Week 13 Prompt

Caution: I am going to try REALLY hard to stay off my soapbox with this one, but I'm not sure how well I can do so.

My opinion is that as librarians we should definitely work to ensure that we serve everyone, even those patrons who enjoy young adult and graphic novels.  Why should we treat them any differently than any other patron? 

I get a bit heated about this topic.  I've heard comments that young adult novels are just drivel.  That graphic novels are just fancy comic books.  My question is: so what if they are????? Personally, I don't feel this way, and I think that both genres have great things to offer their readers.   Anytime we get a book in the hands of a patron and they enjoy it, I say that is a job well done.  Any reading is a good thing, I don't care what genre it is.  Personally, I enjoy YA novels, and find that they are well written and age appropriate.  I'm not a huge fan of graphic novels, but I'm certainly not going to criticize what anyone chooses to read.  Like I said before, any reading is good reading and gets the mind to think outside the box.  I think that is a great thing!

Annotation - Young Adult

	Marked (House of Night #1) By P.C. Cast and Kristin Cast
	Pages:  306
	Publisher:  Signet
	Language: English
	ISBN: 978-0312360269

Synopsis:  Zoey Redbird is your average 16 year old, trying to make her way through her teenage years just like everyone else.  But one day she wakes up marked with a crescent shaped moon on her face, which is both an exciting and scary prospect for her, because it means she is a vampire.  Vampires have always existed in her world, but not all are chosen like Zoey.  As soon as she realizes she is marked, Zoey must enroll in the House of Night, a school where she must undergo the Change, but not all who enter the school will make it through the change process.  If she makes it, she will begin to train as an adult vampire.  While at the House of  Night, Zoey learns that she is not an average student, and she has been marked as special by the vampire goddess, Nyx.  She isn’t the only student who is special, and when she learns that one of the others is using their powers for darkness, she must take on the school’s most elite to keep them from misusing their gifts.

Elements of Young Adult Genre
Pace:  The story moves quickly, but does not fail to leave out any details.  It is an easy read and keeps the reader’s interest.	Characterization: Characters are typical teenagers – some popular, others not; some moody and angsty; all of them just trying to find their way in this new chapter of life for them.
Setting: The setting is based in a not-so-typical high school.	Tone/Mood: The mood is a bit dark at times due to the element of good vs. evil and vampires.
Story Line: Even though this is yet another young adult series about vampires, this one is quite different than any other I am familiar with.  This story is about typical teenage life while learning to become a vampire.

Read-a-Likes
The Coffin Club (Vampire Kisses) By Ellen Schreiber	Fade Out (Morganville Vampires) By Rachel Caine	Dark Visions By L.J. Smith

Non-Fiction Matrix

Author:                              Andrew Solomon

Title:                                   Far From the Tree: Parents, Children and the Search for Identity

Publication Date:             November 13, 2012

Number of Pages:            976

Geographic Setting:       None specified

Time Period:                    None specified

Subject Headings:           Social Studies; Family Studies; Transgender; Disabilities; Diversity

Type:                                  Non-Fiction

Series Notes:                    Stand-Alone

Reading Elements: ·         Narrative Content – Far from The Tree reads like several short stories.  Each chapter of the book tells the story of a different family. ·         Story Line - The author presents the reader with stories of numerous different families and the challenges they are presented related to what society would consider a disability. ·         Detail – The reader is provided with immense details regarding the family situation, disability, challenges dealt with, and difficulties faced. ·         Pacing - The pace of the novel is slow, but not boring.  The author takes time to describe each situation in great detail giving the reader full insight to each family’s situation.

Book Summary:  Far From the Tree is an honest, thought provoking insight into the lives of families dealing with special needs children.  The author discusses families coping with deafness, dwarfism, Down syndrome, autism, schizophrenia, multiple severe disabilities, children who are prodigies, who are conceived in rape, who become criminals, who are transgender. The author shows how ordinary people are able to face these extreme parenting challenges by learning to accept their children for who they are and how they can help their child and entire family live the best life possible.

