Neverwhere

Neverwhere: The Author's Preferred Text read by Neil Gaiman (Harper Audio) ASIN: B000XSAXXS

Plot Summary

Richard is a boring Scottish bloke, who works a boring job, and basically does what his girlfriend tells him. One night on the way to dinner with her boss, Richard spots a woman -- whom we later learn is named Door -- who appears to be homeless and in great distress; she's bleeding and needs medical attention.  Richard helps her.  And slowly his life seems to dissolve.  Coming into contact with Door seems to erase Richard from the world of London.  Richard believes that finding Door and her friend the Marquis de Carabas will help him return to his life.  Along the way he becomes familiar with an entire hidden world below London (conveniently called London Below). Things here are much more dangerous, brutal, and hardscrabble than the London Richard is accustomed to.  He eventually convinces Door to take him on her journey.  Her entire family has been murdered and she's determined to find out who the murderer is.  Richard spends most of the novel bumbling along and feeling out of place.  The Marquis is openly disdainful of him, and Door's hired bodygaurd Hunter is at best amused by his presence.  The group works to find the angel Islington and then sets off on a journey at Islington's request.  As the quest proceeds Richard proves his worth by completing the hardest of three challenges laid down by the Black Friars in order to get the key Islington sends them to retrieve.  On the journey back to Islington, betrayals abound.  We learn the truth about Islington's past as the keeper of Atlantis, and the truth about who hired Mr. Vandemar and Mr. Croup to kill Door's parents and why.

Critical Evaluation

Gaiman's strength here comes in the way that his narrative makes even the most mundane elements of our world look new and strange.  Here is a transcription of a scene from the beginning of the second disc.

There was a little window in the back of the bedroom which looked out on area of roof tiles and gutters.  Door stood on Richard's bed to reach it, to open the window, and sprinkle the bread crumbs around.  'But I don't understand,' said Richard.  'Of course you don't,' she agreed, 'now shush.'  There was a flutter of wings and the purple grey green sheen of a pigeon.  It pecked at the breadcrumbs and Door reached out her right hand and picked it up.  It looked at her curiously but made no complaint.  They sat down on the bed.  Door got Richard to hold the pigeon while she attached a message to its leg using a vivid blue rubber band that Richard had previously used to keep his electricity bills all in one place. (Gaiman, 1997) 

Door sees something out Richard's window that he doesn't; she sees something in the pigeon that he doesn't, and when she uses his boring rubber band it seems to come alive as a "vivid" holder of important messages (far more important than Richard's electric bill).  Throughout the book Gaiman twists the familiar into something bizarre, creating a fascinating urban fantasy.  (He also does a masterful job of reading his own work; it's a joy to listen to the audiobook.)

Reader’s Annotation 

Richard helps a homeless girl (at least she looked homeless) and now everything seems to be going wrong: people at work can't see him, he arrives at his apartment to find it's been rented out, and the only people who seem able to see him are frightening street people.  Now Richard must travel through a London below his London to find the homeless girl and see if he can back to his life.

Information about the author 

From the author's webpage: 

Beginnings
Neil Gaiman was born in Hampshire, UK, and now lives in the United States near Minneapolis.  As a child he discovered his love of books, reading, and stories, devouring the works of C.S. Lewis, J.R.R. Tolkien, James Branch Cabell, Edgar Allan Poe, Michael Moorcock, Ursula K. LeGuin, Gene Wolfe, and G.K. Chesterton.  A self-described “feral child who was raised in libraries,” Gaiman credits librarians with fostering a life-long love of reading: “I wouldn't be who I am without libraries. I was the sort of kid who devoured books, and my happiest times as a boy were when I persuaded my parents to drop me off in the local library on their way to work, and I spent the day there. I discovered that librarians actually want to help you: they taught me about interlibrary loans.”

Early Writing Career
Gaiman began his writing career in England as a journalist.  His first book was a Duran Duran biography that took him three months to write, and his second was a biography of Douglas Adams, ‘Don’t Panic: The Official Hitch Hiker’s Guide to the Galaxy Companion.’  Gaiman describes his early writing:  “I was very, very good at taking a voice that already existed and parodying or pastiching it.”‘Violent Cases’ was the first of many collaborations with artist Dave McKean.  This early graphic novel led to their series ‘Black Orchid,’ published by DC Comics.  

The groundbreaking series ‘Sandman’ followed, collecting a large number of US awards in its 75 issue run, including nine Will Eisner Comic Industry Awards and three Harvey Awards.  In 1991, ‘Sandman’ became the first comic ever to receive a literary award, the 1991 World Fantasy Award for Best Short Story. (Gaiman, 2013).

Genre

Urban Fantasy

Curriculum Ties

The book shares qualities of the heroes journey that can be found in works like The Odyssey or the Aeneid.  It might make for an interesting comparison.  Gaiman treats modern London in a way that Homer or Virgil treated their times and places.

Booktalking Ideas

1) Play the opening passages.
2) Encourage the readers to imagine how their everyday surroundings could be transformed into sites of adventure.

Reading Level/Interest Age

9th grade and up.

Challenge Issues

Violence; Language.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.
 

Why did you include this book in the titles you selected?

I loved Sandman and I like the sound of Gaiman's voice, so I thought this would be fun.

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips

Gaiman, N. (1997). Neverwhere. New York: Harper Audio.

Gaiman, N. (2013). Bio. Retrieved from http://www.neilgaiman.com/p/About_Neil/Biography

Blue Lipstick: Concrete Poems

Blue Lipstick: Concrete Poems by John Grandits (Clarion Books) ISBN: 978-0-618-56860-4

Plot Summary

The book does take on something of a picaresque narrative or perhaps something more akin to a character study.  The book proceeds as a series of concrete poems, but they are all narrated by Jessie an artistic and athletic high school student.  She navigates the ups and downs of the high school experience -- including crushes and friendships.  Grandits does a nice job of showing the discovery of high school by make Jessie well rounded, she loves Mondrian, she plays cello, she clearly writes poems, but she also enjoys volleyball.  And though an early concrete poem that disparages cheerleaders reflects a dismissive view of some of her classmates, a later poem shaped like a guitar and a cello characterizes Andrea as "not so bad -- for a cheerleading unicorn" (Grandits, 2007, p. Silver Spandex*).  This turn shows growth for Jessie, though, the overall effect of the book is just to give a sense of her identity.

