Final Thoughts

As the semester comes to and end, I thought I would take time to reflect on what I have read. Did I love everything? No, but I am elated to have been able to read as much as I did. I feel that as a librarian my job will not just be to familiarize myself with the books I enjoy, but with the books that might be enjoyed by my patrons. I feel that the reading lists from each genre, and the encouragement to read something new, have really stretched me to get to know what is out there for children. Because of that, I have in turn become closer with the older students in my school to which I have talked about these books. I know that that will translate into the library setting, with my knowledge of books allowing me to develop a relationship with the students who use the library. I hope to keep up with all styles of books throughout my career, never getting stuck in a rut!

Just in case you are wondering, my absolute favorite book I read this year was...

My second favorite?

And my least favorite?

You know, just in case you wanted to know. :)

Module 15- Journal

Choose one of the books from the reading list of censored books. Discuss the controversial issues in the book. Then discuss how a librarian might defend this book against censorship.

For the purpose of this discussion, I have chosen the book And Tango Makes Three by Peter Parnell and Justin Richardson.

This story, based on a true story, tells of two male penguins Roy and Silo. While all the other penguins in the zoo were partnering to raise a family, Roy and Silo continued to partner with each other. The zookeeper noticed this long standing pair trying to hatch a small rock, and gave them an egg to raise. Roy and Silo took turns sitting on the egg, and worked as any couple might to raise the penguin chick after hatching.

The homosexual relationship of the penguins has caused such controversy that this book was the most challenged book in America for three consecutive years. Critics say that the book shines a positive light on homosexuality, the story presented is too mature for children, the entire story is not told, and that the book portrays mating rituals graphically while describing overtly sexual acts. These complaints have resulted in the book being banned, restricted, placed in non-fiction, and/or placed in a designated library area.

As a librarian I would explain to patrons that while the book may not be the right choice for their child, there are patrons within the community seeking out a book such as this in order to talk to their child about the issue. As a library, we are here to serve the needs of all patrons, and therefore, keep the book on the shelf for those that might have a need or desire for it. If they feel that it is inappropriate for their child, I would encourage them to share with their child that it is not to be checked out by them. If possible, I would also allow the parent/patron to put a restriction on the account of their child in order to prevent check out. While I would do my best to hear and validate the concerns of the complaining patron, banning it from every family would not be an option in my book.

Module 15: l8r, g8r

Summary:
Maddie, Angela, and Zoe are making their way through their senior year of high school, and are anxious about graduation. Written in "instant messaging" speak, the author tells the story of the three girls as they handle relationships of all sorts. The story begins as Zoe's boyfriend Doug returns from his semester at sea. Zoe is thrilled to see him, as is her friend Angela. Angela's friendliness with Doug becomes the source of a flirting rumor, started by the school with, Jana. Zoe blows it off, preferring to spend every waking moment with her boyfriend, consumed by the relationship. Angela and Maddie however, want to get even with Jana. As they plan their revenge through a series of pranks, the girls also deal with relationship drama in their own lives. Maddie starts seeing her ex, Ian, again, even though the relationship ended badly. Angela finds herself unable to break up with a boyfriend she doesn't love after he gives her a car. Zoe, still head over heels, begins to prepare to lose her virginity to Doug. Soon, the girls begin to receive their acceptance letters to college, with each going to different schools in different states. Although it's not ideal, the girls realize if they can handle all they went through senior year, they can easily handle being apart. After all, they can always instant message.

My Thoughts:
At first, it was hard for me to see why this book was so controversial. I thought perhaps it was the format, although I would hope that those reading this book already had a good idea of proper grammar and spelling. Then, after some research, I saw that the book was challenged and banned because of the content, with most of the issues taking place in a middle school environment. While I do feel the book is entirely inappropriate for middle schoolers, I believe older high school girls will really relate to this book. The story reminded me of many conversations I had with my own friends at that age, and the author did a great job portraying high school life. If parents do take issue with the book, I challenge them to talk with their high schooler and see if the story line is really all that different than their life, chances are, it's not. The book can be a safe place for high school girls to read about obsessive relationships, the trouble with rumors, and the need to be true to yourself. That being said, I don't think it will be popular for long. The technology, movie, music, and television references will quickly date this series. 5 years from now I doubt we see it around.

Their Thoughts:
Francisca Goldsmith's Booklist Review-
"The third book in Myracle's online chat trilogy, which began with ttyl (2004), finds Zoe, Angela, and Maddie spending most of their time considering boyfriends, college choices, and getting the better of a nasty classmate. Readers will recognize each girl's distinctive voice, personality, and particular chat style, all of which have remained consistent across the series. In this book Zoe loses her virginity--in her typical, carefully planned fashion; Angela has her pride damaged by a guy who first gives her a Jeep; and brash Maddie, who avoids getting into a romantic quagmire, sets the pace for the friends' rebellion against their parents' choices of colleges. This will certainly appeal to the characters' peers, but it's also a good choice for adults who want to know what's happening in teenagers' lives."

My Ideas:
Honestly, with the controversy surrounding the book, I don't know if I would necessarily "promote" the book through displays, programs, or book talks. While I believe that the book should be included in the library, I think that doing some sort of outright promotion or activity with the book is asking for trouble. I would certainly suggest it to teen girls with the maturity to handle it, but beyond that, this might be one that speaks for itself!

Module 14: Witness

Summary:
A group of people from a small Vermont town express their feelings as the KKK moves among their quiet neighborhoods. Leanora Stutter, the young African American girl and Esther Hirsh, the young Jewish girl, seem to bare the brunt of the burden as far as emotional strain. Knowing they are constant targets for no reason other than race proves to be quite taxing for the young girls. While some members of the community, such as Johnny Reeves and Harvey Pettibone join the KKK out of greed and hatred, others, such as Sara Chickering and Dr. Flitt, make a point to stand against it's principals. Threats and small crime run rampant, particularly in an attempt to run the "undesirables" out of town, but one night one town member takes the hatred even further. As Merlin is sent to poision the well used by the undesirable families, Leanora watches from behind the bush. As Merlin is deciding how far he is willing to go, shots ring out. Someone has shot Ira Hirsch through the keyhole as he sat with his daughter. Merlin was an obvious target for suspision as he ran the night of the crime, by Leanora stood up for him, telling the law that she saw him that night, but not with the Hirsch family. For so long Leanora was a witness to hate, but one day, she witnessed a change of heart.

My Thoughts:
Overall, I enjoyed this story. I though the plot was interesting, and found many of the characters to be quite rich. However, I found myself often needing to refer to the photos at the front of the book to help keep the amount of characters straight. With so many presented, each without the interaction of others, there were many that were difficult to visualize. As a child, it might help to have a sentence strip with enlarged photos and descriptions to help them visualize the characters.

Their Thoughts:
Horn Book Review, 2002-
"Eleven different voices record the Ku Klux Klan's effects on a Vermont town in 1924. Many of the fictional cast (two children and nine adults) feel more like types than complex individuals. The free-verse format works well for some characters, but with others, the entries sound heavy and obviously staged. Witness has a compelling story to tell, but one that is too complex to work effectively in this format."

Awards and Accolades-
5 State Reading List Awards
Los Angeles' 100 Best Books, 2001
Notable Books for a Global Society, 2002
Publisher's Weekly Best Children's Books, 2001

My Ideas:
It would be fun to put on a 'Popcorn and Poetry' event in the library. The students could read their own original poems, and listen to the poetry of famous authors. Books in verse, like Witness, would be included to show the wide range of possibility for poetry. Many younger students think that poetry must rhyme, and exposure to many types would be beneficial.

Module 13: Junie B. Jones Aloha Ha Ha

Summary: 
Junie B. is thrilled to learn that she will be acommpanying her parents on a trip to Hawaii (without Ollie!). She even gets to ride on an airplane. When she shares this news with her class, she receives some bad news- homework! Her teacher, Mr. Scary assigns her a different type of journal to use during her trip, a photo journal. As Junie B., Delores (her hula Barbie), and Phillip Johnny Bob (her elephant), set off for the islands, Junie B. realizes that taking the perfect photo for her journal might be tougher than she thought. Her first try on the airplane ends with the cranky ladies sitting around her. Her next few include the too small swim ring she HAD to have, which is now stuck around her waist. Even a bus trip (with old people!) to see beautiful flowers can't provide the perfect picture, instead it ends with a bird caught in her overly flowered hair. Luckily, once she recovers from the traumatic incident she finally snaps a photo worth showing her class, and heads home to tell everyone about her trip to Hawaii.

