Common Librarian Jargon
- Lizardo Moreno
- Jun 18, 2018
- 32 min read
Key Developmental Stages in Adolescent Readers
INTELLECTUAL development according to Jean Piaget happens in different phases. Children progress from sensory motor to concrete operational and then to a more formal operational. It is necessary to know that the transition from concrete to abstract thinking doesn't happen until about age 10. Depending on your community, this may not happen until about age 14.
It is important to know your readers because some are still working in concrete frame of mind while some are able to handle more abstract items. Books that could be useful in the middle school classroom are those with a strong concrete easy to follow plot. Provide scaffolding with more abstract book so that they can appreciate them and help them grow intellectually.
MORAL development occurs in stages. Kholberg’s theory states that kids operate at pre-conventional, conventional or post-conventional morality. Pre-conventional morality is based on reward and punishments.
For example, small kids will stop an undesired behavior if they are rewarded for not doing it or they are punished for it. However, once the rewards or punishments are removed they continue bad behavior.
Students at the conventional morality stage will follow the rules either of society or religion.
In the post-conventional stage, people evaluate existing laws. A law can be perceived unfair and the life of an individual is more important or supersedes the law. This has led to civil disobedience as in the Civil Rights era. Many times we defend others, but other times we focus on ourselves.
Look for YA books that speak to where kids are and incrementally move them to higher levels of morality. Ask questions such as why reward or punishment did the character receive when they ________? Was the character trying to protect someone else? If so, from what? Were their actions just?
DEVELOPMENTAL stages for young adults happen as people transition from childhood to adolescence according to Havighurst. There are different developmental task that must be accomplished.
1.. Learning to get along with peers. Children make friends with other kids that live in the same neighborhood, generally, gender and age does not matter. By contrast, adolescents look for peers that share similar interest in music or television shows. It is very possible and real for youth to feel friendless if they don’t share the same interest as their peers.
2. Easy relationship with the opposite sex. At this stage youth are more aware of difference between boys and girl. It is possible to have a boy who is a just friend, not a boyfriend and vice versa with girls.
3. Working for pay. – Pay is related to independence, so youth will start baby-sitting, mowing lawns, or asking to get paid for doing chores as they seek to become more independent from their parents.
4 Changing relationship with parents. Youth begin to pull away from parents. They will evaluate their parent’s beliefs and decide if they believe the same. As a result, sometimes relationships change.
5 Developing morals and values. A person will self-reflect about what they believe and hold true.
6. Finding a vocation. Youth will begin to look at how the will contribute to society. The look at what they are really good and what they are called to do.
7. Adapting to physical bodies. Due to growth spurts, youth will suddenly have big feet and big hands. They must learn to adapt to their environment.
8. Defining appropriate sex roles. Society tells youth what is appropriate behaviors for boys and girls. Peers will often begin name calling if a peer behavior does not match the norm. A person can choose to defy the roles or they can accept the role. A third option is to fall in-line in a public, but act how they truly feel in private. Due to self-reflection, this is constantly developing and changing.
Maslow’s hierarchy of needs is illustrated as a pyramid because the needs a the bottom of the pyramid must be met before reaching the top.
Physiological needs. A person must have enough sleep, and food before they are ready to work or learn.
Safety needs. People need to know that they are physically and emotionally safe in their environment. It should be a place where there is no name-calling, or inappropriate behavior.
Need to be loved or belong. Adults should show students they are loved and respected. Show interest in what they are reading.
Esteem needs. Adults should value their students' opinions even if it differs from theirs.
Self actualization need. Adults should encourage students to believe that they can be anything and not place limits on them.
PHYSICAL development in adolescence can be difficult since people develop at different rates. It can really make a person insecure. Hitting puberty can produce many questions such as Am I normal? Are my breast (Is my penis) too big or too small. When is my body going to change? Will my skin clear up? Will I grow into my ears? Will my teeth get straight? What am I supposed to look like? I really hate my _____ . This period of change is not easy. An adolescent’s physical reality sometimes gets in the way of everything. Offer books show their main characters transitioning from child, to tween, to teen. Look for books that help them through puberty.
READER development using Donaldson and Nielsen’s birthday cake theory, cakes are not stepping stones or stages that have to be met in chronological order.
Unconscious delight. At this cake tasting, a person reads and the world fades and they become lost in books. There is often serial reading. A person can read a book series, or books from the same author or books in the same subgenere such as mystery or horror.
Reading autobiographically – At this cake peole look for books that reveal themselves. Books acts as mirrors that reflect back reality. A library must meet the diversity of single parent- households to same-sex parent households.
Reading for vicarious experience. Biting this cake is like window into places unknown. Places such as old medieval worlds, or different times.
Reading for philosophical speculation – This cake provokes questions. They are easier to find nonfiction, but there are some fictions books that cause us to ask what is going on in this society.
Reading for aesthetic experience. This slice is taste like wonder. Readers may find themselves sighing or sobbing over a character. The reader connects their life experience. The author makes you care about the characters.
if they don’t leave reading in there is something they missed in in the best. educations, as educators as teachers as librarians we need to look for those books that help kids fall into a book see themselves in books look out into the bigger world in books ask hard questions about life in books and just simply enjoy reading for the act of reading itself
SELF-REFLECTION
Knowledge of a child's cognitive development is crucial in helping children/youth pick books that they will be able to read and interested in reading. Based on the research above, I think it is inherent that books that reflect who the children are and show similar life events be present in the school library independently. The Birthday Cake theory resonated with me because I don't think you can level up to different stages of reading. Instead, kids may be enjoying the icing and type of cakes at different times throughout the year.
LITERARY ELEMENTS
Antagonist
A character of groups of characters (villain[s]) that represent the opposite values/qualities of the hero. It is the hero’s rival.
