Module 15 - Go Ask Alice

Module 15 - Go Ask Alice

Summary

Alice, a pseudonymous 15 year old girl, is struggling with puberty and sexuality, a new school after a family move, and finding romance with a boy she likes.  She starts taking the wrong path when she does drugs at a party.  She begins experimenting with drugs and sex, and loses her virginity to the wrong boy while high.  when she is sober, she is gripped with regret and shame over what her family and Roger, her crush, would think if they knew.  Her family begins to notice changes in her as well, as she is not associating with former friends but with new, less savory ones.  Despite her repeated vows to kick the drugs, she continues to use drugs and to sell them.  She and her new friend Chris run away to California, where they get jobs and meet new people.  They are invited to party with the new people and soon realize that they are being abused while high.  They move away, but their new apartment is raided and they are caught with drugs.  She continues traveling all over, visiting various drug hot spots, meeting other addicts, and resorting to prostitution to obtain drugs.  She meets a priest who helps runaways, and he tries to reunite her with her worried family.  She goes back home and vows again to quit the drugs.  This is more difficult than she expects, as the other kids at school try to draw her back into bad habits.  They even lace her food with LSD, which lands her in a psychiatric hospital.  After she gets out of the hospital, she begins to make better friends and build a new life.  She ends the diary on a positive note, but then a note is written in that she was found dead of an overdose three weeks after the diary ends.  It is not clear if she died of suicide or by accident.

My impressions

While I doubt that the speaker or writer really is a 15 year old girl, this book showed believable consequences for drug use.  It wasn't necessarily an enjoyable read though.  It is something of an emotional roller coaster.  I felt bad for Alice and I kept wishing for her to be a better and stronger person.  I was happy toward the end when it looked like she was going to be able to kick her bad habit, but then she ends up dead.  I can see where this would be a good read for a young person struggling to fit in or thinking about drugs, but I didn't think it was fun to read.

Reviews

Because of the age on this one, there were no reviews from academic sources like Booklist or Kirkus.  Librarian blogs on the School Library Journal website felt that it was "lame," "crappy", and outdated, but noted that readers still check it out (Leila, 2010, Bird, 2010, & Norwood, 2010).  School Library Journal blogger Elizabeth Bird even opines that "Go Ask Alice is just awful" (Bird, 2010).  

Use in a library

I think an interesting way to use this one in a library would be to have readers compare this book to contemporary books of the same genre, such as Ellen Hopkins' books.  It would be interesting to get them to discuss why this one does or does not work, and to look at the way modern books handle similar topics. I think this one would also be a good way to lead in to a discussion about readers' rights and the Library Bill of Rights.  The more people know about their rights, the more they can work to protect them.  It is also a good way to start a conversation on respecting things you don't agree with.  With politics and the media as polarized as they are right now, it would be great to instill lessons of intellectual tolerance now rather than try to teach it retroactively later.

References

Anonymous. (1971). Go ask Alice.  New York: Simon & Schuster Books for Young Readers.

Bird, E. (2010).  Fusenews: And that's not even counting the kids named Renesmee.  Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2010/05/13/fusenews-and-thats-not-even-counting-the-kids-named-renesmee/.


Leila. (2010). Go Ask Alice challenged in New York.  Retrieved from http://bookshelvesofdoom.blogs.com/bookshelves_of_doom/2010/05/go-ask-alice-challenged-in-new-york.html.

Norwood, S. (2010). Susan writes about getting black boys to read.  Retrieved from http://blog.schoollibraryjournal.com/practicallyparadise/2010/10/31/susan-writes-about-getting-black-boys-to-read/.

Module 14 - The Monsterologist

Module 14 - The Monsterologist

Summary

This is a poetry collection written by a monsterologist, one who studies monsters. He has collected letters and interviews from different scary creatures like Dracula, Bluebeard, Grendel, trolls, ogres, witches, etc.  It also includes some silly, not-so-scary monsters like the Verbivore that eats verbs from books, and the sock eating monster from the laundry.  It portrays each monster's piece in verse, and uses various action elements like flaps to keep the audience interested.

My impressions

This book is wonderful.  If we are judging by its cover, it is just a beautiful book.  The cover is a heavy red embossed leather.  The end pages are vintage-looking stamps, and each interior page has amazing style and illustrations.  The poems for each of the monsters are delightfully funny and a re a great way to introduce young readers to verse forms in an entertaining way.  It avoided being too scary by leaving things to the imagination.  One example was Bluebeard's ad.  This entry is short and the reader would have to know the Bluebeard story already to understand it, so it is age-appropriate for even younger children. 