My Thoughts:
I am a HUGE fan of Junie B., ever since my first purchase in college. Each year I read the series to my class as an after recess cool down time. Kindergartners and first graders alike have loved Junie B. and her craziness! Aloha Ha Ha was no exception. The Junie B. photos and her thoughts on travel are just too funny for words. I especially enjoyed the plane trip, as I can relate to both Junie B. and those sitting around her. As compared to the rest of the series, this is not one of my top three, but I do enjoy seeing Junie B. out of her traditional settings. One thing I will say about the Junie B. series as a whole is that her language and behavior can sometimes be quite over the top. When reading to my class, I often sensor what she says, and even make up discipline from the adults. It seems that although Junie B. is 5 or 6, these books my best be enjoyed around the 2nd grade age when a student is able to read for themselves, and can also determine what not to emulate about the characters. For the younger set they can still be enjoyed, but require more adult discussion and explanation.

Their Thoughts:
Excerpt from Julia Beiker's Children's Literature Review-
"The unique and adorable voice of Junie B. delights her audience as she bubbles over with excitement about going on a vacation. She finds herself in quite the pickle when her teacher asks her to keep a picture journal of her trip to Hawaii. It seems simple to Junie B. She clicks off pictures and puts them in the picture diary. Well, Mr. Scary makes it a little complicated when he expects her to write simple captions under the pictures. Junie B. can handle that until her adventure in Hawaii starts with her being stuck between two grouchy ladies on the airplane. It has to get better, but it doesn’t. One picture after another and Junie B. still is not having her dream vacation, until her new friend, Don, takes her family into the wilds of Hawaii where Junie B. becomes everyone’s hero. Again Barbara Park takes her wonderful Junie B. character and shows her young readers how to make a vacation fun and educational."

Awards and Accolades-
Buckeye (Ohio) Children's Book Award, 2008
Colorado Children's Book Award, 2008

My Ideas:
I once used a tri-fold board to create a display on Barbara Park, and would love to do so again. While many students may love the Junie B. series, it is easy for them to outgrow her humor by second grade. By using a tri-fold board topped with a larger than life Junie B., I can grab the readers attention using a familiar character. In the display, there would be a collection of Junie B., but also other novels written by Barbara Park for the readers to try. While the typical patron may not know of Skinnybones, I know they will appreciate the author's writing style just as much as in the Junie B. series.

Module 12: Escape! The Story of the Great Houdini

Summary:
In Escape, Sid Fleischman, a magician and long time Houdini fan, presents the life story of the famous magician. Despite his claims otherwise, Houdini was born in Hungary during the late 1800's. Erich, as Houdini was named, eventually emigrated to Appleton, Wisconsin, and would come to claim it as his birthplace- his first illusion. Fleischman follows Erich as he completes a number of odd jobs to scrape by, running away from home, and eventually beginning to study magic, particularly the magic of the famous French illusionist Robert Houdin. Harry took on the name of his idol, and began perfecting his craft, with dangerous escapes getting top billing in his show. He promoted himself with daring jail breaks across the United States, but knew that there was more he could do. While the time may have seemed right for Houdini to become as famous as he thought himself to be, it seems that America was not ready for him after all. Harry and Bess (his wife) headed to Europe, and with the help of a savvy manager, secured a great paying position in London. Houdini slowly but surely moved up the bill, and soon found himself as the main draw. Harry traveled through Europe perfecting his routine of escapes and tricks, making more money than he thought possible. Eventually, at the urging of Bess, the Houdini's returned to the United States. Ever the self promoter, Houdini used his European fame to promote his traveling US show. The Houdini's kept a grueling pace, traveling from city to city, reinventing the show to keep the interest of the people. Eventually, Houdini turned his attention away from his own magic, and on to the outright tricks of others. He focused on exposing the trickery of psychics and healers that were popular at the time. He showed audience after audience the ways that were being used to deceive them, which of course angered many in the field. Even going into death, Houdini found ways to prove the so called mediums wrong. He and Bess made a plan, a special code that would be said when one of them passed to the other side. Little did he know that passing would come sooner than anyone thought. Houdini, self-promoting again of course, invited a few local boys to test his strength. One of the boys delivered several particularly hard punches straight to Houdini's stomach. Not wanting to show weakness, Houdini took the blows and even went on to perform a show that night. Sadly, those blows would eventually cause Houdini's death. As was his MO, Harry was too proud to admit defeat, and sought treatment for the blows too late to be saved. After his death Bess tried on several occasions to contact Harry, always remembering the special words they had planned to say from the other side. As was suspected, those words never came. Even in death Houdini was able to make a statement, which is surely what he would have wanted.

My Thoughts:
I checked out this book in the audio version, but quickly picked up the paper version as I wanted to see the pictures that went along with the story. (My favorite was the "Sea Monster" that Houdini sewed himself inside. Ew!) Not knowing much of anything about Houdini to begin with, I found this book quite interesting. The author did a wonderful job of telling his life story in a way that was as exciting as the man himself, and with just as much flair. I appreciated the reverence that the author seemed to have for Houdini, wanting to protect the air of mystery that Houdini worked so hard himself to protect. However, I also felt at times that the author had a slightly patronizing tone, talking about some of the illusions as if they took little talent, requiring more flare than ability. At points I thought the author's passion for the subject was an essential part of the story, while at other points I felt the author was too close to the subject to be objective. (Particularly when he made up conversations that never occurred.) While I did go back and forth on my feelings for the book, overall I think it was enjoyable. More importantly, I think it will be enjoyed by children- particularly young male reluctant readers.

Their Thoughts:
Excerpt from Kirkus Reviews, June 2006-
"What sets this biography apart from and above others is the author's personal involvement with his subject; it's a mesmerizing configuration of both lives. When Fleischman found a forgotten box of photos of the magician that Houdini's wife had personally given him, they ignited his curiosity-could he unveil the illusions of the great man? Cunning chapter titles, spacious format and the black-and-white photos that profile the man's unique mystique are tied together like a string of silk scarves spilling from a sleeve that fascinate, intrigue and amaze. What do you get when you put two prestidigitators, one a spellbinding escape artist, the other a magician with words, into a black hat and wave the wand? Abracadabra-a feat that's pure magic."

Awards and Accolades-
5 State List Selections
YALSA Best Book for Young Adults 2007
Publisher's Weekly Best Book of the Year 2006
Booklist's Top 10 Youth Biographies 2007

My Ideas:
I would love to incorporate Escape as part of a grouping for a themed month, "Magical March." Children of every generation have been infatuated by magic, and the current generation is no different. A biography such as this would go well with other books on the subject, both fiction and non-fiction. The main focus of the display would be biographies such as this and how-to books like the popular Klutz series. A wikipage would also be created to link excellent online resources on the subject. Speakers and presenters would be brought in as the budget allows to demonstrate some basic magic skills and to talk about the profession. The month would culminate in a student run magic show using skills learned from books displayed, presentations, and listed websites. Even reluctant readers would magically appear for this group of programming!

Module 12- Journal

Choose 2 books about the same character, a picture book biography and a biography for older readers--one or both can be from the reading list and books you read for the module. How does the content differ between the two books. What is left out of the picture book biography compared to the biography for older readers? Are both age appropriate? What would you like to see changed in the content of these biographies--if anything--and why? What is your overall evaluation of the two books?

My books of choice were:
Martin's Big Words by Doreen Rappaport (A picture book biography for younger readers.)
M.L.K. Journey of a King by Tonya Bolden (A juvenile biography for middle school readers.)

