Chapters 6-10

Chapters 6 - 10 Textbook Reflections

Chapter 6: How do adolescents develop?

Summary:

To match kids to successfully we need to know readers and how they develop and how they grow.

Physical Development: 

We need to understand that students go through puberty and they all develop at a different time and rate.  Girls develop breast at different rates and they are either to big or to small. Guys also go through this, not having as much experince as others. Boys and girls questions if they are normal and if the changes they going through are normal. They wonder if they are ever going to get through the changes that they are going through. In adolescents the physical reality gets in the way of everything else that is happening in their lives.

There are lots of books that talk about the physical development of kids. They touch on the different transitions from child, to tween, to teen. As educators we need to focus on those books that reassure kids that they are normal, and they will survive the changes that they are going through.

Intellectual Development:

John Piaget talked about kids/ we progress from a sensory motor, to concrete operational, to a more formal operational stage. Kids begin there transition from conrete to abstarct at about age 10.  Middle school kids should be able to do alot more abstraction, but sometimes they are just not aware. We are starting to get a push back where the transition from concrete to abstract doen't reallhy start until the age of 14 according to Piaget's theory.

As educators we need to be aware of this when it comes to the type of questions that we ask our students. Not all middle school kids make the trasition to the abstract at the same time. If you ask middle school students abstarct quesstion, it is recommended that you provide scaffolding for your students ( Vigotsky). We must provide students a way to get to theme, and other abstaract questions.

We also need to think about he types of books that we are offereing our students. Some books are concrete, which provide all the information. On the other end are the books that require a level  abstraction to fully appreciate them. We need to think where are the kids in terms of their level of intellectual development. Think about the difference between concrete and abstract.

Havighurst Stages:

• learning to get along with peers: when we are young we get along with everyone, when we reach adolescents we tend to gravitatef toward people who have mutual interest. 

• Easy relationship with the opposite sex: when get to point where we can have friends that are girls or boys, with out associating them with a girlfriend or boyfriend.

• Working for pay: This is an important time during adolesence where we want to start babysittin, mowing lawns. Pay means independence, it is tied to the changing relationships with parents. 
• Changing relationships with parents: We start to look at  what our parents believe in. During this time we start to pull away, and we have almost a 180 degreee of difference. Eventually we will gravitate closer to them. Parent will talk to educators, because their relationship with their kids is changeing. 
• Finding a vocation: During this time kids start to look at what they want to be when they grow up. What are they called to do in life.
• Developing morals and values: The drift between parent is child is mainly because they are starting to develop morals and values.
• Adapting to physical bodies: They are learning to adapt to the physical changes that their bodies are going through.
• Defining appropriate sex roles: Often these roles are defined by society, so this is a very hard time. Society says this is what girls do and this is what boys do. Adolescents need to learn how to function and operate with in the expectation that society has.

Moral: Kohlberg's Theory:

How we look at our morals and values is always changing. As kids we tend to function at the preconventional level of morality. At this level we behave based on reward and punishment. When the rewards and punishments are removed, they go back to behaving bad. Adults are the same way, one example would be speeding. If we see the cop we tend to slow down, if we don't we tend to speed. Preconventional, do you stop or go through a four way stop if no one is looking. Conventional is where we follow the rules. Kohlberg also talks about post-conventional levels of morality. Here we recognize the laws, but we know that humanity, the life of the individual surpass the laws of society. Kohlberg would say that we do not spend to much time in the post-coventional level of morality, rather we step up to it depending on the situation.

In YA literature are looking for book that speak to where kids are, and that moves them to higher levels through developmental tasks. Some kids might questions why Rosa Parks didn't just move to the back of the bus. They are not ignoring the sacrifice that Parks made, they are looking at the reward punishment. You go along to get along, they do not understand sacrificing yourself to help someone else. 

Maslow: Needs Hierarchy:

It is usually shown in a pyramid, because the needs at the bottom of the pyramid have to be met before you can move up.

Physiological Needs: If you come to work and you are not feeling well, your physiological needs override everything else that takes place. Think of kids who come to school hungry or without enough sleep. This is why some districts provide meal programs year round, to meet those physiological needs.

