7The Fair Garden

and the Swarm of Beasts

Appendix A – Tool Shed

Patty CookErin Decoeur-WilsonChristine Tuttell

Book SelectionWhile there are no hard and fast rules to selecting books for a YA audience, a librarian will do well to keep the following principles in mind when building their fiction collection: Books should interpret life truly The characters should be real and vital Selection should be based on a current

worldview, with an emphasis on understanding today’s youth, and common sense

Dull and/or didactic books should be excluded from the YA collection

Books written with a religious or political bias are out of place in the YA recreational collection

Moralistic writing should be set aside in favor of more subtle stories.

Book Selection, (con’t.)

While both types of writing can be helpful, interpretive writing (that which stimulates thinking and understanding) is to be favored over basic factual writing

Duplicate stories or information should be brought into the collection only if the demand exceeds current supply

Books that are prejudicial and/or stereotypical in nature are not acceptable

YA fiction needn’t be judged by the same standards as adult fiction

Style that renders a book great literature isn’t essential to book selection

A library’s book collection should be chosen with specific standards and principles in mind, rather than individual likes or dislikes

Non-fiction book selection

When selecting non-fiction books for inclusion in the collection, the standards differ greatly from those of fiction books. Key points to consider: Date of publication Authority of the author POV of the author Necessity of titles that duplicate information

already in the collection Evaluate the publisher, title page, introduction,

chapter headings, and readability to get a good feel for whether the book is appropriate for the collection.

Book Lists A book list should be designed so that anyone who

picks it up will be impelled to open it and see what is inside

A book list should have illustrations that appeal to today’s teenagers and fit the subject of the book list

The most effective book lists are one subject, but there is more of a need for general lists. For example, summer reading lists

Attractive book lists: establish good public relations, advertise the library and promote reading

A school library should put out various bookmarks a year. For example, create a bookmark with the cast of characters for a school play or create a bookmark with the cast of characters

Book Lists, (con’t) Book Lists can be produced very attractively

and fairly inexpensively on a copier machine The color of paper, the color of ink, the format

of the lists, the illustration on the cover, and the caption should all be in harmony

Once a book list is created it should be made available in quantity and create a demand for it rather than giving it out gingerly

Lists should be given out on classroom visits, at book fairs, at teenage club meetings

If requests for books pour in, extra copies of the titles in demand can be ordered

Annotation Writing Effective book lists should include

annotations that grab the reader Annotation writing is an art and the following

points should be considered It should not run over about thirty-five words It should be written in one sentence because two

or more tend to give a jerky rhythm than a flowing rhythm

Avoid too many adjectives, use nouns and verbs to tell what was interesting

The active voice is better than the passive The best annotations for young adults get moving

with the first words.

Annotation Writing (con’t)

Direct action can be varied with a statement that catches the attention

Don’t give the story away Do not over recommend the book Include statements that place the book in its

proper time and place Read the annotations aloud to avoid awkward

expressions, two frequent use of the same word, and other inelegancies

Only occasional begin annotations with A or The All annotations should be written as if for adults,

without condescension or a patronizing tone Do not repeat the title or any information it gives

Annotation Writing(con’t)

The librarian’s annotation tells: What the book is about and how it ends The setting and period covered Literary qualities Usefulness Limitations To whom it will appeal How it compares with other books in the

field

Annotation Writing(con’t)Annotation Writing example for Brave New World by Aldous Huxley:

Non Example:In a highly satirical vein, Huxley pictures Utopia, scientific and industrialized. His predictions are bitter and forceful.

Example:In a world where science has solved all mankind’s problems – where there is no pain, hunger, suffering, or freedom (none needed) – one test-tube baby has dangerous thoughts about freedom and individuality.

Book Talks The objectives of giving book talks to

teenagers are: To sell the idea of reading for pleasure To introduce new ideas and new fields of

reading To develop appreciation of style and

character portrayal To lift the level of reading by introducing the

best books the audience can read with pleasure

To humanize books, the library and the librarian

Book Talks (con’t) If you are enthusiastic about books, wish to

share your pleasure in them and are well prepared you can do a book talk

The measure of a good book talk is the number of people that come to library and check out the book

A typed copy of the talk should run approximately four and half pages, double-spaced, as a general rule

Do not point out lessons or use a hortatory tone. Do not end with “If you want to know what

happened, read the book” or leave the audience dangling

Book Talks (con’t) As books go out of print or lose appeal, book

talks based on them should be discarded because it is important that the books talked about be available and have strong appeal to the current generation

Book talks should be read over several times so the speaker can be sure of the order of events to be related and appropriate words will come to him easily

Book talks should be typed because: If it is given some months later, one will not have

to reread the book but merely the typed talked Over the years one can build up an extensive

repertoire of successful talks to be given to new classes

Book Talks (con’t)The Technique of Delivery

Do not begin to speak until the audience is ready to listen – wait for attention with good humor

State the author and title clearly – present a list of titles to be presented

Be sure everyone can hear you Bring the story to life so vividly that the speaker

disappears and only the story lives Change the pace of speaking to suit the tempo of

the story Vary the tone of your voice – a tense whisper is

more effective than a yell For emphasis the pause is essential When two characters are conversing look to the

right for one, to the left for the other and throughout the talk keep them in the same relative positions.