Martin's Big Words was a beautiful award-winning picture book that tells the story of Martin Luther King Jr. in a way that is simple enough for younger readers to comprehend. Young readers will enjoy seeing Martin as a young boy, just like them, with big dreams. The pictures and words throughout the story are simple, yet inspiring. The struggle of MLK is evident, but not overwhelming. The violence surrounding the work of Dr. King is mentioned, but not presented as the focus. This story focuses on how King was able to use words to make a difference, with peace being the main priority. While his assassination is mentioned, it is done so carefully, and almost in passing, allowing the focus to remain on the words of MLK. Some other civil rights related events were also touched on, but again, not pushed as the focus of the biography.

Journey of a King, however, provides a great deal more detail into the more difficult or trying aspects of the life of Martin Luther King Junior. Actual photographs (rather than illustrations) provide a more intimate look at the violence, protests, and anguish surrounding the civil right movement. When children are able to connect real people to the events, the story is significantly intensified. Additionally, this book details the more violent events such as bombings, arrests, and attacks. While not mentioning all the gory details, the book pulls no punches when discussing the ramifications of the actions. (For example, the book is frank when discussing the bombing of Sixteenth Street Baptist Church, explaining the number of people that died and showing an injured girl, but is brief in the overall discussion.) On multiple occasions the book discusses the racist language, violent actions, and hateful feelings of those fighting against the work of King. The book even tackles controversial issues such as King's intense faith and the desire of some African Americans for reverse discrimination. However, like Martin's Big Words, Journey of a King gives little detail or information about the assassination of Dr. King. Even less is said regarding the personal life of King, with only a single mention of down times in his marriage.

In my opinion, both books were appropriate for the age intended. Both books focused on the legacy and effort of Dr. King, rather than on controversy or his personal life. As children, it is important for readers to learn of the work Dr. King did, and all that we have today due to his efforts. Each book was able to do this on a level that allows the reader to synthesize the information without overwhelming them with gritty details above their level of comprehension. With that being said, there is nothing I would change about either book. I think that the number of awards given to each book are telling that they are quality biographies for children. Are all this way? Of course not, but the two I chose happen to be outstanding examples. Overall, I enjoyed both books a great deal. With Journey of a King, I even found myself learning things I never knew! I see myself using Martin's Big Words in my classroom this year, and in the library for many years to come.

Module 11: Luba, The Angel of Bergen-Belsen

Summary:
Luba, The Angel of Bergen-Belsen tells the story of Luba Tryszynska-Frederick and begins as she lies awake in her concentration camp bunk. Luna was taken from her home by Nazi soldiers, sent to Auschwitz first, where she lost her husband and son, and then to Bergen-Belsen. Luba hears the cries of children, calling out for their mothers. However, the rest of the ladies pass her off as another crazy, suffering from the loss of her own child. Upon further investigation Luba finds a group of 54 children huddling together in the cold night air, just outside of her bunk house. Although she is risking death, Luba decides to bring the children into her bunk, and begins to care for them as her own. Because the Nazi soldiers believe Luba is a nurse, she is able to have freedom in the camp that other prisoners are not allowed. Although dangerous, Luba uses this freedom to obtain the things the children need to survive. She gets break from the bakery, meat from the butcher, and soup from the cook- all without having her secret discovered. The children loved Luba, and waited for her to return each night. They even gathered enough to trade for a scarf to give Luba for her birthday, a gift Luba would treasure always. Luba cared for the children when they were sick, fed them when she good, and loved them always. One day, Luba heard the sound of freedom, tanks coming through the gates. They were free! They had been rescued, and the Nazis defeated! Thanks to the dedication of Luba, all but two children made it through the war alive, and were given a second chance at life.

My Thoughts:
I had never heard of this story, or of Luba, so I found the book quite compelling. I enjoyed the author's prologue and epilogue, giving background and follow up information. I particularly enjoyed getting to see the reunion photo of the survivors. I also liked that this was an appropriate story to share with even young children regarding the holocaust. It expressed the turmoil of daily life, without being too graphic for young children. However, I disliked the blurry style of the illustrations, and the fact that the author took liberties in changing bits of the story for the purpose of the book. I feel that better illustrations would have served the book well, doing it more justice than the current set. I also feel that the story was powerful enough on it's own, and did not need the author's creative license to alter it in any way. It made me wonder what those involved felt about the retelling.

Their Thoughts:
Excerpt from Hazel Rochman's Booklist Review-
"Just when it seems a nonfiction Holocaust book can't tell us anything new, along comes a story like this one, an inspiring, upbeat, true rescue account that is essential to the history. In the last few months of the war, Luba Trysznka, a young Polish Jewish woman, saved more than 50 Dutch Jewish children who had been abandoned in a snowy field behind her barracks in Bergen-Belsen. She sheltered the children, scavenged and stole for them, and cajoled food scraps, medicine, and wood to keep the children alive. McCann's third-person account is based on interviews with Luba, who now lives in the U.S., and Marshall's handsome accompanying art, in oil paint and collage, is radiant. There are also occasional photos, including one of the survivors 50 years later when their brave rescuer was honored."

Awards and Accolades-
Amelia Bloomer Project Award 2004
Bank Street College of Education Best Children's Books of the Year 2004
Assoc. of Jewish Librarians Best of the Bunch 2003
Special Interest Group of the Int. Reading Assoc. Notable Books for a Global Society 2004

My Ideas:
This story would work well as a read aloud for students beginning to study World War II, particularly in the 4th to 5th grade age range. I would collaborate with teachers to find out when they were studying the topic, and would present this book to the classes within that time frame, providing a different perspective on the lives of children during this time period.

Module 10- Journal

Choose a historical time period that you are interested in reading about. Read a picture book, a chapter book for older elementary/middle school, and a book for young adults or adults that is appropriate for young adults. What differences to you see in how the subject is handled? What about accuracy? (some or all of these books can be from this week's reading). Make sure that the books are fiction.

As mentioned in my book blog for The Book Thief, one period of time I have always been interested in is the period of World War II. As a child I did a good deal of reading (fiction and non-fiction) from books with a child's perspective (Anne Frank, Number the Stars, etc.), and have continued reading about this subject as an adult. There are historical fiction books available about this subject for all levels, many of which successfully deal with the sensitive issue in a way that makes sense to the target audience.

A picture book dealing with World War II is The Butterfly by Patricia Polacco. Polacco's picture books are written for a slightly older audience than the traditional picture book, and she deals with many tough subjects in her works. In The Butterfly she tells the story of a little girl named Monique, who discovers that a Jewish family is hiding from the Nazis in her house. When a neighbor spots Sevrine, the young girl of the family, the Jewish family must flee. The sighting of a butterfly helps Monique to feel the Sevrine is safe. This story serves as a great introduction into the horrors of the Jewish round ups in Europe. It can open doors for discussion on why they had to hide, and why some people disliked them simply because of their religion. However, the story is still "safe" enough to be appealing to the young reader. While we know happy endings in stories like this were unlikely, this book was able to tie the story up with the neat bow that young readers crave as solutions. The story is based on a family member of the author, and provides some degree of accuracy. The author's notes explain in more detail the people and events surrounding the story.

Number the Stars by Lois Lowry is a chapter book for older elementary readers dealing with the same subject. This book deals with the round up of Jews in Denmark, and the family of Annemarie who risk their lives to save their friends from certain death. Unlike in The Butterfly, the girls in this story have direct contact with the German soldiers- searching the house, opening the package, coming to the funeral, etc. The threat is presented as more real, and the situation is more dangerous. While the ending is generally positive, there are still lives lost and people missing, much like would have actually happened during the time period. This book begins to give more details about the brutality of the regime and the imminent danger faced by Jewish families and those that help them to escape. However, it does not go so fully into the horrors of the holocaust that a young reader would be scarred from the story. While accurate as far as the time period and the feelings of the people in Denmark as the war progressed, the story and characters itself are fictitious.

