Helbig, Alethea K. and Perkins, Agnes Regan (2004). Dictionary of American Young Adult Fiction, 1997-2001: Books of Recognized Merit. Greenwood Press: Westport, CT. 

This dictionary has entries for 242 authors and 290 books and gives a quick overview of each author and their work in alphabetical order. This dictionary also discusses book awards and which title received them. This is a handy resource for librarians looking to add to their collection or just for informational purposes.

Deborah Diliberto, Fall 2008

Koelling, H., & Carter, B.  (2007).  Best books for young adults.  Chicago: American Library Association.

This third edition edited by Holly Koelling claims to be one of the most comprehensive and effective reference books for great reading for young adults.  It includes over forty years of the best YA books.

It comprises nonfiction and fiction appropriate for ages 12 to 18.  Titles published in late 2006 are noted; all others were published in 2007.  The committee’s top 10 choices are identified with a star (*).

-Mike Salerno, December 12, 2008

_Number's 1-13 were submitted by Stephanie Maldonado

1.  War in Iraq and Afghanistan.  NEA Today.  Septerm 2008. Page 26-7.

This is a short article dealing with the war in the Middle East.  It does not exactly help in ways to cope but it states that there is a need to deal with it and help students.  Its biggest resource is www.nea.org/ref?war.  The article has nothing to do with technology but it does explain an issue that young adults are confronting and it is important for a Young Adult Librarian to know about and understand.

2.  Techonology.  NEA Today.  September 2008.  Page 29

This is an article about the New 2.0 tools available to teachers and how they are useful both professionally and in the classroom.  It is teacher orientated web 2.0 tools but it translates to librarian ship because professionalism is a global market and Teachers of teens need Young Adult librarians too.  The tools connect the professional across the curricula and globe.

3.  Rosales John.  Border crossing: a new teacher and an experienced ESP (Educational Support Professional) bond over barbecue, soccer, and living with a language barrier.  Go! A supplement to NEA Today Fall 2008.  Page 19.

A teacher and a custodian developed a mentor/friend relationship.  The articles delves into the things that make it difficult for an educator.  Culture is often a barrier for teachers but it can also be one for librarians who sometimes find their jobs difficult because they begin their careers in a Library system that is extremely diverse.  This happens within Los Angeles County Public Library because the system is so huge and there are so many people the librarian find themselves facing the need to speak different languages and know different cultures and this is not something they learn in school.  It comes as on the job training.  The article teaches the need to be mindful of the Support Professionals in any profession because they have the same goals as the professional and can be helpful when cultural and language barriers arise.  This is true of Chase because he was born in Michigan and works in East Los Angeles and before he kicked off his career at the East Los Angeles Public Library he had never ventured out of West Los Angeles.

4.  Sites for the multicultural classroom.  Go!  Supplement to NEA Today.  Fall 2008. Page 54.

This is not so much an article but rather a short list of websites that promote multiculturalism in the classroom.  It is a great resource for parents of teens and also teachers and librarians as well.  It promotes multicultural learning and tolerance in any type of space.

5.  Where do you go hangout online?  Go!  Supplement to NEA Today.  Fall 2008.  Page 43.

A who’s who or better what’s what of social networking sites.  It only includes five sites but add del.icio.us purposely on accident.  It describes the usefulness and intricacies of five social networking sites including myspace.com and facebook.  It is useful for the librarian who has questions from concerned parents.  It also shows how the librarian/teacher can network without being caught up in the pop culture aspect of social networking.

6.  Walker, Doug editor:  NEA Today and its Supplement Go!

These are magazines for teachers but I believe that they are an important resource for any Young Adult Librarian because it ties in to what teachers are teaching and using in their classrooms.  Both teachers and Librarians help shape the ideas of Young adults and these two magazines can be used by Librarians to see how other professionals deal with the same issues that Young Adults are dealing with.

7.  del.iicio.us.

This is a website that bookmarks your bookmarks.  Better said:  if you have ever noticed that you need the favorites button on your internet browser and suddenly figured out that you are at work and not your laptop you understand the importance of this resource.  It is a website that makes it possible for you to take your favorites/bookmarked websites with you anywhere without needing the laptop or work desktop.  It is a Web 2.0 that I learned just this week and it was reiterated in an article I read in an NEA magazine for this assignment.

8.  Hoffert, Barbara.  Immigrant nation.  Library Journal September 1, 2008.  Page 34.

This article talks about how important it is to have a collection that mirrors the community served.   The world languages section in most libraries is growing because American culture is no longer a monolingual or even bilingual environment.  America is multilingual and its libraries are showing that fact through in their collections.  It exemplifies the importance of diversity in library for the community it serves and a library and librarian’s need to stay on top of cultural trends among its patrons.

