The Fair Garden and the Swarm of Beasts Appendix A – Tool Shed

1. The Fair Garden and the Swarm of BeastsAppendix A – Tool Shed Patty Cook Erin Decoeur-Wilson Christine Tuttell

2. Book Selection While there are no hard and fast rules to selecting books for a YA audience, a librarian will do well to keep the following principles in mind when building their fiction collection: • Books should interpret life truly • The characters should be real and vital • Selection should be based on a current worldview, with an emphasis on understanding today’s youth, and common sense • Dull and/or didactic books should be excluded from the YA collection • Books written with a religious or political bias are out of place in the YA recreational collection • Moralistic writing should be set aside in favor of more subtle stories.

3. Book Selection, (con’t.) • While both types of writing can be helpful, interpretive writing (that which stimulates thinking and understanding) is to be favored over basic factual writing • Duplicate stories or information should be brought into the collection only if the demand exceeds current supply • Books that are prejudicial and/or stereotypical in nature are not acceptable • YA fiction needn’t be judged by the same standards as adult fiction • Style that renders a book great literature isn’t essential to book selection • A library’s book collection should be chosen with specific standards and principles in mind, rather than individual likes or dislikes

4. Non-fiction book selection When selecting non-fiction books for inclusion in the collection, the standards differ greatly from those of fiction books. Key points to consider: • Date of publication • Authority of the author • POV of the author • Necessity of titles that duplicate information already in the collection • Evaluate the publisher, title page, introduction, chapter headings, and readability to get a good feel for whether the book is appropriate for the collection.

5. Book Lists • A book list should be designed so that anyone who picks it up will be impelled to open it and see what is inside • A book list should have illustrations that appeal to today’s teenagers and fit the subject of the book list • The most effective book lists are one subject, but there is more of a need for general lists. For example, summer reading lists • Attractive book lists: establish good public relations, advertise the library and promote reading • A school library should put out various bookmarks a year. For example, create a bookmark with the cast of characters for a school play or create a bookmark with the cast of characters

6. Book Lists, (con’t) • Book Lists can be produced very attractively and fairly inexpensively on a copier machine • The color of paper, the color of ink, the format of the lists, the illustration on the cover, and the caption should all be in harmony • Once a book list is created it should be made available in quantity and create a demand for it rather than giving it out gingerly • Lists should be given out on classroom visits, at book fairs, at teenage club meetings • If requests for books pour in, extra copies of the titles in demand can be ordered

7. Annotation Writing • Effective book lists should include annotations that grab the reader • Annotation writing is an art and the following points should be considered • It should not run over about thirty-five words • It should be written in one sentence because two or more tend to give a jerky rhythm than a flowing rhythm • Avoid too many adjectives, use nouns and verbs to tell what was interesting • The active voice is better than the passive • The best annotations for young adults get moving with the first words.

8. Annotation Writing (con’t) • Direct action can be varied with a statement that catches the attention • Don’t give the story away • Do not over recommend the book • Include statements that place the book in its proper time and place • Read the annotations aloud to avoid awkward expressions, two frequent use of the same word, and other inelegancies • Only occasional begin annotations with A or The • All annotations should be written as if for adults, without condescension or a patronizing tone • Do not repeat the title or any information it gives

9. Annotation Writing(con’t) • The librarian’s annotation tells: • What the book is about and how it ends • The setting and period covered • Literary qualities • Usefulness • Limitations • To whom it will appeal • How it compares with other books in the field

10. Annotation Writing(con’t) Annotation Writing example for Brave New World by Aldous Huxley: Non Example: In a highly satirical vein, Huxley pictures Utopia, scientific and industrialized. His predictions are bitter and forceful. Example: In a world where science has solved all mankind’s problems – where there is no pain, hunger, suffering, or freedom (none needed) – one test-tube baby has dangerous thoughts about freedom and individuality.

11. Book Talks • The objectives of giving book talks to teenagers are: • To sell the idea of reading for pleasure • To introduce new ideas and new fields of reading • To develop appreciation of style and character portrayal • To lift the level of reading by introducing the best books the audience can read with pleasure • To humanize books, the library and the librarian

12. Book Talks (con’t) • If you are enthusiastic about books, wish to share your pleasure in them and are well prepared you can do a book talk • The measure of a good book talk is the number of people that come to library and check out the book • A typed copy of the talk should run approximately four and half pages, double-spaced, as a general rule • Do not point out lessons or use a hortatory tone. • Do not end with “If you want to know what happened, read the book” or leave the audience dangling

13. Book Talks (con’t) • As books go out of print or lose appeal, book talks based on them should be discarded because it is important that the books talked about be available and have strong appeal to the current generation • Book talks should be read over several times so the speaker can be sure of the order of events to be related and appropriate words will come to him easily • Book talks should be typed because: • If it is given some months later, one will not have to reread the book but merely the typed talked • Over the years one can build up an extensive repertoire of successful talks to be given to new classes

14. Book Talks (con’t)The Technique of Delivery • Do not begin to speak until the audience is ready to listen – wait for attention with good humor • State the author and title clearly – present a list of titles to be presented • Be sure everyone can hear you • Bring the story to life so vividly that the speaker disappears and only the story lives • Change the pace of speaking to suit the tempo of the story • Vary the tone of your voice – a tense whisper is more effective than a yell • For emphasis the pause is essential • When two characters are conversing look to the right for one, to the left for the other and throughout the talk keep them in the same relative positions.

