Conclusion

What specific plans do you have for implementing technology in an educational setting as a result of what you have learned in 5720?

One technology that I learned how to use during this class is blogging for educational purposes. I already had a personal blog, and had created a blog for another class project. Through 5720 I learned how to use blogs to engage students in learning. I co-teach a book club for the Magic Tree House series for 3^rd grade boys. With each book we read together, the boys complete projects at home and we do fun activities related to the content of the book together at our meetings. I added a blogging component to our book club, and the boys love it! I post a question about the book they are reading, and they are able to respond to my question as well as comment on other students' replies. This is one more way to engage a group of boys who might otherwise avoid reading in discussing literature together. I know they have bought into it because the website was down for about two weeks, and every day someone would come ask me if the blog was working yet or not. It feels good to be missed!

I will continue using blogs for book clubs as I begin an American Girl book club for 3^rd grade girls in the spring. I am also exploring ways to make blogging part of students' homework or completing research projects in curricular areas outside of reading. Getting students interested in reading or research can be a challenge, but I believe that implementing technology can be a positive way to engage all students in learning.

The Job of Organizing

Organizing books and materials used to be in the domain of professionally trained catalogers and indexers. Now, through Web 2.0, it is in the hands of everyday "folk." What are the implications of this trend for librarians? Also, for additional food for thought, go to your Delicious site and examine your list of tags. In your opinion, are these tags more or less helpful than traditional subject headings?

I see pros and cons for putting the job of organizing books and materials in the hands of non-professionals. Personally I tend to be a perfectionist wanting everything formatted, labeled, and organized consistently; I work well with systems, charts, and checklists! However, the way I organize things may not make sense to other people which would make it difficult for others to find what they are looking for within my system. A label or group I assign to an item may not be the same as what others would think. To this end, Web 2.0 tools that allow everyone input for organization schemes make finding and retrieving items more user-friendly because it uses the intelligence of the masses to assign labels.

For example, searching an academic database using controlled vocabulary can be very efficient--IF the user is familiar with the terms assigned by the cataloger, such as Library of Congress subject headings. When the user only knows one term for an idea or topic and that term yields few results, the user will quickly become frustrated and miss out important information that sitting out there under some different label. On the other extreme are websites and search engines that have little or no sense of organization or classification of information. In this case searching may yield many results, but many will be obscure and the user must manually search for relevant information. In both of these examples, librarians are important to assist the user in finding multiple search terms and filtering irrelevant information. The best case scenario would be to combine the two practices: using a somewhat-controlled vocabulary, allow users to tag items by names and categories that make sense to them. Search engines or databases would then link terms in the controlled vocabulary and display hits from a series of linked terms. Catalogers and indexers still need to monitor and manage the organization to keep it consistent, but users' input would offer valuable information for making searching more successful.

I believe the tags offered by Delicious are more helpful than traditional subject headings because they use common, every day language. Traditional subject headings can be outdated or too technical. What I like about Delicious is that it shows me options frequently used for a particular site while still allowing me to add my own personal tags. This way I can keep my bookmarks organized in a way that makes sense to me while still benefiting from the input of other users.

Web 2.0

The title of the video that you were asked to view this week is "Web 2.0 ... The Machine is Us/Using Us." Referencing what you have learned about Web 2.0 through the readings in the Courtney text and through watching the video, why do you think that Professor Wesch gave this title to the video?

The title for this video is referencing the way Web 2.0 has changed the way and reasons we use computers and the internet. No longer just for big businesses or research, the web is part of our everyday lives. Because the internet is used for everything from news, banking, socializing, conducting business, researching, shopping, entertainment, and so much more, the "machine" has become a part of us. Whether it is a desktop or laptop computer or a handheld device, people all over the world are constantly connected to their machines. People do not need extensive knowledge or training in html codes or software to create and share information on the internet. Web pages are no longer static. Instead, using Web 2.0 tools people can edit or comment on others' work, creating fluid documents providing information that can be updated almost instantly. Web 2.0 tools allow for social networking, file sharing, and new information being created and linked every day. The way we use these tools has changed the way computers and the internet works. When people tag a page, image, video, post, or other data it becomes linked to similar data with like tags. These tags create a network of related data that can be searched and retrieved; the computer "learns" what to link together based on the tags and links people provide and use every day. Professor Wesch's video (http://www.youtube.com/watch?v=NLlGopyXT_g) demonstrates the cyclical pattern in the way we use the internet has evolved, because of the way we are using the internet.

Handheld Devices

Your technology director has given you a budget of $10,000 for the purchase of handheld devices in your library. What would you purchase and why? Justify what you purchase and your creative ideas for how to use the handhelds in the library, whether by students, faculty, and/or staff.

$10,000 to spend sounds like a lot of fun! However making responsible decisions about purchasing technology that will greatly impact teaching and learning school-wide is a huge responsibility. Technology can be a great tool for students and teachers to use, but if not implemented properly it can become a distraction. Handheld devices can be great instructional tools because they are small, portable, and relatively inexpensive. However, they must also be user friendly, have useful applications and capabilities, and be easy to learn and maintain. The last thing I as a librarian would want to do is spend a lot of money on a technology that causes more trouble for students and teachers than benefits.

One handheld device I would invest in for an elementary library is a class set of netbooks. At about $200 each, netbooks offer an inexpensive alternative to laptops that have fewer bells and whistles. Most data and file storage must be kept on other portable devices, making it easy for individual users (students and teachers) to keep track of their own projects. Teachers could use netbooks to take notes and create lesson plans during staff development, trainings, and team meetings, as well as manage assessment and testing data about students. Benefits for students are numerous and include research using web applications, file and data sharing, and presenting to classmates. I would spend $6,000 purchase 30 netbooks, enough for a class set and a few extras for individuals to check out.

With the remaining $4,000 I would purchase a set of iPod touch. These handheld devices cost about $300 for 32GB of memory; I would purchase 10 iPods and use the rest of the money for accessories like headphones and downloading apps and videos. I chose the iPod touch because students are familiar with using a touch screen and it allows the devices to be more interactive, especially for younger students. Teachers can design instruction on the iPods with educational videos and games. Students can work independently or in groups to complete research or enrichment projects. Struggling students will greatly benefit from iPods because they can access the same information as their peers at their own level. Emergent readers or ESL students can use iPods for audio or eBooks to improve fluency and comprehension. The wide range of applications available for iPods makes this a versatile tool for educational use.

Strengths and Weaknesses in Technology

As an educator, what are your present strengths and weaknesses in technology? How do you plan to use your strengths? How do you plan to address the weaknesses?

One strength I have as an educator is my prior experience with technology. I am fortunate to have grown up being around computers, both at home and at school. Although we have come a long way from dial-up modems and labs filled with green-screened Apples, experiencing and using technology from an early age has made me very comfortable with it. I am confident in my abilities for basic troubleshooting with computer hardware and software, and enjoy teaching and helping others in these areas. As a student I was encouraged to experiment with various computer programs and applications, and because both my parents work in technological fields I also learned a lot at home. Throughout my college education, I used a wide variety of technology and media (not limited to computers) to design and implement lessons both to my classmates and in a classroom. Because of the depth and breadth of my experiences, I am able to use various technologies and media in classroom instruction and assessment on a daily basis. I am excited when learning to use new technologies or programs that become available. I am also eager to teach others, both my students and colleagues, how to effectively use technology to share ideas and information.