Safety: Kids need to be safe physically and emotionally. We want the library and the environment in teh classroom to be a safe place. We do not want bullying or name calling to be part of this environment. 

Love/ Belonging:We feel the need to be loved and belong some how. Educators must ask themselves how they are going to meet that need. This can be expressed in many ways, your might be the only time in the entire day that a child experiences this. An easy way to show this to a child is to simply be interested in what they are doing. 

Esteem: We have the need for esteem, the need to be respected, children show this by how they address us, but we as adults do not always recipricate. IF a child says they didn't like a book, we need to show respect for this opinion, and find out the why that is tied to it.

Self-Actualization: The need to believe that  you can be anything that you want to be. We are not placing limits on you. We want to meet them as individuals interacting with kids, and we want to find books that reflect that.

Developing as Readers:

Unconscous Delight: You read and the real world falls away, and you get lost in a book. Series books and serial reading fall into this category. You might read all the books by a certatin author, and that is serial reading.

Reading Autobiographically: This is not necessarily a hierarchy, and we don't leave one forever, we build throughout our lives. Reading autobiographically is when we read book about people like us. This is mirror reading, because you find your self in the books.

Reading for Vicarious Experiences: This type of reading provides window for the reader that allows them to see out. Fantasy, Science Fiction, reading about different places and times and experiences.

Reading for Phylosophical Speculation: This is when you read and start to question those morals and values. 

Reading For Aesthetic Experiences: Reading for the sheer beauty and wonder of the experience.You are captured by what the author is doing and how he is making you feel.

If you have someone who is not an avid reader as an adult, there is something that they may have missed along the way. As educators, teachers, librarians, we need to look for those things that will help them fall into a book. They need to simply enjoy the act of reading for reading itself.

Reflection:

I knew that when adolescents were developing they were going throug many physical changes, and that during this time they would typically rebel or push away from their parents. The reason that kids do this was the surprise for me. I though that kids did it because they were testing the water to see what they could get away with, or hey just simply wanted to look cool infont of their friends. It really surprised me that adolescents do this because they are formaing their own morals and values, it all makes sense now. People think that just becasue we raise our kids for an x amount of years, they will turn out just like us. What this chapter has shown me is that now more than ever I can clearly see that adolecents are really their own person trying to fit into societies norms. What I have learned in this chapter will affect how I work with adolescents, because I believe I will have to be a bit per perceptive to their needs and patient. They are not going to know what they want to read, becasue they are still trying to put the changing puzzles of their life together. When building my collection I will what I have learned, and add YA literature to the library's collections that will show them that they are perfectly normal, and every other kid around them is also going through the same thing or will go through it. When I read YA literature, I think that I will have deeper understanding for the characters after reading about all the changes that have to undergo, and the challenges that face when trying to assimilate into society. This information will help me dig deeper, and analyze character relationships at a whole new level.

Chapter 7: Literary Elements

Summary:

Below  is a list of literary devices that are to be basic to a critical evaluation of YA literature.

Literary Elements:

• Antagonist: a person who actively opposes or is hostile to someone or something; an adversary
• Character: A character can be any person, a figure, an inanimate object, or animal. There are different types of characters, and each serves its unique function in a story or a piece of literature.
• Conflict: It is a literary device used for expressing a resistance the protagonist of the story finds in achieving his aims or dreams.
• Mood And Tone:The mood is the atmosphere of the story, and the tone is the author's attitude towards the topic
• Plot: The plot usually refers to the sequence of events and happenings that make up a story. There is usually a pattern, unintended or intentional, that threads the plot together. The plot basically refers to the main outcome and order of the story.
• Protagonist: he leading character or one of the major characters in a drama, movie, novel, or other fictional text.
• Setting: In literature, the word ‘setting’ is used to identify and establish the time, place and mood of the events of the story. It basically helps in establishing where and when and under what circumstances the story is taking place.
• Themes: The theme of any literary work is the base that acts as a foundation for the entire literary piece. The theme links all aspects of the literary work with one another and is basically the main subject. 