15. Book Talks (con’t)The Technique of Delivery • Stand firmly without rocking • Never apologize to the audience for yourself • Do not read to the audience if it can be avoided – always look at the audience • Do not indulge in nervous gestures • Do not pretend to have read books you have not read • The face should reflect the feelings of the speaker – the eyes, face, and hands make the difference between a tape recording and a book talk • Undue emphasis on a and the make a talk sound memorized

16. Book Talks (con’t)The Technique of Delivery • The feet can indicate a change of scene or a passing of time – shifting weight can transition the audience to a new place and time • Watch for boredom – if chairs begin to squeak and there is some coughing, make a quick change • If possible, record your book talk and hear it played back to improve delivery • The book talk should be delivered in the library, with time for students to browse books • A book talk is more effective when given to a smaller class rather than a larger group – small classes allow the librarian to build a rapport with students

17. Book Discussions • Facilitator of book discussion must note passages that shed light on author’s purpose. • After a thorough preparation a facilitator should prepare three or four discussion questions that will provoke thought and perhaps bring out differences in opinion. • Facilitator should assure audience at end of discussion that his opinion carries no more weight than anyone else’s opinion. • The role of the facilitator is to provoke discussion and thought and not to settle any differences of opinion about the book once and for all.

18. Displays • Seasonal displays send no real message to young readers and they require a lot of extra unnecessary shelving. • Displays are more effective if they feature a single concrete idea. • It is always recommended that there is an illustration that will catch peoples’ attention and should work with a striking caption to sell an idea. • When one shelf is removed from a section of shelves it provides a perfect location that has the effect of a stage for the display. • Displays should be changed often. • To help find inspiration for a new display one should find a striking illustration first, and then plan a display around it. • Readable books should be available in sufficient quantity on the topic being featured if the promotion of recreational reading is the purpose of the display.

19. Paperbacks • Paperbacks started off as pulps. • The surprising appeal of paperbacks falls on psychological reasons that are still not clearly understood. • Teenagers in particular are especially enthusiastic over paperback books. • Libraries should engage in more advertising in general. TV that is properly utilized on a professional level could potentially send readers rushing to their local libraries. • Paperbacks are best displayed on a revolving rack in a collection for young adults.

20. Thoughts Beneath a Bo Tree A school librarian should take some time to reflect on what s/he wants from the profession. Some thoughts that might arise from this contemplation are: • To make the library the “Big L” in the thoughts of the student body and faculty of the school. • Resolve to never appear as a frustrated, defeated librarian. • Ensure that the school be served as it should be served. • Resolve never to lose temper or use a raised voice with any student. • Most importantly, READ, READ, READ! • Maintain sense of humor while seeking respect as a librarian.

21. Thoughts Beneath a Bo Tree (con’t) • Request a conference with the principal to confer on a collection policy. Share the policy with faculty after it’s been approved by the principal. • Make a point of turning the faculty into library allies by selling the idea of using the library for themselves and their classes. • Become indispensible. • The most effective way of gaining respect and cooperation is demonstration of knowledge and ability. • Be a self-starter! • Join committees and groups to plan units of study or revise the curriculum, in conjunction with faculty members.

22. Thoughts Beneath a Bo Tree (con’t) • Be an advocate for the library by being involved in the hiring of library aides. • Remember the importance of cooperating with the public library • On graduation night, as the students walk across the stage, ask yourself: • What contribution did I make to this student? • Have I enlarged his vision and taught him the joy of reading? • Have I made books so meaningful to him that he will read all his life, or have I just furnished him with information for assignment?

23. Films and other media • Films have a great contribution to make to the enrichment, understanding, and delight of young adults • Any book on library work with young adults should have a discussion of films, records, and other media because of their important and meaningful part of the modern library’s plans for the teenager

24. Reading Lists This list of books for young adults is really a suggested list for the beginning librarian (a sample is provided) • For Younger Readers • Anonymous Go Ask Alice • Arundel The Longest Weekend • Craig It Could Happen to Anyone • GilbrethCheaper by the Dozen • Hinton The Outsiders • Mathis TeaCup Full of Roses • StolzPray Love, Remember • ZindelMy Darling, My Hamburger

25. Reading Lists • Useful Titles for Transferring the Reader to Adult Books (a sample) • Bronte Jane Eyre • Clarke 2001: A Space Odyssey • Frank Diary of a Young Girl • GuntherDeath Be Not Proud • Holt Mistress of Mellyn • Smith Joy in the Morning • Thane Tryst • WeastheimerMy Sweet Charlie

26. Reading Lists • Adult Titles for Good Readers (a sample) • Angelou I Know Why the Caged Bird Sings • Braithwaite To Sir, With Love • Brown Bury My Heart at Wounded Knee • Buck The Good Earth • Kaufman Up the Down Staircase • Lee To Kill a Mockingbird • Salinger The Catcher in the Rye • Wright Black Boy

27. Reading Lists • Advanced Reading (a sample) • Baldwin Go Tell It on the Mountains • Hemingway A Farewell to Arms • Huxley Brave New World • Orwell 1984 • Renault The King Must Die • Steinbeck Of Mice and Men • Styron The Confessions of Nat Turner • Tolstoy Anna Karenina • Tolstoy War and Peace

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