For teens, an example of an appropriate book would be The Boy With the Striped Pajamas by John Boyne. In this novel we have the story of Bruno who's father is a soldier in the German army. As a young boy he arrives home from school and is given the news that they are moving. They move to a place he is not familiar with that borders a farm. The workers on the farm, and one boy in particular catch his interest. As a reader, we know that what Bruno believes to be a farm is actually a concentration camp, we know that the Fury is actually Hitler, and out-with is the death camp of Auschwitz. However, Bruno has no clue of all of this, right up to the time where he is killed with his friend. This book does an excellent job of portraying the horrors of the holocaust as well as the devastating effect that ignoring those atrocities could have on adults. This book is much more intense than the previous entries for younger children, but does the best job at accurately representing the finality of the decisions made during this time. The accuracy of the story itself is slim to none. It is highly unlikely, bordering on absurd really, that the son of the camp's director slipped unknowingly into a chamber and died. However, it is the emotional impact and the lack of knowledge (by omission or denial) that remain as the truths in this book.

Because this is such a difficult subject, I think it is important that readers and their parents are aware of their maturity level and what they can handle when selecting a book on this WWII/The Holocaust. In this case, reading out of a safe zone could have lasting effects on a child. There are plenty of books for each age group available, but I suggest that parents read the books prior to their children or along with their children to ensure that the child understands the accuracies and inaccuracies in each story. A balance of fiction and non fiction on the subject would also be beneficial.

Module 10: The Book Thief

Summary:
Death narrates as we find our main character, Liesel, on an eventful train trip to the home of her new foster parents. The train trip is confusing and difficult, and somewhere along the way her brother dies as Liesel looks on. While her brother is being buried in the next town, she commits her first act of theft, stealing The Gravedigger's Handbook that fell from the pocket of the young apprentice. Liesel and her mother continue to a small town outside Munich, and Liesel kisses her mother goodbye for the last time. Life with her new family, the Hubbermans, is tough, rations are meager and Liesel is expected to pitch in and help Mama (a crass lady with a vulgar mouth) with laundry duties. She is placed in a young class at school because, although she loves books, she can not read them. When Papa comforts her after a nightmare, things begin to change. Papa finds Liesel's stolen book, and with only a elementary education himself, he begins to teach her to read, with lessons occurring after Liesel's reoccurring nightmares. While attending a celebration for the birthday of Adolf Hitler, as a Hitler Youth no less, Liesel steals again, this time rescuing a book from the pile of ashes on the square. A book about a Jew, a forbidden book. As she begins to work through her new book with her Papa, the son of an old friend of the families comes to collect on a favor. His father saved Papa in the war, and now he needs a place to hide. He is Jewish. The family hides Max in the basement, taking all steps to make sure the secret is kept. Although Liesel wants to tell her friend Rudy, she wants to tell the Mayor's wife as she reads in the library, she wants to tell someone- she does not. Liesel grows to love Max, and Max loves Liesel. He makes her books, autobiographical books, as they share their dreams with each other. When the Nazis begin to search the neighborhood, and bombs begin to fall, the Hubbermans realize Max is no longer safe in the basement, and send him to find a new place. When they fail to hear from him, Liesel realizes she has yet again lost someone she loves. To console herself she continues to steal, food, books, anything, it becomes a sport. She particularly enjoys stealing from the library of the mayor, even if her presence is more welcomed than she lets on to Rudy. Her books, from the cemetery, from the mayor, from her Papa, from Max- these become her greatest treasures. She has harnassed the power of words. These words are the things she chooses to take to the bomb shelter when the sirens are heard. One day however, the sirens are not heard. The planes strike without warning. Her family, her friends, everyone on Himmel street is reduced to rubble. Except for Liesel, who as luck would have it, was working on writing her own story in the basement. Yet again, Liesel finds herself alone. Somehow though, she manages to carry on with those she does have, the Mayor and his wife, Rudy's father, and even Max who was freed from Dachau. Liesel gains a life, and a family, but doesn't find her true family again until the spirit of death she has seen around her many times finally comes for her.

An excellent "trailer" or visual representation I found on YouTube-


My Thoughts:
As far as historical fiction goes, this is the time period I find most interesting. Even as a child, I found myself wanting to know more about how something as tragic as the Holocaust could have occurred. As an asult now living in Germany I continue to read about the matter, now seeing it from a different view. Walking the halls of Dachau, reading the press releases of the Nazis, walking through the gas chamber, it really gives you a different outlook. Because of this experience, I find myself more critical of books dealing with the subject. While I enjoyed the story as a whole, I found the narration very distracting. The narrator telling the end, then reverting to the beginning, then describing the middle- at times it was just too much. I know that it is well like for its innovation in this arena, but I found that, for me, it took a great deal away from the power of the story. I also disliked how it portrayed the reactions of the townspeople to the crimes committed against the Jews. Only the maniacal shopkeeper was touted as a dedicated Nazi. From what I know, it is much more likely that Liesel's family's views would have been the out of the ordinary thoughts. The majority of German's at the time would have leaned toward support of the regime, or claimed a lack of knowledge of the entire process, supporting the regime through turning a blind eye. At the time, it was thought that the camps were for criminals, and were helping to progress a Germany without riff raff. For the author to suggest otherwise is disturbing to me. Was it deplorable to have such thoughts? Yes. Should we attempt to cover it up? No. I suppose it is fiction, and he has a right to do what he pleases, but I feel that this inaccuracy should be noted for readers who lack the discernment to know fiction from fact.

Their Thoughts:
Excerpt from Claire Rosser's KLIATT Review-
"This extraordinary book defies summary or categorization. Usually when we review YA fiction, we know the perimeters that define the genre. The Book Thief doesn’t fit within any of those perimeters, yet I’m quite sure there are YA readers who will consider it one of the most amazing books they have ever read. For starters, the narrator is a Being who is with humans at the moment of death, who carries their souls away. This narrator has a detached view of human nature, but he is captivated by a young girl, Liesel, who is trying to wend her way in the madness that is Nazi Germany. It’s a busy time for the narrator, of course, in the middle of a world war, with bombing, the concentration camps, and all the death and destruction. But he sees Liesel steal a book from the gravesite of her younger brother at the beginning of this story, and from then on, he watches her with interest. Why would she steal a book when she can’t even read? She continues to steal books, and eventually does learn to read, even reading aloud to keep her neighbors in the bomb shelter sane during bombing raids."

Awards and Accolades-
YALSA Best Books for Adults 2007
Publisher's Weekly Book of the Year 2006
School Library Journal Book of the Year 2006
Michael L. Printz Award Honor Book 2007
Parent's Choice Award 2006
ABBY Award 2007
14 State Reading List Entries

My Ideas:
This book would be a great example when giving a lesson on perspective. As this book is written from the perspective of death, quite an unusual choice, reading even the first few lines can help readers to see that writing need not only come from a singular human voice. Other examples used would be books with dual story lines (anything Christopher Pike), books in third person (Olive's Ocean), traditional first person narration (Penny from Heaven), stories shown by two perspectives (Twilight/Rising Sun), collective first person narrators (Virgin Suicides), narrators with unknown real identities (Life of Pi), etc. This lesson will also help students when writing creative essays or projects, helping them to step out of the box and view a situation from another perspective.

Module 9- Journal

Using both mystery and fantasy/scifi from last module, look at the roles of the characters. Were these roles stereotypical? Why or why not? What problems--if any--do you see with today's children being exposed to stereotypical gender roles? Choose at least 1 book from each genre to cite and give examples from these books.

Bella (Twilight)- Bella is a countertypical teen girl. While she may be interested in boys, she certainly does not fulfill the feminine stereotyped gender role. Bella would be considered a tom-boy, preferring to dress and act in a more gender neutral manner. She is not fussy about hair, makeup, or clothes, preferring instead to roll out of bed in clothes that keep her from being noticed. She readily admits that she doesn't relate to her peers (pg. 10), which leaves her open to the very non-stereotypical Edward.

Luke (Among the Hidden)- Luke's hidden child circumstances lead him to be far from the stereotypical male that his brothers or father represent. This most likely has a great deal to do with spending most of his childhood in the company of his mother only. Although his father and brothers tease him for things like baking bread or cleaning, without options for sports and school, Luke finds these to be the activities he enjoys. His favorite activity is reading, and his new found friend in Jen further highlights his feminine qualities. He prefers the safety of home to the bravery of Jen. (Jen appears more masculine than Luke. Wanting to fix and build things rather than shop. Standing up bravely to anyone.)