9.  Tenopar Carol.  Online databases science info without borders.  October 1, 2008.  Page 23.

This is an article explaining the worldwidescience.org.  this is an example of “librarians without borders.” It is a science site with 40 member nations/countries that each contribute science information on that particular country.  It is not always extensive but it is a start on how librarians and countries can work together and “link the scholarly world and the real world.”

10.  Barber, Peggy & Wallace, Linda.  Libraries connect communities.  American Libraries.  October 2008.  Page 52.

This article is about how Libraries are places where people connect to the rest of the world.  At most libraries the patrons do not ask the librarian for information they search for it themselves on the internet and if they need help it is because something is wrong with the computer they are using.  The librarian is supposed to recognize the new technology and be able to accommodate the patron and let the patron know that they can get help from the librarian in things that are not technology related.  The librarian is there to connect the community to techonological tools at the library through assistance and knowledge.  The page or aid can help with the printer, copier, and self check-out machine while the librarian can help the patron look at different online databases, websites and web 2.0 tools.

11.  Pierce, Jennifer Burek.  Feeding the whole child.  American Libraries.  October 2008.  Page 68.

This aticle is about how the free school lunch program was extended at the SDCL.  It never occurred to me that libraries would do this.  They are usually places of learning but it was feasible.  I work at the East Los Angeles Public Library and it sees its fair share of latchkey children and lower income families.  This is a great program.  In Los Angeles County I believe that Parks and Recreation take over the school lunch program for the children/students of the communities.  The library would be a great place to host such a program in collaboration with Parks and Rec.  The article shows that the program in San Diego feeds both minds and mouths.

12.  Hargadon, Steve.  Web 2.0 Smackdown.  School Library Journal.  October  2008.  Page 23.

This is a short informative article on the newest web 2.0 resources that are being used by educators.  It is useful to YA Librarians because they are educators that aren’t in the classroom.  Students go to them for their expertise in all things that are not classroom related like an appointment on the library computer to check his or her myspace page.  It is only fitting that they help the student with classroom related stuff or the teacher/parent with online educational resources.

13.  Blowers, Helene.  10 tips about 23 things.  School Library Journal.  October 2008.  Page 53.  Plcmclearning.blogspot.com. 

This article gives ten tips to 23 Things tutorials and how it can enhance not only the library but its usefulness in the workplace.  This article describes how learning 2.0 is easier for those taking the tutorial if they follow the ten tips and then they can make 23 things 2.0 easier for the patrons as well.  It is a resource tool for resources.  If you get what that means.

______________

Krug, J. (2007). Harry Potter and the Censor’s Flames. Retrieved September 22,

            2008, from http://www.ilovelibraries.org/news/topstories/potteroped.cfm.

Harry Potter and the Censor’s Flames analyzes why Rowling’s popular children’s fantasy series is controversial, and why there is a cry for censorship from adults who fear that it teaches youth witchcraft, critical thinking skills, and encourages them to challenge authority.  Krug points out that, “The best books always have raised questions about the status quo - and are the most threatening to censors who want to control what young persons read and think about.”  The purpose of this article is to identify some of the reasons why some people seek to censor the Harry Potter series.  Krug also reveals how the Harry Potter series has helped improve children’s literacy skills, by consistently keeping reluctant readers engaged when other forms of literature could not reach them.  Author, Krug, writes with authority as one of the founders of Banned Books Week, as well as the Director of the Office for Intellectual Freedom for the American Library Association. 

Theodora Rudolph November 19, 2008

Gill, C. (2005). Banned Books Week: It’s Your Freedom We’re Talking About!

            California School Library Association Journal, 29, 15-16. Retrieved

           September 24, 2008, from EbscoHost. 

In this article, Gill, a library media teacher, facilitates several discussions with her middle school students about their right to choose to read what they want to read by celebrating Banned Books Week.  Gill is a shining example among LIS professionals, who effectively addresses censorship and controversial literature in schools and libraries with thought provoking activities and curriculum development around the 1^st amendment, intellectual freedom, and censorship.  She informs young adults “that a library strives to have a wide variety of materials that represent many different ideas…something to offend everyone and that only they may choose whatever they think is appropriate” (Gill, pp. 15-16, 2005).  Caroline Gill is a librarian media specialist for Palms Middle School in Los Angeles.  She writes with the authority that comes from several years of professional experience.  She is also a member of the California School Library Association’s Intellectual Freedom Committee, which is vital to a discussion on censorship and protecting youth’s right to read controversial literature.

Theodora Rudolph November 19, 2008

ALSC Research and Development Committee. (Winter 2006). Graphic Novels for

Children: Should They Be Considered Literature? Children & Libraries: The Journal of the Association for Library Service to Children, 4, 49-51.

