Textbook
Reflections
LSSL 5385
Chapter
1: Why do we share Literature with Kids?
There are
several reasons why we should share literature with kids. It aids in the acquisition of language which
is why schools and districts push reading initiatives all year round. It also encourages students to become
lifelong readers and learners, encourages children to experience life vicariously
through characters, and promotes the development of empathy, imagination,
philosophical understanding and questioning about life. Lastly, the most important reason I believe
children should be read to is because reading is fun! Children don’t care about
acquiring vocabulary or hearing the language and everything else we know about
reading. They care about sharing a
moment with an adult who actually cares about what he/she thinks about a book. They care about laughing and enjoying the
time spent together with their fellow students reading. If we want our kids to be readers, it is
important that as educators we make reading as enjoyable as possible and not
like a chore or a punishment. I still
know of teachers who make their students read silently after they
misbehave.
Reflection:
I’ve always
known that exposing children to literature from an early age is important. Listening to the both of you explain in
detail the impact that literature can have was altogether informative,
refreshing and reassuring. To think that
every time I read to a child, a young adult, and even my own children I might
be shaping and influencing their life in some positive way is a privilege I
take to heart. Overall, the more a child
is read to the more opportunities the child will have to become a well rounded
individual with an understanding of people and the world they live in.
Chapter
2: Division of Young People’s Literature
The
divisions in young people’s literature are as follow: Children’s Literature,
Middle Grade/Tween, Young Adult, and New Adult. Children’s Literature covers
ages 0-8 and encompasses an array of books starting with picture books, easy
readers, illustrated chapter book, early chapter books, and some novels.
The next
division is the Middle Grade/Tween. This division covers ages 8-12 years old. Many people confuse middle school (11-13)
with middle grade books and although middle school is not a category the age
group of the two overlap. Titles appropriate for middle school depict middle
aged characters that are dealing with and trying to make sense of more mature
tougher issues about life; therefore, the books might not be appropriate reads
for the 8-12 years of age group. Some
of these issues and themes might include: relationships, transgender issues,
and abuse.
The Young
Adult category is next in the division of young people’s literature. This category covers ages 13-18 years old and
deal with more mature topics such as sexual experiences and use rougher more
explicit language.
The last category
is the New Adult which started in 2009 and is intended for the older teenagers
who are well on their way in starting an adult life. This category encompasses cutting edge
fiction about adult issues without parental involvement. Some topics include: moving away from home,
first year of college, and more serious relationships,
Reflection:
As a future
librarian and a firm believer of intellectual freedom, I try to keep an open
mind about providing access to a variety of books. However, I also realize that exposing young
children to too much too soon can cause more harm than good. The overlapping
age groups in YA literature make are especially difficult to decipher what is
appropriate. This is why it is important
to understand the divisions of literature so that we expose our students to age
appropriate material. That is a huge
responsibility for anyone, so our job of creating a collection is one that
should always be taken seriously. Paying
attention to the topics and themes covered in a book, and even reading up on
the characters and the age they represent in the novel is of the upmost
importance.
Chapter
3: Genres and Formats:
They Might Not Be What You Think
The chapter clarifies the difference between
genres, subjects, categories and formats.
Within the realm of
literature there are two major genres: fiction and nonfiction. However, for specificity purposes, genres
branch out into a myriad of subgenres.
For example, fiction breaks off into realism and fantasy. These two also branch out into more
subgenres. Realism includes Realistic:
Modern Contemporary and Historical.
Fantasy entails Modern which includes Hard Science Fiction (story
centers on science) and Soft Science Fiction (some emphasis on science, but
main character is at the center of the story), High Fantasy(made up worlds,
made up languages) and Low Fantasy.
Fantasy also entails Traditional which includes Folktale, Ballad, Fable,
Legend, Myth and Fairy Tale. The
sub-genres under NonFiction would include Informational texts like biographies,
autobiographies, and memoirs. Another
subgenre found in Nonfiction literature is the narrative nonfiction which is
written like a story. In addition, to
these two you have the Expository Nonfiction which are factual and research
based. Educators and librarians are at
times genre-fying libraries by misusing subjects and categories as genres. Formats such as poetry, drama, novels,
chapter books, graphic novels, short stories are not genres. Categories and subjects like mystery, Chick
Lit, horror, and sport fiction, are categories and not genres.