*The book's pages aren't numbered and Grandits even creatively uses the cover to write his first poem.

Critical Evaluation

Grandits offers an interesting take on the form of concrete poetry.  He writes in a distinctly narrative style that is so rarely part of the form.  Concrete poetry's task is typically to draw attention to the material nature of the way words look.  (This Aram Saroyan poem is one of the most direct examples I can think of). Concrete poems don't always attempt to remove the relationship between the graphical shape of letters and the meaning that is made by putting them next to one another, but often they truck in image.  Grandits often uses the shapes of poetic lines to replicate the scenario at hand -- wild hair, a volleyball match, the purring of a cat, a reflection in a mirror, streaming water from a shower head.  The actual lines then narrate the scenario.  The end result is an inventive and wildly accessible version of a rather avant-garde art form.  As my wife noted, Grandits also seems to invite his readers to write their own concrete poem (he does this even more explicitly in his book Technically It's Not My Fault, though, that book is more suitable for tweens than teens).  Having said this, The H-U-P song (in which Grandits makes a new alphabet song by randomizing the letters of the alphabet) would likely earn him serious concrete poet credibility.

Reader’s Annotation 

Concrete poems shape the daily scenarios of Jessie -- an artistic, athletic high school student.  Taken as a whole the poems offer a picture of Jessie -- or rather of her personality.

Information about the author 

From the author's webpage: 

John Grandits is a poet, typographer, art director, designer, & writer. He’s written cartoons, articles, humor pieces, fiction and nonfiction for children and adults. Occasionally he’s been published. In his previous life he was associated with a number of juvenile publishing ventures including Cricket, Muse, and Click magazines, Crown Books for Children and Random House. He has also art directed adult trade and children’s textbooks. For a short time he was owner and publisher of Film and Video News magazine. He has written and designed books, book jackets & covers, brochures, advertisements, periodicals, record jackets, corporate logos (although he hated doing it), posters and, of course, poems. Oddly enough he didn’t become funny until he was 55 years old. His ultimate goal is to design the perfectly illegible font and use it for the perfectly unreadable concrete poem. (Grandits, 2013)

Genre

Poetry

Curriculum Ties

The book is in the California Department of Education's database for Recommended Literature: http://www3.cde.ca.gov/reclitlist/displaytitle.aspx?pid=41072. They suggest it for grades 6-8, but the narrator's age will make it an appealing quick read for high school students.  A middle school teacher might easily make it part of her curriculum though.

Booktalking Ideas

1) Open to any page.  Bad Hair Day is a good introduction and Volleyball Practice and the Bowling Party are personal favorites.

2) I find it charming that Grandits even uses the book's cover to write a poem.  Showing off the cover already gives a sense of what's in the book.  It presents a fun opportunity to let teens judge a book by its cover.

Reading Level/Interest Age

6th grade and up.

Challenge Issues

None to speak of. But in case a patron found something, I'd prepare in the following manner.  I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

My dissertation is a study of experimental poetry. While I don't deal specifically with concrete poetry there, it's a favorite form of mine.  I believe it can be enjoyable and accessible for all ages.

References

Grandits, J. (2013). Bio. Retrieved from http://www.johngrandits.com/bio/index.php

Girls Rock: How to Get Your Group Together and Make Some Noise

Girls Rock: How to Get Your Group Together and Make Some Noise by Robyn Goodmark (Billboard) ISBN: 978-0-8230-9948-1

Summary 

Goodmark's book is an exhaustive, informative, straightforward, and fun guide to putting together an all girl band and making music. And Goodmark is specific: when talking about finding bandmates, she writes, "think about girls you already know, as well as other girls in school or after-school activities who might contribute to your band" (p. 9).  The book details what should happen at your first meeting, how to determine the rolls of each member, what you ought to do at your first rehearsal, how to record music, how to get a gig, and how to promote your band.  It even discusses the difference between 1/4" instrument cables and XLR microphone cables -- with a drawing showing how to tell them apart.

Critical Evaluation

Goodmark is careful to be extremely detailed.  Unlike some how-to-guides, Goodmark's doesn't assume that you already know how to play an instrument (or that you'll be able to figure out the difference between instrument and microphone cables).  In this sense the work is really a demystifying of what often seems like a mystical world.  Her tone is friendly and encouraging: "If you've never picked up an instrument or sung a note in your life, have no fear: It is never too late to learn.  There are plenty of people who don't start bands until after college, or even later.  You are lucky to be reading this now.  Once you decide what instrument you want to play, you are not far from being able to play it" (p. 33).  For even more inspiration, Goodmark includes quotations from women in bands like Tegan & Sara or Edie Brickell, and Kim Gordon writes the introduction (makes me proud to own a Jazzmaster to include in the picture above).  In another attempt to appeal to girls, Goodmark includes quizzes on topics like "What Role You Should Play," or whether "This Book is Right For You" or not.  The book is colorful with lots of great drawings.

Reader’s Annotation

Are you a girl who wants nothing more than to play music, but you have no idea where to start?  Start at Robyn Goodmark's Girls Rock.  Goodmark carefully lays out each step.  Goodmark is so thorough that it will not only sound simple, it will actually be simple.

