The following is my reflection of Chapters 7 through 10 of my Young Adult Literature textbook: Lesesne, T. S. & Karin Perry. (2016). YA literature textbook.
Table of contents available here:
https://docs.google.com/document/d/1zKJ3mRS3RHcrsyGAT_606buFycZ1Ap_4YwpAwBobnUY/mobilebasic
Chapter 7: Literary Elements
In this chapter, we explored vocabulary that is the basis for critiquing young adult literature. We reviewed literary elements and literary devices. I created Diigo pages for quick reference to these terms and definitions.
https://www.diigo.com/YA-Lit-Literary-Element-Definitions
https://www.diigo.com/YA-Lit-Literary-Devices-Definitions
This section was an awesome refresher for literary terminology. In addition to the terms and definitions, there was also a link to a YouTube video entitled "Themes: What it is and is not" by Professors Providing Professional Development. This video was beyond informative and gave clear and concise examples of what theme is and is not. I learned that theme is not a single word or the main idea, topic, or summary. Theme is the overall message the author is trying to get across. It is formatted in a complete sentence and must be proven by the text. I also learned that a book can have many themes.
I think it is important to incorporate these terms with lessons in the library as well as to encourage teachers to use them in their classrooms. I believe the more comfortable students become with these terms, the more they will be able to comprehend and dissect what they are reading.
Chapter 8: Awards
In this chapter, we read about the different literary awards for young adult literature. Staying current on literary awards and their present and previous winners is very important for librarians. These awards give librarians a great base for what books should be in your library. YALSA just launched the site booklists.yalsa.net to easily find award winning book. The following are YA book awards, how they are chosen, where you can find a complete list of the winners and when the winners are announced.
Chapter 9: Poetry
This chapter tackled the topic of poetry for young readers. Poetry is not a genre but rather a format of text. Poetry can span all genres. This chapter included a YouTube video, Poetry Part 1 by Professors Providing Professional Development. I learned from this video that poetry is one of the most neglected formats of literature by students. Most students feel uncomfortable or unsure about reading or creating poems because of how unlimited the parameters are for them. There are many benefits to sharing poetry with students, like increased vocabulary, new insights to feelings and emotions, and simply enjoyment. The textbook detailed certain criteria that must be evaluated when selecting poetry for students. Some criteria includes: is the topic of the poem familiar, does it include imagery, does it rhyme and if so how is it used, and what role does sound play? Students prefer contemporary rhyming and funny poems, as opposed to free verse and haiku poems. While students prefer rhyming, it must be reiterated with students that poems do not have to rhyme and there is no wrong way to write a poem. This chapter also included some wonderful poetry to start students off with. Some poems include N. M. Bodecker's "Bickering and Hurry, Hurry Mary Dear" and Edward Lear's "The Owl and the Pussycat and The Pelican Chorus and Other Nonsense". The bottom line is that the poetry we share with students should be lively, relatable, and create visual imagery in the child's mind.
I would like to share poetry with all teachers on my future campus to use in their classroom. Some great tips in this chapter for sharing poetry with students are moving around while reading poetry, dramatize poetry, use choral speaking with poems, and unison and cumulative poetry reading. It is also so important that students practice writing poetry. They more they write it, the less they fear it. Poetry spans all subjects and genres and all teachers can utilize poetry in their classroom. For example, animal poems with the science teacher or historical poems with the history teacher. I loved the idea shared of a poem a day and a poem in your pocket. I would love to implement that in my future library.
Chapter 10: Historical Fiction
This chapter explores the historical fiction subgenre, which is simply a story set in the past. This simple definition does become murky because the past is relative depending on your age. This genre allows the reader to vicariously learn what it was like to live in a particular time period. Some criteria that must be evaluated when selecting historical fiction for students include: does the story and history blend seamlessly, are the historical facts accurate, are the value of the times demonstrated, is there consistency in the time period, and finally does the story reach a contemporary audience?
I believe historical fiction can be a very powerful tool for history and social study teachers. This subgenre brings the historical times alive and places the students within the story. I would love to collaborate with the social studies teacher and aid in accompanying their units with historical fiction books in order to enrich the students’ learning. I believe using historical fiction can increase comprehension and interest in the history period being covered.
