A wonderful resource for those like me looking to find ways to bring young adults back into the library may want to frequently check the YALSA, Young Adult Library Services Association, website. This site provides links to the newest releases in teen fiction, to fiction that has won awards, to symposiums and conferences about teen reading and encouraging readers, and links to contests that teens can enter and events they can attend. This website can give insight into how to make reading fun for reluctant readers, and how to make the library a fun and comfortable place for young adults to want to come into.
The link to website is: http://www.ala.org/ala/mgrps/divs/yalsa/yalsa.cfm
I found this website through: Google.
Tuesday, December 8, 2009
Tuesday, November 3, 2009
Competency #6
http://teenswritingforteens.wordpress.com/2009/06/23/interview-with-cassandra-clare-author-of-the-mortal-instruments/Cassandra Clare is an up-and-coming young adult fiction writer who has not quite gotten the hype of Stephenie Meyers or JK Rowling, but I feel her works are just as inspiring and exciting. Many young adults will be pulled into the world of this series, if merely exposed to its existence. I want to advertize these books as much as I can. I support young adult writers who push the limits in an attempt to engage young minds.
When libraries carry these materials, more young adults come in search of them. Excellent literature that is exciting, relevant, thought-provoking, imaginative, etc, is what they need.
When libraries carry these materials, more young adults come in search of them. Excellent literature that is exciting, relevant, thought-provoking, imaginative, etc, is what they need.
Competency #4 Tagging
I went to LibraryThing.com and set my user name and password.
I searched for our class text, Information Representation and Retrieval in the Digital Age by author: Chu... first name Heting.
The author has only written one book, and there is no picture provided. I click on the link and am taken to page where I see that many of my classmates and students who took this class before me have created tags.
My tag is: TWU ISAR 5013.22 Dr. Yi
Not very original, I know, but it is relevant, and the process of tagging was and is quite simple.
Next, I searched Librarything.com for books that are relevant to my research topic: Ways to get young adults back into the library.
I found several very relevant titles, but none of them have tags. So, I provided a tag for the book most beneficial to my topic. The book is: Connecting Young Adults and Libraries: A How-To-Do-It Manual, 4th Edition (How-to-Do-It Manuals) This book goes through various procedures and programs, etc that others have tried that were successful in bringing young adults into their school and public libraries for more than just research. This is what I strive to do. I want to get juveniles interested in reading and thinking of libraries as places to discover what fun reading can be again. Also, I want them to feel that visiting the library helps connect them to their community.
The tag is: Uniting Youth and Libraries
The website is: www.librarything.com
I searched for our class text, Information Representation and Retrieval in the Digital Age by author: Chu... first name Heting.
The author has only written one book, and there is no picture provided. I click on the link and am taken to page where I see that many of my classmates and students who took this class before me have created tags.
My tag is: TWU ISAR 5013.22 Dr. Yi
Not very original, I know, but it is relevant, and the process of tagging was and is quite simple.
Next, I searched Librarything.com for books that are relevant to my research topic: Ways to get young adults back into the library.
I found several very relevant titles, but none of them have tags. So, I provided a tag for the book most beneficial to my topic. The book is: Connecting Young Adults and Libraries: A How-To-Do-It Manual, 4th Edition (How-to-Do-It Manuals) This book goes through various procedures and programs, etc that others have tried that were successful in bringing young adults into their school and public libraries for more than just research. This is what I strive to do. I want to get juveniles interested in reading and thinking of libraries as places to discover what fun reading can be again. Also, I want them to feel that visiting the library helps connect them to their community.
The tag is: Uniting Youth and Libraries
The website is: www.librarything.com
Tuesday, October 27, 2009
Competency #5: Database
Topic: Ways to stimulate young adult interest in reading.
1.Database: ERIC
Search Strategy: Building Block
· Identify components: Stimulate, young adult, reading
· S1=Stimulate, interest, inspire
· S2=young adult , teenage, juvenile
· S3=reading, literacy, phonics
· I enter the Eric Database and enter into each of the three subject fields, respectively:
1. S1: Stimulate or interest or inspire
2. Connector: And
3. S2: Young adult or teenage or adolescents
4. Connector: And
5. S3: Reading or literacy or phonics
My Results:
Hit: What’s Happening in YA Literature? Trends in Books for Adolescents By: Koss, Melanie D.; Teale, William H.. Journal of Adolescent & Adult Literacy, v52 n7 p563-572 April 2009. (EJ835922
Hit: It’s All About the Book: Motivating Teens to Read By: Lapp, Diane; Fisher, Douglas. Journal of Adolescent & Adult Literacy, v52 n7 p556-561 April 2009. (EJ835916
2. Database: LIBLIT
Search Strategy: Pearl Citation
· I do a basic building block as I did above, but I only use the basic components of the search.