A weakness I have as an educator is lack of preparedness. Often when I see something new I get so excited about using it in my classroom that I do so without really learning how to use it. This is a problem because I try to teach my students how to use something I do not understand, or I try to figure out how to get something to work while my students (not-so) patiently wait. This often causes frustration for everyone involved, which results in lowered learning outcomes or abandoning the attempt altogether. I am guilty of trying to do too much at one time, which generally has a negative impact on the effectiveness of the technology. Instead of trying to incorporate several technology components in a lesson, I can address this weakness by being more prepared and knowledgeable with technology before using it in my classroom. I also need to be more deliberate about the technology I use to ensure it is not just "cool" but that it has an educational purpose.

SLIS 5720: Instructional Materials

I'm back!

After taking a semester's break from blogging for my SLIS classes, I've returned with a different topic: instructional technology. I am looking forward to this class to learn about new and effective ways to use technology in my classroom and, of course, later when I am a full-fledged librarian. Hopefully I will be able to share a lot of what I am learning on this blog!

Anastasia Krupnik

Lowry, L. (1979). Anastasia Krupnik. New York: Bantam Doubleday Dell Books for Young Readers.

Summary

Anastasia Krupnik is ten years old and learning about life. To help her get by, she keeps a green notebook handy to write lists of interesting words, important things that happen to her, and a list of things she loves and hates. Like most ten-year-olds, the things on this particular list—like her parents, her teacher, and boys—change frequently, often jumping from one side of the page to the other and back again. She is astonished to learn that her parents are having a baby—at their age, for pete's sake!—and plans to name him something truly awful. She is also experiencing conflicting emotions about her grandmother who, because of Alzheimer's, does not even know who Anastasia is. Anastasia learns many life lessons about friendship, first loves, and family as she waits for her baby brother to arrive.

Worth a bookmark?

Anastasia is a quirky character with dynamic emotions and ideas that any kid could relate to. What I like most about this book is the realism in the way her parents interact with Anastasia and each other. Instead of being a model of perfect parents who only exist in books, they make comments to each other she isn't supposed to get, indulge Anastasia in her crazy ideas instead of chastising or talking her out of them, and sometimes get impatient or frustrated. There is nothing sugar coated about this book; instead the reader gets to experience realistic emotions, ideas, and struggles through the characters. This is a great book for older elementary-aged kids because they can relate to many of the ups and downs in Anastasia's life—and get a good laugh along the way.

In my library…

This book is perfectly suitable for any elementary school library. Although it has been labeled as challenged or controversial, I did not see anything inappropriate or questionable about it. There were a few references to past relationships her parents had, and also the sensitive issue of dealing with aging grandparents, but these scenarios are real life and okay—even beneficial—for kids to read about. In my library this would be a great book talk for realistic fiction, or a recommendation for a student struggling with similar issues in his or her own life.

Reviews

To Anastasia Krupnik, being ten is very confusing. For one thing, she has this awful teacher who can't understand why Anastasia doesn't capitalize or punctuate her poems. Then, there's Washburn Cummings, a very interesting sixth-grade boy who doesn't even know she is alive. Even her parents have become difficult. They insist she visit her 92-year-old grandmother who can never remember Anastasia's name. On top of that, they're going to have a baby — at their age! It's enough to make a kid want to do something terrible. Anastasia knows that if she didn't have her secret green notebook to write in, she would never make it to her eleventh birthday.

"The well-turned phrase amuses, and the unexpected turn of events surprises in a plot that is tightly strung."

Scranimals

Prelutsky, J. (2002). Scranimals. USA: Greenwillow Books.

Summary

Scranimal Island is a magical place filled with unusual creatures that are a scrambled mix of either two animals (like a PARROTTER) or a plant and animal (like a BANANACONDA). Scranimals is a book of poems depicting two children's journey to Scranimal Island. The children invite the reader to sail with them to Scranimal Island, and the poems describe the animals they see and how the two things they are made of work together to make the animal special. For example, the CARDINALBACORE (cardinal and albacore) struggles to keep its tail in the water but its head out, "yet the CARDINALBACORE/ seems undaunted by the fact/ that its life is nothing more/ than a full-time circus act" (p. 14). As the children leave Scranimal Island, they see a pair of AVOCADODOS, (avocado and dodo bird), who are sadly extinct because of their lack of speed, strength, and brain. At the end of the book, the children reminisce about their time on the Island, wondering if perhaps someday they can return to discover more Scranimals.

Worth a bookmark?

Scranimals is a clever book of poetry that is whimsical and funny. The illustrations that accompany each poem do an excellent job depicting the scrambled animals; without them, many scranimals—like the PORCUPINEAPPLE or POTATOAD—would be hard to visualize and understand. It was fun to try to figure out what two things were combining to make each animal, and even more fun to try to pronounce their names! The pronunciation guides at the bottom of each poem were very helpful. I also like the back of the book that illustrates putting the two things together like a pictorial math problem (hippo + mushroom = HIPPOPOTAMUSHROOM). Overall, Scranimals is a great addition to any poetry collection!

In my library…

This book would be great for story time for elementary aged kids. After reading the poems students could create their own scranimal, draw it, and write a poem describing what it is or what it can do. This activity could be adapted for both upper and lower elementary.

Reviews

The meisters of madcap are at it again. This time, Prelutsky and Sis (The Dragons Are Singing Tonight) head off on safari to Scranimal Island, an exotic spot full of odd hybrid creatures just ripe for their devious brand of silliness. Whether tracking a caravan of Camelberta Peaches ("All have humpy, bumpy backs, Stocked with water, juice, and snacks, So the creatures never need Wonder where to drink or feed"), avoiding the clutches of the dread Radishark ("Its appalling, bulbous body Is astonishingly red, And its fangs are sharp and gleaming In its huge and horrid head") or spying on the Bananaconda ("How sinuous and sly you are, How slippery, how yellow"), they scramble up a smorgasbord of flora and fauna. Prelutsky tweaks language with his characteristic glee, wedging in plenty of humor ("Poor Avocadodos, Ungainly and green, You're gone from today's Biological scene") and, as always when Si s is on board, his exquisite artistry raises the bar, adding depth to Prelutsky's light verse. Plying his trademark delicate line and crosshatching, Si s sets off the fantastic creatures against spare, expansive vistas, investing the muted ink-and-watercolor illustrations with a quizzically visionary style. A pair of brightly clad young explorers lurk at the edge of each scene, adding a droll visual grace note. All ages. (Sept.) (Copyright 2002 Cahners Business Information-Publishers Weekly)

The Not-So-Jolly Roger

Scieszka, J. (1991). The time warp trio: The not-so-jolly roger. New York: Viking.

Summary

Sam, Joe, and Fred take their second adventure through time to find The Not-So-Jolly-Roger. For his birthday, Joe's magician uncle gave him The Book, a magical book that can warp the boys to another time with a few flicks of the pages and special words. Unfortunately, they are still trying to figure out exactly how it works when Fred wishes they could go somewhere cool to find buried treasure. The boys find themselves in the tops of coconut trees on a deserted island, watching in horror as Blackbeard himself shoots and buries two prisoners to "guard" his newest treasure. When Blackbeard finds them and takes them captive on his ship, Queen Anne's Revenge, they are desperate to find a way to find a special book that will take them back home. Fred, Joe, and Sam have to use every trick they can think of to get out of this one alive—or face walking the plank!

Worth a bookmark?