Table of contents available here:
https://docs.google.com/document/d/1zKJ3mRS3RHcrsyGAT_606buFycZ1Ap_4YwpAwBobnUY/mobilebasic
Chapter 7: Literary Elements
In this chapter, we explored vocabulary that is the basis for critiquing young adult literature. We reviewed literary elements and literary devices. I created Diigo pages for quick reference to these terms and definitions.
https://www.diigo.com/YA-Lit-Literary-Element-Definitions
https://www.diigo.com/YA-Lit-Literary-Devices-Definitions
This section was an awesome refresher for literary terminology. In addition to the terms and definitions, there was also a link to a YouTube video entitled "Themes: What it is and is not" by Professors Providing Professional Development. This video was beyond informative and gave clear and concise examples of what theme is and is not. I learned that theme is not a single word or the main idea, topic, or summary. Theme is the overall message the author is trying to get across. It is formatted in a complete sentence and must be proven by the text. I also learned that a book can have many themes.
I think it is important to incorporate these terms with lessons in the library as well as to encourage teachers to use them in their classrooms. I believe the more comfortable students become with these terms, the more they will be able to comprehend and dissect what they are reading.
Chapter 8: Awards
In this chapter, we read about the different literary awards for young adult literature. Staying current on literary awards and their present and previous winners is very important for librarians. These awards give librarians a great base for what books should be in your library. YALSA just launched the site booklists.yalsa.net to easily find award winning book. The following are YA book awards, how they are chosen, where you can find a complete list of the winners and when the winners are announced.
Printz - The Michael L. Printz Award is an award for a book that exemplifies literary excellence in young adult literature. The award is announced at the ALA Midwinter Meeting, which is usually in mid-February. Winners can be found on the YALSA website.
YALSA Excellence in Nonfiction - This award is given to the best nonfiction book published for young adults during a Nov. 1 – Oct. 31 publishing year. The winner is announced annually in mid-February. Winners can be found on the YALSA website.
Great Graphic Novels for Teens - This list of books are recommended graphic novels and illustrated nonfiction for young adults. This list is released annually in February. Lists can be found on the YALSA website.
Best Fiction for Young Adults - This list consist of fiction titles published for young adults in the past 16 months that are recommended reading for ages 12 to 18. This list is released annually in February. List can be found on the YALSA website.
Margaret A. Edwards Award - This award honors an author for significant contribution to YA literature. This award is released annually in February. List can be found on the YALSA website.
ALEX Award - This award is given to ten books written for adults but appeal to young adults. This award is released annually in February. List can be found on the YALSA website.
Odyssey Award - This award is given to the best audiobook created for children and/or young adults, available in English in the United States. This award is released annually in February. List can be found on the YALSA website.
Morris Award - This award is given to a book published by a first-time author that has a new voices in young adult literature. This award is released annually in February. List can be found on the YALSA website.
Outstanding Books for the College Bound - This list is complied every 5 years and consist of books that provide a variety of information on subjects within an academic discipline. This list is released annually in February. List can be found on the YALSA website.
Popular Paperbacks - This list consist of paperback books to encourage young adults to read for pleasure. This list is released annually in February. List can be found on the YALSA website.
Quick Picks for Reluctant Readers - This list identifies titles aimed at encouraging reluctant reader to read. This award is released annually in February. List can be found on the YALSA website.
Readers’ Choice - This list is created by a large audience of librarians, educators, teens and young adult literature readers choose titles for that given year. This list does not seem to be currently active.
Teens Top Ten - This top ten list is created by teens and they choose their favorite books from the previous year. This list is released annually in October. List can be found on the YALSA website.
Amazing Audiobooks - This annual list is complied of audiobooks significant to young adults from which were released in the last two years. This list is released in February. List can be found on the YALSA website.
YA Choices - This list of new books are tailored to encourage adolescents to read. The list can be found at the International Literacy Association website. The list is released annually in May.
Lone Star Reading List - This list is compiled by Texas librarians to encourage middle school aged children to read for recreational purposed. The list is released annually in April and can be found at the TLA website.
TAYSHAS Reading List - This list is compiled of books that motivate young adults to become lifelong readers and to participate in the community of readers in Texas. The list is released annually in April and can be found at the TLA website.
Maverick Reading List - This list is made up of graphic novels that encourage students grades 6-12 to explore a variety of current book for recreational reading. The list is released annually in April and can be found at the TLA website.