Torey (The Body of Christopher Creed)- Torey has the outer characteristics of the stereotypical male character. He plays football, prefers the company of his close male friends, spends his time with his band, and dates the popular cheerleader. However, Torey also displays some more feiminine like sensitivities in feeling for the Chris, Bo, and even Ali. In this way, he overcomes the stereotype that males must only be macho jocks. (Bo is much the same way, although he may appear tough and even violent, he is sensitive to those with rough home lives like he has experienced.)

Cam Jansen (The Chocolate Fudge Mystery)- Cam represents the stereotypical modern female. While she is friendly, cheerful, and enjoys a variety of things, she is also empowered to make decisions and think logically using her own abilities. Young girls often relate to Cam because she feels like one of them. She uses Cam and Jennifer interchangeably based on her situation. She feels equally comfortable with her male friend Eric or her female friends. I suppose you could say she meets the stereotype of a post-feminism female.

The fact that all of the characters are non-stereotypical (or modern stereotypical) I believe has a great deal to do with the genres in which they are found. The Mystery and Speculative Fiction genres often bring strong characters to the the table. These characters often exhibit the same non-typical (non-realstic) characteristics of the genres in which they reside. Realistic fiction provides the reader with stories that meat the norms, and therefore characters that do the same.

Generally, I think exposure to stereotypical gender roles is no more or less harmful than exposure to those who break from the norm. While many novels provide the reader with the stereotypes of feminine or masculine characters, there are still others that provide readers with examples of characters in a counter culture. Stereotypical roles are just that, typical. Most readers will easily identify with their characteristics. For those that don't, numerous examples can be found for their enjoyment. When we eliminate the stereotypical or the countertype from literature we give our children, that is when we will have problems. The goal should be to present a healthy balance, just like they might find in the outside world.

Module 9: The Body of Christopher Creed

Summary:
Torey Adams is a popular kid. He has popular friends, a beautiful girlfriend, and succeeds in school. Unlike many that he hangs out with, however, Torey also has a conscience. When the school weirdo, Christopher Creed, disappears, the mystery of where he has gone doesn't sit well with Torey. After getting his hand on Chris' possible suicide note, Torey finds his own name mentioned, and becomes more involved than others think he should. Torey and his childhood friend Ali begin to dig deeper into the life of the classmate that often found himself the butt of jokes and the target of punches. After some surveillance of Chris' house, the two determine a diary was kept by Chris, and must be hidden in the room. When Mrs. Creed can't seem to find it, Ali's undercover boyfriend from the wrong side of the tracks is sent to retrieve it. The plan goes wrong when the police become involved, but luckily the diary is found before the police understand what is happening. As the town police chief is attempting to charge Bo Richardson with murder, Ali and Torey continue their search for clues. When an old obsession of Chris' reveals the truth of their relationship and leads Torey and Ali to a psychic, some scary news is revealed- Torey will find a body in the woods. When Torey works up the nerve to venture into the woods alone, he gets the feeling that Chris is alive, just like Digger Haines, a boy who disappeared in Torey's Mom's high school days. A tragic fall in those woods leads to an even more tragic ending- the discovery of a rapidly decomposing body in an Indian tomb. The smell, the circumstances, the sight, all leave Torey with mental scars that can't be undone. Even after discovering that the body did not belong to Chris, Torey finds himself unable to cope. Eventually Torey attends a school with other young boys dealing with difficult issues and is able to write down what he remembers of the story. He sends this to anyone he can find on the internet with possible aliases Chris may have used. One response particularly intrigues Torey, a response with a great amount of detail, and a hint that Chris may be alive after all.


My Thoughts:
I found this book to be quite interesting. The plot had enough twists and turns to keep me turning the pages until the end. I found the main character Torey to be very likable, and essential quality for protagonists in mystery novels. I also found the story believable enough to suit my taste for more realistic fiction. The author did a great job of addressing the "caste" system found in high schools and the effect ones placement in the system can have on their well being. The only part I didn't enjoy was the graphic nature of the ending. The over the top description of the rotting flesh of the dead was pretty scaring, even as an adult. I suppose it might appeal more to boys in this way.

Their Thoughts:
Excerpt from Kathleen Karr's Children Literature Review-
"Sixteen-year-old Torey Adams's normal, rational life in small town South Jersey is turned upside down by the disappearance of Chris Creed, his high school's prime outsider. Looking back in a narrative written a year later from the boarding school he's escaped to, Torey relentlessly draws the reader into the teenage world of haves and have-nots, the blessed and the clueless. As a portrait of the missing Creed evolves, insider Torey finds himself inexplicably drawn deeper into the lives of other outsiders, like the misunderstood thief and "boonie" Bo, and the "turbo slut" Ali. This is a journey of understanding in the tradition of Cormier and the early Zindel, as well as a taut mystery-thriller. Journalist and first-time novelist Plum-Ucci writes hard and well."

Awards and Accolades-
Edgar Allen Pow Award Nominee
Michael L. Printz Award
Heartland Award for Excellence in young Adult Literature Finalist
15 State List Accolades
ALA Best Book for Young Adults, 2001

My Ideas:
I would love to focus on a genre each month in the library through displays and programming. March would be designated as the mystery month (Mystery March). Around the library I would have small set-ups: mysteries for the old, mysteries for the young, mysteries for boys, mysteries for girls, etc. The Body of Christopher Creed would be a great addition to the older reader or boy reader displays. Possible programming for the month could include "Muffins and Mysteries" as mentioned in our course work.

Module 8: Among the Hidden

Image from Google Images
Summary:
Luke doesn't exist, well not as far as the government is concerned anyway. He is a third child (brothers- Matthew and Mark) in a world where the Population Police strictly enforce the two child rule. He lives in the attic of his house, and once new housing is developed near the family farm, is never allowed to venture outside. For his safety they say, he is forced to do everything separate from his family, who are able to walk around in the house without fear, including eating dinner in a window free area. He grows increasingly lonely as his mother, brothers, and father all leave the house on a daily basis. One day, while looking through his vent (his only connection to the world) he spots another child in the Baron subdivision behind his farm. He knows that the rest of the family has already left for the day, and hopes that, just maybe, this maybe be another hidden child like him. While feeling particularly brave he sneaks over to the house and breaks in, where he finds Jen, a shadow child just like him. Jen introduces him to a whole new world- chat rooms, junk food, even shopping. She shows Luke the argument for and against the complete government control, and begins to encourage him into advocacy for the hidden children. Although she tries, Jen is unable to convince Luke to attend the rally she has out together. Jen goes anyway, marching to the president's house in protest. When Luke does not hear from Jen for sometime, he again sneaks to her house only to be caught by her father. He explains that Jen and the rest of the children were viciously murdered in broad daylight. Gunned down by uncaring Population Police. By visiting the house and attempting to enter the chat room to find Jen, Luke unknowingly puts himself in danger. Jen's father offers a fake ID and a chance out, knowing the police will be hunting for Luke soon. Luke decides to take the offer, and leaves for boarding school as Lee Grant.

My Thoughts:
A page turner! Among the Hidden was an Orwellian type story for the younger set. While it may fall into the Fantasy/Sci-Fi genre, the setting of the story is realistic enough that even a less experienced reader can visualize the actions that take place. From start to finish the chapters end with a tantalizing abruptness, leaving the reader wanting just one more page before heading to bed. I must admit I was surprised that the description of the death of Jen was as frank and abrupt as it was, especially for a children's book, it certainly made the story that much more believable. It wasn't wrapped up with a pretty bow, Luke's life really was dangerous and difficult. I am looking forward to booktalking this with the middle schoolers as soon as I get back to school!