1-3 Annotation:  In Far from the Tree, the author discusses stories of parents who have learned how to deal with their exceptional children, but also have found profound meaning in doing so.  The book not only explores the fears and concerns of parents dealing with these difficult situations, but also discusses generosity, acceptance, tolerance, and the fact that love can overcome any prejudice.

Similar Works:  NurtureShock: New Thinking About Children by Po Bronson                                 A Mother’s Reckoning: Living in the Aftermath of Tragedy by Sue Klebold                                 Shattered: From Grief to Joy After My Son’s Suicide by Rebecca Tervo                                 Raising a Child with Autism by Timothy Fountain

Name of Annotator:       Melanie Berry

Works Cited:

Wyatt, Neal. (2007). The Readers’ Advisory Guide to Nonfiction. Chicago, American Library Association. File found on Canvas.

ebooks and Audiobooks

Personally, I love the feeling of having a book in hand for reasons I just cannot explain.  There’s just something about the weight of it, the smell, the turning of the pages.  But because I’m having some vision issues, I’ve found myself gravitating more to reading on my kindle because I am able to change the size of the font and text to see better.  I think this feature of ebooks is very important, especially for those like me with visual impairments.  Whatever method of reading is used, ebook or traditional book, I don’t believe it affects the knowledge of the genre, pacing or tone.  It is the same story, just a different, more modern way of viewing it.

I must admit, I never listened to an audiobook.  I’m a much more visually oriented person, so I am not sure if I would comprehend the material as well, but I do intend to try it in the very near future.  Have also thought that I might find it a bit boring because I am not performing any action like turning pages.  I I definitely believe that track length and the narrator’s voice would affect how much I would enjoy listening.  If the narrator reads too fast or slow or is too monotone I am not going to enjoy the experience, but I’m sure these are taken into account when choosing a reader.  I believe the greatest appeal factors for audiobooks would be the ability to listen to a story while travelling, and it also allows a method of reading for the visually impaired.

Book Club Observation

I have never been a member of a book club, so I decided to do an observation at my local library.  The club I attended was for fans of mystery novels, so I was quite pleased.  The club meets monthly at this particular branch in one of the library’s study rooms.  It was a small room, but big enough for the members.  There were six of us, including the facilitator, who was one of the branch librarians.

The atmosphere was very laid back and comfortable.  Everyone knew each other, and they were very friendly and welcoming to me.  I introduced myself and told them I was there for a school project, and they were very interested in helping.  They invited me to ask any questions and to join them again at any time.  I had a very good time and gained a lot of insight into what other mystery readers look for, so I will most likely visit with them again.

I had always assumed that there was an “assigned” book to be read for each meeting, but this club was different.  There are times that they discuss a particular book, but for the most part they just discuss what they have been reading on their own.  Each member described the plot, characters, what they found interesting about the book, and whether they enjoyed it, all without giving up too much detail.  When I inquired about this, they told me that they prefer to share ideas about different books with one another so they can decide what they want to read.  The only time they really have an “assigned” book is if there is a new release that everyone is interested in reading and discussing.  The moderator did take time during the meeting to discuss upcoming new releases for the group to discuss.

The moderator prompted the discussions along from one person to the next, asking who would like to be the next to share, but there didn’t have to be prompting by her for members to ask questions, they did so on their own.  Most questions were about plot, characters and pacing, and if the reader recommended the book to others.  Everyone took turns very well, and there wasn’t any member who tried to out talk the others. 

The library provides coffee for the group, but no snacks.  Members are welcome to bring their own, and they usually do, by taking turns each month on who brings something.  It appears that it is typically a dessert.  This group has been meeting for quite some time and seems more like a gathering of friends than a club.  They did tell me that they have met occasionally for dinner around the holidays and have a gift exchange.  I really was pleasantly surprised that I enjoyed myself and I would like to attend again.

Kirkus Style Review

Sorry, I'm really late with this one!!!!!

The Girl on the Train

Paula Hawkins

 Rachel is desperate to find happiness and a life more thrilling than her own.  As a lonely commuter, she imagines the story of a perfect life between a couple she has only seen through the train window, but soon finds that everything is not what it seems.