Literary Devices:

• Allegory: An allegory is a symbolism device where the meaning of a greater, often abstract, concept is conveyed with the aid of a more corporeal object or idea being used as an example 
• Allusion: An allusion is a figure of speech whereby the author refers to a subject matter such as a place, event, or literary work by way of a passing reference.
• Archetype: An archetype is a reference to a concept, a person or an object that has served as a prototype of its kind and is the original idea that has come to be used over and over again.
• Deus ex machine: Deus ex Machina is a rather debatable and often criticized form of literary device. It refers to the incidence where an implausible concept or character is brought into the story in order to make the conflict in the story resolve and to bring about a pleasing solution.
• Hyperbole: A hyperbole is a literary device wherein the author uses specific words and phrases that exaggerate and overemphasize the basic crux of the statement in order to produce a grander, more noticeable effect. 
• Imagery: In literature, one of the strongest devices is imagery wherein the author uses words and phrases to create “mental images” for the reader. Imagery helps the reader to visualize more realistically the author’s writings.
• Metaphor: Metaphors are one of the most extensively used literary devices. A metaphor refers to a meaning or identity ascribed to one subject by way of another. In a metaphor, one subject is implied to be another so as to draw a comparison between their similarities and shared traits. 
• Motif: The literary device ‘motif’ is any element, subject, idea or concept that is constantly present through the entire body of literature. Using a motif refers to the repetition of a specific theme dominating the literary work.
• Point of View: Point of view is the manner in which a story is narrated or depicted and who it is that tells the story. Simply put, the point of view determines the angle and perception of the story unfolding, and thus influences the tone in which the story takes place. The point of view is instrumental in manipulating the reader’s understanding of the narrative
• Simile: Similes are one of the most commonly used literary devices; referring to the practice of drawing parallels or comparisons between two unrelated and dissimilar things, people, beings, places and concepts. By using similes a greater degree of meaning and understanding is attached to an otherwise simple sentence. The reader is able to better understand the sentiment the author wishes to convey. Similes are marked by the use of the words ‘as’ or ‘such as’ or ‘like’.
• Symbolism: A symbol is literary device that contains several layers of meaning, often concealed at first sight, and is representative of several other aspects, concepts or traits than those that are visible in the literal translation alone. Symbol is using an object or action that means something more than its literal meaning.

Reflection:

I knew what the various literary elements were, but I was surprised by some of the literary devices. I am a teacher and we use many of these key words to teach our students, but I must say that I got stumped my Archetype and Deus ex machine. These words are interesting on there own, but after you find our the meaning, it makes you thing of all the stories that I have read. I can use the these Literary Elements and Devices to help my students better understand the story and the characters in them. This list would be a great resource to add to any ELA class, or library student lesson. I could see my self using these words in a library book club. We can read the books, discuss the story using this academic language that I would expose the students to prior to reading the novel. I think I after creating my list of definitions, I will be able to use these literary devices to analzy the style of the writer, and reason behind the use of his litteray elements and devices they chose to use. It will help get a better grasp of the story and its plot.

Chapter 8: Awards

Summary:

This chapter contain the names of awards, and the criteria for each. It also contains when the awards and/or lists are announced and how to access them.

Reflection:

I knew that there were awards for books, but I never knew that there were so many. I also didn't know that there were so many categories. I think it is important for readers to know what a book has been given a particualar award, it will help them better understant the quality of work that they are reading. As I work my way through the reading for this course, I am going to pay more attention to the awards tha the books were given, and the criteria that each had to meet to get it. Knowing what each award is for helps the reader build an appreciation for various types of literature that exist, and for the literature that they themselves read.

Chapter 9: Poetry

Summary:

What is Poetry? There is no one answer. Some say it’s about the form and use of words, while others say that poetry is about how the piece makes you feel afterwards.

Poetry is the most neglected form out there, because alot of us do not feel comforatable with it.
If kids have a bad experience with it, they will be hesitant to read it for enjoyment. Poetry is one of the best things to have children write, because there are no rules, you can follow your own format.