1. S1= Stimulate
2. S2=Young Adult
3. S3=Reading
4. I enter these three terms into three field boxes, respectively.
· I receive 7 hits; one is: Thomas, V., et. al., Get excited about reading: the Anderson team [Stimulating Opportunities for Adolescents to Read (SOAR) Project, Anderson, Indiana, 1991]. Indiana Media Journal v. 17 (Fall 1994) p. 51-4
· I click on the link to this hit.
· Subjects for this hit are: Young adults' reading/Indiana; Young adults' reading/Projects
· I click on and follow Young adults’ reading/Projects
1. I get 226 hits
2. I click on the hit:
Lu Ya-Ling. Engaging Students with Summer Reading: An Assessment of a Collaborative High School Summer Reading Program. Journal of Education for Library and Information Science v. 50 no. 2 (Spring 2009) p. 90-106
3. The subjects I get here are: Young adults' reading/Projects; Young adults' reading/Evaluation
· I decide to follow Young adults’ reading/Evaluation
1. I get 24 hits
2. I click on this hit: Jones, P. The Hip and Well Read: The Reading Interests of Older Teens. In: Serving older teens. Libraries Unlimited, 2004
3. Here are the subjects: Young adults' reading/Evaluation; Public libraries/Collection development
· I choose to follow Public libraries/Collection development.
1. There are 408 hits.
· So, now I have three subjects to use when I do a new search.
1. S1=Young adults’ reading/Projects
2. S2=Young adults’ reading/Evaluation
3. S3=Public libraries/Collection development
4. The connector between each subject is “and”.
My Results:
I yielded 1 hit, but it is very relevant.
Rosenzweig, S. Books that hooked 'em: reluctant readers shine as critics [students at Rhode Island's Woonsocket Middle School recommend books for YALSA's Quick picks 1996]. American Libraries v. 27 (June/July 1996) p. 74-6
(If I need more hits, I would do another pearl citation growth search).
3. Database: JSTOR
Search Strategy: Specific Facet First
· Returning to my topic, I identify the basic components: Stimulate, Young Adults, and Reading
· I enter the word “stimulate” into the data field and click the search button.
· I receive 7,195 hits
· I enter the words “young adult” into the data field and click the search button.
· I receive 183,688 hits.
· I enter the word “reading” into the data field and click the search button.
· I receive 40,139 hits.
My Results:
The facet with the fewest hits is “stimulate”; however, not only do I have too many hits, there are too many irrelevant hits. My options are to go back and do a building block search with the terms, or to do a successive fraction search with the terms.
Hit for “stimulate”: Short-Chain Fatty Acids Stimulate Leptin Production in Adipocytes through the G Protein-Coupled Receptor GPR41
Yumei Xiong, Norimasa Miyamoto, Kenji Shibata, Mark A. Valasek, Toshiyuki Motoike, Rafal M. Kedzierski, Masashi Yanagisawa
Proceedings of the National Academy of Sciences of the United States of America, Vol. 101, No. 4 (Jan. 27, 2004), pp. 1045-1050
4. Database: PROJECT MUSE
Search Strategy: Successive Fraction
· First, I break the topic into its basic components: stimulate, young adult, reading
· Now, I do a specific facet test to see how many hits each individual component gets on its own.
· I enter the word “stimulate” into the data field.
1. I yield 4,417 hits.
· I enter the words “young adult” into the data field.
1. I run into a complication. When “young adult” is typed into field, PROJECT MUSE translates the search term into: young and adult. This is not what I want, so I must use a synonym: adolescent
2. After I type “adolescent in” I yield 5,124 hits.
· I clear my last search, and enter the word “reading” into the data field.
1. I yield 62,397 hits.
· Now, I identify my facets by the number of hits each received. The facet with the smallest number of hits will be S1, and so on.
1. S1=Stimulate
2. S2=Adolescent
3. S3=Reading
· Now, I begin yet a new search, but this time I enter in my S1 and S2 and S3 in their own respective fields. The connector is “and”.
My Results:
I receive 136 hits.