Reviews

Reviewers had mixed feelings about this one.  Booklist's Ian Chipman found "the quality of the poems is wildly inconsistent, sometimes even from line to line" but generally liked the book's "bursts of devilish humor and winking creepiness" as well as its "well-designed pages" (Chipman, 2009). Horn Book's Beth Meister noted the "varied mixed-media illustrations accompany the entertaining tongue-in-cheek snapshots of popular monsters" (Meister, 2010). 

Use in a library

Since this book is so fun, it could be a great way to get young readers writing and reading poetry, while removing the homework connotation that poetry often has.  It is intended to be "a memoir in rhyme."  I think it would to fun to have readers follow suit and make their own memoirs in verse.  They could write about their own lives, or they could study something and create a volume to be extend the "Ology" line.  Students could have a great time writing and sharing their own works, while learning to manipulate poetic forms. 

References

Chipman, I. (2009). The monsterologist: A memoir in rhyme. Booklist 106(2): p. 6. Retrieved from Literature Resource Center.

Katz, B. (2009).  The monsterologist: a memoir in rhyme.  New York: Sterling Pub. Co.

Meister, B. L. (2010). Katz, Bobbi: The monsterologist: A memoir in rhyme. The Horn Book Guide,  21(1): p. 166. Retrieved from Literature Resource Center.

Module 13 - Babymouse: Heartbreaker

Module 13 - Babymouse: Heartbreaker

Summary

Babymouse loves Valentines Day, but school is not a very romantic place.  There are mean girls, gross boys, and locker problems.  Babymouse hears there will be a school dance, and wonders who will ask her.  The days pass and no one does.  She tries asking people and still has no luck.  Finally, Babymouse decides to go to the dance by herself.  She gets a new dress and goes, but everyone came with a date and Babymouse doesn't get to dance.  At the end of the dance, Georgie the giraffe invites her to dance.  He tells her that she is the prettiest girl their and didn't ask her because he figured she already had a date.  They dance and take the dance photograph together, and Babymouse leaves happy.

My Impressions

I loved this book!  I am new to the graphic novel genre, but after this one I am hooked!  The story is adorable and the character and her problems are relatable (I remember dealing with similar school dance issues in middle school and can sympathize).  The illustrations were fun too, and really enhanced the text.  I would recommend this one to any student looking for something fun to read.  I also think that this series could be a way to open dialogue with reluctant parents because it actually required more sophistication than I expected (allusions to Gone with the Wind and Dirty Dancing were definitely a surprise).  I was skeptical of graphic novels, but I am now more than willing to convince parents that they are not glorified comic books filled with obscenity.  I am also going to do more of my own explorations into graphic novels because I liked this one so much.

Reviews

Horn Book Magazine reviewer KF praised the book and "Holms' valuable and never-too-early messages of self-respect and self-worth" (KF, 2007).  The reviewer also notes that "the text and illustrations successfully differentiate between reality and daydreams, and there's a good amount of humor injected into both" (KF, 2007).  There were no other reviews available of this book, but reviewers liked the series  and character in general, noting that "Babymouse is a smart, spirited, and creative young rodent who spends most of her time daydreaming about a glamorous life filled with excitement and adventure," which is a character readers can really relate to and enjoy (Gorman, 2008).

Use in a library

Part of the fun of this book is how real Babymouse's problems are.  The authors really captured middle school problems, at least as I remember them from back in the Dark Ages.  I think it would be really fun to have a book club that reads this series and then have club members collaborate to make and present their own graphic novels.  This would engage their creativity, while encouraging them to express themselves in new forms.  It could also be good to have readers compare this series to other graphic novels series and talk about the similarities and differences they exhibit.

References

Gorman, M. (2008).  Graphic novels rule!  The latest and greatest for young kids.  School Library Journal.  Retrieved from http://www.libraryjournal.com/slj/reviewsgraphicnovels/858753-317/graphic_novels_rule_the_latest.html.csp.


Holm, J. & Holm, M. (2006). Babymouse: Heartbreaker.  New York, NY: Random House Books for Young Readers.

K. F. (2007). Jennifer L. Holm and Matthew Holm: Babymouse: Heartbreaker. The Horn Book Magazine 83(1), p. 67. Retrieved from Literature Resource Center.

Module 12 - Fabulous! A portrait of Andy Warhol

Module 12 - Fabulous!  A portrait of Andy Warhol

Summary

Fabulous! is an illustrated biography of Andy Warhol's life, as he grew up, began working in commercial art, and found success in creating the new genre of pop art.  As a child, he was sickly, but very artistic.  He was also bullied, and immersed himself in art to express his feelings.  He began working in the field of commercial art, illustrating for a magazine in New York.  He crossed over to the field of fine art with his paintings of Campbell's soup cans.  His success led to the creation of his atelier, which he called "The Factory."  He was controversial but successful until his death during a seemingly-routine surgery.

