 after the first Latina librarian in the New York public library. It's an annual award presented to a Latina or Latino writer and illustrator who celebrates the Latino cultural experience through a children's or young adult book. 

Schneider Family Award: It honors an author or illustrator that embodies an artistic expression of the disability experience for a child or adolescent. 

Sibert Award: The Robert F. Sibert Book Medal is awarded to an author or illustrator of the most distinguished informational book that was published in the United States. Books can either get a medal or honor award.

Stonewall Award: The award is intended for someone who is involved in promoting GLBT issues, impedes the process against the GLBT community, or raises awareness for the issues that occur locally, statewide, or national. There must be presence of a clear stance on the issue

Reflection:

I did not realize the magnitude, nor the criteria that the books need to win this award. After reading the criteria established by each award committee, I understand the importance of knowing why the books get selected. Many awards are specific to a certain age group or an author's ethnicity. Several of the awards were named after author's that have significantly contributed to literature. I was surprised that three awards are established in Texas: The Lone Star Reading List, Tayshas Reading Lists, and the Maverick Graphic Novel Reading List. 

Chapter 8 - Poetry

The most important aspect of poetry is to understand that its not a genre, but rather the form that the literature takes. Poetry can be found in different genres such as: fantasy, historical fiction, realistic fiction, and traditional literature. Ways to evaluate children's poetry: (1) Is the poem something a child would be familiar with? (2) Does the poem use imagery? For example: texture, smell, tastes, sight, sound. etc. (3) Does the poem rhyme? While not all poems need to rhyme, its always best to introduced rhyming with children. (4) How is rhythm used? Although children might have more trouble learning about meter and foot, they can be introduced to rhythm with recognizing beats as they read. (5) What role does sound play? Examples of sound could be: alliteration, consonance, assonance, and onomatopoeia.

The links provide information about the criteria to evaluate poetry. The top ten are sound. language, sensory images, rhyme, humor, emotional intensity, quality of imagination, substance, and purpose. It is also important that focus stays on is the age appropriate and can a child understand the poem.

Reflection:

Poetry is not easy for many children, but once the children understand it and know the different elements in the poem it would become easier to understand. As a teacher is important to check the poems are age appropriate and the students can relate to it. In my grade level poetry is part of the STAAR test and students must be able to analyze it and compare with other genres. As I start introducing poetry I like to scaffold them  at first, so the students won't be afraid of it and look at it in a different perspective. I didn't know that there was an specific criteria to analyze poetry, but I'm glad I was able to learn about it in this chapter.

Chapter 9 - Historical Fiction

Historical fiction is basically a story that happened in the past. Depending on the age group historical fiction can be interpreted in different ways. The younger kids can think historical fiction are events that happened the day before, the older kids can think of events when they were younger, and adults think about past wars or past events. The following criteria applies for any historical fiction book: (1) Does the story embed history smoothly that the reader didn't notice? (2) Are the facts accurate? (3) How are the values of the time brought to life? (4) Is everything consistent with the time period in the book? For example: clothing, transportation, or trends. (5) Does the them relate with contemporary readers?

Reflection: 

I had a shocker moment a few years back, when I was talking to my students about September 11. As I was talking about the events and how was the news coverage, there faces were puzzled. I hadn't made the connection that the students I had were from that generation. They were born in 2010, 2011, or 2012. As adult, historical fiction does mean wars, battles, events that made impacts in society, and historical documents, and to them their historic events are very limited. 

Chapter 10 - Realistic Fiction

Realistic Fiction is a contemporary piece of literature that makes it believable to the reader. The actions or events in the story can actually happen in the real world. The criteria set for this sub genre is as follows: (1) Is everything consistent with what a child could be living at this time? (2) Does the theme emerge naturally from the story? It is possible that the story can have more than one theme. (3) How does the topic of the book relate to modern readers? Does it involve any issues such as: death and loss, sexuality, changing family structure, etc. Especially topics who where a taboo and have slowly been accepted by society. 

