- Realistic Fiction is also known as contemporary realistic fiction or modern realistic fiction because the stories are told in today's time or modern contemporary times. The stories are set so that they are believable, consistent with what happens in the real world.
- Criteria for Evaluating Realistic Fiction for young adults includes:
- A story consistent with the real world in terms or speech, behavior, gender, cultural and every element. It must be believable and reflect the real world.
- It should possess more than one theme that should emerge naturally from the story. The theme should unfold slowly and consistently.
- The subject matter should relate to its modern readers. Today realistic fiction includes sensitive topics such as death, sexuality, changing family structure and many others that were once thought to be taboo but are a part of our world today.
When choosing book collections for realistic fiction, it is really important to know your students. The librarian should focus on a variety of subject matters that include characters that are similar to them culturally and socially.
Chapter 12: Nonfiction
- Nonfiction is an umbrella term of sorts. Lots of forms and genres fall under it. It includes narrative and expository approaches. It includes biography, autobiography and memoir.
- Criteria for Evaluating Nonfiction for Young Adults
- In nonfiction we are looking for accuracy of information.
- What are the qualifications of the author? You can find these on the back of the book, on the author's website, in the author's notes or in acknowledgments.
- Are the facts accurate? Librarians should make sure the titles they pick have accurate information. Students should be taught to check for accuracy themselves. Here are some ways that can be done: compare books from different authors to see if facts are the same, check the resources cited, check lists from specialists in the field who have vetted these books and choose books from those lists.
- What is the purpose and scope of the book? Should it be broad, narrow or both
- How does the organization of the book assist readers in locating information? The books may have a table of contents, an index, timeline, suggestions for further reading, glossary, illustration credits, notes or a bibliography.
- What role do visuals play? Visuals elaborate on the text, help break up the text into chunks. They can be photographs, drawings, paintings, charts, graphs or graphic organizers.
Since nonfiction comes in different styles, genres and formats this ensures that a young adult could find their topic of interest written in a way that they would enjoy. Librarians should make sure that the nonfiction collection is as diverse as possible to appeal to different preferred formats.
Chapter 13: Fantasy and Science Fiction
- Fantasy fiction violates the laws of physical reality.
- Science fiction is a subgenre of fantasy. All science fiction stories fall into the fantasy genre but not all fantasy is science fiction.
- Criteria for Evaluation Science Fiction and Fantasy for Children
- Despite the fantastic aspects of the story, characters must behave in consistent and believable ways.
- There must still be rules for the fantasy world.
- Authors must assist readers in the "willing suspension of disbelief'".
- The themes should explore universal truths.
There are many good books in this genre. As a librarian picking a variety of different plots would be a good idea. The collection could be created to capture the different interests of the students also keeping in mind stories in which students can see themselves as the main characters with this fanatical twist. This would allow students to get caught up in this world and think critically in terms of what if this could really happen, how would this work, what would be the next step and so on.
Chapter 14: Graphic Novel
- Graphic novels are a format/form. You can see these in both genres, fiction and nonfiction and in all of the subgenres. There are graphic novels for all readers.
- A graphic novel is defined as any book in a comic format that resembles a novel in length and narrative development. These books are read from left to right. Dialog balloons are read left to right or top to bottom.
Graphic novels promote literacy through:
- motivation
- great for teaching mood and tone
- benefits special need students with dyslexia and other reading difficulties
- benefit ELLs
- contains all elements of literature
- content area literacy with historical fiction, science fiction and nonfiction
Some experts say that graphic novels are a good way to get those young adults who hate to read reading. This is in part due to the graphics and visuals that drive the narrative in a graphic novel. This is especially helpful for English language learners who are learning the language. I read my first graphic novel this summer when I started this graduate program and I have to say that I was caught up in the story and captivated by the illustrations. I really do think that the visuals enhance the story and make it come alive. So I can see why one who does not like to read or finds it difficult to read would love graphic novels.
Chapter 15: Peck's Questions
There are ten questions that Richard Peck came up with in 1978 to ask about a novel:
l. What would the story be like if the main character were of the opposite sex?
(helps diffuse sexual polarizations and stereotyping)
2. Why is the story set where it is? (Not where is the story set?)
(points out setting as an author's device)
3. If you were to film the story, would you use black and white or color and WHY?
(consideration of tone)
4. If you could not use all of the characters, which would you eliminate and WHY?
(characters which add texture vs. simplification for media translation)
5. How is the main character different from you?
(reader can identify without being like the main character)
6. Would this story make a good TV series? Why/not?
(ending focus and sequential nature of chapters)
7. What one thing in the story has happened to you?
(anecdotal response of recognition)
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?
(hooks reader and awareness of author's intent in writing)
9. If you had to design a new cover for the book, what would it look like?
(deceptive packaging and consumerism) '
10. What does the title tell you about the book? Does it tell the truth?
(titles as narrative hooks vs. symbolic titles)
These questions can be used to evaluate a novel in a different way. The questions could be given to students so that they can use literary skills taught to think critically about building connections between their own lives or something familiar to them and the content of the novel.
Chapter 16: Why Children Need More Diverse Books
This article was a question and answer with Dr. Ebony Elizabeth Thomas an assistant professor at the University of Pennsylvania's Graduate School of Education Literacy, Culture and International Education Division. In this article they discuss the influence of personal identities in writing, the connection between racial/ethnic representation and children's thought process of race/ethnicity, and how teachers and parents can guide children to read books that are diverse and real.
When the topic of the need for diversity in literature arises I think the first thought that comes to mind is about race, but diversity is more than just race. It is culture, mental and physical abilities, gender, sexuality, social class and other qualities that make us different. There is a need for young people to see themselves in the characters of the books they read. Dr. Thomas states "If they get that narratives can be about different people when they are very young, when they are older, maybe they won't react so harshly to de-centering. Overall if students have access to books about diverse characters doing all sorts of things in all sorts of situations true to life, stories students can see themselves in or see hope in then this would open their minds to a new way of thinking about who they are and who they can become.