The antagonist may exist within the hero as he/she works through inner conflict.
character
A person, a figure, an animal, an inanimate object that is used by the author to tell their story.
There are many types of characters such as: confidante, dynamic, static, antagonist, protagonist, round, flat, stock
conflict
The struggle between the protagonist and antagonist or a struggle within the character.
A character can have internal conflict having to decide between good and evil. Most common external conflict occurs when the protagonist tries to stop the antagonist.
Mood and tone
The feeling that is provoked in a reader. Mood is the atmosphere that creates an emotional setting for the reader.
Tone is the attitude that a writer has toward a subject or an audience. The tone can be formal, informal, serious, comic, sarcastic, sad, or cheerful, or another type of attitude.
plot
The sequence or pattern of events in a story. It organizes the story.
Five elements of plot include: exposition, rising action, climax, falling action, resolution.
protagonist
The main character of a story. All events and actions happen around them. He/she is also the hero of the story.
setting
Where and when the story takes place. It could also include social conditions, historical period, geographical location, and immediate surroundings.
Setting could be backdrop or integral. A backdrop setting is not very significant to the story line, it could happen anywhere. An integral setting controls the character by influencing the theme, character, and action.
themes
The general message about life or human nature in the story that is true for many people.
It is often conveyed through the feelings or opinion a character has toward a subject (video games, sports cars, etc.) It is presented through conversations between characters and the experiences of the main character.
Literary Devices
allegory
A story or a figure of speech that uses characters and events as symbols to teach a moral lesson or explain a main idea.
allusion
It is an indirect reference to a subject or an idea of historical, cultural, literary or political significance.
It does not describe in detail its reference. As a matter of fact, the writer expects the reader to draw on his/her knowledge to get why it is important.
archetype
A universal symbol or original idea that is used repeatedly. Refer to shared experiences such as love, religion, death, birth, life, struggle, and survival.
The mother figure – a character who contacts people and offers spiritual and emotional nourishments.
deus ex machina
When a writer weaves a supreme being into the plot in order to resolve a conflict or to achieve an interesting outcome.
It is discouraged because it is a sign that the plot was not thought out well.
hyperbole
A figure of speech in which the writer over exaggerates a statement in order emphasize a sentiment.
My grandmother is as old as the hills.
I am trying to solve a million issues these days.
imagery
Words or phrases that create mental images. It is figurative language that represent objects, action, and ideas. It appeals to our physical senses.
Gigi ran her hand across the soft satin fabric.
On a starry winter night in Portugal where the ocean kissed the southern shore. . .
metaphor
Making comparison of a subject. That subject is defined as being something else.
I am a diamond to him who loves me.
He was drowning in paperwork.
motif
Elements, subjects, ideas, or concepts that are repeated throughout a book or a body of literature.
Fairy tales – Handsome prince, damsel in destress, witch
Novelas – Rich couple, poor orphan, maids, forbidden love
point of view
They way in which the story is told. Who tells the story influences the tone and shares his/her opinions of the Individuals involved.
First person point of view involves the use of either of the two pronouns “I” or “we.”
I felt like I was getting drowned with shame and disgrace.”
Second person point of view employs the pronoun “you.”
“Sometimes you cannot clearly discern between anger and frustration.”
Third person point of view uses pronouns like “he,” “she,” “it,” “they,” or a name.
simile
Draws parallel comparisons/similarities between two unrelated subjects or concepts. Uses the words ‘as,” “like,” or “such as.”
He is funny as a monkey.
Her hair smells like an Easter Lily.
symbolism
Interpreting symbols beyond the literal meaning of an object or action. A symbols meaning may change depending on the context.
A white rose is symbol of purity, innocence or spirituality.
Fire is a symbol for purification.
SELF-REFLECTION
It is important for librarians to know what literary elements and devices are because they will more readily support the classrooms. Librarians can really help develop the comprehension of a story for students by making students aware of elements or devices that are present in the stories; henceforth, help them reach a deeper understanding of the text.
AWARDS AND LIST
Printz
Definition
The Michael L. Printz Award recognizes the best titles in young adult literature in a given calendar year.
Criteria
Short, is literary excellence.
All forms of writing—fiction, nonfiction, poetry, art, and any combination of these, including anthologies—are eligible.
Depending on the book, one or more of these criteria will apply:
Story
Voice
Style
Setting
Accuracy
Characters
Theme
Illustrations
Design (including format, organization, etc.)
For each book the questions and answers will be different, the weight of the various criteria will be different.
The ALA press release announcing the winner should stipulate why the title has been chosen for its literary excellence.
ANOUNCED
June: Annual Conference, Printz Awards Program.
ACCESS
Printz Award - Young Adult Library Services Association &lpar
http://booklists.yalsa.net/
YALSA Excellence in Nonfiction
DEFINITION
An award for the best nonfiction book published for young adults (ages 12-18) during a Nov. 1 – Oct. 31 publishing year.
CRITERIA
The YALSA Award for Excellence in Nonfiction for Young Adults shall be awarded annually to the best nonfiction title published for young adults during the preceding Nov. 1 – Oct. 31 year. The Award will be given to a title that honors a work for subject, treatment and accessibility to young adults.
All print forms of nonfiction are eligible for consideration, including graphic formats.
The title must have been designated by its publisher as intended for young adults who are defined as persons between the ages of twelve and including eighteen.
The title must include excellent writing, research, presentation and readability for young adults.
Titles from a series may be considered on their individual merits.
Titles that are self-published, published only in eBook format, and/or published from a publisher outside of the US will not be considered eligible until the first year the book is available in print or distributed through a US publishing house.
