Reflection

I came into this class with a decent knowledge of technology. Despite being in my 40's, I consider myself a digital native because my dad began working in the computer industry in the early 80's. From the time I was 9, we had a computer in my home. Many things have changed since 1984 in regards to technology and I have never been one who needs to be convinced of the benefits of technology in the classroom. This course helped me view technology and media in new ways. I was stretched to consider applications that I never would have imagined using in the classroom. Overall, I feel better equipped to use new technology in new ways in my library.

Infographics were a new experience for me and I would have to say, they were my favorite. It is one of those applications that has limitless possibilities. Presenting information in this creative way is beneficial to both teachers and students. This was an activity that I can picture using with G/T students as a way to demonstrate their understanding of their annual TPSP topic. Infographics are also a great way for teachers to share information with students, particularly information they need to access continually or for ongoing assignments.

The social media applications we discussed in class were something I struggled to fit into my idea of what can be done in the library, specifically on an elementary campus. Since my students are not legally allowed to register their own accounts, I had a difficult time with the assignments for Instagram and Vine. Podcasting was another application I found to be a difficult fit for a library visit for elementary students. While these may be tricky to imagine in my library curriculum, I'm glad to have had an opportunity to use these familiar concepts in an education setting.

Looking back, this class allowed me to experience a wide variety of applications that can differentiate my library lessons from what they are able to do in the classroom. As a librarian, my goal is to not only teach my students new things related to technology but also to demonstrate something new for the teachers. This class was a great starting point for the fun activities and 21st century learning I want implemented in my library.

Clark and Kozma Media Debate

Clark's argument that media is simply a delivery device and that it does not influence student achievement was made in the mid 1980's. Kozma, on the other hand, argues that certain learning tasks can be accomplished with the help of media. Media includes technology, "spoken language, printed text, pictures, numbers, graphs, and musical scores." The concept and debate of changing media in learning has existed since the days of Socrates.

After reading about the debate, I am torn. If this debate was solely on technology, I could easily side with Clark. But when you consider technology is only a small piece of the puzzle and media includes texts, I have to agree with Kozma. Regardless of a teacher's skill, media has an integral role in the educational process in order to engage students, assess understanding, encourage collaboration, etc. I think that teachers and media make a complete picture of education. One without the other is inadequate and I think teachers would agree that it is a codependent relationship. Now I will say that media on its own or in the hands of an ill-equipped teacher is not as effective as it could be. Good teachers plus the right use of media equal success for students.

"In spite of various volleys back and forth by Clark, Kozma, and others there remains no
conclusive evidence that any one medium is more effective than any other. Clark still uses this to conclude that specific media choices are irrelevant to educational outcomes, while Kozma remains optimistic that effects will become noticeable and suggests we consider the effects based on the attributes of the medium rather than the specific medium itself." (Moffat, 2013) When it comes to solely looking at technology I agree with much of Clark's research and arguments. One of the most frustrating things I've seen in classrooms is the use of technology simply for the sake of technology. In my research on this debate, it seems that 21st century educational minds focus on the technology portion of this debate instead of the larger picture of all media, which was at the center of the original conversation. My role as a librarian would be greatly inhibited if I didn't have access to great technology and amazing literature. These media in particular allow me to teach my students how to successfully analyze information, navigate the internet, and develop a love of reading.


Sources:



"The Media Debate." The Media Debate. EduTech Wiki, n.d. Web. 16 Nov. 2016.

Becker, Katrin. (2010). "The Clark-Kozma Debate in the 21st Century." Academia.edu - Share Research. N.p., Retrieved from http://mtroyal.academia.edu/ on 16 Nov. 2016.

Moffat, Dave. (2013). "Clark and Kozma Debate Is It Still Relevant." Retrieved from https://dcmoffat71.wordpress.com/2013/04/17/clark-and-kozma-debate-is-it-still-relevant/ on 16 Nov. 2016.

Podcasts

My experience with podcasts includes one podcast that I made during an earlier grad school class where I discussed a pioneer in the world of library science and a couple where I had to interview students about library usage. Outside of school, my husband subscribes to a few sports related podcasts that I only listen to on long road trips so like comics, this is not a medium I have a lot of experience with.

My podcasts were all done through the website podbean.com and I have found the site to be very user friendly. It offers many features that go way beyond my needs including analysis tools, crowdfunding options, and iTunes support.

In my research on the use of podcasts in the classroom I came across some great websites with a variety of ideas on how to incorporate the media into an educational setting. This Scholastic article (http://www.scholastic.com/teachers/article/9-podcasts-teachers-and-kids) features a list of podcasts that students can listen to in order to learn about topics such as animals, languages, books, science and poetry.

This We Are Teachers website http://www.weareteachers.com/10-podcasting-projects-teachers-should-try-in-the-classroom-2/  features projects for students and I chose one of these for my sample podcast. I love the idea of allowing students to create a podcast as a way to demonstrate understanding. If I needed to share information with students, especially information from the library, then I would either make a video or a screencast. I am having trouble imagining a scenario where students would benefit from listening to a podcast by me, but I like the idea of students using them to share information with each other. One of the ideas on this website is to have students create a reading radio. I recruited help from my son who is a reluctant reader and up until recently, had never been excited about a fiction book. Here is a book tease by my son for the book The Terrible Two.

Sources:
Macpherson, Erin. (2014, August 7). "10 Podcasting Projects Teachers Should Try in the Classroom -       WeAreTeachers." WeAreTeachers. N.p., 18 Aug. 2016. Web. 10 Nov. 2016.