The ALSC Research and Development Committee is comprised of children and young adult LIS professionals, experts, and scholars, and their published work is of the utmost authority regarding issues that face children’s and young adult librarians and youth patrons today.  The main purpose of this article is to assess the validity of a burgeoning new format, graphic novels, as a literary art form.  This article facilitates a discussion by looking at many sides of the issues surrounding graphic novels.  Graphic novels are highly circulated in libraries and are read by many young people.  They help youth develop their literacy skills.  Graphic novels and comics are particularly effective with some of the most vulnerable students including: visual learners, multicultural youth, second-language students, as well as reluctant readers and learning disabled students.  “When children choose books they like, they read more.  When they read more, their vocabulary improves, and they comprehend, write, and spell better” (ALSC, p. 50, Winter 2006).  This article will help LIS professionals see the benefits of using graphic novels in programming, collection development, and for outreach in the community.  Graphic formatted books, because of their popularity with youth are often an effective bridge for reluctant readers, learning disabled, at risk youth, and visual learners, helping them to continue to develop their literacy skills and stay engaged in the learning process as children grow into young adults. 

Theodora Rudolph November 19, 2008

Healthy Minds

http://healthyminds.org/__

This website is a great source for not only parents but also librarians who may have the need to refer someone who might have a mental health issue.  In the webstie there is a section dedicated to parents who would like more information if they believe their child might be having a mental illness.  The section goes over a series of mental illnesses and the signs one should be aware of.  This page is also extremely helpful because it has information for different minorities who may need information in their language.  The last section of the website is also dedicated for parents giving them pointers on how to talk to their children due to all the natural disaters which have occurred.  This page is extremely useful and important for people to have handy for the future.

Martina Gutierrez November 08

__________________________________________________________________________________________________________________

Brenner, R. E. (2007). Understanding manga and anime. Westport, Conn: Libraries Unlimited. If you have been left in the dark when it comes to the subject of manga and anime, this book is a great help. The text walks the reader through a brief history of the topic, introduces vocabulary, provides a discussion of common subjects in manga and anime, and even contains a chapter on programming and collection development.

Natalie Bulick, Spring 2008

______________________________________________________________________________________________________________________________________

glbtq Literature. (n.d.). Retrieved May 10, 2008, from http://www.glbtq.com/subject/literature_a-b.html

glbtq is an encyclopedia of gay, lesbian, bisexual, transgender and queer culture.  The site contains an extensive list of literature that can be searched by author, title, or general grouping.  There is also a list of young adult books that addresses glbtq topics, though some recent titles are not represented.  This is an excellent resource for finding more authors and titles that might be of interest to teens. 

Meredith Lebo, Spring 08

Vandergrift, K. (n.d.). Vandergrift's YA Literature Page. Retrieved May 10, 2008, from http://www.scils.rutgers.edu/~kvander/YoungAdult/index.html

A compilation of all things YA, including pathfinders, reading, book lists, boy/girl books, literary biographies, and websites offering more YA resources.

Meredith Lebo, Spring 08

Vandergrift, K. (n.d.). Children's Literature. Retrieved May 10, 2008, from http://www.scils.rutgers.edu/~kvander/ChildrenLit/

 Vandergrift’s Children’s Literature Page covers topics such as Literature in the lives of today’s children and young adults, multicultural literature, fairy tales, biographies, bibliographies, and teaching resources and activities. Excellent lists of literature, whether for children or using children’s books with young adults. 

Meredith Lebo, Spring 08

Teacher Librarian: TL Toolkit. (n.d.). Retrieved May 10, 2008, from  http://www.teacherlibrarian.com/tltoolkit/info_tech_websites_month.html

TL publishes an annotated website of the month, often excellent resources for teacher-librarians or YA librarians looking for teen resources on the web.  Archives go back to 2004.

Meredith Lebo, Spring 08

Juvenile Series and Sequels - MCPL. (n.d.). Retrieved April 10, 2008, from  http://www.mcpl.lib.mo.us/readers/series/juv/

The Mid-Continent Public Library updates their Juvenile Series and Sequels page daily, allowing users to search by series title, book title, series author, or series subject.  Excellent for readers’ advisory or anytime you have a patron who just needs to know which title comes next!  

Meredith Lebo, Spring 08

Internet Public Library: Pathfinders. Resources for the School Librarian (n.d.). Retrieved May 10, 2008, from http://www.ipl.org/div/pf/entry/48

An extensive, high quality compilation of resources on the web for school librarians.  Websites are listed by topics, including: general resources, school libraries and librarians, associations, listservs, periodicals, information literacy resources, teaching and using the web, and curriculum. 

Meredith Lebo, Spring 08

 Bakestraw, Marsha. (2007) Magazines for Teens: On and Off the Rack. VOYA (Voice of Youth Advocates), 30 (5), 307-402.