Their Thoughts:
Excerpt from Kirkus Reviews-
"In a chilling and intelligent novel, Haddix (Leaving Fishers, 1997, etc.) envisions a near future where a totalitarian US limits families to only two children. Luke, 12, the third boy in his farming family, has been hidden since birth, mostly in the attic, safe for the time being from the Population Police, who eradicate such "shadow children." Although he is protected, Luke is unhappy in his radical isolation, rereading a few books for entertainment and eating in a stairwell so he won't be seen through the windows....Haddix offers much for discussion here, by presenting a world not too different from America right now. The seizing of farmlands, untenable food regulations, and other scenarios that have come to fruition in these pages will give readers a new appreciation for their own world after a visit to Luke's."

Awards and Accolades-
Chosen for 25+ state reading lists
YALSA Top Ten Best Books for Young Adults (1999)
Recommended Literature by the California Board of Education

My Ideas:
This book is a wonderful read-aloud. Whether the librarian reads the first chapter alone to get the children interested, or is able to read a chapter daily to a class- the students will enjoy hearing this story read. After reading (or introducing) the librarian could also have a display of the other 6 books in the Shadow Children series.

Module 8: Twilight

Summary:
When Bella's mom decides to hit the road with her new husband for his baseball career, Bella decides to move to Forks, Washington with her Dad. At first she misses everything about Phoenix- the sun, her friends, her mom. Being the typical emo teen, even the fact that she makes several new friends and attracts the attention of male classmates can't seem to cheer Bella up in the slightest. While most of the kids seem normal, one family in particular attracts Bella's attention- The Cullens. There overly beautiful selves, their flashy cars, and their mysterious camping trips consume Bella's thoughts. Particularly when one of the most beautiful, Edward, seems disgusted by her in Biology class. Her interest becomes frustratingly consuming after Edward mysteriously appears to save the notoriously clumsy Bella from being hit by a sliding car in the parking lot. In the hospital she makes Edward promise to tell her the reasoning behind his seemingly miraculous powers. While doing her own research into who the Cullens are (based on a legend told by her friend Jacob), Bella is again miraculously saved by Edward appearing from no where to fight off the men trailing her in a dark alley. As Bella and Edward spend more time together, she reveals her beliefs that he is a vampire, suspicions which Edward confirms. To Edward, Bella is equally consuming, the most attractive human he has ever met. Their relationship intensifies as Edward reveals more and more of himself and his family to Bella. One day, during a baseball game with the Cullens, Bella is discovered by a group of vampires who do not live as the Cullens (feasting only on animals), but rather as traditional nomdic vampires (hunting humans). Bella is forced to go on the run, hiding from James, the vampire who is bent on having her. She escapes to Phoenix where James tricks her into believing her mother is in danger. When Bella arrives at the location where she believes her Mother is being held, she is attacked by James. Luckily, the Cullens have used their gifts to track Bella, and are able to rescue her before it is too late. Eventually, with a story of a clumsy accident given to parents, Bella returns to Forks and is tricked once again- this time into going to prom. During a dance, Bella (although warned by Jacob to do otherwise) tells Edward what she wants most is to become one of them. Edward refuses. Or does he?

My Thoughts:
While not my typical genre of choice, I highly enjoyed this story. I found myself wrapped up in the characters, and couldn't wait to read more. I also appreciated that the story was able to keep my attention without the language, sex, and alcohol/drug combination of many YA novels. Although I typically enjoy historical fiction the most, the escapism provided by Bella and Edward was very entertaining. Some say Bella is too whiney and self involved, but I find her to be like pretty much every other emo narcissistic teen girl- the world revolves around her. Meyer kept the story moving, while keeping the tension high throughout the novel. The ending left something to be desired, which of course means another book. I look forward to reading the series this winter break.

Their Thoughts:
Excerpt from Geoff Fox's Books for Keeps Review-
"For far too many chapters, little happens except slight shifts in a relationship which, it must be admitted, has more than its share of obstacles. These shifts sometimes repeat themselves in later chapters, as does Ms Meyer’s vocabulary. Edward is forever ‘smirking’, ‘smiling his crooked smile’, ‘grinning’, ‘chuckling’ (often ‘darkly’) and, most irritating and unappealing of all, ‘snickering’. Bella sometimes snickers too. Edward regularly ‘takes [Bella’s] face between his long hands’; and that skin, those eyes, that voice are repeatedly described in detail. Inevitably, despite Edward’s protestations of Bella’s stunning uniqueness, the power in this partnership is very much on his side, given his overwhelming talents and experiences. The longeurs and repetitions could surely have been edited; especially as, when excitement does break out in the last quarter of the book, the writing is taut with danger and menace. And there’s always the intriguing question of how this particular Romeo and Juliet impasse will be resolved. Does Bella have a future with her passionate vampire lover? Will it end in a melancholy parting? A bloody tragedy? Mouth to neck resuscitation leading to a vampiric future together? We don’t know until the final sentence."

Awards and Accolades-
New York Times Editor's Choice
SLJ's Best Books of 2005
ALA's Top Ten Books for Young Adults
Publisher's Weekly's Best Book of the Year

My Ideas:
Twilight would be a great display piece in a movie adaptation display. While many teens will see movies, not as many know those movies are based on novels (which are usually even better than the movie!). The display would feature movie posters with copies of the novels underneath. Other books that could be included in the display: Someone Like You by Sarah Dessen, Eragon by Christopher Paolini, The Lion, The Witch and The Wardrobe by C.S. Lewis, Whip It by Shauna Cross, My Sister's Keeper by Jodi Piccoult, Harry Potter by J.K. Rowling, The Sisterhood of the Traveling Pants by Ann Brashares, and The Golden Compass by Phillip Pullman.

Module 7: The Truth About Forever

Image from SarahDessen.com
Summary:
Macy's perfect boyfriend leaves for brain camp for the summer, and before long she realizes he has taken the veil of her own perfect life with him. After a particularly harsh email, Macy decides she is ready for a change, and takes on a job at Wish catering in addition to her library duties. Delia (the mother figure), Wes (the sa-woon worthy love interest, an artist and former bad boy), Bert (the younger brother, worried more about the end of the earth than today), Kristy (the colorful friend who's scars are covered by her flamboyant personality), and Monica (AKA monotone, the one word answer queen) open up a new world to Macy. A world where she is not the girlfriend of the perfect boy, not the girl who's Dad died, not the book worm, she is simply Macy. Through a game of truth with Wes, Macy realizes truths about herself she had never known, and begins to come to terms with her father's death. As her sister fixes up the beach house, Macy begins to fix her own life, and realizes the truth about forever- it changes. Macy grows as her relationship with Wes begins, and her relationship with her mother has the chance to start over.

My Thoughts:
I thoroughly enjoyed this book. I found myself constantly comparing characters and story lines from the novel to times and people I remember from my teen years. Dessen does a wonderful job with realistic teen literature, she speaks with a voice that teen girls everywhere can relate with. Although 400 pages, I found the book to be a quick and easy read that kept my attention from beginning to end.

Their Thoughts:
Excerpt from Ilene Cooper's Booklist Review:
"As is often the case with Dessen, the novel is a mixed bag. Much of it is wonderful. At its purest, the writing reaches directly into the hearts of teenage girls: Macy's games of "truth" with Wes are unerringly conceived, sharply focused on both characters and issues. Yet a subplot about Macy's job at the library features cardboard characters and unbelievable situations. This seesawing between spot-on observations and superfluous scenes slows the pace and makes readers wait too long for the book's best moments."

Excerpt from Fuchsia Yamashiro's (a teen) Amazon.com review:
"When reading this book I really got hooked onto it and wanted to read on and on to see what shall happen next. I enjoy these kinds of books about teenage girls and their lives and how they deal with problems. This book was no exception because I liked the way each character's lives were pieced together in the story."

(I found it interesting that this book was a teen top choice, state award winner many times over, and a highly rated Amazon book, yet adult reviewers continuously found it trite and predictable. The thing is, are the teenage years not that way? We have all been there, we know what happens and will happen, and yet as adults we often discount teen lit for being the same old thing. Seems to me Dessen has the right idea, give the teens what they want. The adults aren't her audience anyway.)

