Chapter 11 – Realistic Fiction
- · Realistic fiction is set in modern or contemporary times.
- · It is believable and like the real world that we live in.
- · Criteria for evaluating realistic fiction for children:
o
Is everything consistent with the real world in
which contemporary kids live?
o
Does the theme emerge naturally from the story?
Theme should emerge slowly and consistently.
o
How does the subject of the book relate to
modern readers?
Reflection
The majority of the books that I read are realistic fiction.
I think that this sub-genre appeals to a lot of people because it is relatable.
People can easily see themselves in the characters. They understand the
struggles that the characters face. Many realistic fiction books deal with
topics such as changing family structure, death, and sexuality, which are many
of the same topics that children and teens are facing as well. They are able to
find refuge in the pages of a book. As a librarian, we need to be familiar with
a multitude of realistic fiction books so that we can help provide suggestions
for students. It is also important that we learn to evaluate realistic fiction
so that we can ensure our collection is well rounded.
Chapter 13 – Fantasy and Science
Fiction
- · Fantasy fiction stories violate the laws of physical reality.
- · Science fiction is a sub-genre of fantasy.
- · All science fiction is fantasy, but not all fantasy is science fiction.
- · Most people prefer soft science fiction, which is more story than science. Hard science fiction is more science than story.
- · Soft science fiction often contains the same subjects and conflicts that are found in other types of stories (friendship, family, etc.)
- · Subcategories of Science Fiction:
o
Apocalyptic (end of civilization) &
Post-Apocalyptic (after catastrophe)
o
Punk (cyberpunk, dieselpunk, steampunk, biopunk,
fairypunk, etc.)
o
Dystopia – seems like a perfect world, but isn’t
o
Extra-Sensory Perceptions – ESP, telepathy,
supernatural awareness, seeing the future
o
Robots, Androids, Cyborgs, Artificial
Intelligence
o
Space, Aliens, Extraterrestrials
o
Time Travel & Parallel Universe
o
Virtual Reality & Gaming
- · Criteria for evaluating science fiction and fantasy for children:
o
Despite the fantastic aspects of the story,
characters must behave in believable and consistent ways.
o
The fantasy world must still have rules.
o
Authors must assist readers in the “willing
suspension of disbelief.”
o
Themes should explore universal truths.
Reflection
I never realized how many subcategories were included under
the umbrella of science fiction. Typically I limited my thoughts about science
fiction to books set in space. Because of this limited understanding, I always
thought that I didn’t enjoy science fiction. After reading this chapter, I
realized that many of my favorite books actually fall under the science fiction
category. Dystopian and apocalyptic books are some of my favorite types of
books to read. I loved Roar, The Hunger
Games, and Divergent series. As a
librarian, it is our job to educate our students about where to find the books they
are most interested in. We need to understand genres and subgenres so that we
can help guide our students to the books that most interest them. I would have
never considered that I enjoyed science fiction. I need to help my students
discover their own book interests as well.
Chapter 12 – Graphic Novels
- · Graphic novels are not a genre. They are a form/format.
- · Graphic novels can be fantasy, historical, non-fiction, or any other genre/subgenre.
- · Graphic novels are written for all ages from elementary to adult.
- · Graphic novels are more complex than picture books and comic books.
- · Like traditional books, they are read from left to right. The dialogue bubbles are also read from left to right.
- · Many unmotivated readers gravitate towards graphic novels. Readers are still exposed to classic literary elements such as mood, tone, and theme.
- · Major Types of Graphic Novels
o
Manga – uses the traditional Japanese reading
pattern of top to bottom and right to left
o
Superhero – mainstream publishers include
Marvel, DC, and Dark Horse
o
Perzine – personal narrative or autobiographical
stories
o
Nonfiction – similar to perzines, but touches on
social issues
Reflection
When our school librarian first started a graphic novel
section in our library, I was less than impressed. I basically just thought of
them as glorified comic books. I wished that my students would read “real”
books instead of racing for the graphic novels. I have since set my own
preferences aside, and realized the error in my thinking. Year after year, I
see the most reluctant students pick up graphic novels. I couldn’t keep copies
of Diary of a Wimpy Kid or Captain Underpants on the shelf. The books were a
quick read and kept the kids’ attention. Since then, I have noticed the variety
of graphic novels is growing. There are more and more options than there were
just a couple of years ago. This is attracting more and more students to
explore this form of book. I think that anything that gets our students reading
more is a good thing.
Chapter 15 – Peck’s Questions
Ten questions to ask about a novel as suggested by Richard
Peck (1978).
1.
What would the story be like if the main
character were of the opposite sex?
2.
Why is the story set where it is?
3.
If you were to film the story, would you use
black and white or color? Why?
4.
If you could not use all of the characters, who
would you eliminate? Why?
5.
How is the main character different from you?
6.
Would this story make a good TV series? Why or
why not?
7.
What is one thing that happened in the story
that has also happened to you?
8.
Reread the first paragraph of chapter 1. What is
in it that makes you want to continue reading?
9.
If you had to design a new cover for the book,
what would it look like?
10.
What does the title tell you about the book?
Does it tell the truth?
Reflection
These question seem to really help the students think
critically about what they have read. I think this is far better than just
basic recall questions. The questions get students thinking about their
feelings about the novel. Some of the questions have students explore the
author’s motives behind some of their choices within the book. These questions
would be an excellent starting point for discussions. They could also be used
as critical writing prompts or within cooperative learning groups. As we begin
our novel studies, I will be looking for ways to incorporate these questions
into my classroom.
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