Chapter 1: Why We Share Literature with Children
In Chapter one, Dr. Lesesne and
Dr. Perry enlightens us with six reasons why we need to share literature with
children. Primary, because it is fun! Making reading time enjoyable, will generate
the desire to be submerged with more books. When a love for reading is established, it will
entice children to become lifetime readers.
Reading also supports acquisition of language and vocabulary
development. Empathy is developed
through reading, allowing us to learn and understand what characters go through
and how they deal with a variety of experiences. We share literature to promote lifelong
readers. Whether children read for
unconscious delight, vicarious reasons, autobiographically, for philosophical
speculation, or simply for aesthetic experiences, we need to support their love
for literature. Books can develop
imagination. Readers can “fly” and
experience different events and settings, just by reading a story and using
their imagination. Finally, books can
transmit cultural ideas and spark a child’s imagination by being exposed to a
diverse selection of books. These books
in return, may help children connect and affirm with their own beliefs and
traditions.
As a mother, educator, and future
librarian, I have heard many times the importance of reading to your
children. Little did I know, it is not
only because it supports lifelong readers, aids with language development, or
because books can take you to places using your imagination. I was excited to know it fosters empathy as
well. Stories can provide awareness of
human behavior and consequently instill empathy when children are able to put
themselves in the character’s place and develop compassion and gratitude. Understanding the distinct reasons why
literature is read was mind-blowing.
Reading autobiographically or for vicarious experiences was for sure
something I did not realize I have been doing.
I now recognize, I tend to gravitate towards books with characters that
resemble my personality or lifestyle, without knowing I am using them as a
mirror towards my life. In contrast,
other books I tend to lean towards as well, are for vicarious experiences. These books, I use as a window to visualize
and experience the life of characters I am curious about or wished upon for. As a teacher I constantly provide an
assortment of books, so that there is a variety available for all
students. I will now use this
information to better guide students with their selection, and to respect their
choice of literature. The data provided
in this chapter, regarding why we need to read 20 minutes a day at home and the
100 books before Kindergarten, are a great tool to convey a message to parents
on the importance of parental involvement during reading. Watching
John Green’s video, “47 Charming Facts About Children’s Books” was
impressive. I am going to utilize this
video to inspire and encourage kids to appreciate books as well as the authors. Who knows, maybe listening to all these facts
can trigger the imagination and writing bug in them.
Bibliography:
Lesesne,
T., & Perry, K. (2016, February 23). Why Do We Share Literature With Kids?
Retrieved January 20, 2018, from https://www.youtube.com/watch?v=dOkoQcLadsww
Chapter 2: Divisions of Young People’s Literature
The divisions of young adult’s
literature are primarily determined by age.
I discovered the significance age and development plays in classifying
this type of books. Children’s Literature
ranges from the ages 0-8 years, Middle Grade (Tweens) extents from ages 8-12
years, Middle School includes ages 11-13 years, Young Adult spans from ages
13-18 years, and lastly New Adult covers ages 18-30 years. Although Middle
School and Middle Grade overlap on the age range, they are surprisingly two
distinct categories. Not all Middle
Grade readers might be prepared to learn and understand certain topics, that
might be in a Middle School book, which deal with tougher issues. Correspondingly, a Middle School reader may
not be interested or find relevance in topics that a young Middle Grade child
might have.
I believe knowing the difference
between Middle School vs. Middle Grade literature and being able to appropriately
locate books that capture the interest for the rest of the divisions, is
something essential for me (future librarian) to achieve. Equally important, is recognizing the new
category of New Adult. Language and
cutting-edge fiction represented in these books, may not be suitable for all
young adults. Knowing this information,
will allow me to guide students to select an adequate book that complements
their stage of adulthood. I appreciate
the display of book titles provided in this chapter, because it provided a
visual representation of the divisions of young people’s literature. Proudly I can say, I feel more confident
guiding readers towards the right and appropriate selection of books.
Bibliography:
Perry, K.
(2016, May 04). Divisions of Young People’s Literature. Retrieved January 22,
2018, from https://www.youtube.com/watch?v=y8CtEYT3O4c&feature=youtu.be
Chapter 3: Anatomy of a Book
Chronicle Book Blog provides the
anatomy of a book, by illustrating and depicting the six parts of a book. We hardly ever stop to think about the two
blank pages in a book. These two sheets
of paper located at the beginning and end of a book are called Endpapers. The Casewrap (book cover) is what is
underneath the book jacket. The Book
Block is the body and meat of a book. The blank space between the printing area
and the binding is called the Gutter. A
strip of textile at the top and bottom of a book of case binding book that
fills the space between the cover and the spine is called Headband. Finally, the Backbone (spine) is the back of
a bound book connecting front and back cover.
Additional book vocabulary was provided at the end of the blog. Mock-up, Format, Proof, Saddle Stich, and
F&G (Fold and Gather), were words added, to understand the publishing
business a bit more.