This is the first Time Warp Trio book I have read, and I really enjoyed it. A lot of kids—especially boys—would get a kick out of Blackbeard's character because he acts like a stereotypical pirate, singing songs about dead man's chests and drunken sailors all while drinking rum and shooting things with his pistol. For readers who have read all of the Magic Tree House series, or just want a break from Jack and Annie for something more colorful, Time Warp Trio is the perfect solution. I have read and loved other books by Jon Scieszka because of their humor, crazy plots, weird illustrations, and wacky characters, and this series lives up to all those expectations!

In my library…

Because this book is fast paced and quirky, I think boys would really get into it. In my library, this would be a book I'd recommend to boys in second or third grade as a first chapter book. This series would also be great for a book club for third or fourth grade boys because there are so many historical and cultural links that could be made for discussions and projects.

Reviews

Scieszka and his comic cohort, Smith, support the vision of kids in The Not-So-Jolly Roger, one of the "Time Warp Trio" series. Joe, Fred and Sam are three wild and crazy guys who travel in time. All Scieszka's skinny time travel novels are fat with adventure, laughs, and tension. Their seventy-plus pages feature wacky heroes who are consistently kid-like and each book fulfills a promise of wild adventure and giggles galore while making history come alive. (Children's Literature)

If I Only Had a Horn: Young Louis Armstrong

Orgrill, R. (1997). If I only had a horn: Young Louis Armstrong. Boston: Houghton Mifflin.

Summary

As a boy Louis Armstrong fell in love with the rhythms and music he heard on the streets near his home in New Orleans. Drums, singing, and dancing appealed to Louis, but one sound in particular—the wah-wah of the cornet—really made his heart sing. Lying in his bed at night, he dreamed of one day having a horn and making his own music.

If I could sing

I could bring

Home pennies

Play slow drag blues

Tap happy feet blues

Till the sun rose

If I only had a horn

On New Year's Eve, Louis and his friends were singing in the street to sounds of music, firecrackers, and gun fire celebrating the transition from the old year to the new. Innocently, Louis shot an old .38 into the air in response to a kid across the street. Suddenly the strong arms of the law grab him and drag him away to jail. Louis spent the next several months living in the Colored Waifs' Home, away from his family, friends, and the jazz music he so loved. He yearned to join the Waifs' Home's band, and after six long months of waiting he was finally allowed to join. He steadily worked his way up through the ranks of the band until Mr. Davis, the band director, gave him a battered but polished cornet—his very first horn. Finally, he was able to make his own music as he led the band in a parade through Perdido Street.

Worth a bookmark?

This book tells one small part of Louis Armstrong's childhood as he aspires to be a great jazz musician. The author's goal was to use several personal accounts from Armstrong and other biographies to write a story from a new perspective that demonstrates the spirit of Louis Armstrong. The illustrations are unique and add a lot of dimension to the emotions and moods felt by the characters. The tale is told in a story-teller's format and leaves a lot to the imagination. There is no indication of the year this happened so the time period is vague, and we do not know how long Louis had to stay in the Waifs' Home. Even though this book was not intended to be a comprehensive biography, it left out a lot of details that leaves readers with unanswered questions.

In my library…

This book would be great in a larger study of Louis Armstrong to add some color and dimension to his character. It would allow students doing a lot of research about his life and career to read a story about him as a kid, allowing them to connect with him as a real person. It could also fit into larger themes in a library, such as great musicians or Black History Month.

Reviews

Roxann Orgill has written a fine picture book about Louis Armstrong. Poverty was the way of life on Perdido Street, but for Louis it was the music that sustained him. He and his friends sang and beat out tunes to earn a few pennies. They called him "Dippermouth," a name that stuck. When he accidentally shoots off a gun, he is sent to the Colored Waif's Home. The best thing about this experience was that there was a band director who spotted Louis's talent. When he finally gets a cornet, his joy is complete. He can play like his hero Joe Oliver. Strong, evocative paintings create the atmosphere of New Orleans, circa 1910. Tip: You also must play Armstrong's music, or this story will fall on deaf ears. (Children's
Literature)

What If You Met a Pirate?

Adkins, J. (2004). What if you met a pirate? New Milford, Connecticut: Roaring Brook Press.

Summary

Kids love pirates, but the image they have of what a pirate is and does is often far from the truth. The "facts" people often know about pirates come not from research but from fictional characters in books, movies, and TV shows. In this book, Adkins presents common myths about pirates then dispels them by showing or telling the truth about pirates. For example, the first pages of the book show a diagram of a "typical" pirate that most readers identify with their idea of a pirate: fancy clothes and hat, eye patch, wooden peg leg, parrot on the shoulder, brandishing swords, etc. Adkins then dispels this stereotype by showing how someone dressed like this would be ineffective as a real pirate: "That pirate can't be very fast with a wooden leg. He can't see very well with one eye…if he did grab the pistols, the parrot and all those rings would get in the way. He'd probably shoot his other foot" (p. 2). The book continues to address many aspects of a pirate's life, like the ships they sailed, reasons for becoming a pirate, daily life on a pirate ship, buried treasure, and includes facts about pirates who really lived.

Worth a bookmark?

This book is great for any kid interested in pirates. The diagrams and pictures are great for illustrating the ideas explained in the text. The book is organized so that a reader has the option to read just certain topics he or she is interested in with full understanding, or can choose to read the book from cover to cover. Each two-page spread is dedicated to answering a common question kids might ask about pirates using their own background knowledge. An added bonus: this book is not only full of interesting facts, it's also really funny! On the back cover of the book are "reviews" of the book that are attributed to famous people who would have been involved with pirates, like Queen Elizabeth I and Captain William Kidd. This book is a great addition to a library for all ages.

In my library…

What If You Met a Pirate? is a great book for both research and pleasure reading. For mature readers, this book would be useful in a study comparing myths or stereotypes to reality and facts. In my library, I would use this book and others like it to entice reluctant readers to dive into a good book. Because the layout of the book allows a reader to read as in-depth as he or she chooses, it can be less intimidating and easier to read. Besides, what kid isn't interested in pirates and buried treasure?!

Reviews

Adkins rejects the conventional glamorous image of the pirate to construct a scruffier, though only slightly less romanticized, one in this sweeping history of privateers, buccaneers, freebooters, and similar nautical nogoodnicks. Though he may characterize them as "violent, wicked criminals," he downplays the more lurid tales of their bad behavior, focusing instead on generalities about their habits, hygiene ("Most pirates had bad teeth, and not very many of them"), and seamanship. He also introduces Sir Francis Drake, William Kidd, Henry Morgan, and other piratical luminaries-often so that he can go on about their bad ends. Scattering loosely drawn but practiced vignettes of men and ships around snippets of historical fact, Adkins offers nothing new beyond a distinctly personal tone, but the topic is hot just now, and there's enough about ships and sailing here to draw more than narrowly focused pirate fans. (Picture book/nonfiction. 8-10) (Kirkus Reviews)

Pink and Say

Polacco, P. (1994). Pink and Say. New York: Scholastic.

Summary

Sheldon Russell Curtis, known as Say, was only fifteen when he joined the Union Army as a flag bearer during the Civil War. Lying wounded and dying in a field in Georgia, he was found by Pinkus Aylee, a former slave who had joined the Union Forty-eighth Colored division, and no older than Say. Pink carried Say home to him mother who nursed both boys back to health with good food, clean clothes, and lots of love. Say, who once shook President Abraham Lincoln's hand, unexpectedly finds friendship and safety in the arms of Pink and his mother. The author tells this true story passed down through her family about her great-great-grandfather, Say, learning firsthand the difficult truths of the Civil War and the suffering of those who knew that "when you owned, you ain't got no name of your own".