Richards, Emily. "9 Podcasts for Teachers and Kids | Scholastic.com." Scholastic Teachers.                      Scholastic, Inc., n.d. Web. 10 Nov. 2016.

Comics

I will start off by saying that I am not much of a reader of comics so this task was a challenge for me. The students at my school are big fans of graphic novels so the idea of allowing students to create a comic is very appealing. On makebeliefscomix.com (http://www.makebeliefscomix.com/How-to-Play/Educators/) the ideas for incorporating comics into the classroom is full of great ideas but are more of an ongoing project that students would need several days to complete. Students coming into the library would only have a limited amount of time to work on a task like this. It took me over an hour to complete mine! For library application purposes, it could be a project GT students complete for their yearly project. I also can imagine it being an activity that middle school students would enjoy doing as a technology library lesson. An understanding of story elements and summarization can be demonstrated through the creation of a comic strip.

My first attempt at a comic was on toondoo.com and I will say that I found it very easy to use. There are many options for customization and it was fun to play around with the characters, positions, emotions, backgrounds, etc. After doing a search in my school library today for books to put in a presidential election display, I ran across a book with a humorous title. I decided to include that book in my comic. (It may be hard to see, the book is called The Election Day Disaster)

Next I visited makebeliefcomix.com and appreciated the simple start up without the need for creating an account. After all the custom features on toondoo, I found the options available on makebeliefcomix.com to be a little disappointing. The lack of options could prove beneficial in a classroom environment because students wouldn't spend hours perusing all the features. There simply aren't that many options to look through. My feelings for the options however are summed up in the comic itself.

After several attempts to open Pixton, I finally was forced to give up. My computer's malware wouldn't allow me to open the site so I searched for another option and stumbled upon the delightful Storyboard That. The options available for customization are outstanding. I was able to start right away with no registration and it was incredibly simple to use. I can see this being a website I would recommend to teachers. Perhaps calling it a storyboard instead of a comic might open their eyes to the possibilities of teaching characters, setting, problem, solution, etc. Here's what I was able to produce in just about 10 minutes.

I was impressed with the ability to change everything. I was even able to adjust the lighting in the windows in the first library scene. There are hundreds of characters to choose from, I just selected the same one each time and changed the colors of her clothes, hair, skin, eyes, etc. to show the customization. Storyboard That was a fun find!

Comics would be a fun edition to makerspace. We have students who have ongoing physical projects, this could be ongoing as well, just online. I can foresee it would appeal to students who are incredibly creative, but might not be able to show it in conventional ways.  

Videos and QR codes in the library

YouTube

    Youtube can be a teacher's best friend! The resources available there and the ease of use make it a valuable asset for educators. Having students make their own videos for Youtube is taking it to a whole new level. For older students taking technology or production classes, I can see that these would be a great way for students to demonstrate understanding of the movie making process. On the Youtube channels we explored, I really liked the science experiment videos where students shot multiple phases of the experiment. When a problem occurred, they corrected the problem and tried again. Many of them had great editing, music and transitions that other student would enjoy watching while also learning about the science experiment.
     I think the mini-lessons are a great way for students to access and revisit pertinent information about research. I can see how this would be crucial for high school students who are expected to independently research and cite their sources.

Animoto

     I was looking forward to working with Animoto because I've heard about librarians using this with students who want to make book trailers. Unfortunately, it was an exercise in frustration for me. I have used several movie making programs including iMovie so I came into Animoto with expectations about customization. There was little opportunity for customizing the text placement, picture sizing and zoom, and there was little rhyme or reason to how any of it was displayed. My book trailer turned out only ok, but the perfectionist in me wished I could have had more control over the final product.
     For my book trailer, I chose The Terrible Two by Jory John and Mac Barnett. It is a bluebonnet book this year and is probably the first book my son has voluntarily read from cover to cover.

When master prankster Miles Murphy moves to sleepy Yawnee Valley, he challenges the local mystery prankster in an epic battle of tricks, but soon the two join forces to pull off the biggest prank ever seen.

QR Codes

I've seen QR codes used as way to send students exploring around the library on a scavenger hunt. Students used an iPad to read about the sections of the library and watch book trailers. I like the idea of using QR codes as a walking exhibit, having students move around the library or school to search for codes and utilize technology to learn in a unique way.

Linking students to online resources and e-book websites is also a great way to use QR codes in a practical way. Promoting those resources on bookmarks and posters is also great idea! Of course, all of this relies on users having access to a device to read these codes. Librarians would have to be intentional is their utilization of this technology making sure it matches up with the school's resources.


Sources:

Amazon. The Terrible Two (2015). Retrieved from https://www.amazon.com/Terrible-Two-Mac-Barnett/dp/1419714910/ref=sr_1_1?ie=UTF8&qid=1477876760&sr=8-1&keywords=terrible+two

Cornell, Kevin. (2015). Images retrieved from http://terribletwo.com

BBSMedia (2016, Sept. 23). Caroline's Director Video.         https://www.youtube.com/user/bbmsmedia/videos

Animoto.com

Instagram, Vine and Screencasts

Instagram

      I have had a personal Instagram account for several years and as far as social media is concerned, it is probably my favorite. Unlike Facebook, following someone on Instagram is not mutual (which is great!) I enjoy following several celebrities, athletes and musicians who allow a small glimpse into their lives. Since I work with elementary students, the use of Instagram for school has never crossed my mind. In one of the articles we read, it mentions that teachers can create class accounts and allow students (and/or parents) to participate. For younger students, I feel the ClassDojo app accomplishes this without encouraging students to use an app they are technically too young to download. But for the sake of this conversation, I found one of my Instagram posts that is relevant to the world of literature and libraries.