This article is a most informative advisory for libraries that may be puzzled about keeping subscriptions that teens don’t check out. The author cautions librarians to watch to see what magazines are being used at the library, since teens don’t usually check them out but like to read them while they are there. Teens now prefer older magazines in general, gravitating to magazines aimed at adults like National Geographic, People and Cosmopolitan. More of these magazines now have teen versions such as CosmoGirl and TeenVogue. Since Boy’s Life is the one and only magazine aimed at males, most guys are into anime/manga/comics, video game magazines, and sports/extreme sport magazines. Teens are more attracted than ever to making up their own content for publishing. Social networking sites and magazines that have become either web based or with a web component, are outlets for this activity. The article listed many magazines, and the pros and cons of subscribing to each one. Magazine subscriptions were touted as a way of bringing teens into the Young Adult section without having to invest a great deal of money, since magazines are still relatively cheap and easily cancellable.

(Francine Silver, 4/12/08)

Exner, Nina (2007). Basic Reader’s Advisory for Manga: Select Popular Titles and Similar Works. Young Adult Library Services, 5(3), p13-21.

This article offers an extremely useful breakdown of how to incorporate manga into a collection.  It tackles some of the particular conventions of the medium, giving an overview of where librarians may run into problems in choosing titles.  It also offers easy-to-use charts of popular titles and other similar titles that readers may enjoy, alleviating some of the problems in learning about a topic that may be new to many teen librarians.

(Cristen Blanding, 8/10/07)

American Library Association/Association for Library Services to Children. (2007). Great Web Sites for Kids. Retrieved August 3, 2007 from http://www.ala.org/greatsites 

The American Library Association’s (ALA) Association for Library Services to Children (ALSC) has an excellent tool for creating a collection of Website resources for any Youth Services department. Great Web Sites for Kids offers lists of useful Websites that fall under specific subjects such as, Animals, Literature & Languages, Sciences, The Arts, Reference Desk, History & Biography, Mathematics & Computers, and Social Sciences – a compressed version of the ten main Dewey Decimal Classes. Each subject is broken down into further subcategories that are more specific to the main topic.  The site was created in 1997 by the first Children and Technology Committee of ALSC and is currently maintained by the ALSC Great Web Sites Committee. The Committee is made up of educators from elementary schools and universities, as well as librarians. Websites can be searched by target audience, keyword, or by URL. The site also has a key that notes the grade appropriateness as well as whether the site would be useful for parents and teachers. In addition, the selection criteria for the Websites are readily accessible and users also have the option to suggest a site of their own, if it fulfills the requirements of the criteria. Great Web Sites for Kids would be useful when trying to develop pathfinders for children and teens that are looking for resources to complete school projects, especially since the site includes specific class subjects. In addition, the site itself or specific links from various subjects can be included into Kids and/or Teens pages on the library’s Youth Services Department home page.

(Dolly Goyal, 08/09/07)

Spencer, Pam. (1994). What Do Young Adults Read Next? A Reader's Guide to Fiction for Young Adults. Detroit: Gale Research Inc.

Though it's an older reference work, the information included in each entry is really valuable. Except for the citations and annotations that all other reference sources include in their entries, this source also includes some added-value information in each entry such as "where it's reviewed", "award the book has won", "other books by the author" and "other books you might like". It contains 1509 entries and 10 indices including series index, award index, time period index, geographic index,   subject index, character name index, character description index, age index, author index, and title index. The format and arrangement for each entry makes this book not only good for reference but also good for browsing.

Wanhsiang Kao 08/08/2007

Donelson, K. & Nilsen, A. (2005). Literature for Today’s Young Adults. New York: Pearson Education.

Literature for Today’s Young Adults is used as a textbook in library schools across the nation and is an excellent resource for teen librarians. The textbook is divided into three main parts. The first section covers the foundational topics such as the characteristics of Young Adult literature, a brief history, and the current culture of the YA market. The second section gets to the heart of the subject, the genres. Each genre chapter covers its most renowned authors, offers recommended readings lists, gives a breakdown of the genre and includes a supplemental list of non-fiction books. The last section deals with getting those books into the hands of teen and its obstacles. Furthermore, author boxes throughout book highlight several prominent authors and their views on the issues of today. Literature for Today’s Young Adults is definitely a must for librarians interested in serving the teen population.

Gillespie, John T. and Barr, Catherine. (2004). Best Books for Middle School and junior High Readers. Westport: Libraries Unlimited.

This reference source is a continuation of "Best books for Children". This book is intended to supply information on books recommended for readers grade 6 through 9 or roughly ages 11 through 16. This bibliography contains a liberal selection of entries(total 13523 entries) that are organized by literary form and subject  categories. Each entry includes a simple citation and brief annotation about the book. At the end of the book there is an author index, title index and a subject/grade level Index. This is a good source for those who need recommendations for good books to read.