Information about the author

From the Kanine Records site (biography is about the author's band): 

Northern State is Spero, Hesta Prynn, and Sprout. Their web site claims their government names are Correne Spero, Hesta Prynn, and Robyn Goodmark, respectively. They grew up on suburban Long Island and “formed a band” in 2000. By 2002, after gigging around all of lower Manhattan and passing out their four-song demo “Hip Hop You Haven’t Heard,” they started to receive some sweet attention – including 4 stars from Rolling Stone, for their demo! The torrent known as Northern State continued with the 2003 release Dying in Stereo (Star Time International) – so successful it quickly led to 2004′s All City (Columbia Records), dates with Le Tigre, De La Soul and Talib Kwell and several trips to Scandinavia. In 2005, Northern State continued touring with acts like Tegan and Sara, made a formal break from Columbia and then made moves to start recording with Chuck Brody (Shitake Monkey). Add Adrock from the Beastie Boys production talent, an unprecedented amount of singing, and a ban on writing sessions at the Rodeo Bar- you get their best album to date (even if it is currently untitled), and Kanine jumping at the chance to put out the first single. (Kanine Records, 2009).

Genre

Nonfiction/How-to

Curriculum Ties

Girls Rock might be useful in music instruction, but the book is really about developing a band as an extra-curricular or non-curricular endeavor.  Because it approaches music as a vocation or avocation, it won't likely fit in cleanly with curriculum.

Booktalking Ideas

1) Play a song by Northern State.
2) Administer some of the book's quizzes.

Reading Level/Interest Age

5th grade and up. 

Challenge Issues

None to speak of.  However, some patrons may oppose secular music.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

I like to play music; this looked exciting.

References

Goodmark, R. (2008). Girls Rock: How to get your group together and make some noise. New York: Billboard.

Kanine Records. (2009). Northern State. Retrieved from http://kaninerecords.com/northern-state

Falling Hard: 100 Love Poems by Teenagers

Falling Hard: 100 Love Poems by Teenagers edited by Betsy Franco (Candlewick) ISBN: 978-0-7636-437-7

Summary

The book is a collection of poems about love written by teenagers.  The concept of love is defined widely here.  There are poems about sex, poems about crushes, poems about wanting to have someone to love, one poem may or may not be a love poem to a rhinoceros (though that poem's imagery is so surreal it may just be a metaphor).

Critical Evaluation

As one might expect with a book of poems written by teenagers the quality and technical skill varies wildly.  Some poems contain profound imagery, simply because -- as anyone who's ever been a teenager knows -- humans rarely feel so emotional or romantic as they do as teens.  This keen hunger for love and knowledge of love often leads to clear-eyed observations:

And you come with
daisies hidden in your jacket
pocket so there are petals falling
and smelling of your cigarettes and
you, an excuse, tried to mumble but
all I remembered was the clumsy
way your shirt collar was tucked (p. 27)

But it also leads to experiments that either don't quite work or which get by on their charming naivete  (something that rings true of teenage romance -- it's a series of experiments with things that don't work): "His eyes are endless in a deep pool of beauty / And I want to put on my swimsuit and swim around / in them"   (p. 38).  Another: "Your hair is a chicken salad / your forehead, an apple, extra fancy / your nose, a flat steak / your ears, a paper plate of a stegosaurus" (p. 39).  What makes the collection fresh is the undaunted nature of the authors to express what they feel and do it any way they can without regard for conventions.  At its worst the book falls into cliche, at its best it's a fresh expression of experience.

Reader’s Annotation

No one understands the teen experience of love like other teens in love.  The poems in this book are all written by teens -- you will connect or be inspired to write your own poems.

Information about the author

The author notes that the authors are 

a diverse group of poets.  As far as I know, from within the United States, they were African-American, Asian-American, Latino/a, American Indian, and Iranian-American, and from outside the country, they were British, Australian, Macedonian, and Canadian.  They were straight, gay, lesbian, transgender, and bi.  They were autistic.  They were aspiring writers, and they were teenagers who had written only one poem, ever. (Franco, introduction).

Genre

Poetry

Curriculum Ties

This book is included in the California Department of Education's database of Recommended Literature: http://www3.cde.ca.gov/reclitlist/displaytitle.aspx?pid=40992

Because the book is included on the recommended reading list, it will likely meet the standards of section 3.0 Literary Response and Analysis of the California English Language Arts Content Standards -- Curriculum Frameworks.  This section reads, "Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent patterns and themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students" (p. 67).  It could also be used to encourage students to write poetry.

Booktalking Ideas

1) For a romantic experience try reading "Kitchen Stranger" by Johaina Crisomoto.
2) For a more lighthearted experience read "Look at My Feet" by Seph Kramer.

Reading Level/Interest Age

9th grade and up.

Challenge Issues

Strong language and poems about gay relationships.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

I would discuss this particular book's presence on the California Department of Education's recommended reading list. 

Why did you include this book in the titles you selected?

I appreciated that it was written by teens.

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips



Franco, B. (ed.) (2008). Falling hard: 100 love poems by teenagers. Cambridge, MA: Candlewick.

Hope in Patience

Hope in Patience by Beth Fehlbaum (WestSide Books) ISBN: 978-1-934813-41-6

Plot Summary

Escaping the sexual abuse of her step-father Charlie, Ashley Asher is beginning her first year of school in Patience, TX after having moved in with her biological father and spending the summer in her step mother's summer English class where the students read the Chris Crutcher novel Ironman.  After a backlash over the use of the book from parents, Ashley's stepmother Bev is having to step a bit more lightly, and finds that even selecting a book from the curriculum (Farewell to Manzanar) is enough to trigger the wrath of Coach Griffin.  Ashley has to face her stepfather as part of their court case.  Worse, she has to face her mother and grandparents who don't believe that Charlie has done anything wrong.  Ashley also struggles and fails to live life as a normal teen: running on the cross country team with her best friend Z.Z. and exploring her feelings for Joshua.  She blows up at Z.Z. in school.  She freaks out at the haunted house when a costumed ghoul rushes towards her (she has to be picked up by a Search and Rescue team).