Research Study done by Anne Terry:

It needs to be replicated because the research came to five conclusions in reference to what kind of poetry works well with kids, and what do kids like. This research was done with kids, they asked kids to evaluate a variety of poems. The research showed that kids preferred narrative poetry, because reading a story is very natural to them. The two types of poetry that they disliked was Haiku and free verse. Haiku is to short and a free verse poem doesn't rhyme, they do not consider it a poem. Kids like sound devices in poetry. Funny peoms, animal poems, and poems about familiar experiences. Children also have a preferencce for contemporary poems, because the recognize the language and feel comfortable with it. Older poems are written in a language that kids don't really understand.

Additional Criteria:

Visual Images and Words that allow the childrens immagination to expand. The words should affect imagery in some way, sensory poem. Kids can grab hold of this and see am image. Poems should not be brought down to a childs level. A good peom for kids should allow them to interact with the poem. A poem must be good enough for repeated reading, which is very important. Lymricks are a favorite type of poetry for kids, they are funny almost musical.

There are some major awards for peotry:

•  NCTE Award For Excellence in Poetry For Children: Began in the 70's, and it was given to a poet for his or her body of work, every three years. Now the award is given out every year. 

Criteria for Evaluating Poetry for Children:

1. Is the subject of the poem something with which children would be familiar?  For instance David McCord writes about climbing trees in “Every Time I Climb a Tree.”   Compare that with  Joyce’s poem about trees which is more abstract and not within reach of younger readers.  This is not to say we do not share Joyce or Frost’s “Birches” with children.  However, these poems would be better shared once children are older and have heard and read many poems about trees, about nature, etc.
2. Does the poem use imagery?  Again, those images should be something accessible to young readers.  Sights, sounds, tastes, smells, and textures are all examples of imagery.  Think about Shel Silverstein’s “Sarah Cynthia Sylvia Stout” and how it creates smells and sights for the reader.  
3. Does the poem rhyme?  While poetry does not need to rhyme to be poetry, young readers need the scaffold of rhyme initially.  Later, they will be able to appreciate blank verse and other forms that do not rhyme.  
4. How is rhythm used?  It is not necessary to teach kids about meter and foot though it could be included when reading a poem.  However, we can teach  kids about the different “beats” as we read.  Does the rhythm fit the subject of the poem?  Is the rhythm natural or are there some forced rhythms (and rhymes) within the text.
5. What role does sound play?  Alliteration, consonance, assonance, onomatopoeia are all part of how sounds play a role in poems.  

Six reasons to share poetry with children found by Jean Le Pere: 

1. Enjoyment 

2. Provides knowledge of concepts. 

3. Increases vocabulary. 

4. Helps children identify with people and situations. 

5. Helps children understand their feelings. 

6. Grants insights to their feelings and universal emotions.

Characteristics that Margaret Natarella found that children like (Norton 410).

• 1st-3rd grade narrative poems and limericks, poems about strange and fantastic events, traditional poems, poems that rhyme, use alliteration or onomatopoeia.
• 4th-6th grade excitement for poetry declines, contemporary poems are better, poems with familiar and enjoyable experiences, poems that tell a story with humor, include rhythm and rhyme, mo heavy imagery or implied emotion
• 7th- 9th grade rhyme, humorous narrative, familiar experiences

Criteria for Selecting Poetry for Children- 1. Lively poems with rhythm and meters 2. Emphasize sounds and play on words 3. Visual images and words that allow children’s imagination to expand 4. Simple stories and introducing stirring scenes of action 5. Poems shouldn’t be brought down to a child’s supposed level. 6. Allow children to interact with the poem 7. Subjects should touch the child 8. Good enough for repeated readings

Reflection:

I currently teach 4th grade, so I was more or less aware of the types of poems that kids like. I have noticed the confused look on their faces when I read a free verse poem, the do not seem to understand it, because it doesn't follow any rules. I was really surprised that the reason that most people don't like poetry, is because they do not understand it. I enjoy reading, and always found poems as a quick getaway because I always found them easy to read. I am goint to apply the knowledge that I have learned in my current classroom and in my future library. I plan to make my poetry lessons fun and interactive, so that children can grow to love them. I do not want to be the reason that someone grows up to hate poetry. I think it is all in the delivery, and the passion that one has towards the subject matter. As an educator one must also be familiar with with types of poems work better with kids, Anne Terry's research will come in handy.