Wanhsiang Kao 08/08/2007

Compiled by teachers, this book offers suggestions for books that teens “have responded to with delight, fascination, awe, affection, and fierce enthusiasm.” (p. xii) Each sections starts with one or more essays in which teachers and teens share their experiences with specific titles and then follows with lists of recommended reading related to the books mentioned in the essays.  Many of the books listed were not originally published for the teen market, but as the editors mentioned, teens enjoy reading about experiences that are different from their own, and not necessarily always about themselves.  Three indexes sort the books by title, author or subject.  This is a great resource for teachers and librarians, but it also would be useful for teens looking for some stimulating reading.

Carter, Betty. (2000) Best Books for Young Adults- 2nd Edition. Young Adult Library Services Association, ALA.

With over 1,800 listings, this book is mainly a complete list of the Best Books for Young Adults (BBYA) winners from 1966-1999.  Additionally, there is a smaller list in the beginning of the book that is listed by subject.  For those who need it, the books are also sorted by year.  Finally, the book includes an outline of BBYA policies and procedures and a detailed introduction that explains how the books were chosen. With complete citations and titles galore, this is a valuable resource for anyone working with young adult materials.

Gurian, Michael with Trueman, Terry. (2000) What Stories Does My Son Need? A Guide to Books and Movies That Build Character in Boys. New York, NY: Jeremy T. Tarcher/Putnam.

As the title suggests, this book offers recommendations for books and movies that “build character and identity in boys.” (p. 4) With so much sexuality and violence in the media, the authors felt it necessary to showcase books that would have a positive influence on boys.  The book is divided into two sections, one for movies and one for books.  Each section is broken up into four age categories: Preschool/Kindergarten, Elementary School, Middle School and High School.  Each listing gives a brief description of the work and why it’s good for boys, as well as suggested discussion starters. I liked the way this book was organized and thought the discussion starters made it a great resource for parents and teachers, as well as librarians.

Added by Michele Gilchrist, LIBR 262, 8/7/07

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Marlene Iwamoto 08/08/2007

Ayers, Rick and Crawford, Amy (eds.) (2004) Great Books for High School Kids- A Teacher’s Guide to Books That Can Change Teens’ Lives.  Boston: Beacon Press.

Ott, V. (2006).  Teen programs with punch: A month-by-month guide. Westport, Conn. : Libraries Unlimited.

This guide provides alternative programs to encourage teens to use the library that are as widely varied as the target audience.  Valerie Ott has compiled a collection of low- to no-cost programs that are simple to implement, mostly with a view to attracting alternative teens.

Added by Maureen Perry on 8/02/07

Jones, P.  (2007).  Connecting young adults and Llbraries in the 21st century.  Australasian Public Libraries and Information Services, 20(2), 48-54.

This article addresses the ever-increasing amount of information available to young people in today's society and how libraries can effectively attract teens to use the libraries in their communities.  Primarily, Jones views library service to young adults to be the focus of a library's work, not outside of its main scope.  The young people of today are the taxpayers of tomorrow and remaining current with what teens are searching for today will ensure their continued participation later on, and longstanding validity of the library in the community. 

Added by Maureen Perry on 8/02/07

Lynn, R.N. (2005).  Fantasy Literature for Children and Young Adults: A Comprehensive Guide, 5^th ed.  Westport, Connecticut and London: Libraries Unlimited.

I decided to review this guide because fantasy novels served as a bridge between children’s books and adult books for me and for many other people I know, and I was curious as to why that might be.  I was thus delighted to discover that the lengthy introduction to Fantasy Literature speaks directly to this phenomenon, as well as numerous other important aspects of the relationship between young people and fantasy as a genre, including the fact that it is now, in the wake of the Harry Potter and His Dark Materials series, the most popular genre of children’s and young adult fiction.  It also contains several sections on classifying fantasy subgenres, which is fortuitous, since the book is primarily organized by subgenre and thematic content, a move which could be off-putting to those unfamiliar with the conventions of classification within the genre. 

While it does contain annotations for over 7,600 novels and story collections, Fantasy Literature limits itself to books published in English in the United States between the years of 1900 and 2004, with exceptions made for some nineteenth-century classics.  For inclusion, a title must also have been positively reviewed in two or more sources and must be appropriate for young people in grades 3 through 12, although there are hundreds of adult “crossover” titles, indicating the book’s commitment to acknowledging the importance of fantasy as a bridge genre.  Preference is also given to winners of both children’s literature awards and genre-specific awards.