Worth a bookmark?

Patricia Polacco has long been one of my favorite authors, but this book was new to me. Her style of writing is so appealing because she tells her stories from the heart, using authentic dialogue and dialects, and creates vivid illustrations that add so much emotion to the story. Her stories are always enthralling because of the truth that rings through them, truth coming from stories of her own life. This book was particularly gripping because it tells the story of how Polacco's great-great-grandfather was saved as a young boy serving in the Civil War. It is amazing to think of events, both large and small, that completely alter the course of a person's life. Without Pinkus Aylee, without this story, there would be no Patricia Polacco.

In my library…

A picture book written for older readers, Pink and Say would be an excellent addition to any study of the Civil War because it skips the dates and battles to focus on the people who lived, fought, suffered, and died during that time. As Pink tries to make Say understand why he must go back to the war instead of staying with his mother, readers come to understand the heart of the reason America warred in the first place.

Reviews

The heart-wrenching true story of Civil War valor in which a 15-year old Yankee soldier, Say, alone and bleeding, is dragged to safety by a fellow Union soldier from the Forty-eighth colored regiment. They are ultimately captured and separated, and Say survived to pass the story down through the author's family.

"Unglamorized details of the conventions and atrocities of the Civil War target readers well beyond customary picture book age." — Bulletin of the Center for Children's Books.

Shattering Glass

Giles, G. (2003). Shattering Glass. New York: Simon & Schuster Children's Publishing.

Summary

Popularity. Football. Cheerleaders. Parties. Friends. Enemies. Love. Drama. It's the stuff good high school stories are made of.

Rob quickly made a name for himself when he arrived at his new school his junior year. His charisma, charm, and good looks earned him top spot in the popularity game; he was eager to encourage and help his new friends whenever he could, and even stuck up for other kids others usually picked on. Now, in their senior year, Rob proposes a project for his buddies: turn Simon Glass, the school's nerdiest, most hopeless scapegoat, into Prince Charming by the end of the year. Although it seems altruistic at first, his mission soon absorbs many people who end up doing things they would never have done if Rob hadn't convinced them it was the right thing to do. As Simon begins gaining popularity, his shy, vulnerable exterior begins to fade away to reveal a sinister confidence that challenges Rob's role as ring-leader, revealing a side of Rob that no one imagined existed. A clash and explosion is inevitable in Shattering Glass.

Worth a bookmark?

This mystery was a definite page-turner. Most of the characters appear flat at first, filling the stereotypical high school character roles. But as the story unfolds, the reader finds that these "typical" characters are hiding darker secrets and problems behind a blissful façade. I really liked that each chapter provided a bit of foreshadowing from the perspective of various minor characters. You know tragedy is inevitable, but you are kept guessing about when and how it will take place. The ending is explosive and shocking, and the way the characters develop through the story is incredible.

In my library…

This book is best suited for a high school library because of the mature issues it deals with. I would include this book in a series of booktalks or commercials promoting mysteries. Appealing for a book club of both boys and girls, great discussion could focus on the different characters and how they are not exactly what they appear to be, then applying that to real-life situations of the consequences of getting caught up in peer pressure.

Reviews

This dark and suspense-filled teen drama introduces us to Simon Glass, who is a world-class school nerd. Rob, Mr. Charisma, is out to turn Simon into Prince Charming by the end of the year. And it looks like he just might pull off the feat. The narrator, Young Steward, has fallen under Rob's spell and finds himself a pawn in Rob's game. Though he feels a personal repulsion toward Simon, Young goes along with Rob's plans, even sacrificing his own girlfriend in the process. What makes this novel fascinating is that the author lets us know at the outset that something tragic is going to result, but keeps us guessing as to the form the tragedy will take. Each chapter is preceded by a quotation from one of the characters that deftly foreshadows oncoming doom. The device works to perfection, catapulting this novel above those in the mainstream. The disturbingly violent yet satisfying climax lives up to the hype. Gail Giles is an author worth watching. (Christopher Moning - Children's Literature)

The Hunger Games

Collins, S. (2008). The Hunger Games. New York: Scholastic Press.

Summary

Panem is a nation that that has risen from the ruins of a North America destroyed by natural disasters and wars. At its beginning, it was made up of one Capitol that controlled thirteen districts, each responsible for a specific industry like technology, agriculture, or textiles. Then came the Dark Days: the districts rebelled against the Capitol and almost won, until the Capitol obliterated District 13 and regained its oppressive control of the remaining districts. The Hunger Games are an annual "celebration" that all the citizens of Panem are forced to watch. To remind the districts of the Capitol's total control over them (as if they could forget), each district is forced to hold a lottery to choose one boy and one girl tribute to send to the Games. After the twenty-four tributes are paraded through the Capitol and celebrated by the bizarre looking humans who live there, they are thrown into the arena and the games begin. The rules are simple: use whatever skills you have to survive, and whatever weapons you can find to kill the other tributes, for the last tribute alive is crowned the victor. And the whole thing is televised to the entire country. Katniss Everdeen, like all twelve to eighteen year olds in District 12, dreads the annual reaping with fear that she might be chosen. However this year, a nightmare she never considered happens: her twelve-year-old sister, Prim, is chosen in the reaping. Frantic with fear at the thought of her little sister in the arena, Katniss volunteers to take her place in the Games, even though she knows this means she will certainly never return home alive. Even though she is forced to play along with the Capitol and their Games, Katniss is not a girl to go down without a fight. She becomes known as "the girl on fire" and ignites a spirit across the districts she never dreamed possible.

Worth a bookmark?

The Hunger Games is truly one of the best books I have ever read, yet it is so different than books I usually fall in love with! It is fast paced, suspenseful, and heart-wrenching. Katniss Everdeen is a dynamic character who is far from perfect, but fights to survive while doing the right thing, even though it means personal danger. Readers empathize with her as she struggles with conflicting emotions and decisions that could literally mean the difference between life and death. I don't think you'll need a bookmark for this book, because you won't be able to put it down!

This first book in the trilogy introduces the characters and setting, as well as showing the reader issues with an tyrannical government from the perspective of its suffering citizens that are further developed in the next books.

In my library…

This book and the series are great for booktalks to get kids excited about books. I have also come across an activity designed by a librarian in Colorado that recreated the Hunger Games combined with a food drive. Here is a link to information and pictures of this activity that got kids begging for this book! http://www.donorschoose.org/donors/proposal.html?id=331908

Reviews

Brilliantly plotted and perfectly paced…a futuristic novel every bit as good and as allegorically rich as Scott Westerfeld's Uglies books…the considerable strength of the novel comes in Collins's convincingly detailed world-building and her memorably complex and fascinating heroine. In fact, by not calling attention to itself, the text disappears in the way a good font does: nothing stands between Katniss and the reader, between Panem and America. This makes for an exhilarating narrative and a future we can fear and believe in, but it also allows us to see the similarities between Katniss's world and ours. (The New York Times—John Green)

Among the Hidden

Haddix, M. (1998). Among the hidden. New York: Simon & Schuster Children's Publishing.