Hit: Building Literacy Bridges for Adolescents Using Holocaust Literature and Theatre
Wayne Brinda
The Journal of Aesthetic Education, Volume 42, Number 4, Winter 2008, pp. 31-44 (Article)
DOI: 10.1353/jae.0.0022
HTML Version PDF Version (154k) Summary
...that tell a story to stimulate interactive intersections between the...theatre to address adolescent aliteracy remarked: "Books we read now are...our students have with reading by finding strategies that bridge...
1.Database: ERIC
Search Strategy: Building Block
· Identify components: Stimulate, young adult, reading
· S1=Stimulate, interest, inspire
· S2=young adult , teenage, juvenile
· S3=reading, literacy, phonics
· I enter the Eric Database and enter into each of the three subject fields, respectively:
1. S1: Stimulate or interest or inspire
2. Connector: And
3. S2: Young adult or teenage or adolescents
4. Connector: And
5. S3: Reading or literacy or phonics
My Results:
Hit: What’s Happening in YA Literature? Trends in Books for Adolescents By: Koss, Melanie D.; Teale, William H.. Journal of Adolescent & Adult Literacy, v52 n7 p563-572 April 2009. (EJ835922
Hit: It’s All About the Book: Motivating Teens to Read By: Lapp, Diane; Fisher, Douglas. Journal of Adolescent & Adult Literacy, v52 n7 p556-561 April 2009. (EJ835916
2. Database: LIBLIT
Search Strategy: Pearl Citation
· I do a basic building block as I did above, but I only use the basic components of the search.
1. S1= Stimulate
2. S2=Young Adult
3. S3=Reading
4. I enter these three terms into three field boxes, respectively.
· I receive 7 hits; one is: Thomas, V., et. al., Get excited about reading: the Anderson team [Stimulating Opportunities for Adolescents to Read (SOAR) Project, Anderson, Indiana, 1991]. Indiana Media Journal v. 17 (Fall 1994) p. 51-4
· I click on the link to this hit.
· Subjects for this hit are: Young adults' reading/Indiana; Young adults' reading/Projects
· I click on and follow Young adults’ reading/Projects
1. I get 226 hits
2. I click on the hit:
Lu Ya-Ling. Engaging Students with Summer Reading: An Assessment of a Collaborative High School Summer Reading Program. Journal of Education for Library and Information Science v. 50 no. 2 (Spring 2009) p. 90-106
3. The subjects I get here are: Young adults' reading/Projects; Young adults' reading/Evaluation
· I decide to follow Young adults’ reading/Evaluation
1. I get 24 hits
2. I click on this hit: Jones, P. The Hip and Well Read: The Reading Interests of Older Teens. In: Serving older teens. Libraries Unlimited, 2004
3. Here are the subjects: Young adults' reading/Evaluation; Public libraries/Collection development
· I choose to follow Public libraries/Collection development.
1. There are 408 hits.
· So, now I have three subjects to use when I do a new search.
1. S1=Young adults’ reading/Projects
2. S2=Young adults’ reading/Evaluation
3. S3=Public libraries/Collection development
4. The connector between each subject is “and”.
My Results:
I yielded 1 hit, but it is very relevant.
Rosenzweig, S. Books that hooked 'em: reluctant readers shine as critics [students at Rhode Island's Woonsocket Middle School recommend books for YALSA's Quick picks 1996]. American Libraries v. 27 (June/July 1996) p. 74-6
(If I need more hits, I would do another pearl citation growth search).
3. Database: JSTOR
Search Strategy: Specific Facet First
· Returning to my topic, I identify the basic components: Stimulate, Young Adults, and Reading
· I enter the word “stimulate” into the data field and click the search button.
· I receive 7,195 hits
· I enter the words “young adult” into the data field and click the search button.
· I receive 183,688 hits.
· I enter the word “reading” into the data field and click the search button.
· I receive 40,139 hits.
My Results:
The facet with the fewest hits is “stimulate”; however, not only do I have too many hits, there are too many irrelevant hits. My options are to go back and do a building block search with the terms, or to do a successive fraction search with the terms.
Hit for “stimulate”: Short-Chain Fatty Acids Stimulate Leptin Production in Adipocytes through the G Protein-Coupled Receptor GPR41
Yumei Xiong, Norimasa Miyamoto, Kenji Shibata, Mark A. Valasek, Toshiyuki Motoike, Rafal M. Kedzierski, Masashi Yanagisawa
Proceedings of the National Academy of Sciences of the United States of America, Vol. 101, No. 4 (Jan. 27, 2004), pp. 1045-1050
4. Database: PROJECT MUSE
Search Strategy: Successive Fraction
· First, I break the topic into its basic components: stimulate, young adult, reading
· Now, I do a specific facet test to see how many hits each individual component gets on its own.