Chapter 10: Historical Fiction

Summary:

Historical Fiction: is any story that takes place in the past. Reading historical fictin allow reader to opportunity to vicariously experience what i might have been like to live in a previous time and place. Students tend to have a problem with historical fiction because it took place in that past, which makes it difficult for many to make a connection to it.

Criteria for Evaluating Historical Fiction for Children:

Does the book tell a good story that effortlessly blends the history in the story itself?  Think about books like Sarah, Plain and Tall by MacLachlan.  We know the story is set in the past due to some of the details in the opening chapter, but the story itself is about the need for family and connections.
Are the facts of the historical period accurate?  Since neither Karin nor I are history scholars, we rely on other resources for an answer to this question.  Reviews are one source we can use to verify historical accuracy and authenticity.  We also turn to CBC (the Council on Books for Children) which, in conjunction with the National Council on Social Studies, produces an annual list of Notable Trade Books in the Social Sciences.
How are the values of the time brought to life?  Readers need to see that time periods might have valued some things differently from contemporary times.   Much as we would like to see enlightened values in some past periods of time, it is not appropriate.  In The Witch of Blackbird Pond, readers will learn about the role of women and the role of religion in that historic setting.
Is everything consistent with the social milieu?  Clothing, architecture, music, even speech patterns need to reflect the historic period.  Girls would not be wearing pants in some periods of time; families might live in sod houses in another.  TV and even radio might not yet be forms of entertainment in another time and place.
Does the theme of the story relate to contemporary readers?  The book should relate a theme that applies to contemporary readers.  This means that the theme is universal in nature.

Reflection:

I knew that historyical fiction had to do with the past, but I was surprised that it was the reason students could not relate to it. My current students love to read about historical fiction, and get absorbed int he events that character have to undergo. Usually when I read historical fiction to my students, they have twenty questions, and we have to do a social studies unit along with novel so that they can get a better metal picture of what was occuring in the books. I think that if the problem is that the stories took place in the past, I will have to build my students prior knowledge before reading this type of book. In my library I will show case hostorical fictions, and bombared my students with interesting facts about the events that occured in the books. This way students will form a connection prior to reading the book, and get lost in it once they start reading it.

Chapters 1-5

CHAPTER 1: Why Do We Share Literature With Kids

Summary:

Chapter one was about why we share literature with kids, and of course because it is fun. As humans we tendto engage in things that we like and find exciting, for this reason we share books that we find entertaining with children. The second reason that was given, was that sharing literature with kids aids in the aquisiton of language and language development. It has been shown thtat between birth and five years of age children show the largest growth in vocabulary development. In other words, read to your children because it exposes them and help them develop new words. Literature has also been shown to develop emapthy in children, by giving them an insight into how someone or something might feel. We need children to develop this early on, because empathetic people understand how it feels when something happens. It is mentioned in the video that these kids will more than likely not cut in line, or cut you off when they start driving. Sharing literature with children also helps support life long readers, in other words, it helps grow readers. A good way to help children become life long reader is through series books and reading ladders. Reading ladders exposes children to a variety of  books that they like, but might not have known existed. Exposing children to literature produces an uncouncious delight. Sharing literture with children also helps expose them to reading autobiographially, ore mirror reading. This type of reading provides opportunities, like a mirror, for children to see themselves in a book. For example, It is important for the child that comes from a single parent house hold to be able to read about people who have a family unit like themselves. Literature also exposes children to vicarious experiences, or a window into someone elses life. Through this type of reading children get to experience what happens  in different situations, with out actually go through it. This type of reading exposes them to how others are, and how they live. Kids are know to ask questions and question everything around them. When you share literature with children, it exposes them to philosophical speculation. Kids are heavy thinkers, and read book to help them figure out how they feel about thins in their life. Some sample questions that they might be contemplating are:

- Why am I the way I am?

- Who am I?

