Since there was not a question to answer, I think I will pose one to you. What did you think about the formatting of this book?
I thought it made the book easier to read and follow. Because there were so many different stories that came to one, it was nice to get the back ground on the characters first. By separating the book into four books, then each of those into chapters, the reader feels like they are getting through the book faster. I have found when there are small chunks in a book, people of all ages feel as though they read it faster. I really enjoyed how all three stories came together in the fourth part of the book making it one cohesive story.
I liked the break up of the pictures in the book. It enhanced the readers experience with the story but did not complicate it or leave no room for imagination. I thought the picture of the Roscuro with the spoon on his head was particularly wonderful and children would get a kick out of it.
That did you think?
Showing posts with label LIBR264Discussions. Show all posts
Showing posts with label LIBR264Discussions. Show all posts
Thursday, December 6, 2012
Sunday, November 25, 2012
Unit 9 Discussion
There are some that say that tween is a media construction How does the media construct the "tween" and what are concerns with this?
Media and Tween Girls: Creating a Positive Influence. Psychology Today. http://www.psychologytoday.com/blog/princess-recovery/201204/media-and-tween-girls-creating-positive-influence. "Tweens are an important part of the culture for marketers. The term “tween” was created by marketers, according to Peggy Orenstein in her book Cinderella Ate My Daughter. This age group, usually 8-12-year-olds, are not children, yet they are not yet teens. They do no want to be identified as “little” and yet they need their parents for most things. Tweens are just as likely to roll their eyes and demand independence as they are to jump in your lap as they did when they were five. "
As this quote states, tweens are in between the independent nature of teenagers but not as involved with their parents as they were as a child. This can be dangerous in the media because of the vulnerability to new and different influences. There are many tweens who begin to be weight conscious or want to be waxed. They are influenced by the media and believe these products will make them a more popular person. Because tweens are exploring the world a little more, they are less likely to think things through. They go out and explore, then come back to their parents. If the media is not careful, the messages going out to these children will lead to actions that are unhealthy for the mind and or body of the tween.
The article in Psychology Today explains how the psychological state of tweens are influenced negatively at the moment. The media still creates the ideal body and person as someone thin, tan, and not full of responsibility. The "cool" image is not a smart and driven person and has not been for a long time, if ever. It is important for tweens to have other influences in their lives that show tweens that being oneself is better than trying to fit the mold.
Media and Tween Girls: Creating a Positive Influence. Psychology Today. http://www.psychologytoday.com/blog/princess-recovery/201204/media-and-tween-girls-creating-positive-influence. "Tweens are an important part of the culture for marketers. The term “tween” was created by marketers, according to Peggy Orenstein in her book Cinderella Ate My Daughter. This age group, usually 8-12-year-olds, are not children, yet they are not yet teens. They do no want to be identified as “little” and yet they need their parents for most things. Tweens are just as likely to roll their eyes and demand independence as they are to jump in your lap as they did when they were five. "
As this quote states, tweens are in between the independent nature of teenagers but not as involved with their parents as they were as a child. This can be dangerous in the media because of the vulnerability to new and different influences. There are many tweens who begin to be weight conscious or want to be waxed. They are influenced by the media and believe these products will make them a more popular person. Because tweens are exploring the world a little more, they are less likely to think things through. They go out and explore, then come back to their parents. If the media is not careful, the messages going out to these children will lead to actions that are unhealthy for the mind and or body of the tween.
The article in Psychology Today explains how the psychological state of tweens are influenced negatively at the moment. The media still creates the ideal body and person as someone thin, tan, and not full of responsibility. The "cool" image is not a smart and driven person and has not been for a long time, if ever. It is important for tweens to have other influences in their lives that show tweens that being oneself is better than trying to fit the mold.
Friday, November 9, 2012
Discussion Unit 8
Discuss how the reading experience is different/similiar when reading in alternative formats. Include commentary on the role of graphics (text messaging language, icons in ttyl).
Until this last summer when I took Materials for Teens, I had never read a graphic novel. I was always interested in the fact that children and teens who read them would check out so many at a time. I am not the fastest reader because I like to digest my books so I just thought they must be faster than I was. When I started reading graphic novels, I finally understood. Because there are pictures there is less imagination needed to be involved with the story. I found that I could be less engaged as well. I could be interrupted and there would be no problem getting back into the flow of the story. I found this interesting because I like to submerge myself in my reading.