The body of the book begins with a listing of exceptional fantasy titles published between the years 1960 and 2004, generated through a combination of the author’s personal opinions and positive reviews in the professional literature.  I found this list charming and useful, and particularly interesting to cross-reference with the list of award winners in order to see what duplicated and what did not.  All the title listings are cross-referenced across subgenre, annotated (with a brief description of content, existing sequels and related works), and starred to indicate the presence of outstanding critical approbation.  This last feature I find especially helpful, since it allows professionals with limited budgets to select highly praised works without having to slog through acres of paper to make their choices.  Such a tool is particularly timely, given the recent meteoric rise in demand for these titles and the lack of concomitant rise in acquisitions budgets. 

As I mentioned above, I think Fantasy Literature’s practice of classifying titles primarily by fantasy subgenre is potentially befuddling for the layperson.  While as a resource it is explicitly intended primarily for use by professionals, including librarians, teachers and scholars of children’s and young adult literature, in this case “layperson” could be defined as anyone not already totally geeked out on the genre.  This aspect of the book clearly compromises its ease of use.  A title like Watership Down, for instance, is generally recognizable as an “Animal Tale,” but a more recent and less well-known book, like Charles de Lint’s The Blue Girl, would be more difficult to intuitively classify.  Fortunately, Lynn not only provides short descriptions of each subgenre and outlines her criteria for including specific books in subgenre listings before each subgenre section begins, but she also includes an author/illustrator index, a title index, a series index (supremely helpful given the prevalence of series within the genre) and a subject index.  The latter is actually very entertaining to use, beginning as it does with an entry for “Abominable Snowman” (p. 1063) and ending with one for “Yeti- see Abominable Snowman” (p. 1128).  The inclusion of these indexes makes it possible for those less familiar with the genre to navigate the body of the book using information they are more likely to have, such as a specific author, title, or subject requirement.  Moreover, once a particular listing is actually located, the information it contains is easily utilized.  I looked up “Homosexuality,” and found two titles.  The annotations for those titles told me how many times the books have been positively reviewed, their age appropriateness, whether they are part of a series or not, and what kind of fantasy they are, allowing me to potentially match them with a specific reader’s subgenre preferences.  Thus, if a young reader is looking for a book dealing with homosexuality, time travel and parallel dimensions, there is a strong possibility that I will be able to use Fantasy Literature to find a book exactly fitting his criteria.  Finally, the subject index also lists titles according to region and era, so I could use it to develop a whole collection of children’s and young adult titles taking place in Victorian England; since genre fans often particularly prize specific settings, this feature seems especially sensitive to the quirks of its topic matter.

In general, Fantasy Literature is best used by someone already at least somewhat familiar with the genre and its authors, or by a professional helping a child or young adult who is an established fan of the genre, and thus knows her stuff.  However, it is a delightfully fun resource to utilize (to build an entire collection of books involving trolls, for instance), and could provide a useful entry to an increasingly important genre for those willing to read the introduction carefully.

Submitted by Sierra Logan on May 18,2007

Silvey, A. (2006). 500 great books for teens. New York:  Houghton Mifflin.

Complete with lengthy annotations and organized in 18 categories ranging from adventure/survival and horror/ghosts/gothic to poetry/poetic novels and war/conflict, this book is brimming with great suggestions of titles for teens to read.  Additional sections include the 500 books by geographic location and historical timeline, plus lists (without annotation) of extra notable titles that fit in the 18 categories.  Another section has audio book suggestions by recommended age range.   All the books included range from classics to new, edgy contemporary novels, from fiction to informational selections.

Submitted 5-16-07 by Anne Snyder

Pearl, N. (2007).  Book crush:  For kids and teens:  Recommended reading for every mood, moment, and interest.  Seattle, Washington:  Sasquatch Books.

While only the smallest section of this three-part book consists of recommended books for teens (the other sections are “youngest readers” and “middle-grade readers”), the 35 categories in this section make this book a delight.  Seemingly just what teens would order, some of the catchiest themes include “Always Short and Sometimes (But Usually Not) Sweet,” “Cry Me a River,” “Smells Like Teen Nostalgia,” and “Utopia – Not!

Submitted 5-16-07 by Anne Snyder

Schall, L. (2005).  Teen genre connections:  From booktalking to booklearning.  Westport, Connecticut:  Libraries Unlimited.

This gem of a book is jam-packed with suggested titles for young people in grades 6-12 and organized into seven major theme categories with 2-4 subcategories each.  For example, the major category of “issues” is divided into 3 subcategories – “personal challenges,” “interpersonal challenges,” and “social challenges.”  The major category of “history/period” is divided into “choices in change,” “choices in war,” and “leaders and defining moments.”  Each subcategory has 4-7 title suggestions, with each title followed by a list of themes/topics, a summary/description paragraph, a sample paragraph-long booktalk,  5-8 learning opportunities (suggested discussion points and activities), and an annotated list of additional related works.  While very helpful in preparing booktalks, this book would make a great guide for book club or classroom discussions.

