Children, as well as adults, are drawn to fantasy novels. Usually bright children who are in the fourth grade and above are most often drawn to fantasy novels. A fantasy novel can tell a story that could not happen in the real world. According to Vardell, “ …fantasy speaks to something deep within the human psyche- the wonder about our place in the universe.” There are five types of fantasy novels: low fantasy, ghost stories, high fantasy, science fiction, and fantasy series. Many fantasy novels are adapted into movies. I believe this keeps children excited as they can go see a movie about a book they have already read. It can be a great activity to allow students to discuss differences they found in the movie and book.
Tuesday, July 12, 2011
Tuesday, July 5, 2011
Evaluating Informational and Historical Fiction Books
Most students show little or not interest in reading historical fiction. Many children feel that reading about history is "boring." According to Charlotte Huck, historical fiction "dramatizes and humanizes" the past for us. Informational books may also be hard to promote to children. As media specialist, we must select historical fiction and informational books that are written from different perspectives to allow students to see themselves in history. Offering books that may spark interest in the facts behind the story, will provide opportunities for promoting informational books on a particular subject. Authenticity is one of the most important elements in evaluating high quality historical fiction books Literary elements such as characterization, plot, setting, theme, and style are also important when evaluating historical fiction. A different criterion is used to evaluate informational books such as accuracy, organization, design, and style. Providing current and interesting resources to children can be vital in helping them realize what they can learn through historical fiction and informational books.
Tuesday, June 28, 2011
Using Historical Fiction and Informational Books Together in Teaching History
Historical fiction is a genre in literature that is written in a specific time period or to portray information about a time period or historical event. According to Sylvia Vardell, "Historical fiction may be one of the most difficult genres to promote." Most children love to read realistic fiction, but may see historical fiction as boring. According to critic, Jo Carr, informational books can be divided into two categories: "nonfiction that stuffs in facts, as if children were vases to be filled, and nonfiction that ignites the imagination, as if children were indeed fires to be lit." Children are enjoying informational books more than ever. Using the two genres together to teach history can be a powerful tool. When studying the Montgomery Bus Boycott, you can pair the following books together: Freedom Walkers and Walking to the Bus-Rider Blues. The historical fiction book, Walking to the Bus-Rider Blues, is set in June 1965 in Montgomery, Alabama. The fictional character, Alfa Merryfield, learns from the bus boycott to "walk the walk and talk the talk" in the spirit of nonviolence. Freedom Walkers is an informational book about Rosa Parks and her refusal to give up her bus seat which sparked the Montgomery Bus Boycott. Both historical fiction and informational books must contain accurate information. Providing sources of information other than textbooks can be very motivating for children.
Monday, June 20, 2011
Top Ten Challenged Books
The book And Tango Makes Three is back in the number one spot of the America Library Association’s Top Ten of the Most Frequently Challenged Books of 2010. In 2009, the book was listed in the number two spot after being number one the previous five years. The reasons for challenging the book have been due to religious viewpoints and homosexuality. Even though I have not personally read this particular book; I can understand why many parents would not think it would be suitable for their young children. I was glad to see that Catcher in the Rye
Thursday, June 16, 2011
What Makes a Book Controversial?
Most controversial books contain some of the following themes: drugs, homosexuality, sexual content, religious viewpoint, suicide, offensive language, or anti-family. The challenging of books is initiated more often by parents than other individual or group. Librarians should follow materials selection policies, have a policy for challenged books, and be well-informed about intellectual freedom. Hopefully, this will help a librarian be better prepared for challenges and complaints about controversial books.
Thursday, June 2, 2011
Young Adult Articles
Teen Angst: My Burden Is So Deep: Enduring EMO
The first article I chose was from the School Library Journal. This was a great piece on how teens often experience the emotional roller coaster of anxiety, apprehension, or insecurity. Usually uncertainty and difficult circumstances lead to these emotional feelings. One student expressed her feelings through library graffiti: "I can never confess this out loud. My burden is so deep. He doesn't even know...he doesn't even care..." There were many great books listed to provide empathy to young adults. The Catcher in the Rye by J.D. Salinger was listed as one of the best novels to help young adults cope with feelings of angst. As adults, it is important to be aware of this type of teen behavior in order to provide intervention and guidance for these teens.