Reflection:
I was always told that there
were four main genres: Fiction,
Nonfiction, Drama, Poetry, and have for more than a decade, passed down this
knowledge to my students. Drama and
Poetry are not genres; they are formats a term I never really used to explain
genres before. It was eye opening and jaw dropping to find
this out, but I see the logic in it. I also
realize that I was in the wrong to say that stories and novels were subgenres
of Fiction, something I’d hear my colleagues say since I started teaching. I realize how important it is to provide our
students with information that is accurate.
I feel a little ashamed that so many of us are confused about this
topic, but how, I can teach my students and colleagues what genres and
subgenres truly are.
Chapter
4: What is YA Literature?
Young adult literature encompasses many
characteristics and elements.
According to
Mertz and England (1983), it is literature about adolescence and growing
up. The point of view presents and
adolescent’s interpretation of the events. The exposition and conflict are
clearly expressed. The young independent
protagonist will face conflicts and make choices that result in learning about
himself/herself and life. The decisions made have a profound impact on their
way of thinking. The character demonstrates gradual and incremental change as
well as incomplete growth in the main character(s). The story can mirror concerns over
contemporary issues our young readers are conscious others are experiencing or
are experiencing themselves. The story is set in a brief period, the setting is
usually limited, and fully developed characters are few. The stories usually take from how adolescents
develop and experience in their young life.
Reflection:
YA
literature is too many things rolled into one. A window to the world, an escape
from reality, fantastical, real, didactic and so much more. One of the best qualities about YA is that is
a safe place where adolescents can safely experience life by providing
vicarious living. Often times we have students who are thrill seekers and have
feel an urge to do something outrageous- well YA can be the cure for that. Matching students to satisfy their needs is
key. I am also so thankful that we have more diversity in YA Literature. Too many students want to see themselves in
books to get a sense of normalcy. This
is why it is important that as educators we strive to provide opportunities for
wide reading.
Chapter
5: Adolescent Development
This chapter
stresses the importance of matching kids to the right books. To do this successfully, we must get to know
our readers and know how they develop and know more or less at what stage in
their development they are in. It is
also important to note that everyone develops at different times and at
different rates- nobody is exactly the same.
Adolescence is plighted with so many
changes. The most notable are the
physical changes that come with puberty. For some, the changes come gradually
and for others they happen so fast. This
is around the time when young kids start to see themslevels as different. They question whether the changes are normal. Some might question why everyone else is
changing except for them- and so are they normal? Pairing a young child who is experiencing
feelings of inadequacy brought on by the changes their body is going through to
the perfect book would be very helpful.
Moreover, Havighurst, Kohlberg, and Maslow each share important theories
about develpmental stages young adults expereince. The intellectual development expands during
this stage. As they mature their thinkging
starts to mature as well. At age 14 not
10, they transition from concrete thinking to abstract thinking. It is
important that as educators we scaffold and provide the support needed to help
students delve deeper into abstract thinking. Havighurst explains that a sign
of intellectual development is when children exhibit abilities to sustain
healthy relationships with peers, individuals of the opposite sex, and parents. Moreover, an important task of getting to
know what they like or are good at is accomplished as well. According to
Kohlberg, the moral, aspect of a person also starts to change during this
growing stage. First of all, as young
children we function in the pre-conventional stage where our moral compass is
controlled by a reward and punishment system.
Many adults also function at this stage, but as adults we know the
difference. The conventional level is
where we understand the rules set by our parents or society and we follow
them. The post-conventional level is the
highest form of morallity. This is where
we challenge or break laws, and rules for the good of others. Maslows’
Hierarchy of Needs explains what should happen first if we want our kids to
develop into health young adults. Maslow stresses that if their psychological needs are not met they
can’t move on to the next level which is safety- the need to feel physically
and emotionally safe. The next is the
Love and Belonging stage or level. Here the child must feel like he/she is
wanted and loved. The level of esteem is
the need to be respected and that will ultimately lead to
self-actualization. Self-actualization
is where the child belives he/ she is important, cabable individual that can accomplish
anything.
Reflection:
Learning
about the develomental stages and theories will ultimately help us pair a child
to the perfet book. As educators we must
be mindful of age and what is appropriate for them. More than anything, I believe that helping
children find books fit for them will ultimately spark a geniune love for
reading. We learned that children also
develop into readers. The chapter gave an overview about birthday cake theory
that explains the many different reasons why children often read. This explanation makes a whole lot of sense
because what they are experiencing at the time will alter their choice of
reading.
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