Summary

Luke is twelve years old. He has never been to school, never been inside a store, and never visited family or friends. In fact, Luke has never ridden in a car or been further from home than his own back yard. Before Luke was born, the government made a law that limited each family to only two children because of the threat of shortages of food and resources. This law, strictly enforced by the Population Police, meant that Luke was not supposed to exist so for the protection of both him and his family he must stay hidden at all times. Luke accepts this fate until the government decides to develop the woods and fields surrounding his farm house into housing. His life is now confined to the attic, because if anyone saw him through a window or suspected a third child in their home, Luke's entire family would be punished or even killed. Luke becomes bitter and resentful in his new life, and passes the time by watching the developing neighborhood through the attic vent. He soon learns the schedule of everyone coming and going from the new homes. One day he is shocked to see a curtain flutter in a house where no one should have been. As days and weeks pass, his desperation fuels his courage to leave the safety of his attic to discover a secret that could mean he is not the only hidden child.

Worth a bookmark?

Among the Hidden is a fast-paced book that keeps its readers on the edge of their seat with many surprises. Depicting a society that is scary, yet not difficult to believe in, the characters are faced with problems that many believe may be in our not-so-distant future. Readers may identify with the pressure Luke feels to conform to rules that he does not agree with, but feels powerless to change. Luke's character is dynamic throughout the book; initially he meekly accepts his circumstances but eventually he begins to feel empowered to make small steps that may lead to major changes in his life and the lives of other hidden children. This book is the first in its series and the ending sets up the sequel by leaving the reader itching to know what happens to Luke next.

In my library…

This book could be used as an introduction to science fiction and/or fantasy. Readers who shy away from these genres because they can be so far-fetched and heavy with technical terms could ease into the genres with this book because it is more realistic than other science fiction. It also has some elements of a good mystery, like suspense and twists, that would keep a reader turning the pages and even picking up the next book.

Reviews

Gr 5-8-Born third at a time when having more than two children per family is illegal and subject to seizure and punishment by the Population Police, Luke has spent all of his 12 years in hiding. His parents disobeyed once by having him and are determined not to do anything unlawful again. At first the woods around his family's farm are thick enough to conceal him when he plays and works outdoors, but when the government develops some of that land for housing, his world narrows to just the attic. Gazing through an air vent at new homes, he spies a child's face at a window after the family of four has already left for the day. Is it possible that he is not the only hidden child? Answering this question brings Luke greater danger than he has ever faced before, but also greater possibilities for some kind of life outside of the attic. This is a near future of shortages and deprivation where widespread famines have led to a totalitarian government that controls all aspects of its citizens' lives. When the boy secretly ventures outside the attic and meets the girl in the neighboring house, he learns that expressing divergent opinions openly can lead to tragedy. To what extent is he willing to defy the government in order to have a life worth living? As in Haddix's Running Out of Time (S & S, 1995), the loss of free will is the fundamental theme of an exciting and compelling story of one young person defying authority and the odds to make a difference. Readers will be captivated by Luke's predicament and his reactions to it.-Susan L. Rogers, Chestnut Hill Academy, PA (School Library Journal)

The Sisterhood of the Traveling Pants

Brashares, A. (2001). The sisterhood of the traveling pants. New York: Random House.

Summary

Four friends: Bridget, the bomb-shell blonde athlete; Tibby, the pessimistic film maker; Lena, the shy, beautiful, modest artist; and Carmen, the drama-living writer. One pair of jeans, found in a thrift store, mysteriously fits them all and becomes the glue that holds them all together in their first summer apart since they were born sixteen years ago. Bridget becomes dangerously obsessed with her young, hot coach at a soccer camp in southern California. Carmen, excited at the prospect of spending a whole summer with her father, learns he has been keeping secrets from her. Lena visits her grandparents in Greece, finding love and art in unexpected places. And Tibby, bitter at being left behind at home, befriends twelve-year-old Bailey, who teaches her lessons of life, love, and friendship that she will never forget. During this first summer of the Sisterhood, the girls begin to grow into themselves as individuals while realizing just how much they still need each other.

Worth a bookmark?

I absolutely love this book! Each of the girls gets to tell her story from her own perspective, yet the story of the group is woven together so gracefully that they are never really separate stories. Brashares writes in a way that invites you to be part of the Sisterhood, and you feel like you share in the girls' friendship. The characters are dynamic and far from perfect; it is agonizing to watch them work through their dilemmas yet wonderful to see how they come out on the other side stronger both as individuals and as a group.

In my library…

The Sisterhood of the Traveling Pants series would make excellent reading for a book club for high school girls. Because the movies are extremely different from the books, it would be interesting to discuss the differences and why the filmmakers chose to change such an already wonderful story. Characterization would also be a great skill to teach using these books because each of the characters is so different, yet they complement each other as best friends.

Reviews

Any story that begins "Once upon a time..." has to be good, and this one is. It is hard to imagine that one pair of thrift shop jeans could play such an important role in the lives of four teenage girls. The story begins before the birth of four teenagers when their mothers meet in an aerobics class. Although the mothers drift apart, the girls become close friends. A trip to the local thrift shop and one non-descript pair of jeans become the catalyst for a summer of change. How can one pair of jeans look so incredibly good on four different girls with four dramatically different figures? Its magical, at least that is what the teens think. "The Sisterhood of the Traveling Pants" is born when the girls decide to send the jeans to each other over the summer. The journey of the traveling jeans takes the denim talisman from Greece where Lena discovers herself, to California where Bridget learns a life lesson, to South Carolina where Carmen must learn about family, and finally back home where Tibby discovers the real magic in them-or is it life? (Rita Karr, Children's Literature)

Hoot

Hiaasen, C. (2002). Hoot. New York: Alfred A. Knopf.

Summary

Hoot is a mystery like no other. While Roy is trying to find a place to fit into his new home in the south Florida, a construction foreman repeatedly reports mysterious vandalism at the site of a new Mother Paula's All American Pancake House, keeping the newest addition to the police force busy figuring out how to report vandalism where nothing was broken. It seems as though the vandal's goal is not theft, but delay and disorder of the building site. Roy makes an unlikely friend in an older, tough girl at school named Beatrice, who eventually lets him in on secrets about her family and the mystery of the running boy he has been curious about since seeing him one morning from his bus window. When he realizes the running boy is the construction site vandal, Roy gets pulled into a complicated web of family issues, new friendships, business, politics, and environmental problems. He learns the boy's sole mission is to preserve the habitat of the small burrowing owls Mother Paula's is indifferent to destroying by building their new restaurant. Even after he decides he should help the owls, Roy has to be creative and gutsy to find a way to save the rare owls who win people's hearts with their tiny "hoot"s.

Worth a bookmark?

It is interesting that the creatures this book revolves around, the small burrowing owls, rarely make an appearance in the story. That they are talked about but rarely seen adds another element of mystery to this book. Although the main issue is preserving an environment there are many other problems Roy and the other characters must deal with in the story, problems like bullying, new friendships, and unique families which readers can learn valuable lessons from. I think this book is great for middle schoolers to learn that they do not have to wait until they are adults to make a positive impact on their world.

In my library…

I would use this book in a unit or display about the environment and endangered species. Although the burrowing owls aren't portrayed as "officially" endangered, it is important for students to learn that building new, exciting places like restaurants or shops often has environmental consequences attached, such as destroying many plants or animals' habitats.