Meeting Readers Where They Are: Mapping the intersection of research and practice
The School Library Journal did a wonderful job bringing my focus on engaging students in reading through choice, access, and social interaction. Reward systems traditionally used to motivate students to read may not be as effective as it once was in the past. Incorporating the social aspects of reading is very motivational for students. Voice Thread, reading blogs, and podcasts are few ways to provide students with the social aspects of reading. Social Networking tools, which are often blocked in many schools, can be useful in bringing students together. Students who have access to reading materials are more likely to read. Students who have time for recreational reading are more likely to show greater academic gains than those who do not. Students who are given choices in what they want to read are more motivated to read. I must remember that teens like being online...whether blogging, Facebook, or reading a book. They love social interaction and it is very motivating to them.
The first article I chose was from the School Library Journal. This was a great piece on how teens often experience the emotional roller coaster of anxiety, apprehension, or insecurity. Usually uncertainty and difficult circumstances lead to these emotional feelings. One student expressed her feelings through library graffiti: "I can never confess this out loud. My burden is so deep. He doesn't even know...he doesn't even care..." There were many great books listed to provide empathy to young adults. The Catcher in the Rye by J.D. Salinger was listed as one of the best novels to help young adults cope with feelings of angst. As adults, it is important to be aware of this type of teen behavior in order to provide intervention and guidance for these teens.
Meeting Readers Where They Are: Mapping the intersection of research and practice
The School Library Journal did a wonderful job bringing my focus on engaging students in reading through choice, access, and social interaction. Reward systems traditionally used to motivate students to read may not be as effective as it once was in the past. Incorporating the social aspects of reading is very motivational for students. Voice Thread, reading blogs, and podcasts are few ways to provide students with the social aspects of reading. Social Networking tools, which are often blocked in many schools, can be useful in bringing students together. Students who have access to reading materials are more likely to read. Students who have time for recreational reading are more likely to show greater academic gains than those who do not. Students who are given choices in what they want to read are more motivated to read. I must remember that teens like being online...whether blogging, Facebook, or reading a book. They love social interaction and it is very motivating to them.
Wednesday, June 1, 2011
Online Article "Requirements For Healthy Development of Adolescent Youth"
"Requirements For Healthy Development of Adolescent Youth" was written about adolescent youth in the 1970's. In this article adolescent youth were defined in three stages:
Early Adolescent 12 -15 years
Middle Adolescent 15 - 18 years
Late Adolescent 18 - 22 years
Several important cultural characteristics of the adolescent teen in the United States were discussed in this article. I felt that the attribute of change is still particularly relevant to the culture of adolescents in our modern society. "Attitudes of change come in all colors of the rainbow. Some people embrace change simply for the sake of change. Others fight it persistently." I find that statement to be true with the adolescents of the 21st Century. Some people thrive on change while others have difficulty adjusting to change in their lives.
Konopka described adolescence as the “Age of Commitment”. She stated that it is the move into the” true interdependence of men.” Frequently depicted in literature is the struggle between dependency and independence. These expressions display for us the entrance into interdependence. I feel we do a better job today of providing our children with positive ways in which to grow and develop and not just simply endure the adolescent years.
This article was published in ADOLESCENCE, Volume VIII Number 31, Fall 1973, pp. 1-26.
Early Adolescent 12 -15 years
Middle Adolescent 15 - 18 years
Late Adolescent 18 - 22 years
Several important cultural characteristics of the adolescent teen in the United States were discussed in this article. I felt that the attribute of change is still particularly relevant to the culture of adolescents in our modern society. "Attitudes of change come in all colors of the rainbow. Some people embrace change simply for the sake of change. Others fight it persistently." I find that statement to be true with the adolescents of the 21st Century. Some people thrive on change while others have difficulty adjusting to change in their lives.
Konopka described adolescence as the “Age of Commitment”. She stated that it is the move into the” true interdependence of men.” Frequently depicted in literature is the struggle between dependency and independence. These expressions display for us the entrance into interdependence. I feel we do a better job today of providing our children with positive ways in which to grow and develop and not just simply endure the adolescent years.
This article was published in ADOLESCENCE, Volume VIII Number 31, Fall 1973, pp. 1-26.
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