-Where is my place in the world?

-Why things happen in normal every day life?

Literature also exposes children to aesthetic experiences, which is a major reason why most readers read. We read because of the joy and pleasure the we get from reading. Literature also helps develop imagination. It was mentioned that the government in Russia was once pushing only academic reading, and the starting to notice that the rate at which inventions were being generated were on a decline. They attributed this to the lack of exposure that kids were having to literature the made them ask a question. The main question that was not being asked was:

-What would happen if...............

In todays world, one of the final reasons that we share literature with kids is to transmit culture. There are many diverse books today that help transmit many cultures. As librarians it is important to pay attention to the books we are featuring. We need to share books about all culture on a regular basis, and not just during special days of the year.

Reflection:

I knew that there were many benefits to reading with children, but I did not know the explicit detail of each, or that there were names for the various types of reading that one is exposed to. I can't believe that I had never made a connection between literature and the importance of autobiographical reading and philosophical speculation. In a world where everyone is trying to fit in, I think that it is important for a library to carry literature that children can relate to. This type of literature lets them know that they are normal, and that they are not the only ones in the world going through what they are. I can definetly see the benefits that this plays in a childs life, especially in the middle school years. Children are trying to find their place in the world, and this would help them in their endeavor for self discovery and acceptance. I think that knowing why we share literature with children will help me a great deal in my current classroom, and as I venture into the world of being a librarian. I will often refer back to this information when I am building my future libraries collection. It will help me place an emphasis on the community that I am serving, so that I can build a collection that will better serve them. I do not think that I will look at Martin Luther King Day or Cinco De Mayo the same again after being exposed to this information. As teachers we tend to highlight certain books through out the year, instead of doing it year round. I can forsee myself exposing my students to more books that will expose them to the culture around them.

CHAPTER 2: Division Of Young People's Literature

Summary:

This section talked about the four divisions of young people's literature and how each was broken down. 

Children'e Literature is for 0 - 8 years old and consists of the following:

-Wordless picture books

- regular picture books

-easy readers

-illustrated chapter books

-early chapter books

-Romona Quimby is included in this section (novel)

-Charlotte's Web, and Because of Winn Dixie is also included in this window.

Middle Grade/ Tween 8 - 12 years old

-This can consist of graphic novels such as Roller Girl, George, The Thing About Jellyfish, and Raymie Nightangale

-People usually confuse middle grade books with middle school .

-Some example of middle school books would Drama, Lilly Dunkin, and Gary Schmidt.

- Middle school books usually take place in a middle school setting, and have to do with romance, transgender issues, or LGBT. These kids of books deal with tougher issues that kids in middle school  face. 

Young Adult 13 - 18 years old

One has to be careful with young adult literature, because not all of it is acceptable for use in the middle school. Some might deal with issures that are not appropriate. Some of the issues that the characters come face to face in the book might be for an older audience. For example in the book Firsts, the topic of sex comes up, and a girls mission to make sure that she teaches young boys the proper technique. This would bot be a good bood  for an eight grader to read, it is ment for children who are in high school. Some other examples of young adult literature are Pushing the Limits, Nimona, and Grasshopper Jungle.

New Adult 18 - 30 years old

This type of literature first appeard on the scene in 2009, it was considered cutting edge fiction . The protagonists of the books were slightly older than those in young adult literature, and they appealed to an adult audience. Some examples of new adult literature are:

-This is Falling

-Sweet Home

-November 9

Special Note In This Chapter

It is mentioned that it is important to know the difference between middle school and middle grade. Middle school is a group of students who have a hard time finding out what they like and what they want. This particular age group has a problem, because some books may come across as to chidish for them, because they want to read about kids that are older than them. Once must find the perfect balance for this particular age group.