I have read all three of the books assigned for this week and I find them all interesting but very different from each other. The Invention of Hugo Cabret felt very different to read than the other two. There was something captivating about the pictures because they were so detailed. This book creates a world where the reader still needs to use his or her imagination to understand the story and characters. There is a lot of thinking going on because the story is told in two different ways. I was fascinated with the way the story flipped back and forth. I also really enjoyed the author's other book, Wonder Struck. This book tells one story with words and the other with pictures then they both collide.
TTYL is all written in text speak. There are emoticons and screen names. This was interesting to read because the setting was not very clear. The only things the reader knew is what the characters talk to each other about. Something I found interesting was the emotion words. There would be a symbol followed by an action such as ~smiling ear to ear~ instead of an emoticon. This was hard as a reader in some respects because the details were so few but in others it was simple. It was just like having a texting conversation without knowing the background content.
Smile is a classic graphic novel. It reads like a comic book and is full of colorful detailed pictures. The lack of detail in the words is made up for with the pictures. I read this book in an hour because of the lack of words and thought it needed. Many children love this book because they can relate to it and see how it is played out. Comics have been popular for generations. It has just branched out from superheros to other stories. There are actually history books I have found in graphic form for the kids in my school.
Until this last summer when I took Materials for Teens, I had never read a graphic novel. I was always interested in the fact that children and teens who read them would check out so many at a time. I am not the fastest reader because I like to digest my books so I just thought they must be faster than I was. When I started reading graphic novels, I finally understood. Because there are pictures there is less imagination needed to be involved with the story. I found that I could be less engaged as well. I could be interrupted and there would be no problem getting back into the flow of the story. I found this interesting because I like to submerge myself in my reading.
I have read all three of the books assigned for this week and I find them all interesting but very different from each other. The Invention of Hugo Cabret felt very different to read than the other two. There was something captivating about the pictures because they were so detailed. This book creates a world where the reader still needs to use his or her imagination to understand the story and characters. There is a lot of thinking going on because the story is told in two different ways. I was fascinated with the way the story flipped back and forth. I also really enjoyed the author's other book, Wonder Struck. This book tells one story with words and the other with pictures then they both collide.
TTYL is all written in text speak. There are emoticons and screen names. This was interesting to read because the setting was not very clear. The only things the reader knew is what the characters talk to each other about. Something I found interesting was the emotion words. There would be a symbol followed by an action such as ~smiling ear to ear~ instead of an emoticon. This was hard as a reader in some respects because the details were so few but in others it was simple. It was just like having a texting conversation without knowing the background content.
Smile is a classic graphic novel. It reads like a comic book and is full of colorful detailed pictures. The lack of detail in the words is made up for with the pictures. I read this book in an hour because of the lack of words and thought it needed. Many children love this book because they can relate to it and see how it is played out. Comics have been popular for generations. It has just branched out from superheros to other stories. There are actually history books I have found in graphic form for the kids in my school.
Sunday, November 4, 2012
Unit 7 Discussion Post
These are both stories that deal with dystopian futures - and they are both read by readers younger than the original intended audience - The Giver through use in classrooms (i.e. 4th & 5th grade) and Hunger Games through popularity. Are these tween books? Should they be read with guidance (book club?) Or does the dystopian future mitigate this concern? You can argue that The Giver is, and Hunger Games isn't - be specific, and refer both to books and readings to this point
The Giver has been read by many children and adults over the years. Then the Hunger Games took the world by storm more recently. It is not surprising that tweens begin to read these books. Dystopian societies are very interesting to people of all ages, but especially to tweens and teens. There is something about the developmental age these tweens are in that makes them want to explore the possibilities of different societies. They are beginning to understand how society affects the individual and how the individual affects the society. Because of this, the books may not have a target audience of tweens, but I believe they could be considered tween books.
In the Hunger Games and the Giver, the main characters are around the same age. They both take place in societies where everything is controlled. For tweens growing up in the freedom of democracy, this is a hard concept to fathom which could make it even more interesting to read. The heroine in the Hunger Games shows strength in the midst of chaos. She pulls from her inner strength to remain herself in a society trying to make something else of her.