If no title is deemed sufficiently meritorious, no award will be given that year.
The chair, with assistance from designated YALSA staff, is responsible for verifying the eligibility of all nominated titles.
The award will be presented to the author(s) of the winning and honor titles at a ceremony at an ALA or YALSA conference
ANNOUNCED
ALA Midwinter Meeting
Decide on winner, which will be announced at the Youth Media Awards Press Conference. The entire list of committee nominated titles will be released at this time as well.
ACCESS
Nonfiction Award - Young Adult Library Services Association (YALSA)
http://booklists.yalsa.net/
MARGARET A. EDWARDS AWARD
DEFINITION The Margaret A. Edwards Award honors an author for significant and lasting contribution to literature for young adults.
CRITERIA
Does the book(s) help adolescents to become aware of themselves and to answer their questions about their role and importance in relationships, society and in the world?
Is the book(s) of acceptable literary quality?
Does the book(s) satisfy the curiosity of young adults and yet help them thoughtfully to build a philosophy of life?
Is the book(s) currently popular with a wide range of young adults in many different parts of the country?
Do the book(s) serve as a "window to the world" for young adults?
ANNOUNCED
Winners are announced at the ALA Midwinter Meeting, usually in January, and receive $2000.00 along with a citation at the Annual Conference.
ACCESS
Edwards Award - Young Adult Library Services Association (YALSA) http://www.ala.org/yalsa/edwards-award#.Wya7fhBWph4.twitter
ALEX Award
DEFINITION The Alex Awards are given to ten books written for adults that have special appeal to young adults, ages 12 through 18.
CRITERIA
Titles are selected for their demonstrated or probable appeal to the personal reading tastes of young adults
Appeal and popularity are not synonymous In addition to the question of appeal, committee members should consider the following when assessing titles: language, plot, style, setting, dialog, characterization, and design.
ANNOUNCED
The annotated list is disseminated each January. The complete and final annotated list will be available each year shortly after the close of ALA's Midwinter Meeting.
ACCESS
Search results - YALSA Book Finder http://booklists.yalsa.net/directory/results?booklist=18#.Wya8xClY_6w.twitter
http://booklists.yalsa.net/
Odyssey Award
DEFINITION The Odyssey Award recognizes the best audiobook production for youth in a given year.
CRITERIA
This award recognizes excellence by a producer or director for accomplishment and/or innovation in the production of an audio program. The winning title must exemplify the highest standards of direction, narration, engineering, and technical achievement.
Popularity is not the criterion for this award nor is the award based on the message or content of the book on which it is based.
The committee must consider technical and aesthetic aspects, including the effective use of narration as well as music and sound effects when they are incorporated into the production. These elements must come together to create a unified whole.
The audio must maintain and stimulate listeners’ interest.
Production Qualities
Narration
Does the reader (or readers) have good voice quality, diction, and timing? Is the reader (or readers) believable and convincing?
Does the reader (or readers) distinguish between characters by changing pitch, tone, and inflection? Are accents or dialects used and if so, are they handled authentically and consistently?
Are all words, including proper nouns, locales, foreign terms, character names, and others pronounced correctly and consistently?
Does the reader (or readers) avoid condescending vocal mannerisms and style and is the reading believable and convincing?
Is the performance dynamic and does it reflect the expressive nature of the text?
Sound Quality
Is the sound sharp and clear with no obvious humming, distortion, or electronic interference?
Does the sound quality remain consistent throughout the recording?
Background Music and Sound Effects
If music and sound effects are used, do they enhance the text and support the vocal performance?
Does the music represent the emotional and structural content of the text?
Overall Rating
The sum of all the criteria should represent the highest achievement in audiobooks for children and/or young adults, including
excellence in narration;
excellence of audio interpretation of story, theme, or concept;
excellence of execution in the aural techniques of the medium;
excellence in the delineation through the audio medium of literary elements including plot, theme, characters, mood, setting, or information presented
excellence in the appropriateness of technique or treatment to the story, theme, or concept
ANNOUNCED
The award will be presented to the publisher[s] of the winning and/or honor audiobooks.
ACCESS
http://www.ala.org/alsc/awardsgrants/bookmedia/odysseyaward
http://booklists.yalsa.net/
Morris Award
DEFINITION William C. Morris was an influential innovator in the publishing world and an advocate for marketing books for children and young adults. Bill Morris left an impressive mark on the field of children’s and young adult literature. He was beloved in the publishing field and the library profession for his generosity and marvelous enthusiasm for promoting literature for children and teens.
CRITERIA
This award recognizes excellence by a first time author writing for young adults.
The winning title must exemplify the highest standards of young adult literature and must be well written. The book’s components [story, voice, setting, accuracy, style, characters, design, format, theme, illustration, organization, etc.] should be of high merit.
Popularity is not the criterion for this award, nor is the award based on the message or content of the book.
The book must have teen appeal or have the potential to appeal to teen readers.
In the sum of all the criteria, does the book represent the highest achievement in a debut work for young adults?
ANNOUNCED
he Morris Award will be awarded annually at ALA’s Midwinter Youth Media Awards. A shortlist of up to five titles will be announced before the second Monday of December.
ACCESS
http://www.ala.org/yalsa/morris-award
Outstanding Books for the College Bound
DEFINITION To prepare a revised and updated edition of the Outstanding Books for the College Bound booklists every five years.
CRITERIA
Standard selection criteria consonant with the ALA Library Bill of Rights shall be applied.
Although copyright is not a consideration, all titles should be widely available.
Each category may have a special set of criteria.
Books can be in print or out of print, in hardcover or paperback.
Books that have appeared on earlier Outstanding Books lists or are available in revised editions are eligible.