It was fascinating learning the
anatomy of a book. Many just consider
the front cover, back cover, and spine, learned in our elementary years, to be
simply the parts of a book. This site
made me pay interest in the features of a book, that I and probably many
others, have taken for granted before.
Who knew the Endpapers were placed for a reason? They are not added in a
book accidently. In fact, they are part
of the signatures and some might even have patterns or designs on them. Understanding the work involved when making a
Casewrap, was truly impressive. The blog
provided a link to a page called, Casewrap
Peepshow: The Rewards of Looking Under the
Jacket, and boy am I glad clicked on the link. Everyone should peek under the jacket and be
ready to be amazed at the details and methods illustrators are using. The knowledge obtain from this blog, will
allow me to feel well-acquainted at identifying and defining the interior and
exterior parts of a published book with others.
Bibliography:
Homen, J.
(2017, August 11). The Anatomy of a Book. Retrieved January 23, 2018,
from http://www.chroniclebooks.com/blog/2017/08/13/the-anatomy-of-a-book/
Chapter 4: Genres and Formats
This chapter offered an
explanation between genres and formats, as well as examples of subjects and
categories. Genres are divided between
fiction and nonfiction. Fiction is then
broken down into realism, which has subcategories of modern and historical, and
fantasy, which has subcategories of modern and traditional. Modern fantasy includes hard and soft science
fiction in addition to high and low fantasy.
Traditional fantasy includes our beloved folktales, ballads, fables,
legends, myths, and fairy tales.
Nonfiction however, has three informational categories. Narrative
nonfiction, expository nonfiction, and biography, which this last one includes
biography, autobiography, and memoir.
Formats come in the form of poetry, drama, novels, chapter books, short
stories, picture books, and even graphic novels. “Genrefying” a library, means books are
classified and arranged by genres.
Even after years of going to the
library and spending numerous of hours reading there, I had no idea poetry,
drama, and novels are not considered genres, in fact, they are formats. It was very thought-provoking, to listen how
some books are labeled, considering the amount of genre and format they
contain. For example, in Meet the Dullards, the book has fantasy,
and is low in picture book format. The
dog balancing on top of the ball in the cover of the book, allocates the book
with fantasy. The Labels like: chick
lit, mystery, guy reads, horror, sports fiction, humor, classics, and action
are not genres, they are subjects and categories. hot topic of discussing the pros and cons of “genrefying”
the library was very interesting. Dr.
Perry provided a notable example of a male that hesitates to pick up a book he
has been wanting to read, only because it is located in the “chick lit” section
of the library. “Genrefying” libraries inhibit
readers to feel comfortable choosing and selecting literacy of their choice
without being embarrassed to be seen in particular sections or genres. Having a library arranged by genres can have
an advantage too. This type of
environment may allow students to generate conversations, while searching with
other like-minded readers like them. However,
I believe gender specific labels should never be placed in a library shelf. Instead, libraries may create genre lists in
their circulation system and perhaps provide “genrefied” lists upon request,
still shelf books using the traditional way.
Bibliography:
Perry, K.
(2016, May 13). Genres and Formats: They Might Not Be What You Think. Retrieved
January 23, 2018, from https://www.youtube.com/watch?v=LbfpB3eyDyg&feature=youtu.be
Chapter 5: What is YA Literature?
Young Adult literature is defined
with ten criteria elements in mind according to Mertz and England. First and foremost, it involves a youthful
protagonist, which in most cases is a highly independent character. YA literature is written from the point of
view of an adolescent and his/her interpretation of events and draws upon a
sense of how he/she develops. The
character may reap the consequences of decisions and actions, and have a
significant change in life, yet show gradual change and incomplete growth. YA books have directness of exposition and
direct confrontation throughout the storyline.
Although most YA literature takes place in a brief period of time and in
limited setting, it reflects concerns over modern issues.
Young adults go through a lot in
life, and YA literature is not an exception.
They endure changes and hardships during this stage of instability,
therefore YA literature brings us closer to understand these emerging adults’
feelings and their point of view. Young
adult literature exhibits an array of emotions and provides adolescents with
vicarious experiences. Young readers’
perception of not knowing where they stand in society and feeling “in-between”,
will assess their personal identity with compelling stories from YA
literature. This type of literature
reflects their own experiences of insecurity, changes, and responsibilities. Having an assortment of books available to
young adults, not only will they offer comfort and reassurance, they may also
provide answers to questions they have been longing for. As a future librarian, offering a distinct
collection of YA literature is essential, as it is adored equally by readers of
many generations.
Bibliography:
WHAT IS YA LITERATURE? Retrieved January
23, 2018, from https://docs.google.com/document/d/10HKXlP8AAV6f-eVFIHklMa1u_CqSnJIRU9pjvFPP6PA/edit