Edgar Award for Mystery - This award is for the best in mystery fiction, non-fiction and television published or produced of the year. The list is released annually in April and can be found at TheEdgars.com.
NCTE Award for Excellence in Poetry for Children - This award is given every 2 years to a living poet for excellence in children’s poetry. The winner is selected in November and a list of winners can be found at the NCTE website.
Orbis Pictus - This award is given annually to a author for excellence in children’s nonfiction. The winner is selected in November and a list of winners can be found at the NCTE website.
Batchelder Award - This award is given to the most outstanding children’s book originally published in a foreign language in a country other than the United States, and then translated into English to be sold in the United States. The winner is released annually in April and can be found at the ALSC website.
Scott O’Dell Award for Historical Fiction - This award is given to the most outstanding historical fiction book of the prior year. The winner is announced in January and a list of the prior winners can be found at ScottODell.com.
Pura Belpre Award - This award is given annually to a Latino writer and illustrator who demonstrate outstanding work of literature which represent Latino culture for children and youth. The winner is released annually in April and can be found at the ALSC website.
Schneider Family Award - This award is given to an author or illustrator of a book that embodies the experience of disability for child and adolescent audiences. This list is released in February. List can be found on the ALA website.
Sibert Award - This award is given annually to the author(s) and illustrator(s) of the best informational book published in the United States. The winner is released annually in April and can be found at the ALSC website.
Stonewall Award - This award is given to a book that best honors the gay/lesbian/bisexual/transgender experience. This list is released in February. List can be found on the ALA website.
I would like to include winners from all these award categories in my future library. I believe that these list are great starting off points for students to find books they like based on their preference. I also would like inform parents and teachers of these awards to help guide the students to high quality, enjoyable reading.
Chapter 9: Poetry
This chapter tackled the topic of poetry for young readers. Poetry is not a genre but rather a format of text. Poetry can span all genres. This chapter included a YouTube video, Poetry Part 1 by Professors Providing Professional Development. I learned from this video that poetry is one of the most neglected formats of literature by students. Most students feel uncomfortable or unsure about reading or creating poems because of how unlimited the parameters are for them. There are many benefits to sharing poetry with students, like increased vocabulary, new insights to feelings and emotions, and simply enjoyment. The textbook detailed certain criteria that must be evaluated when selecting poetry for students. Some criteria includes: is the topic of the poem familiar, does it include imagery, does it rhyme and if so how is it used, and what role does sound play? Students prefer contemporary rhyming and funny poems, as opposed to free verse and haiku poems. While students prefer rhyming, it must be reiterated with students that poems do not have to rhyme and there is no wrong way to write a poem. This chapter also included some wonderful poetry to start students off with. Some poems include N. M. Bodecker's "Bickering and Hurry, Hurry Mary Dear" and Edward Lear's "The Owl and the Pussycat and The Pelican Chorus and Other Nonsense". The bottom line is that the poetry we share with students should be lively, relatable, and create visual imagery in the child's mind.
I would like to share poetry with all teachers on my future campus to use in their classroom. Some great tips in this chapter for sharing poetry with students are moving around while reading poetry, dramatize poetry, use choral speaking with poems, and unison and cumulative poetry reading. It is also so important that students practice writing poetry. They more they write it, the less they fear it. Poetry spans all subjects and genres and all teachers can utilize poetry in their classroom. For example, animal poems with the science teacher or historical poems with the history teacher. I loved the idea shared of a poem a day and a poem in your pocket. I would love to implement that in my future library.
Chapter 10: Historical Fiction
This chapter explores the historical fiction subgenre, which is simply a story set in the past. This simple definition does become murky because the past is relative depending on your age. This genre allows the reader to vicariously learn what it was like to live in a particular time period. Some criteria that must be evaluated when selecting historical fiction for students include: does the story and history blend seamlessly, are the historical facts accurate, are the value of the times demonstrated, is there consistency in the time period, and finally does the story reach a contemporary audience?
I believe historical fiction can be a very powerful tool for history and social study teachers. This subgenre brings the historical times alive and places the students within the story. I would love to collaborate with the social studies teacher and aid in accompanying their units with historical fiction books in order to enrich the students’ learning. I believe using historical fiction can increase comprehension and interest in the history period being covered.
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