ANNOUNCED
ACCESS
http://www.ala.org/yalsa/outstanding-books-college-bound
http://booklists.yalsa.net/
Edgar Award for Mystery
DEFINITION MWA is the premier organization for mystery and crime writers, professionals allied to the crime writing field, aspiring crime writers, and folks who just love to read crime fiction.
CRITERIA
You are a citizen or legal resident of the United States.
Your work is published or produced in the United States.
You have been paid for your work by a print, e-book, print-on-demand, periodical or e-zine/webzine publisher that is on the MWA list of approved publishers and currently meets all of the criteria for inclusion. Most major publishers and their imprints, as well as established independent and small presses, are on this list. If your publisher is not on the list, you do not qualify for membership (Screenwriting and playwriting applicants, you can skip ahead to item 12)
If you are a writer of original hardcovers or paperbacks, you have been paid at least $1,000 in advances, royalties, or a combination of advances and royalties.
If you are a writer of ebooks, you have been paid at least $500 in advances, royalties or a combination of advances and royalties.
If you write short stories, your cumulative earnings are at least $200, with only payments of at least $25 counting toward the total. Scholarly articles or chapters of nonfiction books will be treated like short stories for purposes of Active Category qualification.
More on http://mysterywriters.org/how-to-become-a-member-of-mwa/membership-active-status/
ANNOUNCED
Nominations are usually announced in the middle of January (on or near Edgar Allan Poe’s birthday) of the following year and the winners are announced at the annual Edgar® Awards Banquet, which takes place in New York City in late April or early May each year.
ACCESS
http://theedgars.com/nominees.html
http://booklists.yalsa.net/
NCTE Award for Excellence in Poetry for Children
DEFINITION NCTE established the Award for Excellence in Poetry for Children in 1977 to honor a living American poet for his or her aggregate work for children ages 3–13. NCTE also recognizes and fosters excellence in children’s poetry by encouraging its publication and by exploring ways to acquaint teachers and children with poetry through such means as publications, programs, and displays.
CRITERIA
Literary Merit (art and craft of aggregate work–as poet or anthologist). Creating books of poetry that demonstrate imagination, authenticity of voice, evidence of a strong persona, and universality/timelessness are essential. In short, we are looking for a poet who creates poetry books that contain clean, spare lines; use language and form in fresh ways; surprise the reader by using syntax artistically; excite the reader’s imagination with keen perceptions and sharp images; touch the reader’s emotions: a maker of word events.
Poet’s or Anthologist’s Contributions. Aggregate work, evident potential for growth and evolution in terms of craft, and excellence are considered.
Evolution of the Poet’s or Anthologist’s Work. Technical and artistic development as evidenced in the poetry, evidence of risk, change, and artistic stamina, and evidence of different styles and modes of expression are considered.
Appeal to Children. Although the appeal to children of a poet’s or anthologist’s work is an important consideration, the art and craft must be the primary criterion for evaluation. Evidence of students’ excitement for the poetry and evidence of childlike quality, yet poem’s potential for stirring fresh insights and feelings should be apparent.
ANNOUNCED
The award is presented in even years by the chair of the NCTE Poetry Committee at the Children’s Book Awards Luncheon during the NCTE Annual Convention.
ACCESS
http://www.ncte.org/awards/poetry/winners?#Singer
Orbis Pictus
DEFINITION The NCTE Orbis Pictus Award® was established in 1989 to promote and recognize excellence in the writing of nonfiction for children. Orbis Pictus commemorates the work of Johannes Amos Comenius, Orbis Pictus—The World in Pictures(1658), considered to be the first book actually planned for children.
CRITERIA
Accuracy—current and complete facts, balance of fact and theory, varying point of view, avoidance of stereotypes, author’s qualifications adequate, appropriate scope, authenticity of detail
Organization—logical development, clear sequence, interrelationships indicated, patterns provided (general-to-specific, simple-to-complex, etc.)
Design—attractive, readable, illustrations complement text, placement of illustrative material appropriate and complementary, appropriate media, format, type
Style—writing is interesting, stimulating, reveals author’s enthusiasm for subject; curiosity and wonder encouraged, appropriate terminology, rich language
In addition, each nomination should be useful in classroom teaching grades K-8, should encourage thinking and more reading, model exemplary expository writing and research skills, share interesting and timely subject matter, and appeal to a wide range of ages.
ANNOUNCED
The award is presented annually by the Chair of the Orbis Pictus Award Committee at the Children’s Book Awards Luncheon during the NCTE Annual Convention.
ACCESS
http://www2.ncte.org/awards/orbis-pictus-award-nonfiction-for-children/
Batchelder Award
DEFINITION This award honors Mildred L. Batchelder, a former executive director of the Association for Library Service to Children, a believer in the importance of good books for children in translation from all parts of the world.
CRITERIA
The textual qualities to be evaluated will vary depending on the content and type of the book being considered. Each book should be evaluated only on the elements pertinent to it. These include:
Interpretation of the theme or concept
Presentation of information including accuracy, clarity, and organization
Development of plot
Delineation of characters
Appropriateness of style
In all cases, committee members must consider the book's manner of presentation for and the potential appeal to a child audience.
Aspects of the overall design of the book should be considered when they significantly enhance or detract from the text, thus making the book more or less effective as a children's book. Such aspects might include: illustration, type face, layout, book jacket, etc.
In some children's books, illustrations are important. In considering such a book, consideration should be given to the retention of the original illustrator's work in the U.S. edition.
NOTE: Often it will be impossible for the committee members to read the book in its original language. Therefore, the committee must use its best judgement in evaluating the quality of the translation (point 2 above), keeping in mind that a translated book is a separate entity from the book as published in its original language.
