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Annual assembly
This document provides guidance for book selection committee members. It discusses the author's experience serving on various awards committees and what they have learned. It emphasizes listening to other committee members, as sometimes others know more. The document asks for any questions or concerns and provides resources on literary elements and devices to help in analysis. It discusses setting parameters for selection, determining appropriate audience, managing the reading workload, tracking books, and guidelines for civil discussion.
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Annual assembly
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- 2. Teri Lesesne (rhymes withinsane) doctorL@shsu.edu @professornana www.Professornana.livejournal.com
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- 6. AND, i haveserved on selection committeesQuick Picks for Reluctant Readers, 3 years Margaret Edwards Award Printz Award Odyssey Award, one as member and once as chair YALSA Award for Excellence in Nonfiction Morris Debut Novel Committee, chair Amelia Elizabeth Walden Award, 4 years Teachers’ Choices, ILA YA Choices and Children’s Choices, ILA
- 7. What i havelearned Sometimes folks know more than I do at the outset, but each committee service has been a learning experience. Sometimes there are processes in place for reading, annotating, and discussing. Sometimes the committee arrives at these processes autonomously. Sometimes people need a refresher in what to include in their observations and discussion.
- 8. So, what areyour questions and concerns?
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- 12. Where to begin Back toclass Literary Elements ● Antagonist ● Character ● Conflict ● Mood And Tone ● Plot ● Protagonist ● Setting ● Themes Literary Devices ● Allegory ● Allusion ● Archetype ● Deus ex machina ● Hyperbole ● Imagery ● Metaphor ● Motif ● Point of view ● Simile
- 13. Resources for Definitionsand Examples http://literary-devices.com http://literarydevices.net http://www.ode.state.or.us/teachlearn/subjects/elarts/reading/resources/readingglossary.pdf http://www.uncp.edu/home/canada/work/allam/general/glossary.html
- 15. Set parameters There is nosuch thing as a perfect book.
- 16. Questions to consider Whatif you read something in ARC and find errors? How much “fact-checking” are you responsible for? What are your OWN “line in the sand” criteria? What can and should disqualify a book? How do you “verify” cultural authenticity? What does “balance” mean to YOU?
- 18. Proceed with Caution Determining appropriate audience Mental andemotional “levels” Not lexiles and levels
- 19. Read books acrossa range of difficulty.
- 20. ● Graphic Novelsand Illustrated Novels ● Picture Books ● Poetry and Novels in Verse ● Informational Books with Text Features Lexile Accuracy Concerns
- 21. Eyes on the prize Managingthe reading load What was the load in the past? What time frame is set for reading? How will you schedule the reading? What plans do you need to have for “push” time?
- 22. Keeping up withthe reading Set daily goals Alternate book selections Short and slim vs. voluminous Favorite genres vs. outside of comfort zone Keep books at hand for those edge or fringe times Put aside a book that is moving slowly for you. Come back to it later
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- 25. Methods for yourmadness Tracking books received Noting books read Keeping comments organized Inside or outside? Criteria covered Personal vs. Professional
- 27. Keeping it civil Discussion guidelines Setguidelines for the committee. Talk about the guidelines, offer examples. Try them out and adjust as necessary.
- 28. Some tips Keep itprofessional Focus on the criteria Listen Listen Listen Respond with a reread, reconsideration
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- 31. beats others at thecommon games: vocabulary, character development,
- 32. The book has classroom(or classroom library) usefulness.
- 33. The book reflects real lifeand has artistry in detail.
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- 37. For your considerat on Options mayvary Is there a set process for your committee? Has your committee chair established a process? Will a process be determined by the committee?