Book Talks (con’t)The Technique of Delivery

Stand firmly without rocking Never apologize to the audience for yourself Do not read to the audience if it can be

avoided – always look at the audience Do not indulge in nervous gestures Do not pretend to have read books you have

not read The face should reflect the feelings of the

speaker – the eyes, face, and hands make the difference between a tape recording and a book talk

Undue emphasis on a and the make a talk sound memorized

Book Talks (con’t)The Technique of Delivery

The feet can indicate a change of scene or a passing of time – shifting weight can transition the audience to a new place and time

Watch for boredom – if chairs begin to squeak and there is some coughing, make a quick change

If possible, record your book talk and hear it played back to improve delivery

The book talk should be delivered in the library, with time for students to browse books

A book talk is more effective when given to a smaller class rather than a larger group – small classes allow the librarian to build a rapport with students

Book Discussions Facilitator of book discussion must note

passages that shed light on author’s purpose. After a thorough preparation a facilitator

should prepare three or four discussion questions that will provoke thought and perhaps bring out differences in opinion.

Facilitator should assure audience at end of discussion that his opinion carries no more weight than anyone else’s opinion.

The role of the facilitator is to provoke discussion and thought and not to settle any differences of opinion about the book once and for all.

Displays Seasonal displays send no real message to young

readers and they require a lot of extra unnecessary shelving.

Displays are more effective if they feature a single concrete idea.

It is always recommended that there is an illustration that will catch peoples’ attention and should work with a striking caption to sell an idea.

When one shelf is removed from a section of shelves it provides a perfect location that has the effect of a stage for the display.

Displays should be changed often. To help find inspiration for a new display one should

find a striking illustration first, and then plan a display around it.

Readable books should be available in sufficient quantity on the topic being featured if the promotion of recreational reading is the purpose of the display.

Paperbacks Paperbacks started off as pulps. The surprising appeal of paperbacks falls on

psychological reasons that are still not clearly understood.

Teenagers in particular are especially enthusiastic over paperback books.

Libraries should engage in more advertising in general. TV that is properly utilized on a professional level could potentially send readers rushing to their local libraries.

Paperbacks are best displayed on a revolving rack in a collection for young adults.

Thoughts Beneath a Bo Tree

A school librarian should take some time to reflect on what s/he wants from the profession. Some thoughts that might arise from this contemplation are: To make the library the “Big L” in the thoughts of

the student body and faculty of the school. Resolve to never appear as a frustrated, defeated

librarian. Ensure that the school be served as it should be

served. Resolve never to lose temper or use a raised voice

with any student. Most importantly, READ, READ, READ! Maintain sense of humor while seeking respect as

a librarian.

Thoughts Beneath a Bo Tree (con’t)

Request a conference with the principal to confer on a collection policy. Share the policy with faculty after it’s been approved by the principal.

Make a point of turning the faculty into library allies by selling the idea of using the library for themselves and their classes.

Become indispensible. The most effective way of gaining respect and

cooperation is demonstration of knowledge and ability.

Be a self-starter! Join committees and groups to plan units of study

or revise the curriculum, in conjunction with faculty members.

Thoughts Beneath a Bo Tree (con’t)

Be an advocate for the library by being involved in the hiring of library aides .

Remember the importance of cooperating with the public library

On graduation night, as the students walk across the stage, ask yourself:

What contribution did I make to this student?

Have I enlarged his vision and taught him the joy of reading?

Have I made books so meaningful to him that he will read all his life, or have I just furnished him with information for assignment?

Films and other media

Films have a great contribution to make to the enrichment, understanding, and delight of young adults

Any book on library work with young adults should have a discussion of films, records, and other media because of their important and meaningful part of the modern library’s plans for the teenager

Reading Lists

For Younger Readers Anonymous Go Ask Alice

Arundel The Longest Weekend

Craig It Could Happen to Anyone

Gilbreth Cheaper by the Dozen

Hinton The Outsiders

Mathis TeaCup Full of Roses

Stolz Pray Love, Remember

Zindel My Darling, My Hamburger

This list of books for young adults is really a suggested list for the beginning librarian (a sample is provided)

Reading Lists Useful Titles for Transferring the Reader

to Adult Books (a sample) Bronte Jane Eyre

Clarke 2001: A Space Odyssey

Frank Diary of a Young Girl

Gunther Death Be Not Proud

Holt Mistress of Mellyn

Smith Joy in the Morning

Thane Tryst

Weastheimer My Sweet Charlie

Reading Lists Adult Titles for Good Readers (a sample)

Angelou I Know Why the Caged Bird Sings

Braithwaite To Sir, With Love

Brown Bury My Heart at Wounded Knee

Buck The Good Earth

Kaufman Up the Down Staircase

Lee To Kill a Mockingbird

Salinger The Catcher in the Rye

Wright Black Boy

Reading Lists Advanced Reading (a sample)

Baldwin Go Tell It on the Mountains

Hemingway A Farewell to Arms

Huxley Brave New World

Orwell 1984

Renault The King Must Die

Steinbeck Of Mice and Men

Styron The Confessions of Nat Turner

Tolstoy Anna Karenina

Tolstoy War and Peace

References

Edwards, M. A. (2002). The Fair Garden and the Swarm of Beasts: The Library and the Young Adult (Centennial ed). Chicago: American Library Association.