ANNOUNCED
The award is decided on and announced at the Midwinter Meeting of ALA, and the winning publisher receives a citation and commemorative plaque. The presentation used to be made on April 2, International Children's Book Day, but is now given at the ALA Annual Conference held each summer.
ACCESS
http://www.ala.org/alsc/awardsgrants/bookmedia/batchelderaward
Pura Belpre Award
DEFINITION The Pura Belpré Award, established in 1996, is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth. It is co-sponsored by the Association for Library Service to Children (ALSC), a division of the American Library Association (ALA), and REFORMA, the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking, an ALA affiliate.
CRITERIA
In identifying the author of an “outstanding” book for children, in addition to looking for an accurate and positive portrayal of the Latino culture, the committee members need to consider the following:
Interpretation of the theme or concept
Presentation of information including accuracy, clarity, and organization
Development of a plot
Delineation of characters
Delineation of setting
Appropriateness of style
Note: Because the literary qualities to be considered will vary depending on content, the committee need not expect to find excellence in each of the above named elements. The book should, however, have distinguished qualities in all of the elements pertinent.
Excellence of presentation for a child audience.
In considering a book, the committee is to make its decision primarily on the text. Other aspects of a book are to be considered only if they distract from the text. Such other aspects might include illustrations, overall design of the book, etc.
The book must be a self-contained entity, not dependent on other media (i.e., digital, sound or film or film equipment) for its enjoyment.
The committee should keep in mind that the award is for both literary quality and presentation for children, as well as for its portrayal of the Latino cultural experience.
Particular attention will be paid to cultural authenticity.
ANNOUNCED
The award is now given annually. It was given as a biennial award from 1996 through 2008.
ACCESS
http://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal
https://www.teachingbooks.net/tb.cgi?wid=4
Schneider Family Award
DEFINITION Three awards are given annually to recognize and honor books for their distinguished portrayal of people living with a disabling condition. younger children, ages 0 to 8 middle grades, ages 9 to 13 teens, ages 14 to 18.
CRITERIA
Content May be fiction, biography, or other form of nonfiction. Must portray the emotional, mental, or physical disability as part of a full life, not
as something to be pitied. Representation of characters with disabilities should be realistic, avoiding
exaggeration or stereotypes. Person with disability should be integral to the presentation, not merely a passive
bystander. The theme must be appropriate for and respectful of the intended audience age. Information on a disability must be accurate.
ANNOUNCED
ALA Midwinter @ press conference held on Monday morning.
June. ALA Annual @ luncheon hosted by Dr. Schneider for the current Schneider Family Book Award winners, their publishers, the ALA liaison, and Jury members.
ACCESS
http://www.ala.org/awardsgrants/schneider-family-book-award
Sibert Award
DEFINITION The Sibert Award is presented annually to the author, author/illustrator, co-authors, or author and illustrator named on the title page of the most distinguished informational book for children published in the United States in English during the preceding year.
CRITERIA
In identifying the most distinguished informational book for children from the preceding year, committee members consider important elements and qualities:
Excellent, engaging, and distinctive use of language.
Excellent, engaging, and distinctive visual presentation.
Appropriate organization and documentation.
Clear, accurate, and stimulating presentation of facts, concepts, and ideas.
Appropriate style of presentation for subject and for intended audience.
Supportive features (index, table of contents, maps, timelines, etc).
Respectful and of interest to children.
Not every book relies equally on every element. The committee need not find excellence in every element listed above but only in those relevant to the book. The book must be a self-contained entity, not dependent on other media for enjoyment.
ANNOUNCED
The book and media awards are announced each year at ALA’s Midwinter Meeting in January.
ACCESS
http://www.ala.org/alsc/awardsgrants/bookmedia/sibertmedal
Stonewall Award
DEFINITION The first and most enduring award for lesbigay books is the Stonewall Book Awards, sponsored by the American Library Association's Gay, Lesbian, Bisexual, and Transgendered Round Table. Since Isabel Miller's Patience and Sarah received the first award in 1971, a total of forty-eight books have been honored for exceptional merit relating to the gay/lesbian/bisexual/transgendered experience.
CRITERIA
Awards are made in three categories: adult literature, adult nonfiction and children's and young adult literature. The adult literature category encompasses novels, short stories, poetry, and drama. The adult nonfiction category includes biography, history, criticism, reference works, fine arts, and other traditional nonfiction genres. Anthologies comprised of both nonfiction and literary pieces will be categorized by whichever form predominates. The children’s and young adult literature includes both fiction and non-fiction.
ANNOUNCED
n addition to the Chair of the GLBT Round Table, the Chair will notify the American Library Association of the winners at the ALA Midwinter Meeting, specifically the ALA Public Awareness Office and the ALA Office for Diversity, Literacy, and Outreach Services.
ACCESS
http://booklists.yalsa.net/
Great Graphic Novels for Teens
DEFINITION To prepare an annual annotated list of recommended graphic novels appropriate for teen readers.
CRITERIA
Both young adult, and adult titles with strong teen appeal, may be considered
Both fiction and non-fiction are eligible
Adapted materials must remain true to, expand, or complement the original work
Books published within the assigned calendar year, January 1 to December 31, in addition to those published between September 1 and December 31 of the previous year.
Nominations may be accepted from the field and Blogging Team up to November 1 of that calendar year.
Though graphic novels need not be published in the United States, they must be widely available for purchase in the U.S. at the time of consideration.
Reissues will be considered if there has been significant change to the original content of the work since first issued. Whether or not the changes are significant enough is ultimately determined by the Coordinator.
Collections of comic strips will be considered only if they contain an overarching story arc.