My Impressions

I really liked this book.  I liked how it was organized into periods of his life.  The chronology was clear and strong.  I also really liked the illustrations.  They were detailed and interesting, and did a great job of bringing the text to life.  I also liked that the author provided additional details about the artist's life in the notes, so that a student who wanted to know more could keep reading.  I liked also that this book is appropriate for younger readers, but still interesting for an adult reader.  The one criticism I would make is that there were renditions from the author of Warhol's work but no reproductions of his actual work.

Reviews

Reviewers liked this book also.  School Library Journal's Allison Tran noted that the "bulk of the narrative is fact-based, tracing major milestones in Warhol’s personal and professional life through well-organized chronological flashbacks" (Tran, 2011).  She also mentioned the strength of the illustrations and that Warhol's "triumphs despite his social difficulties will prove inspirational for young readers who feel as if they don’t quite fit in" (Tran, 2011).  Booklist's Ilene Cooper agreed, noting that "the bursts of text are set against striking illustrations" which are done by the author in a style that pays tribute to Warhol's own style (Cooper, 2011).  Cooper feels that "kids will be moved to explore his art, which is precisely the sort of relationship between biography and the real world that authors strive for" (Cooper, 2011). 

Use in a Library

To piggyback off of Cooper's review, I think this book would be a great place for readers to start exploring Warhol's art.  After reviewing this book, they can start looking at reproductions of his paintings.  Then, readers can try painting the things in their lives, creating their own expressive styles.  If a library isn't equipped to perform this type of program, it might be possible to collaborate with an art teacher who can assist.  Not only would this be fun but it would be a great chance to foster connections between the library and either other parts of students' school or cultural community.  If a museum is nearby, librarians could try and arrange a site visit with a docent who can talk more about Warhol's work and other art from the same time period. 

References

Christensen, B. (2011). Fabulous!  A portrait of Andy Warhol. New York, NY: Henry Holt and Co.

Cooper, I. (2011). Fabulous! A portrait of Andy Warhol. Booklist 107(19-2), p. 78. Retrieved from Literature Resource Center.

Tran, A. (2011). Pre-school to grade 4: Christensen, Bonnie, Fabulous!: A Portrait of Andy Warhol.  School Library Journal.  Retrieved from http://www.libraryjournal.com/slj/printissuecurrentissue/889887-427/preschool_to_grade_4.html.csp#non.

Module 11 - Luba: The Angel of Bergen-Belsen

Module 11 - Luba: The Angel of Bergen-Belsen

Summary

Luba, a survivor in a concentration camp, is wondering why she is still alive when she hears the sound of crying children.  She goes out into a frozen field and finds 54 children who have been left to die by their Nazi captors.  She and the other prisoners bring them into the barracks and shelter them.  Luba uses cunning and negotiation to hide and feed the children until the camp is liberated at the end of the war.  In the end, 52 of the children are still alive because of Luba's efforts.

My Impressions

I liked this book because it presents the idea that one person who is willing to work can make a difference.  When good people stand up against tyranny, violence, or injustice, they can have an effect.  It also put a human face on the Holocaust, which can be a hard subject to connect with because of how horrific it can be.

Reviews

Publisher's Weekly offered guarded praise for this book, noting that "more of a context may be needed for the message to resound in its fullness, but this is a welcome story of hope" (Anonymous, 2003).  The reviewer criticized McCann's presentation of the "miraculousness of the children's survival as opposed to the notorious conditions of the camp," and the illustrations which "show what appears to be a carefully crafted view of Bergen-Belsen: no immediate acts of brutality are depicted, and other hardships are downplayed" (Anonymous, 2003).  Booklist reviewer Hazel Rochman concurred, stating that "children will need the useful introduction and afterword to fill in the facts about the millions who did not survive" (Rochman, 2003).

Use in a Library

Keeping in mind the criticism from reviewers, I think this book would be a good way to enrich and humanize a Holocaust unit.  It would not be good on its own, but it could be used in conjunction with several non-fiction works as well as The Diary of Anne Frank, whose author died in Bergen-Belsen.  It would be a great way to help students looking at Holocaust literature to understand that the Holocaust happened to real people.  This book is a hopeful way to drive home the history of World War II.

References

Anonymous. (2003).  Luba: The Angel of Bergen-Belsen." Publishers Weekly, 250(51), p. 61. Retrieved from Literature Resource Center.

Rochman, H. (2003). McCann, Michelle R. Luba: the Angel of Bergen-Belsen. Booklist, 100(5), p. 494. Literature Resource Center.  

Tryszynska-Frederich, L, and McCann, M. (2003).  Luba: The angel of Bergen-Belsen. Berkeley, CA: Tricycle Press.