These books could be considered tween or teen books. The Giver is used in elementary schools and has been for years. The children can relate to the characters and the fact that they are told what to do on a daily basis. The students feel they are not always control of their future. The Hunger Games has caused a lot of problems in elementary and middle schools, but many librarians fight that there is a lot of reasons to have these books in the library. In the elementary school I work in, I have this series. The children love these books because there is adventure, strength and the bond of family in it. These are all themes that are in many tween books. For these reasons, I would say that the series is a tween series. The challenges come from the violence in the books. This could be argued as bad for children to read, but violence is everywhere in our society. Video games, television and movies use violence all the time. These books have other wonderful qualities that the violence is a small portion of the message.
The Giver has been read by many children and adults over the years. Then the Hunger Games took the world by storm more recently. It is not surprising that tweens begin to read these books. Dystopian societies are very interesting to people of all ages, but especially to tweens and teens. There is something about the developmental age these tweens are in that makes them want to explore the possibilities of different societies. They are beginning to understand how society affects the individual and how the individual affects the society. Because of this, the books may not have a target audience of tweens, but I believe they could be considered tween books.
In the Hunger Games and the Giver, the main characters are around the same age. They both take place in societies where everything is controlled. For tweens growing up in the freedom of democracy, this is a hard concept to fathom which could make it even more interesting to read. The heroine in the Hunger Games shows strength in the midst of chaos. She pulls from her inner strength to remain herself in a society trying to make something else of her.
These books could be considered tween or teen books. The Giver is used in elementary schools and has been for years. The children can relate to the characters and the fact that they are told what to do on a daily basis. The students feel they are not always control of their future. The Hunger Games has caused a lot of problems in elementary and middle schools, but many librarians fight that there is a lot of reasons to have these books in the library. In the elementary school I work in, I have this series. The children love these books because there is adventure, strength and the bond of family in it. These are all themes that are in many tween books. For these reasons, I would say that the series is a tween series. The challenges come from the violence in the books. This could be argued as bad for children to read, but violence is everywhere in our society. Video games, television and movies use violence all the time. These books have other wonderful qualities that the violence is a small portion of the message.
Sunday, October 21, 2012
Unit 6 Post
It is said that fiction increase/improves empathy. How can reading books from diverse cultures and lifestyles help increase our cultural competence, as well as tweens? Feel free to use examples from other reading such as Higher Power of Lucky (rural) or Are you there God? (religion)
Cultural competence is very important because it allows all people to feel comfortable in their own skin. Tweens are struggling with the changes in their lives, bodies, and minds. Feeling accepted is important to everyone, at any age. When people understand different cultures, they are more inclined to accept them for who they are.
I read Bud, Not Buddy and The Absolutely True Diary of a Part Time Indian. The diary was very interesting to me because I live in Spokane, Washington. I know where the reservation is and I know the "white" school Arnold went to. I am part Native American and the story really interested me because I have never lived on a reservation. I do not have a lot of knowledge as to what happens there and what the priorities are like. The fact he was treated so terribly in the outskirts of my city was hard to swallow, but informative. The ending of this book was the most powerful part to me. Arnold explains how he is still Native and part of this tribe, but he has not given up on being something more. He embraces who he is and uses that to be successful. Understanding the struggles that the Native Americans go though to this day is extremely important to becoming a culturally competent librarian as well as citizen. This book allows tweens, teens, and adults to see into the sadness of the Spokane reservation.
Bud, not Buddy was an interesting story of finding oneself. This book was an amazing story and after reading it, I understood why it is still popular after all these years. This book was not as shocking to me because there has been a lot of information about how badly the white people treated people of color.The interesting piece for me was the class difference. Bud was used to poverty and the change in scenery was exciting to him, but showed the reader the huge gap among the "haves" and "have nots."
There are many ways we are all different. As a librarian, it is our responsibility to provide access to all different cultures. It is also very helpful for us to be knowledgeable about other cultures. People from different part of cities, different socioeconomic classes, lifestyles, and belief systems all need to try to understand each other in order to live in a world where acceptance is prevalent.
Sunday, October 7, 2012
Unit 5 Discussion
Is it bullying or is it drama? How can we frame and contribute to this conversation, particularly with tweens in a way that engages with their rhetoric?