ANNOUNCED
Responsibility for editing the final list(s) and ensuring its/their availability to YALSA staff in hard copy and disk form no later than the final day of each Midwinter Meeting, falls to the Blogging Team Coordinator.
ACCESS
http://www.ala.org/yalsa/quick-picks-reluctant-young-adult-readers
http://booklists.yalsa.net/
Best Fiction for Young Adults
DEFINITION YALSA’s Best Fiction for Young Adults Committee presents fiction titles published for young adults in the past 16 months that are recommended reading for ages 12 to 18. The purpose of the annual list it to provide librarians and library workers with a resource to use for collection development and reader’s advisory purposes.
CRITERIA
Titles are selected for their demonstrated or probable appeal to the personal reading tastes of young adults
Appeal and popularity are not synonymous
Titles from a series should be considered on their individual merits
In addition to the question of appeal, blogging team members should consider the following when assessing titles: language, plot, style, setting, dialog, characterization, and design
ANNOUNCED
The Best Fiction for Young Adults selection list will be produced annually. In addition, a list of officially nominated titles will be shared with the young adult library community each month through YALSA's communication channels.
ACCESS
http://booklists.yalsa.net/
Popular Paperbacks
DEFINITION To encourage young adults to read for pleasure by presenting to them lists of popular or topical titles which are widely available in paperback and which represent a broad variety of accessible themes and genres.
CRITERIA
Titles must be in print and available in paperback.
Both young adult and adult titles may be considered.
Popularity is more important than literary quality.
Both fiction and non-fiction may be considered.
Copyright dates are not a consideration.
A book which has appeared on a previous Popular Paperbacks list can be selected after 5 years have passed since it last appeared on the list.
Nominations from authors or publishers for their own titles are not eligible for the list.
Each committee will have the latitude to select its own topics that meet the latest teen needs and interests, subject to prior approval by the Selection and Award Committees Oversight Committee (this will ensure the inclusion of timely topics, current trends, and emerging teen audiences/populations), but as a matter of course certain perennially popular genres, topics or themes should be considered. Some examples are adventure, autobiography/biography/diaries, fantasy, historical fiction, horror, humor, music, mystery, new voices, romance, science fiction, short stories, sports, suspense, and thrillers. Another focus for themes that each committee should explore are titles aimed at a particular underserved or emerging teen audiences. Each committee should also seek out opportunities to tie their committee’s work to relevant YALSA initiatives, especially ones with annual themes that could be supported by PPYA, such as the YA Services Symposium and Teen Read Week™.
Standard selection criteria consistent with the ALA Library Bill of Rights shall be applied.
Librarianship focuses on individuals, in all their diversity, and that focus is a fundamental value of the Young Adult Library Services Association and its members. Diversity is, thus, honored in the Association and in the collections and services that libraries provide to young adults.
ANNOUNCED
The list of nominations will be updated monthly. The cumulative list will be available electronically on YALSA-BK. The final list of nominations will be available after November 1.
ACCESS
The final list of selected titles will be available, as a press release, from the ALA Public Information Office the morning following the committee’s last meeting. The press release will be posted on YALSA-BK. The list is also available on the YALSA web site at http://www.ala.org/yalsa/popular-paperbacks-young-adults.
http://www.ala.org/yalsa/popular-paperbacks-young-adults
http://booklists.yalsa.net/
Quick Picks for Reluctant Readers
DEFINITION The list is for young adults (ages 12-18) who, for whatever reasons, do not like to read. The purpose of this list is to identify titles for recreational reading, not for curricular or remedial use.
CRITERIA
All titles should have appeal as self-selected leisure reading for young adults. Books should be evaluated by subject, cover art, readability, format, style and teen feedback. Teen feedback from reluctant readers, is encouraged. Standard selection criteria consonant with the ALA Library Bill of Rights shall be applied.
ANNOUNCED
Selection of the annual list will be made during the last group meeting of the year. Members can vote only on nominated books they have read. The list of nominations will be updated on the Hub as nominations are finalized by the group. The final list of selected titles will be available on the Hub and in the Teen Book Finder database
ACCESS
http://www.ala.org/yalsa/quick-picks-reluctant-young-adult-readers
http://www.yalsa.ala.org/thehub/
Readers’ Choice
DEFINITION To aid librarians in encouraging young adults to read for pleasure by presenting lists of the year’s popular or topical titles that represent a broad variety of themes and genres with teen appeal.
CRITERIA
Titles must be published between November 1 of the prior year and October 31 of the current year.
If a title has been published in a foreign country prior to publication and release in the United States, then the US copyright is regarded as the official copyright for the purpose of this list.
Titles must be widely available in the United States.
Only titles marketed by a publisher for a teen/young adult audience may be considered.
Popularity takes precedence over literary quality.
Titles must be identified with one of the stated broad categories: horror/thriller, mystery/crime, nonfiction, realistic fiction, romance, science fiction/fantasy, and the ‘wild card’ that each committee chooses annually.
Materials in different formats, such as graphic novels and poetry, are eligible for the list but must be identified with a particular category.
Nominations from authors or publishers for their own titles are not eligible for the list. Nominations are not eligible from current Readers’ Choice List Committee members.
Standard selection criteria consistent with the ALA Library Bill of Rights shall be applied.
ANNOUNCED
Nominations will be posted monthly, with a final vote taking place each November.
ACCESS
Stopped in 2014 http://www.ala.org/yalsa/readerschoice
Teens Top Ten
DEFINITION The Teens' Top Ten is a "teen choice" list, where teens nominate and choose their favorite books of the previous year! Nominators are members of teen book groups in fifteen school and public libraries around the country
CRITERIA
The Teens’ Top Ten is a booklist created entirely by and for teens. These 20 groups will nominate books published in a calendar year to create the official Teens’ Top Ten nominations. Then, teen voters across the country cast ballots for their favorites, creating the Teens’ Top Ten.