A little censorship of Dr. Seuss done by my daughter when she was 7.   

She didn't appreciate the nudity in Wacky Wednesday and took matters 

into her own hands. I found it about 6 years later and we had quite a laugh 

at her creative way to fulfill her need for modesty. 

Vine

      My feelings for the use of vines in the classroom are not that different than Instagram. I work in a district where the use of Twitter is highly encouraged, even rewarded! So for me, I envision vines as a  way to show off or brag about the great things students are doing in our classrooms or libraries. Last school year, our school librarian and I were playing with a makeymakey and I figured out how to play Jingle Bells with playdoh. She posted this short video and this is how I would use vines, especially to showcase cool makerspace activities.

Jingle bells with play dough #makeymakey #brillbroncos pic.twitter.com/XK1C3GAF4q

— Julie Artman (@BrillLibrary) December 14, 2015

 Screencasts

      I have to admit, I was excited about the opportunity to do my first screencast. I'm relieved to see it was easier to use than I thought and I love the idea of making these short videos to explain library activities and procedures. I used Screencast-o-matic and its free account offers plenty of options to fit my needs. For my first video, I took this opportunity to show my students how to locate and complete the bluebonnet quizzes I am implementing this year through Google forms. 

Infographics

       When I first started looking around at infographics, I thought 'cool, but how can I use this in my library?' But the more I explored and read about the use of infographics in education, the more I recognized the potential of this unique, user-friendly medium for representing information. One of my first thoughts was for the GT students in my district who are required each year to do a project. These students are often sent to the library for help with their project and this might be a fresh new way for these students to demonstrate understanding of their given topic.
       I also love the idea of making a cool graphic to represent data for students. If I wanted a creative way to show students how to do self-checkout, I can see that an infographic would be better than a standard list (that they will ignore anyway). As I started considering what my first infographic would be, I remembered a list sent to all librarians in my district about reminding teachers what we can do for them. I decided to take this list and create an infographic with that same information.

      I took the information from the list made by our Information Services department and added some of the educational technology resources our district has available. Teachers often forget about some of the e-book programs we use and I felt this would make for a great reminder. 

     

Easel.ly

I really wanted to like Easel.ly because I liked the themes it had available and after spending about an hour using it, I wanted to come away from it with a usable product. Unfortunately, I found it to be slightly cumbersome and after getting frustrated with resizing and moving objects around, I gave up. I did like the tools that Easel.ly offered and the layout of it's site, but it wasn't perfect. I tend to be a bit of a perfectionist, wanting everything to be centered and I found that the formatting didn't always allow for that. 

Infogr.am
I did not spend a large amount of time playing around on Infogr.am because it honestly did not make a great impression on me. I watched several videos on YouTube for each of the three sites we were asked to review and they all seem to have the same functionality. Infogr.am's templates were all line graphs and since that was not how I wanted my information represented, I decided this was not the site for me.

Piktochart
After playing around on Easel.ly and struggling with some of the formatting, I was relieved to find the functionality of piktochart to be so user friendly. The tools are quite intuitive and I was impressed with how easy all of the features are. There are many templates to choose from and the huge amount of images, shapes and graphics available is ultimately what won me over. The entire site worked logically and would be great to use with students.

Blogs to follow

I chose the Blog Reader feedly to track ten library and education centered blogs. Historically I have not been one to follow blogs, but many of the blogs I came across are tied to Twitter accounts that I already follow or have found through Pinterest. I like the simple format of feedly and multiple viewing options. In the "title only" mode, the blog posts are listed to resemble an email inbox while the "pictures" mode, resembles Pinterest. I like the default "magazine" mode that shows a horizontal list of the most popular blog posts, followed by a vertical listing of posts by date. Each option allows you to hide posts so they disappear from view or save the posts so it can be easily accessed in the future.

Blogs I chose to follow:

http://librarymakerspace.blogspot.com 

This blog is managed by a public library in Massachusetts that offers programming for adults, teen, and children. Their posts focus specifically on the maker movement, highlighting the activities they have featured in their library. Many of the posts revolve around 3D printing, which is not in the budget for my elementary campus but is interesting none the less.

http://frizzleblog.scholastic.com

Edu@Scholastic is a blog hosted by Scholastic Inc. that features articles on the issues and trends relating to literacy, teaching, early learning, family & learning, community and equity. The blog is specifically written for educators and school leaders.

http://lisnews.org

Library and Information Service News offers a link to wide variety of articles and blog posts relating to literacy and libraries. In the most recent listing, subscribers can find stories from national news outlets like CNN.com, regional newspapers like the Houston Chronicle, and college papers like the Stanford Social Innovation Review. The purpose of the blog is to offer a one stop shop for current news relating to libraries.

http://awfullibrarybooks.net

This blog is quite entertaining! It is designed for librarians to share the outdated and sometime ridiculous books they come across in their collection. The blog is managed by two librarians who have authored a book about the holistic approach to collection development. Librarians can submit a photo and description of the books they find in their collection and the two authors have a very witty way to feature each book.

https://www.nypl.org/voices/blogs/blog-channels/childrens-literature

The NY Public Library's blog offers book lists that are seasonally relevant, character features, book recommendations, author quotes. For anyone who loves children's literature, it is a great resource for what is current and relevant amongst young readers.

Others I chose to follow:

http://www.edudemic.com

http://www.thedaringlibrarian.com

http://ilearntechnology.com/wordpress/

http://www.edudemic.com

Flexible Library Scheduling

I've come across a couple tweets referencing flexible scheduling and this is my way to keep track of them and their articles.