Reflection:

I already knew that there were various types of literature, but I was not aware of middle grade/ tween or new adult literature. I was also surprised that children in the middle grade/ tween division had a hard time associating them selves with a particular type of literatuare. I guess just like they are trying to find themselves, they are also trying to find books that are fitting their developmental needs. What I have learned about the middle grade/ tween, I will be putting to use in my future library. As a librarian I will me more intentional about the books that I select for this particular division. I will will have to pay special attention to the patrons that come into my library, so I can build a collection that is right for them. As far as New Adult literature, I was not even aware that it existed, it is nice to know that this division exists. I can envision myself building these into my collection, to use with students in their junior or senior year of school. This will help give an in sight in to college life, and some of the issures that might arise with out them actually having to go through them. Since I am not that familiar with this particular division, I can forsee myself reading books in this particualr division. It has changed my perspective and shown me the differences between young adult and  new adult literature.

Chapter 3: Anatomy of a Book

Summary:

This section of talked about what else, but the anatomy of a book. It discussed the six main parts of a book and described them them in detail. Endpapers are the two sheets of papers that live at the beginning and the end of a book. They often have patterns or color that enhance the design. It also discussed the casewrap, which is what ever is underneath the jacket of a book. It also mentioned that modern visual books use laminated paper as a casewrap, which allows desighner to print patterens , colors, and images on them. The book block is the main text or the body of the book, which sometime has a little flair added to the book edges. The gutter of the book is the blank space or inner margin that separates printing areas fro the binding. Books also contain something called the headband, which is the small decorative strip of textile used at the top and bottom of a casebound book to decoratively fill the gap between the spine and cover. Finally the last part of the book that was mentioned is the backbone. The backbone of the book is what connects the front and back covers, and is also known as the spine. This chapter also had additional information that provided useful vocabulary. A mock-up is a early "fake" version of a book or format, it is either made by the printer or posted up in-house. They are usualy used to represent titles for upcoming seasons while the finished products are still in production. A format was aso another word that was presented in this chapter. A format is an internal word for something that invites the recipients to interact with the product. Some examples of formats are games, journals, pencils, paper dolls, and temporary tattoos. Proof is also a word that was introduced. Proofs are press sheets printed before any binding happens to check for the consistency and accuracy of the images and color. Saddle stich was also mentioned, it is a binding method used to fasten booklets by stitching through the middle fold of sheets. Last but not least F & G, which stands for fold & gather. It is an unbound copy of a book, and it is typicall created for illustrated children's books.

Reflection:

I must say, I never really knew that a book consisted of so many parts. I knew that books had a cover page, verso, spine, and front and back cover, but that is about it. I do think that this is important information for a librarian to know. In a library I usually see a sign that reads "Book Hospital", to my understanding this is where books go to get repaired. I think that knowing the anatomy of a book will help a librarian repair these books. I was also surprised to know that such detail was placed on even the smallest part of the book, the headband. I love that the publisher goes to great lengths to fill the gap between the spins and cover. Books as a whole will not look the same to me after reading this chapter. I can forsee my self examing each book, to see where each section is located. I think this is information that I will share with my students, these are book facts that I think everyone should know. 

Chapter 4: Genres and Formats; They Might Not Be What You Think

Summary:

This chapter talked about the two types of genres, Fiction and Nonfiction. This chapter pointed out that everything else was a subgenre and not considered a genre. Fiction and Nonfiction were divided to include the following:

 Fiction was broken down into realism and fantasy. Realism included fealistic, modern, and contemporary literature, and also included historical literature. Fantasy on the other hand was divided into modern and traditional literature. Although realism is pretty straight forward with historical, ralistic, modern, and contemporary literature, fantasy was a little more complicated. Traditonal Fantasey could be broken down into the following sections:

-Folktales

-Ballads

-Fables

-Legends

-Myths

- Fairytales

Modern fantasy is broken down into Hard and Soft Science Fiction and High and Low Fantasy. Below are the differences between the four. 

- Hard Science Fiction: Which is when science is the main part of the story, an example would be a space journey.

- Soft Science Fiction: Science is involved in the book, but the character is the big part of the story.

-High Fantasy: This type of fantasy includes the creation of new worlds and languages. A good example of this is The Lord of the Rings.

-Low Fantasy: These include fantasy stories that are more down to earth, but have elements that are not possible. Some examples of these elements can be talking animals, or fairies in New York City.