In addition to creating the official Teens’ Top Ten nominations, the groups also evaluate books for publishers. More than 30 publishers provide advanced reading copies to teen book discussion groups in libraries and in exchange, teen readers evaluate them.
ANNOUNCED
Nominations are posted on the Thursday of National Library Week, and teens across the country vote on their favorite titles each year. Readers ages twelve to eighteen will vote online between August 15 and Teen Read Week™ (October 7-13, 2018) here on the Teens' Top Ten site. The winners are announced the week after Teen Read Week.
ACCESS
http://booklists.yalsa.net/
http://www.ala.org/yalsa/teenstopten
Amazing Audiobooks
DEFINITION To select, annotate, and present for publication an annual list of notable audio recordings significant to young adults from those released in the past two years.
CRITERIA
Appeal of content to any or all potential listeners between 12 and 18 years old. While the list as a whole addresses the interests and needs of young adults ranging in age from 12 to 18, individual titles may appeal to parts of that range rather than to its whole. Material need not be “family friendly,” or appeal to the youngest common denominator of adults.
Adapted materials must remain true to, expand, or complement the original work.
Effective use of voices, music, sound effects, and language.
Appropriateness of material for audio presentation.
Suitability of match between performer and text.
Possible expansion of audience of young adults for a text that has not been readily accessible in its print format to its target audience.
Professional production quality
Correct pronunciation of all text words is required, however, a title would not necessarily be disqualified if an error is deemed by the Team to be minor. when evaluating the recording as a whole
Clarity of recording is required.
Informative packaging is preferred.
Curricular suitability can be a positive consideration but is not a requirement for inclusion.
ANNOUNCED
The final list, with annotations written by the team, will be complete by Dec. 31. The list will be made available on The Hub and in the Teen Book Finder Database.
ACCESS
http://booklists.yalsa.net/
http://www.yalsa.ala.org/thehub/
YA Choices
DEFINITION Since 1986, the Young Adults' Choices project has developed an annual list of new books that will encourage adolescents to read. Give young adults an opportunity to voice their opinions about books written for them
Develop an annual annotated reading list of new books that young adults enjoy
Help teachers, librarians, booksellers, parents, and others find books that will encourage young adults to read more
CRITERIA
Each year, approximately 12,500 students (grades 7–12) from different areas of the United States read and select 30 titles from new books donated by North American publishers.
Showcase a diversity of cultures, races, gender identities, and abilities, reflected through cover art, characters, authors, and illustrators of YA literature, in our annotated reading list, so that more student populations recognize themselves on the covers and in the content, allowing for greater engagement and motivation to seek out like titles.
ANNOUNCED
The annual Young Adults’ Choices reading list will be available online in May and on-site at the International Literacy Association 2019 Conference.
ACCESS
https://literacyworldwide.org/get-resources/reading-lists/young-adults-choices-reading-list
Lone Star Reading List
DEFINITION To select a recommended reading list designed for young adults of Texas, grades 6-8, from books published in the two years prior to the list being published and to annotate said list.
CRITERIA
Nomination criteria: The book must be favorably reviewed in a scholarly journal for grades 6, 7, or 8. The person making the nomination must have read the book.
Content: Only one book per author per genre may be included on the list. Titles shall be nominated that reflect a variety of difficulty levels for readers in grades 6-8, i.e. a book for unsophisticated readers beginning the sixth grade and one for mature eighth graders. The committee strives for a fairly equal distribution of books targeting each of the three grade levels and within each set further seeks balance in areas such as genre, gender appeal, interest, subject, and difficulty.
ANNOUNCED
The final list of nominations will be available after October 1st.
Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles. The YART webmaster will post the list to the TLA website. The chair will post the list to the YART membership electronic distribution list and other distribution lists as appropriate. The list will also be submitted to the Texas Library Journal, the TLACast, and the YA Round Table Revue.
ACCESS
http://txla.org/groups/lone-star
TAYSHAS Reading List
DEFINITION: To select a recommended reading list designed for young adults of Texas, grades 9-12, from books published in the two years prior to the list being published and to annotate said list.
CRITERIA
Eligibility Time Frame
The Committee will consider and vote on books published within the 2 years prior to the year the list is published. Nominations may be accepted from the field and Committee up to October 1 of that calendar year. Field/community suggestions must be submitted on the official form, which is available on the YART web site. Community suggestions will not be considered official Tayshas nominations until a Tayshas Committee member recommends them to the Tayshas Committee.
Nomination criteria
The book must be favorably reviewed in a scholarly journal for grades 9-12. The person making the nomination must have read the book.
Content
Titles shall be nominated that reflect a variety of difficulty levels for readers in grades 9-12, i.e. a book for unsophisticated readers beginning the ninth grade and one for mature twelfth graders.
The committee strives for a fairly equal distribution of books targeting each of the four grade levels and within each set further seeks balance in areas such as genre, gender appeal, interest, subject, and difficulty.
There will be no limit of titles by a specific author.
A book may not be re-nominated that was considered the previous year by the Tayshas Committee.
A book may not be considered if was chosen for the Lone Star Reading List the previous year.
ANNOUNCED The final list of nominations will be available after October 1st.
Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles. The YART webmaster will post the list to the TLA website. The chair will post the list to the YART membership electronic distribution list and other distribution lists as appropriate. The administrative assistant will contact the publishers. The list will also be submitted to the Texas Library Journal, the TLACast, and the YA Round Table Revue.
ACCESS
http://txla.org/groups/tayshas
Maverick Reading List
DEFINITION: To select a recommended reading list of graphic novels designed for young adults of Texas, grades 6-12, from books published in the two years prior to the list being published and to annotate said list.