Library Flexible Schedule: How to Make It Work https://t.co/B6H2vLnaO1 #txlchat #tlchat #istelib #edchat #txeduchat pic.twitter.com/xpMn7tCRlm

— Nancy Jo Lambert (@NancyJoLambert) September 16, 2016

Taking the leap into flexible library schedule with our new school building. https://t.co/W552UkpbuU

— Debi Fournier (@lattefriday) July 17, 2016

Pilot flexible library schedule! A Year of Change: After Two Trimesters https://t.co/KzUEQ6h2xS #tlelem @dsmacdonald @jenniferlagarde @

— Beth Redford (@bethredford) March 22, 2016

And a conversation about the pros and cons with a hybrid solution

Flexible Scheduling vs Fixed Schedule? Maybe you should try a combo. http://t.co/OuQACtYios #library #tlchat #libchat

— Shannon Thompson (@shnnnthmpsn) October 1, 2015

Social Media and Libraries

What better way to show that your library is relevant in the 21st century than to have a presence on social media? This can have many variations, depending on the age of students served. A quick Facebook search for school library pages results in everything from collegiate libraries to professional magazines for librarians with some actual K-12 libraries mixed in. Several pages belonged to private schools and seemed to be the information hub for all things related to school events. There was an occasional post about a library activity or event but much of the content was not library related.

The public school library pages I came across were well managed with some offering video book reviews by the librarian, photographs of students doing makerspace activities, and promotions for upcoming book fairs. While these pages were well done, they seem to generate very little traffic. In my experience, elementary school's parent organizations are more suited to the Facebook format and it is wise for teachers and librarians to collaborate with PTO/PTA's to reach parents and students. On the other hand, high school library pages on Facebook seem to more success in reaching out to students in order to promote the library as well as offering helpful tips for research, studying, etc.

Twitter offers educators a succinct way to share information, links, photographs and promotions. In my opinion, Twitter is set up in a way that gives librarians more control over the library's profile. Facebook allows posts by outsiders on a group's wall and it may be perceived as an endorsement or from the library itself. Twitter is more clear in its authorship. Another great benefit to Twitter is the ability to follow and connect with leaders in education and technology. This access allows a quick sharing of ideas and resources without creating yet another email. One such prevalent leader in educational technology is Jim Lerman who tweets often about a variety ed tech stories, links and how-to's. One such tweet on September 6th, Lerman connects followers to a article with a great list of tech tips for teachers.

Teacher Toolkit https://t.co/RVBM02g3wT pic.twitter.com/8hvDE6mGr8

— Jim Lerman (@jimlerman) September 7, 2016

Another leader in the library field is Linda Braun and her twitter feed is full of links and stories about after-school programs for students, the makerspace movement and online safety for teens. Here she links to a story about a school library capitalizing on the popularity of Pokemon go to connect students to STEM activities.

My school district encourages Twitter use for both librarians and teachers. Our library services department maintains an active and informative Twitter account  (@KleinLibraries) recognizing individual campus library activities and sharing useful stories about the changing face of today's school libraries. While parents certainly enjoy seeing what their children are learning, I believe the greatest benefit has been the collaboration and sense of community it creates across our school district's many campuses.

Wonderstruck

Selznick, B. (2007). Wonderstruck. NY: Scholastic.

      Wonderstruck brilliantly combines two seemingly unrelated stories, both in time and place, to tell a touching story of family and hope. This 600 plus page novel tells of Ben and his journey to find his place in the world without his mom, who recently passed away. Ben’s story is interrupted by Rose’s story, set 50 years earlier and told exclusively in pictures. Selznick's trademark pencil sketches are as integral to the story as his words and carry the story along visually without distracting from the plot. It is a compelling story of family, friendship, and unlikely connections.

Textbook Assignment #6

Comparison - Wonderstruck is unique to all of the books on our list in its format and theme. It is the only mystery and I found it to be the most captivating. Its text is conventional, while Love that Dog and Brown Girl Dreaming are poetic and El Deafo is a graphic novel. It is also the only book told in third person narration.

Appeal - while its size might be intimidating, upper elementary students could find it quite manageable and would probably enjoy carrying around such an impressive looking novel. As a librarian, I would feel compelled to warn the reader, as I was warned, that it might seem confusing as the two stories are being told but that it is worth it to see this one to fruition.

Three other books by Selznick include:

• The Boy of a Thousand Faces features the same black and white pencil style sketches seen in Wonderstruck, including many close up drawings of faces. Its main character is close in age to Ben in Wonderstruck, but the spooky theme and mysterious plot set it apart. 

• The Houdini Box features another ten year old boy, but in this book the reader gets to see him grow up. Selznick’s style is set in this first novel with his pencil sketches telling just as much of the story as the text does. His illustrations are detailed, yet some only contain a hand waving or a foot climbing up stairs, just like in Wonderstruck. 

• The Invention of Hugo Cabret is very similar to Wonderstruck in both size and style. The drawings tell the story and create a visual sense of mystery and wonder. These two books seem to have a genre of their own, as they can’t be defined as a typical novel or as a picture book. Like the other Selznick books, the protagonist is a young boy who has to find his own way. 

Book Trailer

https://www.youtube.com/watch?v=EBxghKUGkWk

Teaching Books link

https://www.google.com/?client=safari#q=wonderstruck+lesson+plan

Brown Girl Dreaming

Woodson, J. ( 2014). Brown Girl Dreaming. New York: Penguin.