Reflection:

Realistic Fiction is one of the most sub genres that students like to read. Anytime a student is going through a problem or struggle, I like to find a book that the student can relate to and can possible answer some of his concerns. One of the student favorite novels is "Because of Winn-Dixie". Students can relate to moving from school to school, having a family pet, or even feeling unaccepted or an outcast in a school. The criteria is well established and easy to follow when evaluating any realistic fiction book you would like to read or offer to the students to check it out. 

Chapter 11 - Nonfiction

Nonfiction is like an umbrella and its broken down into different sub genres such as: biographies, autobiographies, expository texts, and memoirs. There is no one format for nonfiction books, but most books can follow the "Criteria for Nonfiction".

• What are the qualifications of the author?
• Are the facts accurate?
• What is the purpose and scope of the book?
• How does the organization of the book assist readers in locating information?
• What role do visuals play?

Reflection:

Nonfiction books are used very much in my grade level. Students at a fourth grade level must write an expository composition in their state examination. Therefore, students are exposed in any ways to nonfiction books. They hold a lot of information, excellent visuals, and very reliable. I personally love to read the National Geographic for Kids to the students. I really like their photographs and their valuable information.

Chapter 12 - Fantasy & Science Fiction

When books don't follow the criteria for fiction books, they cross into the fantasy and science fiction. They may have started like realistic fiction, but then things that are not real happen and turns it into a fantasy book. However, science fiction books don't necessarily mean that they are fantasy. 

The following criteria applies when evaluating Fantasy and Science Fiction books for children. (1) The characters must behave in consistent and believable ways. (2) Rules must exist for the fantasy world. (3) Authors must assist the readers to believe and understand the story. (4) Universal truths must be explored in themes. Dr. Perry's video explains different types of Science Fiction books and its obvious that there is something for everyone. There are Hard Sci-Fi (which includes more science than the actual story and plot), Soft Sci-Fi, Apocalyptic, Post-Apocalyptic, and Biopunk. Biopunk subgenres are: hackers, oppressive government, and manipulating human DNA. Other books include virtual reality, gaming, robots, and artificial intelligence. 

Reflection:

This chapter is so broad and I was surprised to find out that there were so many categories in this sub genre. Knowing the criteria to evaluate Fantasy and Science Fiction books is necessary to be knowledgeable and a great help to the students. Many young adults are hooked on reading about this books.

Chapter 13 - Graphic Novels

Graphic novels have gain popularity in the last decades and are becoming an important part in libraries. GA novels are not a genre, but rather a format. Because of that, you may find graphic novels in your history, fantasy, nonfiction, and other sub genres. Graphic novels are often misunderstood and therefore viewed as low value reading. However, they can be used as a teaching tool and highlight the literary elements and their story structure to supplement your reading curriculum. 

Reflection:

Graphic novels are very colorful, have great illustrations, and fun to read. I feel that more and more students are interested in reading graphic novels. Last school year, I had students use their favorite graphic novel as a reference point for a reading/writing project. I had them work in groups and they had to change the plot and recreate the ending. They really enjoyed the project and the most exciting part of the project, was that they could do their own illustrations. I think graphic novels will continue to generate interest in the growing generations. 

Chapter 14 - Peck's Questions

This chapter is about the ten questions that you would have to ask yourself when evaluating a novel. The questions are as follow:

1. What would the story be like if the main character were of the opposite sec?
2. Why is the story set where it is?
3. If you were to film the story, would you use black and white or color and why? 
4. If you could not use all of the characters, which would you eliminate and why? 
5. How is the main character different from you?
6. Would this story make a good TV series? Why/not?
7. What one thing in the story has happened to you?
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?
9. If you had to design a new cover for the book, what would it look like?
10. What does the title tell you about the book? Does it tell the truth?


Reflection:

This questions are an excellent resource to begin to understand why anyone enjoys or dislike the novel. Students can grab a better understanding of the characters and the plot of the novel. 

Chapter 15 - Crowdsourced List of Middle School Authors

This last chapter is a copy of Middle School (grades 5-8) responses. It seems that students were ask about their favorite young adult authors. The sheets shows a time stamp, author's last name, and author's first name. The most common responses were Alexander Kwame, Sharon Draper, Gary Paulsen, Rick Riordan, and Jaqueline Woodson.


Reflection:

Excellent resource to have if I ever work in a middle or high school. This can help librarians know what books or series to order for their collection.