Submitted 5-16-07 by Anne Snyder

Young Adult Fiction by African American Writers with African American Protagonists

Kutenplon, D & Olmstead, E. (1996). Young Adult Fiction by African American Writers, 1968-1993: A critical and annotated guide. New York:Garland Publishing Inc.

This bibliography is a must have for anyone serving African American Young Adults; it is a comprehensive guide to some of the best fiction for young adults by African American authors. Not just annotations, but almost full reviews of each entry. It lists the awards a book has won and rates each entry (1-5 stars). The key to this guide is that it "...evaluated each book on its literary merits as well as in terms of its direct and indirect treatment of developmental or psychological issues and issues of race, gender, class, ability, age, sexuality, and sexual orientation." It is important to have a work like this because many of the works by African American authors are or historically have been "underpublished, underpromoted, and largely unrecognized." "African American youth marginalized, miseducated, and villainized by American society, need this validation and education...they will recognize themselves and gain a window on the extraordinary diversity and immensity of the African American experience."

These books are not just for African American young adults, but all youth should be exposed to the best of these books. Just by reading the reviews and studying the authors you will be able to recommend some of the best books about the African American experience as well as use it to develop the library's collection. It is an excellent source for guiding readers into more literary "multicultural" works.

Charles Sutton May 15, 2007

Follos, Alison. If teens want to listen, why do we shut up? School Library Journal. October 2006.

School Library Journal is my all-favorite magazine. It is full of great ideas from other librarians to promote reading among teens. Alison Follos, a librarian at North County School, promotes reading, especially among reluctant male readers, by reading aloud to them. She combines a list containing dozens of books and web sites for other librarians to give it a try. The list covers a wide range of topics and short reviews. It also serves as resources for book talks.

Jiaolan Bu, May 14, 2007.

Genrefluent. http://www.genrefluent.com/. Diana Tixier Herald. (Accessed April 23, 2007)

Genrefluent is not the best designed website as the main page is so scattered it takes a minute to get a feel for this website. For example, some ads are in the center of the main page, which is distracting at best. On a positive note, Diana Tixier Herald is an active advocate of genre fiction in libraries, who reads over 400 books per year. Her website combines book lists of different genres with reviews. Diana also generously creates a corner for teens to publish their own book reviews in order to get teens involved.  This website is updated and teen librarians can receive new reviews by e-mail to stay on top of teen literature. Teen librarians also can print handouts by genres to promote reading among teens.

Jiaolan Bu, May 14, 2007.

Pinkbooks    http://www.pinkbooks.com/

Healthy Minds

http://healthyminds.org/

Healthy Minds, a website by the American Psychological Association offers information on a variety of psychological topics ranging from children’s issues to media violence and teen suicide.  Ly Tran, December 2006

I Wanna Know

http://www.iwannaknow.org/

Operated by the American Social Health Association, this site offers facts about sex issues, STD’s, prevention, puberty and more.

Coffey, R.K. & Howard, E.F. (1997).  America as story : historical fiction for middle and secondary schools. Chicago: ALA. 

This excellent resource lists over 200 titles that will get relieve students of their boredom with American history and get them engaged in learning about our country's past. Features a selection of 38 titles for advanced readers and suggestions for lesson plans. (Megan Fritz. December 6, 2006.)

De Vous, G., & Altmann, A.E. (1999). New tales for old: Folktales as literary fictions for young adults. Englewood, CO: Libraries Unlimited.

Recognizing the growth of reconstructed folk and fairy tales that has blossomed in the past decades, de Vous and Altmann explore how the oral narrative, captured in print, has continued to fascinate writers and readers into modern times.  After setting the stage with an exploration of folktales and literacy fictions, the authors focus on eight principal tales and their variants, as described by tale type and motifs.  Cinderella, the Frog King or Iron Henry, Hansel and Gretel, Little Red Riding Hood, Rapunzel, Rumpelstiltskin, Sleeping Beauty, and Snow White are each presented through their tale types, history, critical interpretations, and re-workings in various forms.  Each chapter includes print and Internet resources, classroom extensions, and bibliography.  Some tales are invariably left out, as are some of the modern re-workings, but New Tales does offer a fairly comprehensive resource for the eight tales of European origin that are most familiar to modern readers. 

Tamara K. Palmer, December 3, 2006.

Hubert, J. (2006). Reading Rants! Out of the ordinary teen booklists. Retrieved November 25, 2006, from http://tln.lib.mi.us/~amutch/jen/index.html

Designed for the teens, this website offers a brief review on a number of books in many different genres. Arranged by various categories (e.g. "teen tearjerkers," reality bites!"), the reviews are written in a straight forward and easy-to-understand style, but just precise enough to get the teens thirsty for more. Additionally, the website contains a list of reviewed graphic novels that other sites often lacks. Being a middle school librarian herself, Hubert's for love for teen material is shown through her continuous update (on a two month basis) on this website. A great reference site for teens that need a good book to read!