Critical Evaluation

The book tends more toward instructive or therapeutic purposes than any other book I've yet read for the class (the inclusion of the RAINN hotline's number at the back of the book suggests this even more strongly).  While the book does follow a typical plot structure for a YA novel -- one that could be mapped onto Freytag's Pyramid (exposition --> rising action --> climax --> falling action --> denouement), this all feels somewhat beside the point.  It's the inner narration of Ashley as she ruminates/obsesses or the scenes of her and her psychologist Dr. Matt that seem like the real point of the book.  It feels like a tool to be used to overcome trauma.  The story trappings feel much more like devices to explore issues like developing trust or accepting realities.  The deus ex machina that takes care of Charlie might feel like a shabby (or if we look at it more positively: a kind of brutally naturalistic) narrative turn.  But that's only if we look at the book as attempting something literary.  Reading the book as a coping tool paints his death in an entirely different light: it is there to show that we can't change others.  Ashley's mother is not going to realize that Charlie was a rapist (even though he's capable of breaking her daughter's arm or hospitalizing her because of his drunk driving, which incidentally causes his death).  The obstacles in the book feel like therapeutic tests.  By presenting the work as a novel perhaps Fehlbaum reaches a broader audience.  This has the upshot of spreading awareness about violence against women.

Reader’s Annotation

Ashley's mother doesn't believe that her step father Charlie raped her.  She struggles with how to convince her mother and win her love back.  All the while, she has to deal with all the other difficulties of being a teen: backbiting, crushes, friendships, mood swings, and school work.

Information about the author

From the author's webpage: 

In addition to writing Young Adult Contemporary Fiction, Beth Fehlbaum is an experienced English teacher who frequently draws on her experience as an educator to write her books. She has a B.A. in English, Minor in Secondary Education, and an M.Ed. in Reading.

Beth is the author of the forthcoming Big Fat Disaster (Merit Press/F+W Media, March 2014); Courage in Patience (Kunati Books, 2008); and Hope in Patience (WestSide Books, 2010). Hope in Patience was named a 2011 YALSA Quick Pick for Reluctant Readers. Truth in Patience, which rounds out The Patience Trilogy, is as yet unpublished.

Beth has a following in the young adult literature world and also among survivors of sexual abuse because of her work with victims' advocacy groups. She has been the keynote speaker at the National Crime Victims' Week Commemoration Ceremony at the Hall of State in Dallas, Texas and a presenter for Greater Texas Community Partners, where she addressed a group of social workers and foster children on the subject of "Hope".

Beth is a survivor of childhood sexual abuse, like Ashley in The Patience Trilogy, and the day-to-day manager of an eating disorder much like Colby's in Big Fat Disaster. These life experiences give her a unique perspective, and she writes her characters' stories in a way meant to inspire hope.

Beth lives with her family in the woods of East Texas. (Fehlbaum, 2013).

Genre

Problem novel/Rape/Teen coming of age

Curriculum Ties

The book might not be part of a regular curriculum, but would be especially useful for a teen who had experienced some form of abuse or trauma.

Booktalking Ideas

1) The book would be particularly appropriate for clinical use.
2) Ashely's inner monologue might connect broadly with teens who often feel like outsiders.

Reading Level/Interest Age

There is frank discussion of sexual abuse and some strong language.  But given the topic, I think it would appeal to any one who's experienced abuse. 6th grade and up.

Challenge Issues

The book deals with rape and includes some foul language and a gay character.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

The book was assigned for the course.

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips

Fehlbaum, B. (2013). Bio. Retrieved from http://www.bethfehlbaumbooks.com/bio.html

The Chronicles of Vladimir Tod: Ninth Grade Slays

The Chronicles of Vladimir Tod: Ninth Grade Slays by Heather Brewer (Speak) ISBN: 978-0-14-241342

Plot Summary

Vlad is much like any other kid entering 9th grade.  He spends time playing video games and going to movies with his best friend Henry.  He has a crush on Meredith Brookstone.  And Vlad has just made a new friend in Henry's cousin Joss.  Of course, Vlad happens to be half vampire, half human.  And Henry isn't simply his best friend but also his drudge (Renfeild to Vlad's Dracula).  The book has four main strains: Vlad has kissed Meredith (apparently in the previous book) and is trying to decide how to make the next move, A new slayer is in town out to kill Vlad, Eddie Poe is trying to prove to the whole school that Vlad is a vampire, and Vlad's uncle Otis has promised to take him to Siberia to train him in the art of mind control.  Vlad soon discovers that his arch enemy D'Ablo isn't as dead as he seemed.  His friendship with Henry becomes strained, and finding out the identity of the slayer makes Vlad re-examine his friendship with Joss.

Critical Evaluation

The book is little more than a cheeky, Harry Potter clone.  It's twist is that instead of a wizard, we are presented with a vampire.  Like Potter he is believed to be the "chosen one" referenced in prophecy.  This is the second book in the series.  Clearly the author likes to make keen references: Vladimir being the name of Vlad the Impaler, one of the inspirations for Dracula; Tod being the German for “dead.”  More puns-menship: Stokerville, the villain is D’Ablo (Diablo being Spanish for devil), Joss is the name of the slayer (Joss Whedon wrote the original screenplay for the film Buffy the Vampire Slayer, and later created the television series of the same name), Eddie Poe is the loner outcast named after Edgar A, Tod’s hometown is Bathory for Elizabeth Bathory (rumored to have bathed in the blood of young girls).  Like Potter, the book is a fast paced, easy read heavy on supernatural abilities: mind reading, mind control, levitation.  Also, like Potter, the subplot is how Vlad deals with being a high school freshman: being bullied, having a crush, making friends, having friends break trust, loneliness (both Potter and Tod are orphans, which seems to be ideal for capturing the extreme isolation that teens feel, but rendering them totally alone.  Sometimes we all feel like our parents don’t understand or aren’t there for us.)  The book’s depiction of teen behavior and emotional angst rang fairly true for me; I think they’d still be universal.  It’s got all the creepshow, without being actually creepy.   It’s not Clive Barker or Steven King; it’s gothy not gory.