Reviews

Hiaasen, a columnist for the Miami Herald and the author of many best-selling novels for adults about the wild and wacky side of the state of Florida, offers a hoot of a read here in his first novel for YAs. Roy is the new kid in town, a student at Trace Middle School in Coconut Cove. From the school bus window, as a bully is harassing him, Roy spots a barefoot boy his age running by, and he becomes intrigued. Roy follows the boy, and gradually learns that he is involved in trying to protect the nesting site of some rare burrowing owls. This site is currently an empty lot that is about to be turned into a pancake house by a corporate executive called Chuck Muckle, with the assistance of a bald foreman called Curly. Adventures and misadventures ensue—alligators pop up in portable potties and a tough girl takes a bite out of Roy's bike tire—before Roy works out a way to get revenge on the bully and help the barefoot boy save the owls. My 14-year-old daughter read this and liked it, calling it "clever and funny" and commenting "it was interesting how the plots came together." Hiaasen's trademark over-the-top humor and satire, along with his concern for safeguarding Florida's wildlife, come through clearly and will entertain readers. Here's hoping he continues to write for YAs. Recommended for junior high school students. (Paula Rohrlick; KLIATT – KLIATT)

Allie Finkle’s Rules for Girls: Best Friends and Drama Queens

Cabot, M. (2009). Allie Finkle's rules for girls: Best friends and drama queens. New York: Scholastic Press.

Summary

Allie Finkle and her friends are fourth graders who try to welcome a new girl, Cheyenne, into their classroom. Instead of appreciating the girls' offered friendships, Cheyenne tells the girls their lack of interest in boys and kissing makes them immature and proceeds to upset the balance of a peaceful and happy class. All children who have been in school can relate to the excitement and anxiety that happens when a "new kid" joins the class, as the whole class works to figure out the new student's spot in the already established social circles of the class. Allie and her friends do not agree with Cheyenne that they need to have boyfriends to be cool or mature, but are not quite sure how to speak their minds when the whole class is against them. The issue even turns them against each other! Cheyenne also teases the girls for being "babyish" because they still play pretending games. Eventually Allie lets herself break down, having a good cry in her closet when she becomes overwhelmed by the problems she faces. While in the depths of despair she struggles whether or not to tell her mother, then worries about the consequences she may face with her classmates for opening up. This issue of how "grown up" to act at certain ages is one all children will encounter as they grow up, as well as facing peer pressure to do things they know are not appropriate.

Worth a bookmark?

Allie Finkle and her friends are so realistic they remind me of my group of girlfriends when I was in fourth grade! Allie is portrayed as a strong girl who, although she sometimes misses the mark, tries very hard to do the right thing. A reader walks away from this book learning the lesson of the old phrase "What is popular is not always right, and what is right is not always popular." They see a great example of resisting peer pressure—great not because it is easy, but in the sense that it is worthy and makes a stronger person. Readers also learn about dealing with difficult people in a mature way, meaning standing your ground without being rude or mean. Readers who are paying close attention may also be reminded that trusted adults are great resources for help and advice when tough situations arise. Finally, young readers may realize that it is okay to be a kid, just as Allie was in no rush to grow up and have a boyfriend.

In my library…

The Allie Finkle's Rules for Girls series would be excellent for a book club for fourth and fifth grade girls. Both the characters and problems are realistic and not superficial, so readers could easily relate and put themselves in the story. For example, the theme of this particular book is dealing with growing up. Throughout the story the characters struggle to balance what they want to be and do with what other kids their own age are doing, as well as what their parents and teachers expect. For the first time they are told by a peer that what they enjoy is "babyish" and to be mature they must do something they do not understand and are uncomfortable doing. This makes them question their values and views of their world. It seems as though this may be the first time Allie and her friends have encountered serious peer pressure. Although they try to resist, even Sophie and Caroline give in to do what Cheyenne says simply because it is easier or less embarrassing than to go against her. Allie finds that sticking up for herself and what she believes does not make her popular with the girls in her class, yet she does not give in and in the end is proud of herself and stronger for it. A reader can easily imagine she and her own friends in the situations Allie and her friends encounter, and may learn some valuable lessons about how to survive growing up following Allie Finkle's Rules for Girls.

Reviews

Gr 3–5—Allie Finkle is anxious to return to school after a rather boring winter break. Her spirits perk up when she hears about a new girl from Canada who will be joining their fourth grade class. However, Cheyenne is not what Allie and her best friends expected: she's a bully and thinks all the girls are immature. Cheyenne forms a new clique and institutes a new game which involves chasing boys on the playground and kissing them when caught. She orders all girls to "go with" a boy, even though most of Allie's classmates don't have a clue what they means. In this third book (Scholastic, 2009) in Meg Cabot's series, Allie decides she's not quite ready to be a grown-up and wants to enjoy life as a kid, no matter what Cheyenne tells her. Narrator Tara Sands perfectly voices the naïve but charming nine-year-old, expressing Allie's rollercoaster of emotions. She easily transitions from incredulous Allie and strong willed Cheyenne to sweet but authoritative Miss Hunter. The pacing is faultless and the production quality is first-rate. An excellent choice for individual or classroom listening.—Wendy Woodfill, Hennepin County Library, Minnetonka, MN (School Library Journal)

Skippyjon Jones

Schachner, J. (2003). Skippyjon Jones. New York: Dutton's Children's Books.

Summary

Skippyjon Jones is an extrodinary, remarkable Siamese kitten. No matter how hard she tries, Skippyjon's mother cannot tame his vivid imagination that makes him act like anything but a cat. When he is banished to his room think about what it means to be a Siamese cat, he cannot resist the call of his closet despite his mother's orders to stay out. Skippyjon's closet, it seems, is the portal to other lands created by his own imagination. In this adventure, Skippyjon becomes El Skippito, the great sword fighter, who helps a band of Chihuahuas defeat the Great Bumblebeeto who steals all their beans. As El Skippito's sword pops the Great Bumblebeeto in the deserts of Mexico, freeing all the stolen beans for the doggies, Skippyjon breaks open a piñata in his closet, exploding candy and toys all over his room. The great noise brings Mama Junebug Jones running, and she scoops him up with hugs and kisses, wondering aloud, "What am I going to do with you, Mr. Cocopugs?"

Worth a bookmark?

I haven't laughed so much reading a book in a long time! Skippyjon Jones is a mischievous yet endearing, unforgettable character whose imagination is as big as his giant ears. It has a perfect mix of mischief, humor, and adventure that kids of many ages can relate to and enjoy. When his mind's adventure takes him to Mexico, he develops a hilarious dialect mingled with a few Spanish words he knows. The book is best enjoyed read out loud!

In my library…

Stories about Skippyjon Jones are great books to get kids thinking, talking, and writing about their own imaginations. Most kids can remember a time when his or her imagination got carried away. This book would also be a great Mexican cultural connection because there are many words from the Spanish language included in the story. Kids who are familiar with Spanish would enjoy sharing their knowledge of these words with other kids.