     This beautifully written memoir tells of Jacqueline Woodson's childhood, her family's roots in both Ohio and South Carolina, and the family's progression that led them to New York. What a blessing to any family to have the stories and memories she recalls so eloquently. The collaboration of her aunts' memories and the perspectives of her brothers and sister takes the reader through this family's journey during a tumultuous time in our nation's history. Jacqueline was aware early on that her skin color made life different for her. Her poems tell of family, change, and life in the mid 1960’s and beautifully capture her memories in poetic verse.

Textbook Assignment #6

Comparison - Of the four books on our reading list, it is most similar to Love That Dog in its free verse poetry. Like in El Deafo, it similarly tells of the author’s childhood and touches on many serious subjects, like divorce, death, and racism. 

Appeal - Regardless of race, this book captures the genuine thoughts, feelings, and innocence of a child. Woodson’s description of her close bond with her grandfather is one that many children will connect with. Her uncertainty of her place in the family or her value as a student are relatable and add to the authenticity of the story. As a librarian, I would be tempted to recommend this to a shy girl who hasn’t fully realized her true potential in the hopes that it would develop a sense of confidence and drive. 

Three other books by Woodson include: 

•  If You Come Softly tells of an interracial relationship between two teenage prep school students, Jeremiah and Ellie. Woodson grapples with racism and a doomed relationship in this  novel aimed at older students. Jeremiah is from Brooklyn which is an integral part of the setting in Brown Girl Dreaming but that is where the similarities end as this is a much more mature theme and subject matter.

• Feathers is a Newbury Honor book that also seems to focus on race in its descriptions of characters and their conversations. Like Brown Girl Dreaming, it is told from the perspective of a young girl so the reader has access to her thoughts and feelings. Both books have undertones   of religion and make references to the historical events of the time.

• Peace, Locomotion shares the same lyrical language that Woodson is known for in this second novel about Lonnie, or Locomotion. He and his sister, Lili, live in separate foster homes after the death of their parents. Written as a series of letters from Lonnie to Lili who are dealing with their separation and their new families. It deals with a disconnected family like Woodson’s  own family, as documented in Brown Girl Dreaming.

Book Trailer

https://www.youtube.com/watch?v=FHNXWSAsoyY

Teaching Books link

http://www.teachingbooks.net/tb.cgi?tid=39186&a=1

Love That Dog

Creech, S. (2001). Love that dog. NY: HarperCollins.

Love that Dog is one side of a poetic conversation between Jack and his teacher. Jack is a talented poet, even though he is a little unsure of himself. His teacher, Miss Stretchberry, introduces the class to many new poems and Jack shares his thoughts on each poem with her. Creech perfectly captures the voice of young Jack in his realistic take on poems and his witty dialogue with his teacher. When he hears a poem by Walter Dean Myers, he is inspired to write about his dog and even reaches out to Myers himself. Jack gains confidence in himself and his writing as this quick, delightful story progresses.

Textbook Assignment #6

• Comparison - Creech’s free verse is similar to Woodson’s Brown Girl Dreaming in both form and perspective. Although it’s structure is completely different than El Deafo, it is similar in its humor and voice. Both Jack and Cece are navigating relationships with teachers and classmates.
• Appeal - As a former Bluebonnet award winner, Love that Dog an easy sell in the library. A book of poems might not typically appeal to boys, but the main character Jack and his love for his dog can capture a larger audience. Given the fact that there is a sequel also adds to saleability of the book.
• Three other books by Creech include:

Hate That Cat involves the same character, Jack’s, written conversation with his teacher Miss Stretchberry. It’s a new school year and she has moved up with him to a new grade and they seem to pick up right where they left off. Jack and Miss Stretchberry have a good relationship and his entries to her are quite entertaining.

The Boy on the Porch is a story of a young couple who find a boy has been left on their porch and he doesn’t speak. This book is very different from the previous two as it is written in a narrative form and involves a family rather than a singular character.

The Unfinished Angel is a narrative about an angel who is awaiting her instructions and floats above an Italian town observing the crazy people below. This novel is a departure from the other Creech books mentioned with its flair for magic and fantasy but it shares the author’s sense of humor and charm.

Book Trailer

http://www.schooltube.com/video/fe84d972d6a3a2e2987c/Love-That-Dog-Book-Trailer

Discussion Guide

http://www.scholastic.com/teachers/lesson-plan/love-dog-discussion-guide

El Deafo

Bell, C. (2014). El Deafo. New York: Abrams.

El Deafo is a graphic novel that tells the story of Cece, a deaf girl who experiences life with the help of a magic phonic ear. This autobiographical retelling of Cece’s childhood captures the ups and downs of a girl who struggles to fit in and find a true friend. Cece loses her hearing at a young age due to illness and has to learn to adapt to life at home and school with her new limitations. Despite the serious subject matter, there is times when this book is laugh-out-loud funny as Cece shares her perspective on childhood in the mid 70's. Any reader would find enlightenment on the topic of hearing impairment and how the deaf manage to function in the hearing world.

