Textbook Summaries Ch 1-5
Amongst many educational reasons to share literature with children, the most important is that it’s fun. It leads to more reading, which is the goal of literacy; building lifelong readers. Current research supports that reading fiction develops empathy. It allows the reader to connect with the characters and life events. Reading through a series can open the door to many other authors and genres, building literacy. Reading ladders are an effective tool to help guide students to find upcoming reads. It also facilitates vocabulary development. Studies show reading twenty minutes a day is directly related success.
Through literature, students can read autobiographical stories that lets them see themselves in characters. It encourages diversity and celebrates our differences. In addition, literature also shapes students’ views on big topics like abortion, sex, and finding self. Reading aesthetically facilitates a more personal experience with the text. The reader is able to delve deeper into the text to find meaning and gain understanding. Literature provides opportunities for readers to experience empathy, vicarious experiences, diversity, and it builds imagination.
Children's literature (0-8) includes picture books, easy readers, and some chapter books. Middle grade and tween incorporates graphic novels. Middle grade and middle school are two different ranges (11-13). Middle school books deal with tougher issues, geared more towards thirteen and older, whereas middle grade doesn’t necessarily include some of the more controversial topics. There is some iffy middle ground between middle school and young adult. Some topics, while considered young adult (13-18), might still be inappropriate for younger readers. New adult, appearing in 2009, is aimed at 18-30 range. Its range can be from young adults leaving to college and even the older end of the YA spectrum.
Chapter three was a prime example of efferent reading. Within that chapter, the parts of a book were broken down from the well known end papers, to the case wrap. The diagram presents information from the inside, out. A vocabulary section is provided to help the reader understand verbage. While this text isn’t directly related to the other four chapters, it was interesting to find out names for things that I didn’t know had names. It shows that a lot goes into the making of books.
Genre has become a somewhat confusing word to our students. It basically breaks down into fiction and nonfiction, with subcategories. Within the fiction genre, is realism, which includes realistic, modern, contemporary, and historical. It then branches into fantasy, which contains modern and traditional. Nonfiction is not as large, but branches off into informational, which then branches into biography, autobiography, memoir, narrative nonfiction, and expository nonfiction. The confusion comes from the term genrefying in itself. Libraries of this nature are not organized by genre, by rather by topic such as: sports, mystery, war, and horror. Libraries can also sort by format, adding to the confusion. It’s important for students to understand that poetry, drama, graphic novels, and picture books are not genres; they are formats. These divisions are important to know in order to maintain an appropriate collection for your readers. Understanding that some books might fall in between two divisions can prevent a lot of issues. For example, a middle school book might not be appropriate for a middle grade student because some of the content might be more appropriate for an older reader.
I have seen the popularity of young adult literature grow significantly. It is geared towards a younger reader and is centered around contemporary issues. The protagonists are not dependent on others, and the brevity of the time period prevents full development of the characters. These books show the relationship between actions and consequences, highlighting adolescent development. The main characters face a major life event, yet experience gradual growth.
Reflections
Sharing literature with children is the greatest gift we could give them. Some of my fondest memories as a kid involve reading books. For me, it was all about vicarious experiences. I could see myself in the characters and traveling to crazy places. I also agree that literature builds empathy. Within the classroom, I incorporated character development through literature on a regular basis and additionally when a teachable moment presented itself. Using fiction, with characters the students could relate to, to teach empathy, allowed the students to see the events in action or as a sort of role play. It gave them some background knowledge for what appropriate actions and words would look like. Show rather than tell has always been a more effective way to teach students.
When considering genre in the elementary library, it is important for students to be able to find the books they are wanting. The argument for genrefying claims to be the answer. While it might aid some students to quickly locate subjects, I think it can also be confusing because just like with DDC, some books might fall into more than one category. For example, What if I had Animal Ears? could technically fall into fiction and nonfiction. Organizing a library by topic or format allows for too much subjective thought and might prevent a student from finding books, which negates the purpose of a library. In addition, consistency within the library is very important for transient learners. In my library, I have included topic specific signage on the shelves to help the students navigate through the non-fiction. On the signs, I included both words and pictures to facilitate comprehension. This enables me to help students learn the sections within Dewey more thoroughly, and ensures that they will be able to successfully navigate other libraries that are not genrefied.
Successfully matching readers with books is crucial to cultivating a love for reading in students. In order to accomplish this, educators should understand adolescent development and use this information to guide students. I remember those years being such a struggle because you aren’t quite a kid, and you aren’t an adult. While some students might relate to some books, others may relate to something completely different. When choosing books, it is key to take into consideration the needs of your population. It is important for students to see themselves reflected in the books. The developmental stages directly affect interests and what type of literature the reader will relate to. The issues addressed could range from single parent families, tragedies, friendship, and sex. As noted in chapter one, literature also shapes the reader’s views, so when choosing books, their personal views will also have an impact on their choices. As a librarian, I will use this knowledge to guide my book selections. I will make sure to include books that resemble my community's needs and fit within the appropriate developmental level for my students.
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