Reader’s Annotation 

9th grade isn't easy: dealing with crushes, classes, bullies, and struggling to make friends.  It's even harder when you're a half vampire.  You have to avoid Eddie Poe and his camera, come to terms with your ability to read and control the minds of others, and avoid the brand new slayer who's arrived in town.

Information about the author 

From her webpage: 

Heather Brewer was not your typical teen growing up. She wore black, danced under full moons and devoured every book in sight.

She hasn’t changed much.

Today, Heather can be found wandering cemeteries, lounging on her coffin couch, devouring every book in sight, and attending renaissance faire in costume (and in character). 
When Heather's not writing, dressing up, or reading, she's hanging out with her Minions, whom she adores right down to their lil black hearts. 

Heather is the author of The Chronicles of Vladimir Tod, The Slayer Chronicles, and The Legacy of Tril series. She's penned several short stories, consumes entirely too much caffeine, and will not stop until she has achieved world domination in the name of her Minion Horde. (Brewer, 2013).

Genre

Supernatural Fantasy/Vampire

Curriculum Ties

The book doesn't have explicit curricular ties, but might be a good book for encouraging a student who loved Harry Potter to keep reading.  The plot and language are very straightforward and probably below 9th grade level.

Booktalking Ideas

1) Pointing out the similarities to Harry Potter may be helpful.  The book is certainly lesser than Potter, but many of the tropes are repeated.
2) Reading chapter three as Vlad gets ready for school will easily introduce the main themes of the book -- the chapter introduces or mentions almost all of the important characters in the book and sets up Tod as both a supernatural creature and a regular high school kid.

Reading Level/Interest Age

6th grade and up

Challenge Issues

While the book never shows any gore, the main character -- a vampire -- is obssessed with gory movies and video games.  Some parents will object simply because it's a vampire book. 

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

I'd seen the series in the YA section and it appeared to be popular as many of the books were often out on loan.

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips

Brewer, H. (2013). Bio. Retrieved from http://www.heatherbrewer.com/bio.php

Thomas Was Alone

Thomas Was Alone by Mike Blithell (Self Published) Available for download on Steam.com for $9.99

Plot Summary

The game doesn't have much story to speak of.  You control a series of square and rectangular blocks that jump or have other special skills (the ability to float in water, defy gravity, double jump, or act as a trampoline for other blocks).  What little story there is details Thomas' existence as a programming anomaly: he is able to think and act.  He sets out to find friends and makes a number.  The game consists most of simple puzzles, you must navigate the quadrilateral to the exits (white outlines the size and shape of each quadrilateral).

Critical Evaluation

The mechanics are simple to master and the game's ambient music soundtrack is relaxing.  The sounds of jumping compliment the music.  The color and flatness are extremely appealing.  Tying all of this together is the narration by Danny Wallace -- a British comedian.  The individual elements are rather simple, especially for a game coming out in the early 2010s.  But when combined the overall effect is charming and absorbing.  Ultimately, the game is a little too simple.  One can play through in a number of hours and never really face a puzzle that requires much mulling.  But hearing Wallace's musings keeps the game from getting old.

Note:  The game is available on a variety of formats including Playstation 3.  It must be purchased but is only distributed via downloading.  There is no disc or cartridge (this is the new direction for most indie-level video game developers as the costs for producing a disc game would negatively affect profitability).

Reader’s Annotation

Thomas is searching for friends and a purpose.  Lead him to through this flat maze like world, so he can find purpose.

Information about the author 

From an interview on Cipher Prime: 

Q: Wasn’t Thomas Was Alone your first project with Unity?

A: That’s right. The game was a training project for teaching myself how to use Unity, so the end result was surprising. To this day, its file name is “teachingmyselfunity.proj”. I think it was a good first effort. [Laughing] I am that charming idiot who’s accidentally made something successful.

Q: Did you have any goals in mind while making the game?

A: Two. The big one was that I wanted to make a good jump. And I think there are things that work and don’t work with that jump. It frustrates me that there are still things I want to tweak with it. Second, I wanted to make good characters. So many games have characters that don’t make sense—it really bothers me. I wanted to see if I could make a game where I didn’t ever break character. I chose to set my game in an abstract world, which helped me work out a way to get around that problem. The reviews say I didn’t break character, and I guess that’s the important thing. (Cipherprime, 2013).

Genre

Puzzle Game

Curriculum Ties

None to speak of.  The game's focus is solving puzzles, so it requires some analytical thinking skills, but it doesn't have a clear application to specific classes.

Booktalking Ideas

1) Playing Wallace's narrations may catch the interest of fans of Portal.
2) The game doesn't fall into cliche anti-feminist video game themes and includes blocks with male and female names.  Because of this and the fact that the blocks haven't got any sex characteristics anyway, the game may have equal appeal for all teens.

Reading Level/Interest Age

7 years old and up.

Challenge Issues

It's a video game and to be made available would have to be purchased and downloaded onto a library computer; some parents may not feel that this is appropriate use of library resources.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the work I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this game in the titles you selected?

The game was part of Indie Bundle 8 and the simplistic style was appealing.