Textbook Assignment #6

• Comparison - This book has similarities to Woodson’s Brown Girl Dreaming as it shares the author’s childhood experiences in a unique way. The mid 1970’s time period is set about a decade after Woodson, but is similar to Selznick’s story of Ben in Wonderstruck. Of the four books on our list, it is the only graphic novel and I found this one to be the most humorous. Bell’s descriptions of one of her classmates as “kinda pushee” and being able to overhear the teachers talk about their students in the teacher's’ lounge is hilarious.
• Appeal - El Deafo has wide appeal as a graphic novel. The charming illustrations and depiction of Cece and her friends as rabbits creates a fun reading experience, despite the serious, genuine feelings experienced by Cece as she struggles with her complete hearing loss. Any child who suffers hearing impairment will relate to Cece’s frustrations in dealing with the hearing world. I would recommend it to any family members, friends, or teachers of a hearing impaired student as it an eye-opening glimpse into their everyday challenges.  
• Three other books by Bell include:

Rabbit & Robot: The Sleepover is ideal for a young audience with its simple dialogue and illustrations. It tells of the unlikely friendship between a rabbit and a robot and how the two manage to work through their differences. That is a similar problem in El Deafo as Cece tries to get her friends to understand her hearing loss and magic ear.  

Sock Monkey Series is a three book collection of the adventures of the sock monkey. These books, all picture books, share Bell’s quirky storytelling but in an entirely different format than El Deafo’s graphic novel.

Itty Bitty tells of a tiny dog who makes his home inside an enormous bone. Also a picture book, this story is aimed at the preschool audience and stands alone in the collection of Cece Bell’s books.

Book Trailer
https://www.youtube.com/watch?v=ljJ0JbtQoEA

Teaching Books Link
http://www.teachingbooks.net/tb.cgi?tid=40736&a=1

Comics Squad: Recess!

Holm, J. ( 2014). Comics Squad: Recess! NY: Random House

     Recess, the part of the school day that students (and teachers) desperately need! This collection of eight stories capture the joy of recess time with an assortment of humorous tales, both realistic and fantasy. Kids will love the fun, bright cover, the silly stories, and the whimsical illustrations. Whether readers know the characters from the authors' other works or are being introduced to them for the first time, they'll enjoy the silly stories about a well-loved childhood pastime. 

    

Textbook Assignment #5 - Evaluation Criteria

Theme - If reaching a reluctant reader is the goal, then a graphic novel about recess would be a smart choice. These eight stories, all centered around recess, make many kids’ favorite part of school even more fun with the addition of super heroes, pizza monsters, magical acorn aliens, and talking vegetables. Some adventures happen at recess while others simply occur while trying to get outside to play. All of them center around a student’s timeless desire for the recess bell to ring and offer a reprieve from the long school day. In a time of emphasis on the importance of recess, it reminds us adults of the value students place on this daily physical and social exercise.

Style - If the theme of Comics Squad: Recess is fun, then the same could be said for its style. The ten authors have collaborated to form a humourous look at the experience of recess. Some take a realistic look but most of the stories have a flair for fantasy. Each of the eight stories have their own unique style, some are just plain silly while others have a more mature voice with sarcastic humor. They share a similar color theme yet they vary in their structure of the graphic novel styling. Each are also uniquely illustrated to represent the tone of the comic and the individual illustrators’ sense of humor comes through in their style and artistry. 

Teaching Books link

http://www.teachingbooks.net/tb.cgi?tid=39427&a=1

Book Trailer

http://www.teachmentortexts.com/2014/08/comic-squad-recess.html#axzz43ylpU6xC

 

The Graveyard Book

Gaiman, N. (2008). The Graveyard Book.  NY: Harper Collins

     Nobody Owens is a strange kid, with a strange name, and a strange home. He lives in a graveyard with his adoptive parents, who happen to be ghosts and all of his playmates have been dead for over a hundred years. He survived an attack that took the lives of his parents and sister, which is terrifying way the story starts. Once his new home is established, the story takes a choppy turn and jumps years ahead at a time to see Bod at varying ages. He faces many dangers, mostly outside of the graveyard, but the murderous man Jack makes a reappearance and Bod must fight back this time. 

Textbook Assignment #5 - Evaluation Criteria

Style - Not surprisingly, the style of The Graveyard Book is dark, spooky and at times, creepy. Gaiman tells of a boy who escapes a murder only to grow up in a graveyard, raised by adoptive ghost parents. There are certainly some tense moments, starting with the murders at the beginning, followed by several close encounters with creatures, living and dead, that want to harm the boy, Bod. It would seem that Gaiman has an appreciation for all things related to death in his descriptions of the graveyard, the inclusion of the dance of the macabray, and in his development of the ghosts themselves. His lack of fear in his writing creates a relaxed portrayal of something that otherwise could be quite horrifying.  

Setting - With the majority of this book taking place in a graveyard, the reader might anticipate a very dark and creepy book. The irony is that the descriptions of the graveyard are serene and peaceful making it a believable home for the main character, Nobody Owens. The terrifying points in the plot take place when Bod leaves the cemetery. He encounters danger after passing the Ghoul Gate and again when he enters the pawn shop. Even when he chooses to attend school, his faces dangers he never faced in the graveyard. While in my opinion, the character development was a little flat, the scenic descriptions and references to historical events, including the death dates of the graveyard’s inhabitants, were vivid and made for interesting reading. 

Teaching Books link

http://www.teachingbooks.net/tb.cgi?tid=12845&a=1

Lesson Plans

http://www.bookrags.com/lessonplan/the-graveyard-book/#gsc.tab=0

Crenshaw

Applegate. K. (2015). Crenshaw. NY: Houghton Mifflin.

    Jackson is a smart kid and way too old for an imaginary friend. Unfortunately no one told his imaginary friend that and he keeps coming around, uninvited. Jackson's family is struggling financially and begin selling off their belongings in order to pay the bills.  In an effort to protect him, his parents aren't being straight with him and that is only perpetuating his fear of being homeless for a second time. Jackson could focus better on how to help his family if it weren't for the giant, imaginary cat, Crenshaw. Ultimately, it's Crenshaw's influence that gives Jackson the words to say in order to show his parents that he's not a little kid anymore, while offering the reader an intriguing glimpse into the world of imaginary friends.