Mark Lee, 25 November, 2006.

Carol Hurst's Children's Literature Site. Retrieved November 25, 2006, from http://www.carolhurst.com/index.html

Carol Hurst's Children's Literature Site is a great resource of teen material. The website includes a good deal of book reviews, which are broken down by grade level. A section is dedicated to specific curriculums, which lists numerous books specifically catered to that area (e.g. math, science, history). While browsing onto this website, one can also find a section which contains a list of the different themes that are taught to the young readers. Each page for the different themes is also accompanied by a long list of recommended picture books and novels. The same page also offers tips to teachers on what kind of activities one can offer his/her students. This is a great site for parents or teachers, or anyone who is interested in teen materials. 

Mark Lee, 25 November, 2006.  

Doyle, Miranda.  (August 2002).  Tough Girls: Fiction for African American Teens.  Voice of Youth Advocates (VOYA) 25, 3.  This short, concise article is very instructive when trying to purchase or recommend fiction of African American teens, especially urban girls.  The other identifies seven characteristics of novels enjoyed by this group of teens (realistic language, overcoming obstacles, sex) and then lists examples of contemporary fiction which meets different characteristics.

Tawnya Dudash, November 13, 2006

VOYA and Dorothy Broderick:

All professionals who work with young adults should be aware of YA pioneer Dorothy Broderick. Broderick's career has defined her as an advocate for young adults and their rights. As the co-founder and former editor (20-years) of Voice of Youth Advocates, Broderick has shown the LIS world that young adults deserve their own title, space, and materials. She has won the Robert B. Downs Intellectual Freedom Award (1987) and ALA's Grolier Award (1991) for her "unusual contributions to libraries and young people." Perhaps Broderick's most significant contribution to the library and information science community is advocating for intellectual freedom for all - regardless of age, ethnicity, creed, or status. At the 1998 ALA Annual Conference in New Orleans, Broderick was presented with the Freedom to Read Foundation, Roll of Honor Award. To read up on Dorothy Broderick, please check out the following readings:

• Broderick, D.M. (1987, April; 2002, June). Why VOYA exists. Voice of Youth Advocates, 25(2), 81.
• Broderick, D.M. (1997, July). Turning the library into a dirty word: a rant (information science versus library services. Library Journal, 117(12), 42-44.
• Broderick, D.M. (1997). About the Self-Righteous Among Us. Voice of Youth Advocates, 20, 233-4.
• Broderick, D.M. (1998, January). Net or not people need libraries. American Libraries.
• A Dorothy Broderick Scrapbook (gathered from her many colleagues and friends, and VOYA staff, contributors, and readers). (1997, June). Voice of Youth Advocates, 20, 97-101.

-Deanna Blesso, 5 November 2006

Farmer, L. S. J. (2005). Digital inclusion, teens and your library: Exploring the issues and acting on them. Westport, CT: Libraries Unlimited. This is a comprehensive book that examines teen information literacy. The book provides insightful information about different adolescent groups such as gang members, and drop outs. Farmer explores why technology is important, and common misconceptions about teens and technology. Guidelines for getting teens to use technology, and improve their technology skills are detailed. The book provides insight into teen psychology, how teens interact with technology, and factors that affect information literacy. This is a helpful guide for both public and school libraries.

Sarah Fowlie, November 4, 2006

Hornbook, www.hbook.comis an amazing resource for librarians, educators, parents or anyone else who is interested in keeping up with what's new in Children's and Young Adult fiction. While the website on its own is quite useful, the best parts are the two print resources that are available to anyone who wishes to order them. Horn Book Magazine is a beautifully illustrated magazine which includes a ton of insightful book reviews on anything from graphic novels to picture books for very young children. Each bimonthly installment also contains articles, columns, and a witty editorial. The Hornbook Guide, which is actually a book, comes out semiannually and reviews virtually every children's and young adult hardcover trade book published in the United States. Comprehensive and concise, it is a peerless resource in print or online. Lindsay Negrello, November 2nd, 2006

Goldsmith, P. (2005). Graphic Novels Now: Building, Managing, and Marketing a Dynamic Collection. Chicago: American Library Association.  Useful resource for more specific collection development purposes, focusing on one of the newest, most popular genres to hit the teen mainstream.  Comics, Manga, cartoons, and more lengthy, serious graphic works are all discussed, and librarians are encouraged to stay on top of what's going on in the industry and quiz young library patrons on what they would like to see on the shelves.  Special emphasis is placed on marketing, since graphic novels are high-circulation items and can only get higher.  Graphic novels aren't just a fad - they're here to stay, so any smart young adult librarian should consult this useful resource!

-Jeanie Miller 4.12.06 / LIBR262 / Spring 2007

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