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips


Cipherprime.com. (2013). Mike Blithell talks Thomas was alone at dev night. Retrieved from http://blog.cipherprime.com/featured/2013/05/mike-bithell-talks-thomas-was-alone-at-dev-night/

Poetry Rocks! Modern American Poetry: "Echoes and Shadows"

Poetry Rocks! Modern American Poetry: "Echoes and Shadows" by Sheila Griffin Llanas (Enslow Publishers, Inc.) ISBN: 978-0-7660-3275-0

Summary

Griffin Llanas provides context and interpretations for poems by 12 American poets associated with modernism.  The introduction sets the stage for Modern American poetry by discussing its connection to French Symbolism, the birth of free verse, and the parallel movements in modern art (in particular the 1913 Armory Show).  The book includes a picture of Marcel Duchamp's Nude Descending a Staircase as an example of the cubist artwork that inspired poets like Williams, Stevens, Pound, and H.D.  The book includes chapters on Robert Frost, Carl Sandburg, Wallace Stevens, William Carlos Williams, Ezra Pound, H.D., Marianne Moore, T.S. Eliot, Edna St. Vincent Millay, e.e. cummings, Louise Bogan, and Langston Hughes. Each chapter opens with a brief biographical account of the poet and a photograph of the poet.  Griffin Llanas provides an interpretation and explication of the first poem included in each chapter, directing the reader to look at particular metrical elements or imagery. For each poet, Griffin Llanas includes 3 to 4 poems (typically one or two are among the poet's most noted poems and one or two are somewhat more unexpected choices). The back matter includes a glossary, suggestions for further reading, a list of internet resources, and an index.

Critical Evaluation

Griffin Llanas does a remarkable job summarizing the careers of each poet in a relatively short space.  Her summaries are careful: they don't impose interpretation.  Instead, they attempt to draw out important images or metrical features and draw attention to them.  She relies heavily on asking questions instead of imparting insights to teens.  For example, of Frost's "The Runaway," she writes

The story the poem tells is full of tension and mystery.  The reader sees the horse the way the speaker does. However, as in other narrative poems of Frost's, what we do not know outweighs what we do know.  Who is the speaker?  Who is the person watching the horse?  The reader never learns anything about the people in the poem -- not how old they are, where they are going, or why they are in a mountain pasture. (Llanas, 2010 p. 16)

Griffin Llanas never condescends and, using plainspoken English, provides context for appreciating and enjoying poets much more experimental, dense, complicated, and inaccessible than Frost.  Her discussion of Stevens, for example, is commendable.  She emphasizes that we needn't read Stevens for understanding, but also suggests that lingering over particular lines will reward the reader with multiple potential insights. 

Too often poetry is taught to teens as a way of delivering didactic messages.  Poems are flattened to simplified, cliched, moralizing messages.  Griffin Llanas' strength is that she recognizes the polysemy or multivalent nature of Modern poetry -- this necessarily emphasizes a reader's experience as important to the work.  It's clear when reading her critical analysis that she is urging her readers to examine and trust their own experience of the poem.  Poetry in high school is rarely taught this way.  Teachers tell students what poems mean.  Such a strategy would be belie the nature of Modernism.

Reader’s Annotation

Griffin Llanas provides context and questions that make modern poetry not merely readable, but also highly enjoyable.  She offers only a sample size of each poet, which will encourage a motivated reader to seek out the body of work of each other.  Griffin Llanas also conveniently lists the major works of each author, making this a perfect anthology for discovery.

Information about the author

From the author's webpage:

I write library-bound informational books for children and teens. It is the most exciting work I’ve ever done. My job makes me feel like a student with a lot of homework – my favorite thing to be! How did I get that dream job?  

An Epiphany  

In college, I rode my bike on campus in the rain to register for classes. There were no computers. You rushed to departments to sign up in person. In the English building, a chalkboard list showed that a Creative Writing section was open. I wrote the number down and got my form stamped. It was a turning-point. Goodbye botany and business. Hello poetry.  

Major Poetry! A Poetry Major  

I finally knew what I wanted to be – a poet. I gazed out windows, sipped coffee, and scribbled lines in notebooks. I strolled in cemeteries reading Keats, Plath, and Hughes. I edited the college literary review. I won awards. I published a poem! I got a BA in literature, then an MFA in poetry at the University of Iowa.  

A Teacher  

I taught with Johns Hopkins CTY, a summer program that offers college-type classes to middle grade and high school students. Next, I taught composition at a two-year college. Fourteen years of teaching taught me a lot. I worked with ten thousand students and read 50,000 student essays. 

A Freelance Writer  

I loved my students but ultimately I wanted to write for a living. I wrote for magazines, clothing catalogs, and educational publishers. I have been a freelance writer ever since. I spend my days in my office at home. As a bonus, on breaks I work in the garden and play with my dog, Casey.  Here she is! Our Casey.  

A Children’s Author  

My first informational children’s book was Helen of Troy. To date, I’ve written 30 non-fiction library books for children and teen readers. I am always excited to get a new book assignment!  Other projects I have written:      
romantic stories for Woman’s World     
novel reviews for “Beyond Her Book” a Publisher’s Weekly blog     
Lands’ End catalog copy     
essays for magazines — Christian Science Monitor, Bead & Button, Wisconsin Trails     
poems for little magazines — APR, Jubilat, Sonora Review, Denver Quarterly …  

That’s it! When I’m not writing, I’m reading. When I’m not reading, I’m hanging out with my hero – my husband – and Casey, of course. (Griffin Llanas 2013)

Genre

Poetry

Curriculum Ties

Many of the poets included are likely to be among whatever American poets might be studied in school, so it fits in nicely with what is likely already occurring in class.

Booktalking Ideas

1) I found the biographies and photos of the poets to be compelling.  Using them in a book talk could help provide context and breath life into the poems.
2) Langston Hughes and Edna St. Vincent Millay both write poems that are powerful, yet simple.  Reading from either of them might be a way to cast a wide net.
3) If an audience is interested in experimentalism Williams, H.D., Pound, or Stevens might be appropriate.

Reading Level/Interest Age

The book would be appropriate for 7 grade and up, but is likely to interest older readers: 15 -- 70 years of age.

Challenge Issues

There are no challenge issues to speak of.  Llanas doesn't shy away from mentioning that the authors wrote frankly about sex.  She even mentions certain titles, but these poems are not included in this volume.  