NonFiction was broken down into informational text, which was further broken down into Biographies, Narrative NonFiction, and Expository Fiction. The chapter went on to breakdown Biographies in Autobiographies and Memoirs. The difference between and Autobiography and Memoir is that an Autobiography is about the whole span of a person's life, and a Memoir is about a portions of a person's life.

The chapter was also quick to point out that the following were not types of genres, but subjects or categories:

- Chick lit

-Mystery

-Guy reads

-Horror

-Sports Fiction

-Action Adventure

- Paranormal

-War

-Classics

- Humor

-Dystopia

The chapter points out that these are used to the Genrefication of libraries. It also points out that when considering this for ones library, one must always way the pros and cons.

There are seven types of formats that are metioned in the chapter. Below is a list of these formats.

- Poetry

-Drama

- Novels

- Chapter Books

-Short Stories

-Picture Books

-Graphic Novels

Special Note: You might see these formats as genres in libraries that have genrefied their collections, but they are not. All of the above are types of formats. Below are some examples of various formats.

-Narrative Nonfiction in Graphic Novel Format

ex. Drowned City Hurricane Katrina

- Fantasy/ Low in Picture Book Format

ex. Meet the Dullards

-Fantasy/Low in Short Story Format

ex. Slasher Girls and Monster Boys

These stories take place in worlds that we recognize and focus on the character.

-Science Fiction / Soft in Novel Format

ex. Enders Game

These stories focus on the character, and not so much on the science fiction part of the story.

Reflection:

I new the difference between genres and formats, but I never knew that they where broken down into so many parts. I also never really paid close attention to libraries that were using formats as types of genres in libraries that had been genrefied. I was surprised to find out that fantasy was broken down into so many parts. I have heard about folktales, ballads, fables, fairytales, myths and legends, but I did not know they were classified under traditional fantasy. I had heard about modern fantasy, have never heard of the hard and soft science fiction, or high and low fantasy. I was happy that this chapter shared exaples of each, because it helped me pinpoint exactly what types of books they were talking about. I feel that in to days world, students are not educated on these types of fantasies, and they are all grouped into one category. As and educator and a future librarian, I can forsee myself conducting lessons that will introduce my students the the aspects of modern fantasy. The information in this particular chapter is going to help me through out my reading. I will be able to classify books in a whole new way, I know I will find myself questioning which genre and subgenre does the book belong to. Since I love to read about fantasies, I will also be looking at where I am reading low or high fantacy, and which format it is in. I think this chapter has helped me think more like a librarian, I will be reading for enjoyment, but at the same time be classifying the book as I go along.

CHAPTER 5: What Is YA Literature

Summary:

The main part of this section was what makes up young adult literature. The protagonist in this type of literature are youthful, and their point of view is that of an adolescent. The book had directness of the exposition and has direct confrontation as well. YA literature usually deals with a major change in the life of the main character. The main character is usually very independent, and is faced with many choices. This type of literature either shows the main character going through gradual and incremental change, or it may also show incomplete growth. YA books focus and mirror topics that are of concern in the lives of young adults. The books usually give the reader a window into which they can see the consequences that the main character is faced with because of his life choices. This type of literature focuses on a brief moment in time and it has very limited setting. YA literature has few fully developed charaters that are part of the structural conventions. Young adult literature's main focus is comes from the how adolescents develop.

Reflection:

I new that young adult literature focused on issues that had to do with how adolescents develop, but I didn't know how much emphasis was placed on creating a character that mirrored particular events or life choices that they are faced with. I also was surprised to read that the protagonist in YA literature were very independent, especially because many adolescents rely on their circle of friends for support. I think the information in this chapter will help me better serve me patrons. It will help me build a collection that suits 13 - 18 years old, and help me sort through the books that are most appropriate.  Since this class focuses on literature for young adults, the informatin that I have read  will help me analyze each of the books that I read. I will be takeing a closer look at the character, and the problems/ challenges that they are faced with. I will also be looking at how independent a charter is, and the consequences that they are faced with because of the life choices they make. I will also be looking for  more connections when it comes to text to self and text to world. These are books that will aid phylosophical speculation.