· I enter the word “stimulate” into the data field.
1. I yield 4,417 hits.
· I enter the words “young adult” into the data field.
1. I run into a complication. When “young adult” is typed into field, PROJECT MUSE translates the search term into: young and adult. This is not what I want, so I must use a synonym: adolescent
2. After I type “adolescent in” I yield 5,124 hits.
· I clear my last search, and enter the word “reading” into the data field.
1. I yield 62,397 hits.
· Now, I identify my facets by the number of hits each received. The facet with the smallest number of hits will be S1, and so on.
1. S1=Stimulate
2. S2=Adolescent
3. S3=Reading
· Now, I begin yet a new search, but this time I enter in my S1 and S2 and S3 in their own respective fields. The connector is “and”.
My Results:
I receive 136 hits.
Hit: Building Literacy Bridges for Adolescents Using Holocaust Literature and Theatre
Wayne Brinda
The Journal of Aesthetic Education, Volume 42, Number 4, Winter 2008, pp. 31-44 (Article)
DOI: 10.1353/jae.0.0022
HTML Version PDF Version (154k) Summary
...that tell a story to stimulate interactive intersections between the...theatre to address adolescent aliteracy remarked: "Books we read now are...our students have with reading by finding strategies that bridge...
Tuesday, October 6, 2009
Competency # 3, RSS Feed
This goes to a website that links young adults, educators and parents to online articles about young adult fiction. It is an e-zine.
Tuesday, September 15, 2009
Competency #2
Podcast: EllesBookReviews
http://www.youtube.com/watch?v=ZBIqYKhhv5s&feature=channel_page
This podcast is hosted by a young lady who discusses books and book series geared towards children and young adults. She does introduce some adult titles as well. The purpose of this blog is discuss ways to bring young readers into the library and to get them interested in reading. Some comments for these podcasts come from young readers who have gone out to check out or purchase the titles discussed. This is a wonderful way to advertise books and excite and entice young readers to pick them up.
I located this podcast through: www.youtube.com
http://www.youtube.com/watch?v=ZBIqYKhhv5s&feature=channel_page
This podcast is hosted by a young lady who discusses books and book series geared towards children and young adults. She does introduce some adult titles as well. The purpose of this blog is discuss ways to bring young readers into the library and to get them interested in reading. Some comments for these podcasts come from young readers who have gone out to check out or purchase the titles discussed. This is a wonderful way to advertise books and excite and entice young readers to pick them up.
I located this podcast through: www.youtube.com
Saturday, September 5, 2009
Competency #1 Continued: http://www.popgoesthelibrary.com/
Found through Google...
To stimulate young adult interest in reading, we need to go the same route that education has taken, meaning: we must make literature and the library relevant to them. How can we do this? Well, librarians must analyze their population and determine their interest. In layman's terms: What do kid like and what do they pay attention to?
From the blog....
"We're public, school, and academic librarians. We believe libraries can learn from and use Pop Culture to improve their collections, services, and public image. We love TV, music, the movies, comic books, anime, magazines, sports, tech, and oh yeah: reading!"
A little relevance goes a long way....
To stimulate young adult interest in reading, we need to go the same route that education has taken, meaning: we must make literature and the library relevant to them. How can we do this? Well, librarians must analyze their population and determine their interest. In layman's terms: What do kid like and what do they pay attention to?
From the blog....
"We're public, school, and academic librarians. We believe libraries can learn from and use Pop Culture to improve their collections, services, and public image. We love TV, music, the movies, comic books, anime, magazines, sports, tech, and oh yeah: reading!"
A little relevance goes a long way....
Competency #1: Bringing Young Adults into the Library
Studies show that young adult interest in public libraries is on the decline. However, many programs have been implemented to rekindle the former spark. As young adult literature makes a dramatic comeback from its 1990's "rut", adolescents are becoming more inclined to read for recreation. Publishing houses and literary agents have already hopped onto the growing YA trend; advertising and pitching new ideas at the young masses in forms of media that appeal most to them. What more can the public library do to continue to encourage this trend as well, and bring more youths into the library and trigger a thirst for literature?
In this blog, I will discuss and research the current trends in YA literature and different programs, activities, etc. formulating, or tried and true used to encourage youth to spend more time with their noses in books, and visiting their local public library to do more than beat the heat.
In this blog, I will discuss and research the current trends in YA literature and different programs, activities, etc. formulating, or tried and true used to encourage youth to spend more time with their noses in books, and visiting their local public library to do more than beat the heat.
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