Textbook Assignment #5 - Evaluation Criteria

Theme - Overall, there are two themes in Crenshaw, imaginary friends and homelessness. On the surface, it may seem these two subjects wouldn’t blend well, when in fact, Applegate does it seamlessly. Jackson is wise beyond his ten years and is not at all interested in hosting a giant, imaginary, talking cat named Crenshaw. What Jackson doesn’t realize is that it will be Crenshaw that helps him navigate the emotions and reality of his family potentially being homeless for a second time. Crenshaw, as Jackson’s subconscious, forces an honest conversation between Jackson and his parents which ultimately leads to a sense of peace and stability for the first time in many years.

Setting - The time period of Crenshaw is easy to distinguish as modern, with the mention of places like Target, Best Buy, and Starbucks. The idea of a child suffering because of his family’s financial situation however, is timeless.  The physical setting is significant to the main characters as they go from having a nice home to living in their car. Jackson struggles to make the situation manageable by using a box to create his own room in the backseat. Applegate paints a clear picture of the frustrations each family member felt during those fourteen weeks in the car. Once they are in their apartment, Jackson is grateful just to have walls and a bed. Gradually throughout the story, their physical surrounding changes as they begin to sell off their belongings in order to keep the apartment. By the end of the story, their physical address has changed once again but this time, it brings with it a sense of hope for an improved future.                     

Teaching Guide

http://images.macmillan.com/folio-assets/teachers-guides/9781250043238TG.pdf

Classroom Bookshelf - Great blog with book reviews, multi-leveled lesson ideas, connections with other books, and resource links

http://classroombookshelf.blogspot.com/2015/10/crenshaw.html

Skulduggery Pleasant

Landy, D. (2007). Skulduggery Pleasant. NY: HarperCollins.

    This isn't the usual novel that would typically find a spot on my nightstand, but I found it to be an interesting read with well-developed characters and a thorough, complete plot. Landy takes the reader into a world of magic and mystery that is unlike most fantasies. He successfully creates this world and its cast of characters and turns into a story with depth, charm, and adventure. It is easy to cheer for the two main characters who seek to avenge a loved one's death. What starts as a search for truth leads to a quest to save mankind from a power hungry monster. It concludes with a satisfying climax and resolution that opens itself to a sequel, or in this case, many sequels.

Textbook Assignment #5 - Evaluation Criteria

Characters - Skulduggery Pleasant’s main character, Stephanie, is a smart, tough, and bold girl who is thrust into a world of magic when her uncle suddenly passes away. She is soon surrounded by a cast of characters that are as unique as their names. The most interesting character, Skulduggery Pleasant, is a living skeleton with a quick wit, a passion for justice, and unmatched bravery. He serves as a constant source of amazement for Stephanie and the reader. Skulduggery takes Stephanie into a world of magic, mystery and danger and exposes her to people and creatures, both good and evil. Stephanie learns to trust Tanith Low, a tough woman who proves to be a brave and loyal fighter. Despite an awkward beginning, Stephanie relies upon Ghastly Bespoke and feels guilty that he goes to great lengths to protect her. Characters like Mr. Bliss and his sister China are a mystery to Stephanie and she is never quite sure she can trust them. Evil is clearly seen in the actions of Serpine and his influence over others makes for some unpredictable moments and plot twists.

Plot - Stephanie has just lost her uncle and encounters a strange looking man who fascinates her immediately. She soon finds herself in one life-or-death situation after another with no intention of backing away. On the surface, the plot is a battle of good vs. evil, with an underdog feel for Stephanie, Skulduggery and their band of allies. When examined in depth, there is so much beyond the battle. Stephanie has to decide which path she will take and how it will affect her family. The quest to take down the evil Serpine is full of unexpected challenges which builds in intensity with each turn of the page. The climax comes as Stephanie stands face to face with Serpine and has a chance to grab the Scepter. The final pages reveal both the fate of “the good guys” and Stephanie’s true magical abilities.

Teaching Guide

http://www.skulduggerypleasant.co.uk/assets/schools/An_Introduction_Skulduggery.pdf

Teaching Books link

http://www.teachingbooks.net/tb.cgi?tid=9527&a=1

Rapunzel's Revenge

Hale, S. (2008). Rapunzel's Revenge. NY: Bloomsbury.

    This retelling of the tale of Rapunzel has its own unique style as it is both a western and a graphic novel. This change of scenery sometimes overpowers the plot and creates opportunities for several subplots along the way. In order to survive in the Wild West, Rapunzel had to transform into a more strong-willed character than the sweet Disney princess audience's might expect with this tale. In the end, this style and this Rapunzel were not to my liking but I can see how it might appeal to a different  audience than the classic version does. 

Textbook Assignment #5 - Evaluation Criteria

Setting - The author’s choice to change the setting of the classic Rapunzel tale to a western, complete with cowboys and horses, allowed for a unique retelling of the well known story. This change of setting allowed for Rapunzel to have an even greater reason to fight Mother Gothel. No longer was she fighting for her own freedom, but for the livelihood of all the people in each of the small towns she met along her way. Mother Gothel had ruined the land around her for her own gain, just as she had done to Rapunzel. It wasn’t until Rapunzel was able to see the world outside the palace walls that she became aware of what Mother Gothel was capable of doing. Ultimately, it is the setting of this version that sets it apart from the other adaptations of Rapunzel, her evil mother, and her long hair.