Module 10 - Boxes for Katje

Module 10 - Boxes for Katje

Summary

After World War II, Katje's town experiences hardships and shortages of food, clothing, and other supplies.  One day, Katje receives a box in the mail from a children's aid society.  It contains supplies, which she shares with her neighbor.  She writes the sender, a girl named Rosie, a thank-you note and tells of what hardships the box is curing.  Then another box arrives.  The girl who sent the first box was touched by Katje's hardship and sent more things.  Katje shares the box again, and writes another thank-you note.  This cycle is repeated several times.  The boxes help the whole town survive the winter.  In the spring, Katje and her whole town gather tulip bulbs to send to Rosie and her town in thanks for the generosity that helped them survive.

My Impressions

This book was a feel-good read.  I liked that Katje and her town were saved by Katje's gratefulness and Rosie's generosity.  I liked that Katje repaid the kindness she received from Rosie by sending the boxes of bulbs.  In an entitlement society, both gratefulness and concern for others are refreshing but in short supply.  I like that this book had both.  I also like that this book is based on the author's mother's experience.  That makes the story even more interesting.

Reviews

Booklist's Kathleen Odean called the story moving and noted that "the lively illustrations, in colored pencil, oil pastel, and acrylic, pack lots of color, pattern, and historical details onto every expansive page" (Odean, 2003).  School Library Journal's Grace Oliff also mentioned "carefully researched illustrations reflect dress, architecture, and other period details" that are sure to draw readers in (Oliff, 2003).

Use in a library

This book would be a great way to introduce a holiday food or coat drive or a volunteer day.  For some readers it may be difficult to understand the hardships that some people live with on a daily basis.  This book is a gentle way to start the conversation about what is valuable, what is needed, what is important.  It can also help readers see the impact they can have if they work together.  Oliff included this book as part of a unit on hard times.  With the Thanksgiving holiday coming up, a unit like that might be a good way to get kids talking about what they are thankful for.

References

Fleming, C. (2003). Boxes for Katje.  New York, NY: Farrar, Straus and Giroux.

Odean, K. (2003). Fleming, Candace. Boxes for Katje. Booklist: 100(1), p. 128. Retrieved from Literature Resource Center.

Oliff, G. (2003). Family challenges: Tight times. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA318991.html.

Module 9 - Acceleration

Module 9 - Acceleration

Summary

While working in the lost and found of the Toronto subway company, Duncan finds a diary that looks to bethe work of a burgeoning serial killer who is tracking possible women victims on the subway.  After attempting to turn the book in to the police who do not take him seriously, Duncan and his friends begin to try to solve the mystery of the would-be killer's identity.  The use the library (awesome!) to check out books from an FBI profiler and begin to work on mapping possible suspects.  They find a gentleman that looks promising and follow him home.  When Duncan enters his house, his suspicions are confirmed.  The would-be killer comes home and finds Duncan there.  A battle ensues and the killer follows Duncan to the subway, pushing him on to the tracks.  Duncan pulls the suspect onto the tracks and manages to roll out of the way while the killer is hit by a train.

My Impressions

I liked this book.  I thought the characterization of the protagonists was good and authentic for what I remember from teenage boys.  The story was good too, with suspense and realistic details.  I can see teenagers responding to the boys' empowerment also as they research and work to deduce who the killer could be.

Reviews

Reviewers gave mixed opinions on this book.  A Kirkus staff reviewer felt that "the creepy, morgue-like setting and the friendship among the teenaged boys are well-drawn, with a fair amount of humor to balance the chills" but that "readers may wonder why Duncan fails to consider certain obvious points along the way" (Anonymous, 2003).  Booklist reviewer Stephanie Zvirin gave the book a mixed review also, noting that the author "smoothly integrates snapshots from Duncan's escapades with a new buddy and his wild best friend," but "never overexploits the sensational potential of the subject and builds suspense layer upon layer, while injecting some surprising comedy relief that springs from the boys' friendship. Less convincing is Duncan's guilt for a death not of his making, which is presented as the raison d'etre for his need to find the sick killer" (Zvirin, 2003).

Use in a library

This would be a great opportunity get a law enforcement profiler to come to the library and talk about how profiling works in a real law enforcement setting.  Since investigations are a hot topic featured on prime time tv, this could become a series of law enforcement speakers if there was a demand for it.  These talks could be paired with reading non-fiction books about profiling and crime investigation, and with true crime books.  The readers could even attempt to solve the crimes themselves, possibly with input or supervision from a member of law enforcement.  This would really get readers involved in reading and the library without making the program too didactic.

References

Anonymous. (2003). McNamee, Graham. Acceleration. Kirkus Reviews 71(18), p. 1179. Retrieved from Literature Resource Center.

McNamee, G. (2003). Acceleration. New York, NY: Wendy Lamb Books.

Zvirin, S. (2003). McNamee, Graham. Acceleration. Booklist 100(2), p. 232. Retrieved from Literature Resource Center.