CRITERIA
Nomination criteria:
The content of the book must be relevant to readers in grades 6-12.
The book must be relevant in subject, language and age.
The book must have literary merit and wide appeal.
The TMGNRL is intended for recreational reading and not to be restricted to supporting a specific curriculum. The list as a whole seeks balance in genre, gender appeal, interest, subject and difficulty.
Books selected for the TMGNRL will:
Reflect an integration of images and words
Exhibit a clarity of visual flow on the page
Contain images that convey necessary meaning
Contain outstanding quality of the artwork's reproduction
Contain narrative that is enhanced by the artwork
Be comprised of narrative dominated by sequential art component -- at least 50% sequential art
ANNOUNCED
The final list of nominations will be available after October 1st.
Following its last meeting, the committee will provide the Young Adult Round Table with the final annotated list of selected titles. The YART webmaster will post the list to the TLA website. The chair will post the list to the YART membership electronic distribution list and other distribution lists as appropriate. The administrative assistant will contact the publishers. The list will also be submitted to the Texas Library Journal, the TLACast, and the YA Round Table Revue.
ACCESS
http://txla.org/groups/Maverick
Scott O’Dell Award for Historical Fiction
DEFINITION: In 1982, Scott O'Dell established The Scott O'Dell Award for Historical Fiction. The annual award of $5,000 goes to an author for a meritorious book published in the previous year for children or young adults. Scott O'Dell established this award to encourage other writers to focus on historical fiction.
CRITERIA
To be eligible for the award, a book must have been published as a book intended for children or young people, it must be set in the New World (Canada, Central or South America, or the United States), it must be published by a publisher in the United States, and it must be written in English by a citizen of the United States.
ANNOUNCED
Awards are normally given during the annual ALA Conference. However, due to author schedules, awards may be given during the Winter meeting.
ACCESS
https://scottodell.com/the-scott-odell-award
SELF-REFLECTION
Wow! So many awards, categories, and list to be aware many brought courtesy of the ALA conference both mid-year and annual. I amazed to learn that LGBT and Latinx books are being brought to the forefront, and being read by youth in schools. Growing up the only authors I read about in school were of European descent. I am glad that the lists are inclusive and representative of many cultures and life experiences. I am glad that the new stories attempt to catch even the reluctant readers, pushing them in the right direction to pick up books. I noticed that while each category has its specific criteria such as the mystery or nonfiction books, most list require the the books have a fairly recent publish date in order to be considered for the award. It was also interesting to learn that many of the lists for YA were nominated and voted for by those readers.
Access to these lists can come in handy when it is time to order books that replenish the library shelves.
POETRY
Is often confused as a genre; however, it is a format, a way in which to write fiction.
In general, narrative poetry is favored among children because they are very familiar with stories. Some authors that have written narrative poetry include Shel Silverstein, Judith Viorst, and Isabel Campoy.
Research shows that haiku and free verse are types of poem that elementary students had the most difficult time with. It is difficult to decipher the meaning or message of the author.
Children like poems with sound devices such as alliteration and onomatopoeia. They also love funny poems, animal poems, poems that demonstrate familiar experiences, and contemporary poems (that use familiar language).
By the time students reach upper elementary, their interest in poetry declines.
As a librarian, you should look for poems that are contemporary, poems with familiar and enjoyable experiences. that tell a story with humor, heavy imagery or implied emotion.
Consider these books for your library:
If Your Not Here, Please Raise Your Hand by Kalli Dakos. This book was in the YA children’s choice list. They are poems about school, narratives, and poetry based on what happened in her classroom.
Grimmericks by Susan Pearson. These are humorous points written in limericks.
Technically It’s Not My Fault by John Gramdits. These are narrative poems written as concrete poems.
Ruth Keller has many books that illustrate parts of language such as possessives, adjectives, and nouns.
Many Luscious Lollipops,
A Case of Jewels,
Up and Away,
Kites Sail House,
Merry-go-round,
Mine, All Mine
The important thing is to engage students in poetry. This could be having special readings. Allowing kids to move to poetry or dramatize poetry. Engage students in the reading of the poem by using choral speaking, refrain, arrangement, line arrangement, using different voices, cumulative arrangement, and unison arrangement. This will help them engage in the elements of poetry such as rhythm, rhyme, onomatopoeia, repetition in a fun way.
SELF-REFLECTION
It is wrong that students come away feeling like they cannot connect to poetry. As teachers and librarians, we must instill the love for the format. If children have fun with contemporary poetry with its many styles, they will more willing to try writing Haiku's, allegories, or limericks, to name a few. In my kindergarten classroom, Dr. Seuss is a staple. I need to be on the lookout for more authors who would appeal to my classroom. As a librarian, I can see the need to have sections of poetry for Early Childhood, Upper Elementary, Middle Grade and Young Adult.
HISTORICAL FICTION
Definition: a story that is set in the past. It is important to keep in mind that what can be considered current events for a 40-year-old in 2018 such as the destruction of the World Trade Center in New York on September 11, 2001, could be considered history for a 5-year-old.
Some ways to evaluate historical fiction for children are:
The book blends history with the story well.
The historical facts are accurate.
Reveals how values of the historical time period may be different than current ones. Blacks and whites were not allowed to co-exist 150 years ago, whereas now we have biracial families.
Clothing, architecture, and speech patterns are consistent with the historic period.
The theme applies to contemporary readers because it is universal.
SELF-REFLECTION
It is important that students are not misled to believe things that are not true about a historical piece. As they say in history the victor writes history. Therefore, there may already be some pre-existing biases. It is important that the facts be presented as accurate as possible so that readers do not learn history the wrong way.