 Rachel is a miserable, divorced alcoholic who still desperately loves her ex-husband, Tom.  She rides the same train into London day after day to her dead-end job, which she ends up losing due to her drunken state at work.  Afraid to let her roommate know that she has lost her job, Rachel continues to ride the train everyday to appear as if she is still working.  While on her daily trip, Rachel always sees a couple who she calls “Jess and Jason”.  The pair seem to have a perfect life, in a perfect house in Rachel’s old neighborhood.  She imagines that their life must be lovely, but one day on her train ride she witnesses an act of infidelity, and then hears the news that Jess (whose real name is Megan) has disappeared. The investigation into Megan’s disappearance centers around her husband, Scott.  Rachel feels compelled to go to the police to share her information regarding the infidelity and becomes enmeshed into not only the police investigation, but the lives of Megan, Scott, and even Rachel’s ex-husband.  A further complication is that Rachel was terribly drunk on the night Megan vanished and while she can vaguely remember walking by her home, she cannot remember what she saw. 

 Hawkins slowly reveals the facts of the story and readers will be quite shocked by the outcome and how love and obsession can lead to violence.

Special Topic Paper

 Serving Patrons with Autism/Spectrum Disorders

As someone with a nephew who is autistic, this paper takes on a personal level of importance to me.  My nephew loves the library, loves books and is a very advanced reader, but sometimes the library can be overstimulating for him, or there are not necessarily programs that are very inclusive for him.  As a future librarian, I want to make sure that he, as well as all patrons, feel comfortable in visiting their library.  I want to insure that there are services and programs available for him, and all others like him.

As librarians, one of the most important things we can do is to make sure that all patrons feel welcome and comfortable in the library.  Serving patrons with disabilities or special needs can be challenging, but there are many ways that we can provide for them so that they feel just as satisfied as any other patron with the library services they receive.  Because equity, diversity and inclusion are the fundamental values of the American Library Association, their Office for Diversity, Literacy and Outreach Services offers a wealth of information on library programming, services for patrons, and training for employees.  With a growing population of individuals with disabilities, we need to make certain that library employees are well trained and prepared to deal with a variety of different situations.

It is estimated that between 1 and 1.5 million individuals in this country are autistic or lie somewhere along the autism spectrum.  It is currently the fastest growing developmental disability, with an increase of over 10% every year.  As such, libraries can expect to see increasing numbers of autistic patrons and will need to consider this in their collection development and programming.  In order to properly serve these patrons, it is recommended that library staff become familiar with some of the signs displayed by autistic patrons.  While the manifestations of autism are unique in each individual, the most common are as follows:

·         Hand flapping

·         Rocking

·         Covering of the ears

·         Screeching, screaming, making loud noises

·         Repetitive behaviors

According to a presentation by the Montana Office of Public Instruction entitled “Serving Library Patrons with Autism Spectrum Disorders”, library staff should keep these key ideas in mind when providing service:

·         Avoid touching (most autistic individuals do not like to be touched or have their personal space encroached upon)

·         Talk to the patron, not just the caregiver

·         Allow the person an opportunity to respond, even if it takes time

·         Don’t just tell the patron how to do something, show them.  Autistic patrons most often learn better by example.

·         Keep things simple and at all times explain what you are doing.

·         Use visual aids as often as possible.

There are numerous websites, PowerPoint presentations and webinars available to assist in the training of library staff on identifying the signs of autism and how to provide the best service to these special needs patrons.  However, one of the best things to remember in dealing with autistic/spectrum patrons is that their brains work differently. There are numerous reasons for this, but the primary is that they process information in a different part of the brain than a typical child.  Therefore, we need to present the information differently in order for them to be engaged.

Most, but not all, of the autistic patrons that library staff will encounter are preschool and elementary age children.  So how can these young patrons be best served?  One great way to provide services is through story time, which can be easily modified to be inclusive for all children. According to the article “Storytimes for Autistic Children” by Kiera Parrott, things should be kept simple, using the same routine for each program, and do not worry if children appear to be zoning out.  It is not unusual for an autistic child to lose focus but then regain interest at a later time.