"Dismissing a conflict that’s really hurting their feelings as drama lets teenagers demonstrate that they don’t care about such petty concerns." (Boyd, 2011). This is a powerful statement that was made in an article titled "Bullying as True Drama" by Danah Boyd and Alice Marwick. It was published in The New York Times in 2011. This is true for adults as well as teens. People use defense mechanisms to combat the everyday stresses in their lives. One of them used is to brush something off like it does not matter. More often than not drama is coined drama because someone has caused problems. Problems generally result in hurt feelings and hurt feelings can come from bullying. This vicious cycle can have consequences no one can predict. As adults working with teens and tweens, we need to be hyper aware of the terms used. If there is someone who talks about drama in their lives often, they may need to talk more and may know something about some bullying going on. In the book Holes, bullying is prominent throughout the book. The kids try to brush it off because they want to be strong, but hearts are broken none the less. If we can pay attention to the kids we work with, be trustworthy people in their lives, then maybe we can be someone they talk to.
"Dismissing a conflict that’s really hurting their feelings as drama lets teenagers demonstrate that they don’t care about such petty concerns." (Boyd, 2011). This is a powerful statement that was made in an article titled "Bullying as True Drama" by Danah Boyd and Alice Marwick. It was published in The New York Times in 2011. This is true for adults as well as teens. People use defense mechanisms to combat the everyday stresses in their lives. One of them used is to brush something off like it does not matter. More often than not drama is coined drama because someone has caused problems. Problems generally result in hurt feelings and hurt feelings can come from bullying. This vicious cycle can have consequences no one can predict. As adults working with teens and tweens, we need to be hyper aware of the terms used. If there is someone who talks about drama in their lives often, they may need to talk more and may know something about some bullying going on. In the book Holes, bullying is prominent throughout the book. The kids try to brush it off because they want to be strong, but hearts are broken none the less. If we can pay attention to the kids we work with, be trustworthy people in their lives, then maybe we can be someone they talk to.
Sunday, September 30, 2012
Unit 4 Discussion
Using the developmental assets and readings for support discuss why it is important to provide material for tweens that address "tough issues". How did the tween book you read represent a developmental or age appropriate approach to dealing with the topic of loss, abuse, homelessnes, alcoholism, etc. This discussion should help clarify a position of advocacy to those who might challenge these titles.
Children in the ages of 9-14 are going through a stage in their lives where things are changing. There are many developmental changes during this time where children become more independent from their parents, and yet still greatly need them. This is the time when problems in families are noticed. Before, children may not realize the issues present. It is important to provide materials to tweens on harder subjects because it will help them digest it.
I read The Higher Power of Lucky this week. This book deals with abandonment and not feeling loved. Lucky is very worried that she will have to go into foster care because her Guardian will leave her. Because of this lack of confidence in her security, she decides to run away first. In the article "Running in the Shadows" tweens are running because their home does not feel safe. This is the same reasoning Lucky had. Even though some of the circumstances may be different, tweens who feel abandoned could relate to this book and find solace in what happens to Lucky. They can learn about the fact that family is the people who are there for you.
Librarians need to make these materials available to tweens because when they feel alone, books showing them others have negative feelings too can help. Understanding one is not alone is a basic need of humans.
Sunday, September 16, 2012
Unit 3 Discussion
Are there boy books and girl books? Do we embrace this as a professional necessity or do we actively try to fight stereotypes?
This week's topic is interesting to me because there are so many different thoughts about this. I do not believe there are girl and boy books, but I do believe that there are gender specific books on a base level but advertising and society changes this. Different colors are used on so called girl books than on boy books. This is especially prominent in children's picture books. There are books with pink covers and ones with blue covers. We teach our children young that pink is a girl color and blue is a boy color so they gravitate to those books.
As children get older, the pressure rises to fit into the gender roles society places on them. The girl who wants to read Diary of a Wimpy Kid instead of Dork Diaries can be made fun of by her peers because it is a boy book. I found it very fascinating that it is harder to get boys to read than girls. This may be due to the fact that boys are raised to spend less time reading and more time outside. The stereotypes have been passed down over the generations and even though we have come so far in creating equality, it still shows. The article "Sweet Valley High" talked about how boys used to be more academically advanced than girls but that it has changed in the last few years and the girls are pulling ahead. I wonder why this is. The article explains a few reasons but more studies would have to be done to conclude anything.