Reviews

Skippyjon Jones is not your ordinary Siamese cat. He enjoys being with the birds and much to his mother's displeasure, he sleeps with them, eats worms and plays in the birdbath. This just is not the type of behavior she expects from her son. Banished to his room, and warned to stay out of his closet, Skippyjon does not seem to be the least bit fazed. He actually ends up on another adventure, and this time he is a masked bandito consorting with a group of dogs—the Chimichangos. The fearless Skippyjon saves them from an awful monster bumblebee named Alfredo Buzzito. It turns out that the bee is actually a birthday piñata and when he punctures it all the goodies come spilling out all over his room. Mama for once is not really upset and the irrepressible Skippyjon is ready for his next adventure. The illustrations are as humorous as the story and kids will enjoy them. The text is sprinkled with Spanish terms, which may make reading it aloud a challenge for some and a big hit for others. There is no pronunciation guide for those who may not be familiar with Spanish. 2004, Dutton, Ages 3 to 8. (Marilyn Courtot-Children's Literature)

Postcards from No Man’s Land

Chambers, A. (1999). Postcards from no man's land. New York: Speak.

Summary

Amsterdam, World War II, occupied by German Nazis. Amsterdam, fifty years later, "an old city occupied by the young" (p. 3). What do the two have in common? Jacob Todd is about to find out how deeply connected are the past and present of this mysterious city. Jacob, a teenager traveling to Amsterdam for the first time to honor his grandfather and namesake, an English solider who died in Oosterbeek during WWII, learns much more about his family than he ever expected. Jacob has lived with his grandmother most of his life, growing up rather sheltered in a middle class English home and hearing stories of his heroic grandfather his grandmother describes as the ideal man. His host family includes Geertrui, who as a young woman nursed his wounded grandfather and has since maintained a friendship with Jacob's grandmother. On her death bed, Geertrui has enlisted the help of her grandson, Daan, to help her write the true story of the relationship that developed between her and Jacob's grandfather so that Jacob may truly understand the man his grandfather was. While in the city, Jacob meets a variety of people young and old who begin to open his eyes to the possibilities that lie beyond his sheltered, proper world. As Jacob discovers many truths about himself, he begins to question and explore his own world views—gender identities, significance of historical landmarks such as the home of "his" beloved Anne Frank, his own sexuality, even the concept of euthanasia—within the context of this old yet liberal city.

Worth a bookmark?

At times this story was difficult to read, not because of how it was written but because of the intensity of the issues presented through the telling of Jacob's and Geetrui's stories. As he begins exploring Amsterdam, he quickly learns that the rest of the world is not exactly like home: one of his first experiences is being attracted to and flirting with a young woman at a café, only to discover that she is actually a he. This happening, in addition to Daan's views and sexual preferences, cause Jacob to reexamine his own sexuality and views about relationships and marriage. Jacob is also faced with a very difficult decision at the end of the book, whether or not to tell his grandmother, who is still deeply in love with his grandfather even fifty years after his death, the truth about his and Geertrui's relationship before his death. Geertrui is also faced with difficult decisions: as a young woman, many stem from surviving physically and mentally in a war-torn country, and later in life to decide how to spend her last days. The ripple effect of those decisions reaches across generations and families. Chambers weaves together the dual stories of Jacob and Geetrui beautifully to show the connection between past and present. Although this book will probably not make it to my list of ones to read again and again, the story was never dull and was one of those that made the reader uncomfortable in a good way, causing the reader to examine his or her own values and social ideas along with the characters.

In my library…

This book effectively opens doors for exploring social issues that young adults face more frequently today than in the past. It is easy for teens to say they believe one way or another on an issue without ever taking the time to consider it for themselves, but it takes much more maturity and consideration to debate an issue in context. For example, instead of writing about or discussing, "Do you think euthanasia is right?" a more meaningful question would be "Do you agree with Geertrui's decision to have an assisted death in her circumstances? Why or why not?" Additional social issues pervade this book, posting questions that all teens will have to answer for themselves at some point in their lives. The best thing about this book in that context is that it defines no wrong or right answers, only presents the issues an different perspectives on them, leaving the reader to draw his or her own conclusions.

Reviews

This book received international acclaim after its 1999 publication in Europe. Older teens on this side of the Atlantic now have a chance to read the two complex and challenging narratives intertwined in this beautifully written novel. When 17-year-old Jacob travels solo from England as his grandmother's representative at a ceremony in the Netherlands commemorating the World War II Battle of Arnhem, he is transformed. Jacob is intrigued and excited by new ideas engendered by initially bewildering experiences: the strangely disturbing Anne Frank house in Amsterdam, new acquaintances who cross gender lines, and, most of all, the imminent assisted death of the elderly lady who was his grandfather's wartime nurse and has kept in contact with his family. This frail Dutchwoman, the second narrator, has her own startling tale to tell, recalling in detail her short but passionate relationship with another Jacob long ago, when the whole world seemed to be burning and when serious, irrevocable choices were made in haste. The protagonists in these coming-of-age stories face real-world decisions involving love, sexuality, and friendship, linking the teenagers across time and generations, and leading to a conclusion as convincing as it is absorbing and thought-provoking. -Starr E. Smith, Fairfax County Public Library, VA Copyright 2002 Cahners Business Information (School Library Journal)

The Witch of Blackbird Pond

Speare, E. (1958). The witch of Blackbird Pond. New York: Bantam Doubleday Dell Books for Young Readers.

Summary

Even though she has traveled a long way for it, Kit Tyler is not impressed by her first glimpse of America. From the deck of the Dolphin, the ship that has brought her from her home in Barbados, Kit surveys the dreary shoreline of the American colonies of 1687. In stark contrast to the vivid flowers, white beaches, and bright blue waters of her home, the Connecticut Colony offers little aesthetically pleasing landscape. After her grandfather's death, Kit has come to America to live with her aunt's family, whom she has never met and who do not readily accept this unreserved cousin from the islands. Kit, with her high spirits, love of literature and fashion, and outgoing personality struggles to adjust to this rigid, Puritan way of life and it seems as though she will never learn to fit in…nor is she sure that she wants to. Difficulties with patience, politics, religion, unmet expectations, and unrequited love trouble Kit throughout her first year in the Colony. Feeling particularly stifled one day she escapes to the meadow around Blackbird Pond, appealing in its resemblance to the vast seas she left behind. Here she befriends Hannah Tupper, an old widow who makes her home around the marshes and is rumored to be a witch. Although her stern Uncle Matthew forbids it, Kit's friendship with Hannah blossoms and leads to other secret relationships, including Nat, the son of the Dolphin's captain, that will eventually lead the town to believe Kit is a witch herself! With an outraged mob on a witch hunt heading for Hannah, Kit steals her away with Nat's help. After helping prove Kit's innocence at a witch trial, Nat disappears without a word during a long winter in which Kit discovers where her heart truly lies. With spring, Nat returns to Connecticut with his own vessel, christened the Witch, with a promise to never leave Kit behind again.

Worth a bookmark?

I really enjoyed reading The Witch of Blackbird Pond. I have had the personal experience of calling several places "home" in my life, so I identified with Kit in her struggle to figure out where her true home was. Despite constant opposition from her new family and people of in the town, Kit found a way to do what she knew in her heart was right, like befriending and helping Hannah Tupper and Prudence. What I like so much about her character is that Kit was not disrespectful, spiteful, or defiant in her efforts to maintain her identity and values; instead, she truly tried to blend into her new life. Nat Eaton put it best when he compared Kit to a tropical bird being made to live in a sparrow's world (pg. 127). Kit Tyler is one of my new favorite literary characters and I look forward to reading this book again.

In my library…

A character study of Kit Tyler would be a great way to use this book in a library setting. Students could choose female main characters from other books to compare and contrast the problems and emotions each encounter in her story. This would be a great project for middle school aged girls to explore positive character traits in strong female characters. This book also provides a historical fiction link by weaving in many of the problems that American colonists faced before the Revolutionary War, including conflict with the King, prejudice, and religious intolerance.