Style - Classically, the story of Rapunzel is one that appeals to girls who might imagine using their hair to not only find true love, but also as their own personal weapon. In Shannon Hale’s version, she widens the appeal with the graphic novel style, the Wild West scenery, and an action packed plot. The story starts in a classic fairy-tale style but quickly shifts into something very different. The quick wit of Rapunzel’s narration and the vivid illustrations set the tone for this adaptation with a comics style. Rapunzel herself is transformed into a hero as she bravely fights her way through the Wild West in order to save her real mother. The style can be categorized as “anti-princess”, yet still appeal to a female readership.

Teaching Guide

http://www.squeetus.com/stage/Rapunzel_TG.pdf

Teaching Books Link

http://www.teachingbooks.net/tb.cgi?tid=13173

Gregor the Overlander

Collins, S. (2004). Gregor the Overlander.  NY: Scholastic.

     Gregor and the sad mystery of his father's disappearance offer a quick hook right away and as soon as he and his sister Boots fall into the Underland, there was hope that his father might be there too. Suzanne Collins has a great way of telling a story and each chapter is a mini-cliffhanger. The intense scenes are full of danger and mystery but are succinct, which is ideal for a young audience. Collins doesn't shy away from a little bit of gore, but its minor and brief enough to appease the squeamish reader. The complex characters and unpredictable plot make it a compelling read that will hook even the most mature reader. I must admit, I enjoyed this book much more than I imagined I would.   

Textbook Assignment #5 - Evaluation Criteria

Characters - The story opens with Gregor anticipating a long, dreadful summer trapped inside his tiny apartment babysitting his little sister and his grandma. One fateful trip to the laundry room and Gregor and his sister Boots are swept away to a strange place, the Underland. There they meet an array of creatures ranging from the kind, loyal cockroaches, known as crawlers, to the conniving, murderous rats. Gregor is presented to the humans of Underland and quickly has to decide who he can trust. He meets Luxa, the future queen, and is unimpressed by her haughty behavior. Her grandparents, Vikus and Solovet, offer a wise, trustworthy presence to the young, scared Gregor. So much of the conflict revolves around the unique personalities and character traits of both the creatures and humans. The personification of the rats, bats, spiders and roaches complicates the plot and gives greater depth to the quest, where the humans and creatures must work in harmony for their shared survival.

Style - Having read other books by Collins, her style in this book was quickly apparent. An unlikely hero thrust into a terrifying situation in order to save himself and his family. Many similarities in style can be made to The Hunger Games, including many unusual characters with equally unusual names. The protagonist has been left to face reality without a father and has had to grow up quickly in order to help out a grieving mother. Once in the Underworld, Gregor is unsure of his abilities, yet has gained the support and trust of those around him. The inclusion of an innocent little sister mixed with gory descriptions of death and violence certainly seem to strike a familiar chord. 

     One element that is distinctive to Collins is her placement of rising action events at the ends of nearly every chapter, making it difficult for a reader to find a “good stopping point.” There are many plot twists in her writing that typically surprise the main character and the reader equally. Finally, the protagonist’s unlikely return home closes out the story with the reader knowing full well that life will never be the same again for any of the characters returning from this alternate world.
Teaching Guide
http://www.scholastic.com/teachers/lesson-plan/gregor-overlander-storia-teaching-guide

Teaching Books link
http://www.teachingbooks.net/tb.cgi?tid=2853

Good Masters, Sweet Ladies

Schlitz, L.A. (2007). Good Masters! Sweet Ladies! Boston, MA: Candlewick Press.

     The spirit of a medieval village comes alive through the monologues and dialogues of Good Masters, Sweet Ladies! This would be an ideal resource for a literature class studying the middle ages. Students could learn what kids their age may have faced as the son of a miller or the daughter of a shepherd. The short monologues would be easy for students to read, or even memorize, and would be an entertaining way to represent their understanding of the medieval England. Some of the stories were sad, like the girl who's family was so poor that her family tried to drown her as a baby. Other stories are humorous, like the two daughters debating the merits of their father's apprentice. Students will find it interesting to see the timeless issues, like bullying, loneliness, a first crush, and jealousy. 

Textbook Assignment #4

There’s a certain honesty and frankness to the world when told through the experiences of the youth. The fictitious voices of the medieval village belong to those between the ages of 10-15 and tell of life in the Middle Ages. Whether viewing life through the eyes of the lord’s daughter or the poor, starving runaway, the bleak reality of the 13th century is evidenced in their circumstances and concerns.  Each child’s story tells of their father’s trade in all its glory, its grievances, and sometimes it’s shame. With the collection of stories, the reader is allowed a complete view into the realities of medieval England. The author’s footnotes perfectly accompany each monologue with historical, factual and sometime humorous additions that assist the readers in their understanding of the life and culture of the Middle Ages. The lives of these young people intersect bringing a sense of connection and community, like the miller’s unpopular son and the friendless half-wit who seem to bond over a lack of companionship. Reading the account of the glassblower’s apprentice followed by the glassblower’s daughters is a comic reminder that teenage emotions and musings are timeless. While the monologues capture the voices of many characters, the setting is represented in Robert Byrd’s watercolor paintings of the town, the fields, and the people. Any classroom studying the Middle Ages would benefit from this series of poetic readings in its teachings of the life, the struggles, and the attitudes of medieval England.

Lesson Plans

http://www.candlewick.com/book_files/0763615781.btg.1.pdf

Teacher Guide

https://www.teachervision.com/middle-ages/printable/57928.html