My Ideas:
In my opinion, this would be a great book to booktalk with teens. Dessen hits all the points a teen girl looks for in a book- relationships, parental troubles, inner struggles, and that one crazy friend who uses colorful language. This could be booktalked along with a selection appealing to boys such as Sharp Teeth.

Module 7: Stargirl

Summary: Stargirl Carraway shows up at Mica High School one day, and she couldn't been any more different if she tried. She plays the ukulele, she wears clothes straight out of the prairie, and she even carries her pet, a rat, on her shoulder. At a high school that is all about conformity, Stargirl is just plain weird. Leo, however, thinks there is something just a little intriguing about how different she is. She is new, different, and well, refreshing. Eventually the rest of the school, despite Hillari's attempts to stop it, jumps on the Stargirl train. They are fascinated, wondering exactly what she might do next. Boy does she keep them guessing! From running onto the football field during a game to cheering for the opposing basketball team- Stargirl never follows the rules. One day, however, she pushes things to far. In the clutch game of the basketball team's winning season, Stargirl rushes to attend to an injured player from the opposing team. She cheers as the other team almost crushes her own Mica Electrons. From that day on, it is said that the team lost its steam, and the school lost their love for the girl who was different. Leo didn't feel the same way. Although embarrassed by the shunning they received, he couldn't help but love her. Trying to help, Leo begs Stargirl to be like everyone else. After all, why wouldn't she want to! Stargirl, well, Susan now, tries it out. She dresses and acts the part, even competing in a speech contest as Susan. But eventually she realizes being someone else is not the way to happiness, nor is it the way to the popularity she thought she would have. Stargirl realizes the best thing to be is exactly what she had always been, herself. Leo learns this lesson too, although he learns it too late, losing the best thing he had ever had in the process.

My Thoughts:
I thoroughly enjoyed Stargirl. I thought that Jerry Spinelli's characters were developed in a way that left the reader hanging on every word. Each person embodied personality traits that middle schoolers experience on a daily basis. The desire for acceptance, the desire to be oneself, the desire to lead, the desire to follow. It's all there, expressed in an engaging storyline of the timeless debate- Should I be myself, or the person they want me to be? However, while did enjoy the book, I found myself caught up in the title of "realistic fiction." With every page I found myself saying, "There is no way this would ever happen. Ever." I think the only thing realistic about this story is that the children are in school and struggling with their identity. The rest, in my opinion, is just too far fetched to be considered realistic, even to a middle schooler. I probably would have enjoyed this book even more without feeling the need to analyze the probability of this reality.

Their Thoughts:
Excerpt from Ilene Cooper's Booklist Review-
"Spinelli firmly captures the high-school milieu, here heightened by the physical and spiritual barrenness of an Arizona location, a new town where people come to work for technology companies and the school team is called the Electrons. Dialogue, plot, and supporting cast are strong: the problem here is Stargirl herself. She may have been homeschooled, may not have seen much TV, but despite her name, she has lived on planet earth for 15 years, and her naivete is overplayed and annoying. When Leo tells her that not everyone likes having somebody with a ukulele sing "Happy Birthday" to them, she is shocked. That she has not noticed she is being shunned is unbelievable, and, at times, readers may feel more sympathy for the bourgeois teens than the earnest, kind, magical Stargirl. That's too bad, because Spinelli's point about the lure and trap of normalcy is a good one. But to make it real, Stargirl needed to have at least one foot on the ground."

Awards and Accolades-
A Parents Choice Gold Award Winner
A Publishers Weekly Best Book of the Year
An ALA Top Ten Best Book for Young Adults
An ABBY Book of the Year Finalist
An Oprah Kids' Reading List Selection

My Ideas:
I was able to use this book in a book talk with the middle school students at my school. As a military school we have an influx of new students every August and January, and sometimes in between. The students enjoyed the preview of this book about a girl who has been in the same position they have been- the new kid. They related easily to Stargirl's desire to be herself wherever she was. This is great book middle school book talks and book clubs!

Module 6- Journal

Choose one of the books that you read this week as an outstanding example of realistic fiction. How did you respond personally to that book? Why? If possible, compare that books to a realistic fiction book that you think is NOT an outstanding example. What are the differences in the books (not just plot, but literary elements).

While I do not feel that any of my choices this week (Piper Reed, A School Story, There's A Boy in the Girl's Bathroom, and Ivy and Bean) were particularly outstanding, the one I enjoyed most was Piper Reed, Navy Brat. (What I gather from reading the discussion posts of others is that my choices were not the favorites of the group. I look forward to trying Clementine and a few others that were mentioned as outstanding examples by others.)

I believe I enjoyed Piper Reed most because my personal response was so strong. While I may not have moved as a child myself, as a current military spouse I move at least every three years. In addition, I also am currently teaching students who are growing up much like Piper, they have a list of homes longer than most adults. All military dependents struggle with the PCS (permanent change of station, or moving for the civilians). We worry that the new place will have less to offer, we dread saying goodbye to our friends, and we struggle to have a positive outlook. However, as Piper shows, when the rubber meets the road, our new place ends up being just as enjoyable (well, most of the time). I also enjoyed that she used the language of the military child throughout the book. Piper goes to a commissary, she lives on a base, and her enlisted housing is lacking compared with the same for officers. The military child reader relates with that. Ask my students what a grocery store is and they wouldn't be able to tell you. A commissary on the other hand, they have the schema for that. To the military child, this is the most realistic of the realistic fiction genre.

On the contrary, I also read Ivy and Bean. I did not have a strong personal response to this story, nor did I find it at all probable. The realism in the sister relationship faded quickly. The friendship became more and more unrealistic as the story went on. The conflict of Man vs. Self in Piper Reed seemed much more believable than the Man vs. Man conflict of Ivy and Bean. It seemed to me that rising action and resolution of Ivy and Bean's conflict with Ivy's sister were realistic, the climax itself was not. Would young girls really throw worms in the face of an older sister who has already told her mother about the mischief? Would a sister really fall in a mud pit? I think not. I understand the author's desire to add action and adventure into the story, but the silliness of the events really turned me off as a reader. Perhaps this would be different for a young girl who would love nothing more than to cast a spell on her own sister. Perhaps. While I know that according to the lecture notes realistic fiction "must be believable, although it may not be probable," the type of realistic fiction I find to be outstanding are those that allow the reader to get so lost in the story the line between fiction and life is blurred. For me, Ivy and Bean did not have this effect. (And I am feeling the same way about Stargirl, my current read. Although enjoyable, realistic might be a stretch.)

Module 6: Piper Reed, Navy Brat

Image from Amazon
Summary:
Piper Reed is a typical military brat. She moves from place to place every few years, and each time she just knows she will hate the new place she is moving (or PCSing to be specific). This time, she and her family are on the road to Pensacola, Florida where her Dad, who she call Chief, has been assigned. The family has only two weeks to say goodbye before they pack up the care and leave San Diego. Piper is dreading saying goodbye to her friends, her Gypsy Club, the dog next door, and even her tree house. She just knows that Pensacola will not be as fun. Her older sister, Tori, feels the same, but her younger sister, Sam the genius, is on board. The drive itself took days, with the only thing to look forward to being her turn in the back seat, Piper would have it all to herself. After the drive and a stop to visit family, the Reeds finally arrive in Florida. Piper is sad to discover their new house is much smaller, and she will be sharing a room. Yet another reason to hate Pensacola. Things start looking up when the family decides to get a dog. While it's not a German Shepherd as Piper had hoped, picking the name of the new poodle makes her feel a bit better. The dog is just the start, however. Soon, Piper finds new friends to invite to her Pensacola Gypsy Club, and even manages to convince them to come over for fortune telling. With a little help from her sisters, Piper pulls it off. Her new friends are impressed! When Piper hears news of Chief having to leave, she knows her new friends will understand and help her through.

My Thoughts:
I thought this book was great! Of course, I may be a little bias as a military dependent teaching military brats, but nevertheless. Piper's adventurous spirit is contagious. This fast read shows the reader, particularly the military brat reader, that while we all have the same fears about new things, in the end- it usually works out. I know the students I serve will also enjoy that Piper speaks their language. She doesn't go to a grocery store, she goes to a commissary- just like them! While this is an especially realistic example of fiction for the military child, I think it could also be realistic for anyone who has been the new kid in school. Most people can relate to Piper's struggles to figure it all out.