Chapter 17: We Need More Diverse Books
Website: diversebooks.org
We Need Diverse Books is a nonprofit 501(c)(3) grassroots organization. The mission statement is "Putting more books featuring diverse characters into the hands of all children. The vision is a world in which all children can see themselves in the pages of a book. The aim of the organization is to help produce and promote literature that reflects and honors the lives of all young people.
People have a sense of pride when they can see themselves and their experiences in a mainstream way such as in a book. It makes them feel as if their stories matter, they matter. It is very important to encourage and in power young people. They need to be shown that they matter and what they are going through is universal and that they can get through it.
Chapter 18: A Call to Action: What We Know About Adolescent Literary Instruction
This document provides a research-based resource that acknowledges the complexities of reading as a ongoing developmental process and addresses the needs of secondary readers and their teachers.
Students need to master literacy practices unique to each situation.
- Incorporation of disciplinary literacy instruction
- Integration of multiple and social literacies
- Orchestration of engagement and motivation
- Appreciation of multicultural perspectives and cultures
Implications for the teaching of reading
- Effective teachers model how students access specific content-area texts.
- Conversations and discussions regarding texts must be authentic, student initiated, and teacher facilitated. Such discussion should lead to diverse interpretations supported by evidence of a text that deepen the conversation.
- Teachers need to acknowledge that we all have cultural frameworks within which we operate, and everyone—teachers and students alike—needs to consider how these frameworks can be challenged or changed to benefit all peoples.
- Learning is social and transactional.
- Learning is an apprenticeship to a community of practice.
- Learners move on a continuum from novice to expert.
- Teachers provide assistance to the adolescent.
- Good teaching is always in the learner’s zone of proximal development.
- Different students have a variety of needs, so instruction must be flexible.
What adolescent readers need
Practice thinking critically about how they engage with texts to include
- application of metacognitive strategies.
- recognition of bias and high-quality sources.
- argumentation with evidence.
Critical examination of texts that helps them to
- recognize the purpose of text structure and how the writer uses it to create effect.
- infer beyond literal interpretations.
- question and investigate various social, political, and historical context.
- understand multiple meanings and richness of texts and layers of complexity.
Assessment that helps them to focus on
- the larger purpose and big ideas of the curriculum, and on metacognitive strategies for thinking during literacy acts (Smith, 1991; Darling-Hammond & Falk, 1997; Langer, 2000).
- preparation for assessment (from ongoing classroom measures to high-stakes tests) that should focus on the critical components of multicultural perspectives, motivation, multiple and social literacies, and shifting literacy demands.
Choice and volume of reading
- Opportunities to read often from books of their own choosing
- Access to a vast library of books and texts that vary in levels and text structures (Miller, 2009)
- Dedicated time to read every day (Allington, 2009)
What teachers of adolescents need
Practice thinking critically about how they engage with texts to include
- application of metacognitive strategies.
- recognition of bias and high-quality sources.
- argumentation with evidence.
Critical examination of texts that helps them to
- recognize the purpose of text structure and how the writer uses it to create effect.
- infer beyond literal interpretations.
- question and investigate various social, political, and historical context.
- understand multiple meanings and richness of texts and layers of complexity.
Assessment that helps them to focus on
- the larger purpose and big ideas of the curriculum, and on metacognitive strategies for thinking during literacy acts (Smith, 1991; Darling-Hammond & Falk, 1997; Langer, 2000).
- preparation for assessment (from ongoing classroom measures to high-stakes tests) that should focus on the critical components of multicultural perspectives, motivation, multiple and social literacies, and shifting literacy demands.
Choice and volume of reading
- Opportunities to read often from books of their own choosing
- Access to a vast library of books and texts that vary in levels and text structures (Miller, 2009)
- Dedicated time to read every day (Allington, 2009)
Currently I am a ninth grade Biology teacher. I have been teaching since before STAAR was instituted as a requirement for graduation. One of the things I have seen over the years is a correlation between readers and passing the Biology STAAR test. I have taught everyone, a variety of special education students, regular on level students, pre AP and GT students. One thing that is true for all is if they are readers meaning I see them reading books of their interest they are able to think critically enough to pass Biology STAAR. Now when it comes to my special education students their score may be lower compared to a GT student but they do pass STAAR. Literacy plays a key role across all curriculum. Even when there are deficiencies in mental cognition, if they are able to get great instruction in literacy they can be successful.
I have taken many professional development classes set for English teachers to learn techniques in literary instruction so that my students will gain the skills necessary to take them to the next level. On my campus we do this across curriculum and it seems to spark interest in reading.
Chapter 19: Finding A "Good Book" What A Real Readers Advisor Does
A readers advisor or RA is defined as a someone who can help a reader find a book that they like. Usually and RA is a reference librarian. Mary Chelton the author of this article suggests that this may not be as easy as it sounds. The ability to be able to help a reader find books that they like is a developed skill that takes practice and trial and error.
As a school librarian this role of RA applies to one of the many roles that encompass the job. When the school librarian plans a collection they are indeed acting in this manner. Students come into the school library all the time trying to figure out what they want to read next and the librarian is a good resource for them.
Chapter 20: 23 YA and Middle Grade Books to Honor Hispanic Heritage Month
This is an article written by Della Farrell listing 23 young adult titles about Latin young people telling of various experiences. This is a list of mostly fiction titles including a book of poems and a graphic novel. The article also includes a few YouTube videos that spotlight authors. This is a wonderful article to help librarians and readers alike learn more about the titles.
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