The San Jose Public Library provided training for their staff members on diversity and inclusion specifically focused on story time.  Their suggestions for providing the most successful programming possible include the following ideas:

·         Use short,  clear sentences , and slow down when reading and singing

·         Provide many different forms of visuals during activities such as puppets, props, stuffed animals, pictures/flannel board stories, sign language, adapted books

·         Provide a variety of options for children to sit and to define space such as carpet squares, story time carpets, beanbag chairs

·         Use a visual schedule for all activities

·         Provide a variety of options for children to pay attention such as a variety of fidget toys available

·         Allow children to stand, move or go for a walk and return to the group at their leisure

Story time and preschool activities can be easily tailored to be inclusive for all children.  But what about teenagers?  At an already awkward stage, it can be even more challenging with a child on the spectrum.  Research has shown, however, that the way to handle programming for teens really isn’t much different than younger children.  It’s the same concept, just different content.  Instead of children’s books, puppets and stuffed animals, the content will need to be geared to the age appropriate level.  Typical teens are more involved in graphic novels, beauty and fashion, perhaps even teen romance and science fiction.  All of these can still be presented in teen groups just as they would be in a story time session for young children.  The key concepts are the same: short and clear sentences, appropriate props and visuals, a comfortable place to sit, and the option to come and go from the group as needed.  One particular difference in this age group, however, would be to include more socialization among teens.  Since most of these children have been dealing with their diagnosis for a longer period of time, they have learned their own unique way of dealing with others.  Some may be quite talkative and some may be completely non-verbal, but regardless of their level of socialization, ways of encouraging social interaction should be explored.

One of the best ways to deal with special needs patrons is to ask them or their caregivers what they need or want.  You don’t have to be limited just to story time.  Some libraries open a little early or close a little later in order to have a special time designated for patrons on the spectrum.  Ultimately, what works best for your patrons is what will provide them with services they need, as long as the ideas are financially feasible.

In speaking with friends and family members, and doing research for this paper, I found a lot of information on multisensory environments. These are rooms or spaces in the library that are dedicated to promoting intellectual activity while encouraging relaxation and quiet.  These rooms aim to control sensory stimulation by reducing loud noises, talk and promoting a calmer, softer lit environment.  Of course these areas can be geared to whatever activity is going on in the room.  If there is a special program that needs to be more active or have more interaction, that can certainly take place too.  Of the individuals I spoke with regarding their autistic children, they indicated that a quiet space with interactive or touchscreen games and books would be very useful.  Every person I surveyed responded that there was a huge need for beanbag type chairs.  Apparently these chairs provide a cocoon type environment which makes the children feel safe and secure in their own personal space.

With a little training, it should be fairly easy for library staff to create an inclusive environment for autistic patrons.  Knowing the signs of autism, remembering to allow these patrons their personal space, and providing them with encouragement and a sense of security and acceptance will benefit the whole library community.  Asking questions of autistic families/caregivers about how to help them and what they need will provide the best possible environment for these very special patrons.

Works Cited:

Cottrell, M. (2016, March 1). Storytime for the Spectrum. American Libraries.

Libguides.uky.edu/autismresources (n.d.).  Retrieved March 2, 2018 from http://www.uky.edu

Librariesandautism.org/strategies.htm. (n.d.). Retrieved March 2, 2018, from

http://www.librariesandautism.org

Montana Office of Public Instruction. (n.d.). Serving Library Patrons with Autism Spectrum

Disorders. Retrieved March 2, 2018, from https://www.slideserve.com/samson/serving-

library-patrons-with-autism-spectrum-disorders-and-their-families

Parrott, K. (2008, August 23). Storytimes for Autistic Children. Retrieved March 2, 2018, from

http://www.alsc.ala.org/blog/2008/08/storytime-for-autistic-children

San Jose Public Library. (n.d.). Inclusive Training for Staff. Retrieved March 2, 2018, from

www.sjpl.org