Their Thoughts:
Excerpt from Marsha Broadway's review in Childrens Book and Play Review (Jan./Feb. 2008)-
"Spunky nine-year-old Piper is the adventurous middle sister in the Reed family that is transferred from California to Pensacola, Florida. The storyline focuses on the move, a visit with extended family along the way, and adjusting to a new school, and is sprinkled with sibling rivalry and affection. Tori, a budding teenager, is by turns annoyed at and protective of her sisters. Five-year old Sam reads Laura Ingalls Wilder books at the breakfast table and poses as a fortune teller to help Piper form a new social club. Piper copes with dyslexia and the fear of reading aloud in class as she finds new friends and delights in watching the Blue Angles and dreaming about becoming a Blue Angel herself. Both mom and dad are involved and loving parents who help their children cope with the changes that the transfer brings. This easy chapter book no doubt draws on Holt's own experience as a child in a Navy family and appears to be the first in a series of Piper adventures."

Society of School Librarians International Honor Book, 2007
Texas Bluebonnet Award 2009-2010

My Ideas:
As April is designated as the Month of the Military Child, I would use Piper Reed (3 books in the series) as part of a display promoting literature relevant to the military child. Other books might include: Night Catch, Mommy You're My Hero, My Air Force Mom, Alpha Bravo Charlie, H is for Honor, Love Lizzie, Operation Yes, and Soldier Mom.

Module 5- Journal

In a successful picture book the illustrations and the text should reinforce each other and create a sense of unity between the visual elements and the story. In the books you have chosen to discuss, evaluate how well the visual elements (line, color, shape, style, details) reinforce or extend the characterization, setting and theme of the book. Do the two elements work to create a unified whole? You may refer to your textbook or the lecture notes for background information on illustrations. You may choose any 5 books.


1. Diary of a Worm- The comic book like illustrations of this book work to enhance, not replace, the humor within the text of the story. While lines such as the one referring to the worm hokey pokey are funny on their own, the illustration of worms at a dance, disco ball included, can send the reader over the top into fits of giggles. The reader feels texture in the worm and his earthly home. The use of primary colors allows for a focus on the story, rather than the emotion a picture may convey. The added dialogue included in the illustrations of Worm and his family further enhances the story- bringing in a more personable side of the creatures. Also, as an added bonus, the reader is treated to a fun collection of items and the beginning and end of the novel that provide further insight into the lives of earthworms. Who knew what they thought of gum?!



2. Chicka Chicka Boom Boom- Every year my sudents are delighted with this book and it's use of bold exciting colors. The border around the pages suggests fun and excitement. The curvy line of the palm tree tells the reader that action is occurring. Seeing a T with a loose tooth rather than reading the words only brings an entirely new dimension to the fun rhyme. And that pile of letters, oh my! You can feel the calamity in the harsh diagonal lines and bold colors. Small text and huge illustrations make it easy for the reader to see that the pictures tell the story. We see the tears of the letters, the worry of the parents- all in a jumbled mess of diagonal lines, coming together only at the end of the book when they are shown lined up in rows.



3. Skippyjon Jones- The texture of these illustrations is incredible! The readers sees Skippyjon Jones so clearly it's almost as if we could reach out and pet his soft chihuahua, er I mean- cat, fur. While the colors may be mostly soft, the striking contrast of his black bandito mask conveys danger and mystery. The jagged lines of the bumble bee show the reader trouble is ahead. Even Skippyjon's pointy triangle shaped ears let the reader know this is not a book about a cat nap! Skippyjon's mother, on the other hand, is as soft and round as the lines and patterns on her apron suggest. Only her hand on her hip, and the triangle it creates, serve to suggest her anger. Contrasting this with the overall softness surrounding her, the reader knows she loves her little boy even when he has an over active imagination. These illustrations are a wonderful example of (the first in this list) illustrations necessary to the comprehension of the story.



4. No David!- This book was one of the first I ever analyzed as far as illustrations. While I had always liked the simple story, I had never realized exactly how precisely David Shannon used color and line to convey emotion and feeling. Obviously, with just a simple words in the text, the pictures are essential to telling the story of this naughty young boy. However, looking deeper the reader notices that not a single straight line is used as David continues to make mischief. The curves and tilts give the reader a feeling of constant motion and chaos. Even his pointed teeth are out of control! The colors are bold and strong- warm reds, oranges, and yellows. They convey the fire of activity that is within David. However, when David's mom holds him tight we see a change in the illustrations- cool and calming blue, soft green, round soft lines on the mother, straight a simple lines on David. While the reader may not notice, he/she is instantly soothed with thoughts of calm and peace. David Shannon is a master illustrator, and though simple, this book is no exception.



5. Don't Let the Pigeon Drive the Bus- As a Caldecott honored book, clearly the illustrations in this book show a great deal of artistry, although one may not realize this at first glance. Upon further analysis, the reader sees that although simple, the illustrator has been able to convey the emotions of this wound up pigeon through the use of a single eyelid. Up, down, or slanted, the reader needs only to see the direction of the eyelid to know exactly what the pigeon thinks of your refusal to his argument. And when he really gets going? Whoa! The shadowing, the use of red, bold text, action lines, excessive exclamation points- we know that pigeon is MAD! Once calmed, we again see a return to the serene colors of the pastel backgrounds and dull pigeon feathers. My students always enjoy this book, mostly due to the illustrations. The feelings are portrayed so vividly, there is no need for them to conduct in depth analysis. They just get it!

Module 5: A Bad Case of the Stripes

Summary:
Camilla Cream may have loved lima beans, but what she loved even more was being a perfectly blended part of the group. She wanted to fit in so badly- her food, her clothes, her life. They all had to be just like everyone else. One day while changing clothes (again) she found her self covered in stripes. She couldn't seem to figure out what was wrong. Even the doctor wasn't sure what to do. The problem only became worse when she got to school. Say the pledge and she turns to stars. Say something about spots, and there they were. The kids said it, and her body did it. Medicine didn't seem to help, in fact, unless you consider becoming a giant pill helpful, it made it worse! The experts, the news anchors, the therapist- none of them could figure it out. Luckily for Camilla, a mysterious old woman seemed to know just what to do. She gave Camilla what she wanted most, lima beans, but was afraid to have for fear of not fitting in with the other children. Before she knew it, all the colors were gone, and she was back to being plain old Camilla. One bought of the stripes was all it took. From then on, she did what made her happy- including eating lima beans.

My Thoughts:
I am a HUGE David Shannon fan. Pretty much everything he has been the author and/or illustrator for is in my personal library. This book is no exception. While over the heads of my current students (Kindergarten), I enjoy sharing this story with older children. I remember all to well struggling to be a part of the group. I had to have the right shoes, the right hair cut, and play the right sports. Turns out- none of that made me happy. Just like Camilla I became consumed with fitting in, but was happiest when I was out being me. I love the colorful illustrations and easy pacing in this story. The illustrations depict so vividly the plight of Camilla, one can't help but stare. Wonderful story, beautiful illustrations, and a timeless lesson.

Their Thoughts:
Excerpt from the School Library Journal-
"A highly original moral tale acquires mythic proportions when Camilla Cream worries too much about what others think of her and tries desperately to please everyone. First stripes, then stars and stripes, and finally anything anyone suggests (including tree limbs, feathers, and a tail) appear vividly all over her body. The solution: lima beans, loved by Camilla, but disdained for fear they'll promote unpopularity with her classmates. Shannon's exaggerated, surreal, full-color illustrations take advantage of shadow, light, and shifting perspective to show the girl's plight."

My Ideas:
I would use this story in combination with other works by David Shannon in a discussion on the depth of his talent. Shannon shows great range- from The Rough Faced Girl to No David, he accurately depicts the mood of the character through carefully chosen colors, shading, and lines. Comparing and contrasting the different styles from Shannon's many works would make for an interesting disucssion of taste, choice, and editing.