But on the off hand that a patron did object, I would openly greet him or her, giving ample time for detailing the complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

The title caught my eye because I studied Modern American poetry while in graduate school at UC Davis.  I was curious to see how Modern American poetry could be presented to teens.

References

Griffin Llanas, S. (2010). Poetry rocks! Modern American poetry: 'Echoes and shadows.' Berkeley Heights, NJ: Enslow Publishers, Inc. 

Griffin Llanas, S. (2013). About me. Retrieved from http://www.sheilallanas.com/about/

Pink

Pink by Lili Wilkinson (Harper Teen) ISBN: 978-0-06-192653-2

Plot Summary

Ava enrolls herself in the Billy Hughes School for Academic Excellence because she's questioning her identity.  She loves her girlfriend Chloe, but she wants to experience what it would be like to be "normal."  She trades her black outfits for pink, makes friends with Alexis (the most popular girl at Billy Hughes), and pursues a relationship with Ethan.  These simple plans turn out quickly to be extremely complicated.  Ava lies to Chloe and her parents about her new life.  She doesn't land a part in the musical (which would guarantee her extra time with her new friend and crush), so she joins the stage crew.  As she tries to play a matchmaking Emma for her new stage crew colleagues, she only succeeds in alienating herself and learning that her new friend Alexis is homophobic.  Ava plans a last ditch effort to mend every broken relationship and figure out where she belongs.

Critical Evaluation

Ava embodies the anxiety many teens feel in high school writ large.  Many of us feel like imposters at certain points in our lives, but Ava manages to feel like an imposter in every aspect of her life.  She's uncomfortable in her role as a goth lesbian where she feels the need to hide her ambition, but equally uncomfortable as a pink clad heterosexual Pastel (the in-crowd at Billy Hughes Academy) where she has to hide her sexuality -- even if she's questioning it.  She doesn't even feel comfortable among the more welcoming stage crew crowd, because she doesn't know who she is.

It's painful to watch Ava entangle herself more tightly as she manages to fail in nearly every endeavor she takes on (with the exception of her schoolwork where she somehow manages straight As while living multiple lives), but it all seems to underscore the novel's theme that there really is no such thing as normal.  As Ava's mother Pat notes girls liking boys isn't normal "It's just common" (p. 257).  And in a moment that underscores the entire message of the book Pat tells Ava 

"You know, a very wise woman once gave this piece of advice to women everywhere: 'Be strong, believe in freedom, love yourself, understand your sexuality, have a sense of humor, masturbate, don't judge people by their religion, color, or sexual habits, love life and your family.'" (Wilkinson, 2009 p. 256)

 Ava asks her mother 

"Who said it?  Was it Germaine Greer?"
My mother's face twisted in a half-amused, half embarrassed smirk, "Er, no. It was Madonna." (Wilkinson, 2009 p. 258)

Reader’s Annotation

Ava tries on a new life at a new school leaving her goth clothes and the fact that she has a girlfriend in the closet.  But when she blows the audition for her new school's musical, she joins the stage crew to be near her new friends in the play.  But her time spent with the stage crew forces her to think hard about who she really is and what she really wants.

Information about the author

From the author's webpage:   

When I was six, my parents took me to China on holiday. I really wanted my mum* to read me Snugglepot & Cuddlepie, but she was understandably over the gumnut babies after the ten zillionth read, so she suggested that I might try reading it by myself.  

And that was the day I learnt to read in my head.  

Since then I’ve read many, many books, and written a few as well.  

I was first published when I was 13, in Voiceworks magazine. 

I studied Creative Arts at Melbourne Uni, and then went and taught English in Japan for a while. When I came back, I got a job at the Centre for Youth Literature, at the State Library of Victoria, where I managed a website called insideadog.com.au, about books for teenagers.  

I’m now studying for my PhD and writing full time. I live in Melbourne. I am an only child, but my parents have a very cute dog called Rita who they love more than me**.  

*You might have heard of her. Her name is Carole Wilkinson. 
** Mum has asked me to let you know that this is not true. (Wilkinson, 2013)

Genre

LGBTQIA

Curriculum Ties

The book may not tie specifically into California Language-Arts standards, but the book may be important for students who feel like they don't fit in, who are questioning their identity, and who are questioning their sexuality.

Booktalking Ideas

1) I might focus on the notion of feeling like an outsider or an imposter.  I think everyone can identify with that feeling at some point in life.
2) The book has a positive message for people who are questioning their identity or sexuality.  This may also be an appealing "in".

Reading Level/Interest Age

The novel talks about sex and includes several scenes of drinking alcohol, which might recommend this as a 9th grade and up novel.  The interest level would likely be the same.

Challenge Issues

Wilkinson includes many lesbian and gay characters in the story.  Characters drink alcohol and speak openly about sex.

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

For this particular novel, I might point to the awards it's won as well.

Why did you include this book in the titles you selected?

2012 Stonewall Honor Book
2012 Lambda Literary Award nominee

References

American Library Association. (1999). Strategies and tips for dealing with challenges to library materials. Retrieved from http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips 

Wilkinson, L. (2009). Pink. New York: Harper Teen.

Wilkinson, L. (2013). The story of a Lili. Retrieved from http://liliwilkinson.com.au/about

Tiger Eyes

Tiger Eyes by Judy Blume (Bantam Doubleday Dell Books for Young Readers) ISBN: 0-440-98469-6

Plot Summary

Davey Wexler's father is murdered while minding his 7/11 convenience store.  Her mother finds herself unable to both death with the grief and take care of Davey and her little brother Jason, so the family goes to stay with family in New Mexico.  The trip to visit her aunt Bitsy and uncle Walter turns into a year of working through grief.  Davey's primary means of coping are hiking the local canyon -- where she meets Wolf (whom she develops a crush on) -- and working as a candy striper at the local hospital -- where she meets Mr. Ortiz who is dying of cancer.  These two paths end up converging in a way that Davey doesn't expect.  Davey is also forced to confront a number of conflicts unrelated to her father's death.  She struggles with how she ought to confront her new friend Jane about her drinking problem and how to communicate with her overprotective aunt and uncle.  While Davey doesn't solve all of her problems, she has a number of important breakthroughs.