Reviews

Strong plot, fully realized characters and convincing atmosphere distinguish this historical narrative of a girl whose rebellion against bigotry and her Puritan surroundings culminates in a witch hunt and trial. (Booklist)

This book has a lively plot and excellent characterizations. The background has every dimension of reality. (The New York Times)

Bud, Not Buddy

Curtis, C.P. (1999). Bud, not Buddy. New York: Delacorte Press.

Summary

Bud Caldwell is a ten-year-old orphan living in Michigan during the Great Depression. Add that to the fact that he's a black kid on his own after running away from his latest foster home, and Bud's in a real tight spot. Armed with nothing more than a suitcase holding all his worldly possessions and "Bud Caldwell's Rules and Things for Having a Funner Life and Making a Better Liar Our of Yourself", he sets out to walk from Flint to Grand Rapids, boldly determined to find the father he never knew. Bud's only clue to the man he thinks his father is a blue flyer his mother always looked at advertising Herman E. Calloway's band. After getting a ride from union man Lefty Lewis he makes it to Grand Rapids, where he wins over the members of Herman E. Calloway's band. However, Mr. C himself is less than thrilled with this kid who claims to be his son as Bud wonders what his mother could have seen in this cantankerous old man. As the pages of Bud's story unfold, Herman is stunned to discover the ending to his long-lost daughter's story and a grandson he didn't know he had, and Bud finally finds a home with his grandfather's band.

Worth a bookmark?

Bud, Not Buddy is a great book not only because it is so well-written, but also because of the many struggles of life it addresses. Readers learn about life in Michigan for African-Americans during the Depression through the eyes of a kid. Although Bud is wise beyond his years, Curtis does not let us forget that Bud is only ten by sprinkling in kid-like character traits, like an irrational fear of vampires and a vivid imagination. Bud's story is also one of discovering your roots and finding out where you come from at any cost. Even though Bud met many obstacles, his determination to find his family carried him forward. Herman E. Calloway represents regret and second chances, as his character is shocked to find out who Bud truly is. I loved reading this book, and was thrilled to find out that Herman E. Calloway and Lefty Lewis were based on Curtis's own grandfathers. Bud, Not Buddy is certainly worthy of the Coretta Scott King and Newbery Medal awards it has won.

In my library…

There are so many different facets of this book that would be great to use to get students thinking and talking about social and historical issues. This book would be most appropriately used in grades five through eight. After a group of students read this book I would facilitate discussions about the different themes within the story, perhaps in a blog format or Read & Respond display board or folder.

Reviews

In a story that's as far-fetched as it is irresistible, and as classic as it is immediate, a deserving orphan boy finds a home. It's the Depression, and Bud (not Buddy) is ten and has been on his own since his mother died when he was six. In and out of the Flint, Michigan, children's home and foster homes ever since, Bud decides to take off and find his father after a particularly terrible, though riotously recounted, evening with his latest foster family. Helped only by a few clues his mother left him, and his own mental list of "Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself," Bud makes his way to a food pantry, then to the library to do some research (only to find that his beloved librarian, one Charlemae Rollins, has moved to Chicago), and finally to the local Hooverville where he just misses hopping a freight to Chicago. Undaunted, he decides to walk to Grand Rapids, where he hopes his father, the bandleader Herman E. Calloway, will be. Lefty Lewis, the kindly union man who gives Bud a lift, is not the first benevolent presence to help the boy on his way, nor will he be the last. There's a bit of the Little Rascals in Bud, and a bit more of Shirley Temple as his kind heart and ingenuous ways bring tears to the eyes of the crustiest of old men-not his father, but close enough. But Bud's fresh voice keeps the senti-mentality to a reasonable simmer, and the story zips along in step with Bud's own panache. (r.s., Horn Book, Nov./Dec. 1999)

Rapunzel

Zelinsky, P. (1997). Rapunzel. New York: Dutton Children's Books.

Summary

Taken from her parents as a baby by a sorceress, Rapunzel is named after the herb her father was caught stealing to satisfy her pregnant mother. At the age of twelve, Rapunzel is taken to live in a grand, high tower in the woods with no doors and only one window at the very top. For years Rapunzel lives alone in her tower with the sorceress her only visitor, until one day a prince riding through the woods hears Rapunzel's beautiful singing. Enchanted by her voice, he watches the strange tower to learn how to enter. After the sorceress has come and gone, the prince mimics her by calling "Rapunzel, Rapunzel, let down your hair!" Rapunzel's golden hair cascades down to the prince, who climbs up as he has seen the sorceress do. The two young lovers decide to marry in the tower. When the sorceress discovers their secret, she cuts Rapunzel's hair in a fury and uses it to lure the prince to tragedy. Blind and wandering through the wilderness for a year, he is saved by the sound of Rapunzel's sweet voice. The two are reunited and are welcomed back into his kingdom, where they live happily ever after.

Worth a bookmark?

Being a Caldecott Award winner, the initial attraction to this particular version of Rapunzel is the illustrations. Zelinsky sets the story in the Italian Renaissance by using that style of painting for the illustrations, and this style fits well with the language of the story. The emotions of the characters are so evident with the vivid illustrations! A reader can see delight, fury, terror, despair, and love in the faces of the characters. Zelinsky's version is different from others I have read; it was interesting to see the same basic story told in a different way. I have a special attachment to this book because I recently read it to my class of second graders after I was shocked to learn they had never heard this story along with several other fairy tales. They were enthralled by the story and the illustrations, and it has been a wonderful experience to continue sharing fairy tales with them.

In my library…

Since Zelinsky's version of Rapunzel is only one of many, I would use this in my library as part of a study of the many versions of fairy tales. With younger students the focus would be on comparing story elements in the different versions, like setting, character, and plot specifics. With younger students this study could broaden into how fairy tales have evolved through the centuries and why different cultures portray the story in a certain way.

Reviews

K-Gr 3--In a lengthy note, Zelinsky explains his research into the pre-Grimm Brothers' origins of "Rapunzel" in French and Italian tales, but his retelling does not vary significantly from other picture-book renditions. However, his version does not sidestep the love between the maiden in the tower and the prince, as some retellers have done. The lovers hold a ceremony of marriage between themselves, and it is Rapunzel's signs of pregnancy that bring about her banishment from the tower and her prince's downfall. What sets this Rapunzel apart from the others is the magnificence of the Renaissance setting. Readers will linger over the opulence and rich details of furnishings and fabrics, and admire the decorative patterns and architectural details of the tower and the rooms. Echoes of high Renaissance art can be seen in the costumes, the buildings, and the landscapes. In their postures and gestures, the richly dressed characters might have stepped out of the paintings of Botticelli and Mantegna and Verrocchio and Raphael. But in Zelinsky's scenes there are no angels, no holy figures, no miracles--only magic. The impossibly high, almost pencil-thin tower looms above the trees. Rapunzel's hair, cascading some 50 feet to the ground, would daunt the sturdiest climbers unless they were a sorceress or a young man in love. Each scene, from the delightful Italianate farm pictured on the endpapers to the last happy scene where the prince and his bride pose with their cherub-like twins, is painted, writes Zelinsky, as a humble attempt to "spur an interest in the magnificent art from which I have drawn." A stunning effort. (Shirley Wilton, Ocean County College, Toms River, NJ, published in School Library Journal)