In order to match kids to books successfully  we have to know how adolescents develop. 

 

Physical- puberty hits at different times and in different ways from person to person. It's never easy and a time of big change. 

 

Intellectual- A lot of big changes mentally. Think Piaget and his stages of development from concrete to abstract. We have to think about the questions we ask kids about books. We might have to provide scaffolding in order for them to get to the abstract. We have to think about where they are intellectually when recommending books.

 

Developmental Stages according to Havinghurst

-getting along with peers

-relationships with the opposite sex becomes easier

-working for pay-establishes independence 

-relationships with parents change

-finding what they are good at and find a call

-adapting to physical bodies

-developing appropriate sex roles- can be difficult since these are often defined by society

As a whole all of these can be difficult because they are always changing.

 

Moral Changes according to Kohlberg's Theory

-Preconventional -reward and punishment

-Conventional-following the rules of society 

-Post-conventional-we recognize the law but realize that humanity is more important i.e. Civil Rights Movement

How does this relate to YA Lit? When we look at books, we should consider where the student is at in relation to these three levels.

 

Maslow: Needs Hierarchy

The needs at the bottom of the pyramid ( physiological, safety, love/belonging, esteem, and self-actualization) have to be met in order to move up a level. Humans most basic needs of survival must be met in order for them to reach the highest level of self-actualization. 

 

Developing as Readers

Reading for Aesthetic Delight-reading for pleasure or the sheer joy of it

Reading for Philosophical Speculation- books that have us question our own ideas

Reading for Vicarious Experiences-reading about different experiences that are unlike our own

Reading Autobiographically-reading about people that reflect our own reality- this is important in developing book collections

Unconscious Delight-getting lost in a book- series books, or books by one author, or books in one sub-genre

Develops Empathy

As librarians we should look for books that can help kids find these types of experiences or see themselves, ask questions about life, or just enjoy reading. 

 
Reflection
Understanding how adolescents develop is a step in the right direction in successfully matching kids with books. While kids develop physically and intellectually at different rates, the common factor is that change is inevitable and can be difficult for some students.  Finding books that reflect these changes and books that mirror the same issues that a reader may be experiencing makes these changes a little less scary. As a librarian, we have to consider the physical and intellectual and what would be appropriate for that kid. I know as as adolescent I was always looking for books that reflected what I was experiencing at that time in my life. To have a complete understanding of how kids grow and change is a powerful thing and to be able to match books with whatever a kid need at the time is even better. Matching the right book to a student can open up a world of a self discovery, escape into a new world or ideas, or the simple pleasure of reading a great book and develop a life time love of reading.

Reflection
As an ELA teacher I have a working knowledge of these terms an teach most of them in my classroom. The only term I was not familiar with was deus ex machina which I learned was  device in which an unconvincing character, usually divine, is introduced to the story for the sole purpose of ending a conflict and making the end interesting. I look at the elements as being the back bone of the story or what what makes a story a story. The devices are what the author uses to make a story come to life. As a librarian whose goal is to work with teachers in planning, it is important to know these terms as part of the curriculum of reading and writing. Having knowledge of terms within  the curriculum can make for  more productive planning process. Additionally, knowing literary elements will make for a better evaluation of literature. This will not only lead to choosing appropriate books for the library ,but recommending them to patrons as well.

Stonewall Award

LISTS
Great Graphic Novels for Teens

TAYSHAS Reading List

Maverick Reading List

Reflection
I am familiar with some of the wards and lists like the Pura Belpre Award, Prinz Award, Lone Star List, and Maverick List. The others were new to me. For example, the award "recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world". Some of the authors awarded are Angela Johnson, Sharon Draper, Judy Blume, and Chris Crutcher just to name a few. I have read books by all these authors and can say they are fully deserving because the books they write, or at least the ones I have read, all touch on different types of teens who deal with extraordinary circumstances all the while navigating the realistic trials of growing up. The award and its historical influence is best summed up in the article below. Another list that I was unfamiliar with was the Quick Picks for Reluctant Readers. Where have I been?! With a combination of fiction and nonfiction, the list features books for readers who do not like to read. Some of criteria for these books is listed as high interest topics that hook a reader in the first ten pages, well defined characters, catchy titles and blurbs for fiction and accuracy and objectivity for non fiction. Books like The Hate You Give by Angie Thomas (excellent!), Gabi, A Girl in Pieces by Isabel Quintero ( loved it!), and  Everything, Everything by Nicola Yoon ( A popular one in my classroom this year!) have all been selected. All of the awards and lists will be a go-to guide for me when selecting books of a library collection as well as a guide for recommending books to students.

- Students dislike free verse and haiku except when writing.

-The younger the student the more they like poems using different poetic devices ( rhyme, repetition, sound devices, etc.)

-Funny poems, animal poems, and poems about relatable experiences are popular. 

-Contemporary poems are popular because of the language used. 

-Poems do not need to be childish.

-Interactive poems are good for kids for repeated readings reader theater, and enjoyment.
-When evaluating poetry consider the subject of the poem and if children can relate to it, look for imagery, rhyme,rhythm, and  sound devices such as alliteration, consonance, assonance, and onomatopoeia 

 

Major Poetry Awards

NCTE Poetry Award-awarded once a year for excellence in poetry for children.

Reflection
Poetry can be tricky with students. From experience, students are never too excited to sit and pick apart a poem. Although , when writing their own poetry, I have often seen the most reluctant student create creative and powerful verses. Poetry is a way for students to express themselves and play with language that writing an essay sometimes cannot accomplish.  As a librarian, I am eager to share poetry book with students. Books written in verse like Jacqueline Woodson's Brown Girl Dreaming or Alexander Kwame's Crossover would be a great books to recommend to students who might not otherwise pick up a book with poetry. Kwame's use of poetic devices and the way he weaves in a story about to basketball playing brothers who face the ups and downs of school and family life is brilliant. This book tells a story with verse and seems to be able to have the perfect combination of both powerful poems and story. 

--Does the book tell a good story all the while blending in the history effortlessly? 

--Are the historical facts accurate for the time period? Look at reviews from the annual list of Notable Trade Books in the Social Sciences

--How are the values of the time bought to life?

--Is everything in the story consistent with the time period? Clothing, music, speech, etc should reflect the time in which the story is told.

--Does the theme relate to today's readers? The theme should relate to today's readers.

Reflection
Most of my students shy away for this genre because they believe it's all about history. If a student is interested in a particular time in history it makes it a little easier though. The best way I can think of sharing this genre is book talk, book talk, book talk! In the case of what makes a book historical fiction I am left with the question of can a book once categorized as realistic fiction eventually become historical fiction?  I feel like there almost has to be a year guideline. At my local library The Watson's Go to Birmingham is not categorized as historical fiction, but upon reading it I would think it should be considering the events that took place, the characters' speech, clothing, etc. As librarians are we to take liberties in labeling books like these as historical fiction?