Critical Evaluation

Blume crafts a concise problem novel that manages to avoid being overly didactic.  While many threads feel prematurely clipped or too easily tied into a bow, Blume maintains a strong sense of realism throughout.  While this isn't always narratively satisfactory, it is consistent with life.  Davey's mother has a believable tantrum/breakdown midway through the novel -- followed by an equally believable sense of emotional catatonia and a medication induced lethargy.  And even the grand gestures made by many of the characters don't indicate full healing.

Davey's frustration at her drunken friend was very familiar to me as a formerly straight-edged teen: "Jane's face is red and she is laughing and slobbering all over the place.  I don't like to see my friends drunk.  Lenaya once said that if I drank myself I wouldn't feel so uncomfortable" (Blume, 1981 p. 129).  And the consequences of Jane's drunkenness didn't feel overblown -- she kissed a boy in the back of a car and vomited.  A lesser author would have shown Jane blacking out, or engaging in unwanted sexual activity, or worse.  But the realistic portrayal of teen drinking does a better job of highlighting the actual consequences and ultimately serves as a stronger message because it isn't alarmist or reactionary.

The unresolved narrative threads create ample room for thought and discussion.  Blume keeps the language simple, and despite the somewhat dated references (most notably the cold war references to Russia and the attitude of mutually assured destruction), the concepts feel universal.

Reader’s Annotation 

After the death of her father, Davey and her family find themselves leaving Atlantic City for Los Alamos.  Davey finds new friends in the mysterious Wolf and troubled Jane, and struggles to negotiate a relationship with her aunt and uncle who essentially take over parenting duties when Davey's mother breaks down. 

Information about the author

From the author's webpage:

Judy Blume spent her childhood in Elizabeth, New Jersey, making up stories inside her head. She has spent her adult years in many places doing the same thing, only now she writes her stories down on paper. Adults as well as children will recognize such Blume titles as: Are You There God? It's Me, Margaret; Blubber; Just as Long as We're Together; and the five book series about the irrepressible Fudge. She has also written three novels for adults, Summer Sisters; Smart Women; and Wifey, all of them New York Times bestsellers. More than 82 million copies of her books have been sold, and her work has been translated into thirty-two languages. She receives thousands of letters a year from readers of all ages who share their feelings and concerns with her.

Judy received a B.S. in education from New York University in 1961, which named her a Distinguished Alumna in 1996, the same year the American Library Association honored her with the Margaret A. Edwards Award for Lifetime Achievement. Other recognitions include the Library of Congress Living Legends Award and the 2004 National Book Foundation's Medal for Distinguished Contribution to American Letters.

She is the founder and trustee of The Kids Fund, a charitable and educational foundation. She serves on the boards of the Author's Guild; the Society of Children's Book Writers and Illustrators; the Key West Literary Seminar; and the National Coalition Against Censorship.

Judy is a longtime advocate of intellectual freedom. Finding herself at the center of an organized book banning campaign in the 1980's she began to reach out to other writers, as well as teachers and librarians, who were under fire. Since then, she has worked tirelessly with the National Coalition Against Censorship to protect the freedom to read. She is the editor of Places I Never Meant To Be, Original Stories by Censored Writers.

Judy has completed a series of four chapter books -- The Pain & the Great One -- illustrated by New Yorker cartoonist James Stevenson. She has co-written and produced a film adaptation of her book Tiger Eyes, and is currently writing a new novel.

Judy and her husband George Cooper live on islands up and down the east coast. They have three grown children and one grandchild. (Blume, 2007)

Genre

Problem Novel; Realism

Curriculum Ties

The book is an easy, fast read.  The prose may actually be more appropriate for a middle school aged audience, which would make this book perfect for students not at grade level or reluctant readers (especially if they enjoyed Blume in middle school).  In many ways this could be seen as a transitional text from middle school to high school themes.

Booktalking Ideas

1) Read Davey's first encounter with Wolf.
2) Explore the conflict between Davey and her aunt and uncle.

Reading Level/Interest Age

The prose is probably at a level that a 12 year old would find the book accessible, and after reading a work like Are You There God It's Me Margaret, a 12 year old may very track down a book like this.  Eighth grade and up may very well be the interest level.  The mentions of alcohol, necking, and sexual fantasy are brief.  The alcohol consumption is vociferously condemned.

Challenge Issues

Blume writes about teen drinking.  15 year old Davey has sexual fantasies about 20 year old Wolf (the two maintain a strictly platonic relationship).

I would openly greet any patron who presented a challenge to the work, giving them ample time to detail their complaint.  I would listen attentively.  To respond to these challenges I would have some reviews of the work on hand.   I would be prepared to explain that as a public institution libraries "cannot limit access on the basis of age or other characteristics" (ALA, 1999).  I would have copies of the library's collection policy on hand.  I would be prepared to politely discuss that parents can control what their children are exposed to by coming to the library with them and examining books they check out.  If the Teen Advisory Group had written reviews of the book I'd have them handy.  While it may be of little comfort to certain parents, I would also be prepared to discuss my staunch support of intellectual freedom and abhorrence of censorship.  As a last resort, I would be sure to keep copies or a reconsideration form on hand.

Why did you include this book in the titles you selected?

Blume is considered a classic young adult novelist and this particular work has just been adapted into a film (a first for a Blume novel).

References

Blume, J. (1981). Tiger eyes. New York: Bantam Doubleday Dell books for Young Readers.

Blume, J. (2007). About Judy. Retrieved from http://www.judyblume.com/about.php
Tiger Drawing inspired by doodlekat1 http://www.youtube.com/watch?v=iZ1JX77fFLs