This week I read Hatchet which is supposed to be a boy book. I had honestly never read it and now I am sorry that I hadn't sooner. The way it was written, the gender did not matter because it was a person trying to survive. This book was a page turner and I will be recommending it to many of the kids I work with. I think girls and boys alike would like this book. Now, "Are You There God, Its Me Margaret" talks about some personal issues girls go through during puberty which could make a boy want to read a different book. In this case, the interests of boys and girls and what happens to them in puberty will be different.
Books should not be judged by whether they have a male or female protagonist. There are books that both genders can enjoy equally and in many different ways.
This week's topic is interesting to me because there are so many different thoughts about this. I do not believe there are girl and boy books, but I do believe that there are gender specific books on a base level but advertising and society changes this. Different colors are used on so called girl books than on boy books. This is especially prominent in children's picture books. There are books with pink covers and ones with blue covers. We teach our children young that pink is a girl color and blue is a boy color so they gravitate to those books.
As children get older, the pressure rises to fit into the gender roles society places on them. The girl who wants to read Diary of a Wimpy Kid instead of Dork Diaries can be made fun of by her peers because it is a boy book. I found it very fascinating that it is harder to get boys to read than girls. This may be due to the fact that boys are raised to spend less time reading and more time outside. The stereotypes have been passed down over the generations and even though we have come so far in creating equality, it still shows. The article "Sweet Valley High" talked about how boys used to be more academically advanced than girls but that it has changed in the last few years and the girls are pulling ahead. I wonder why this is. The article explains a few reasons but more studies would have to be done to conclude anything.
This week I read Hatchet which is supposed to be a boy book. I had honestly never read it and now I am sorry that I hadn't sooner. The way it was written, the gender did not matter because it was a person trying to survive. This book was a page turner and I will be recommending it to many of the kids I work with. I think girls and boys alike would like this book. Now, "Are You There God, Its Me Margaret" talks about some personal issues girls go through during puberty which could make a boy want to read a different book. In this case, the interests of boys and girls and what happens to them in puberty will be different.
Books should not be judged by whether they have a male or female protagonist. There are books that both genders can enjoy equally and in many different ways.
Sunday, September 2, 2012
264 Discussion- Harriet the Spy
These titles were published
for children well before the tween label existed. How are these tween
titles? Use the lecture and developmental assets as well as specific
details from the titles to respond to this prompt.
I read Harriet the Spy by Louise Fitzhugh. This book is about a little girl who wants to know more about the world around her. She has been privileged by having a cook and nanny. She is not sure how other people live. Harriet strives to know about everything. Her nanny, Ole Golly says to her "There is as many ways to live as there are people on the earth and I shouldn't go around with blinders but should see every way I can. Then Ill know what way I want to live and not just live like my family" (Fitzhugh, 21). Harriet lives by this.
The exploration that Harriet partakes in is very much aligned with what is going on with her developmentally at 11 and 12. This would be aimed at tweens because they are going through the same changes. They are not small children anymore, but there is so much to learn. Harriet is starting to spread her wings by learning everyone is different. She spends time at her friend Sport's house and find out his family dynamic is different. She had never thought about rich and poor before. Tweens are still reliant on their parents and role models, but starting to care more about their friends and their opinions. As stated in the article 40 Developmental Assets, when children in middle childhood feel safe, they are able to explore more. They are beginning to want to solve problems on their own and their parents are seen less as idols and more as older people.
I read Harriet the Spy by Louise Fitzhugh. This book is about a little girl who wants to know more about the world around her. She has been privileged by having a cook and nanny. She is not sure how other people live. Harriet strives to know about everything. Her nanny, Ole Golly says to her "There is as many ways to live as there are people on the earth and I shouldn't go around with blinders but should see every way I can. Then Ill know what way I want to live and not just live like my family" (Fitzhugh, 21). Harriet lives by this.
The exploration that Harriet partakes in is very much aligned with what is going on with her developmentally at 11 and 12. This would be aimed at tweens because they are going through the same changes. They are not small children anymore, but there is so much to learn. Harriet is starting to spread her wings by learning everyone is different. She spends time at her friend Sport's house and find out his family dynamic is different. She had never thought about rich and poor before. Tweens are still reliant on their parents and role models, but starting to care more about their friends and their opinions. As stated in the article 40 Developmental Assets, when children in middle childhood feel safe, they are able to explore more. They are beginning to want to solve problems on their own and their parents are seen less as idols and more as older people.
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