Week 6 - Censorship: Challenging and Banning YA Materials

After reading Chrstine A. Jenkins article "Censorship: Book Challenges, Challenging Books, and Young Readers" I still try to grasp the concept of why individuals feel they have the authority to get a book banned from a library. I do understand how some parents and adults don't want their children and teens to be influenced by the book's text on either religious, political, sexual, or social contexts. But isn't that your responsibility parents? Aren't you supposed to be protecting them, guiding them, and teaching them right from wrong? As librarians, we provide individuals with resources and information. It is parents responsibilities to discuss with their children and teenagers what they feel is appropriate and not appropriate behaviour and content. I completely agree with Jenkins notion that "barriers to access are likely to heighten a young person's interest in such text" (pg. 452). When you can't have it, you want it even more right? Restricting, censoring and destroying books wont get teens away from banned books. If they want it enough, they will get it in some shape or form. The internet is a valuable tool for teens. If you ban a book from your public library, most likely a teen will just get it else where, and you may have just lost a library patron because of this decision of banning a book. The "lure of the forbidden" (pg. 452) is just to powerful. As librarians, we need to always remember patrons intellectual freedom, involving free and open access to ideas and information. It is our job to provide young adults with information they require/ask for. If we do this, we are doing our job correctly. I understand that various young adult and adult materials may have some scenes that are uncomfortable and disturbing to some, but this is life. This is what happens in our world. If we do not want our sons or daughters reading this information, discuss it with them. That is parents responsibilities. Instead of trying to get the book off the shelves of a public library, discuss with your child or teen why you feel they should not read this book because of it's content. CLA UWO Student Chapter and Librarians Without Borders are partnering together on Feb. 16th and Feb. 17th 2011 for a Banned Book Challenge. From 12-1:30pm, outside of the GRC, will be a table of banned books. Individuals can come and choose from the selected books which one they think is not a banned book. Then you can write your guess down on a ballot and place it in the ballot box. Those who guessed correctly will have their name added into a draw to win a free banned book. The draw will take place on Feb. 18th 2011. I think this is a great and creative way to become more familiar with banned books and would be a great activity for any public library to hold during Freedom to Read weeks. Individuals will then have the opportunity to see titles that have been banned or challenged as well as learn more about the right to intellectual freedom.

Week 5 Readings - Sex in YA Literature - "Doing It"

Well what can I say about this topic without getting into to much details. For one, I love talking about sex (I have lectured about sex and masturbation as a TA at Ottawa University in 2009). And number two: sex is everywhere! It's in commercials, magazines, movies, TV shows, and yes, in books as well. Personally, I am happy that more YA authors are writing about sex. As teens are growing up faster then ever before, sex in youths lives is inevitably there.

Amy Pattee said in her article The Secret Source: Sexually Explicit Young Adult Literature as an Information Source, sexual content in YA literature can be explicit, detailed, and maybe even a little erotic, but that "these fictional texts should be considered as unique information sources that can offer young readers both realistic and needed information about sex and the sex act as well as a private, safe space to try on new feelings of sexual desires (pg. 30-31). I completely agree with her statement there. Reading these books in the privacy of your own home or library can help teens become aware of their body, sexuality, and the sexual act itself. When reading these fictional texts, teens learn more then just sexual intercourse. They can learn about different ways of being sexual with a partner that doesn't involve actual sexual intercourse. They can also learn about contraceptives and be educated about STIs and pregnancy. Many teens are not comfortable asking adults about sex and safe sex practices. YA Literature is that way out for them.

One of our readings assigned for this week was the Melvin Burgess' Doing It. I decided to choose the Eurpean edition cover as my photo for this post as I found it was a lot more "out there" in comparison to the North American's "conservative" book cover. Even the North American book cover is trying to hide the idea that sex occurs with today's youth as well as in YA Literature.  Doing It is a fast and easy read. It is even entertaining at times. The book takes place in Britain and is about three teenage boys, Dino, Ben, and Jonathan. They are best friends and they are always talking about "doing it." I personally enjoyed this book even though some individuals may find it appalling hearing what both guys and girls things about one another and about sex. However, the reality is...
It's true! This is the everyday life for many teens. I am also glad that there are more YA novelists writing about sex because it talks about how sex can be awkward, wet, messy, and sometimes even embarrassing. While reading this book one evening, I laughed out loud and my partner looked at me as said "what's so funny?" I said "do you really want to know?" I then began reading out loud the paragraph that made me giggle....

"Afterwards, Jackie though, In the shrubbery? She had a boyrfriend, he had a flat they could go to. What for? But at the time she didn't even thing about it. Maybe she didn't even want to do it, but suddenly there she was leaning up against a tree with Dino's hand down her knickers, just like she'd be planning on it all week long. It was just the most intoxicating thing she'd ever done....In the end he had to stop because his wrist was getting a cramp" (Burgess pg.14). That's when I giggled. I thought how funny, yet true. My boyfriend did not find this very funny, which just made me laugh more lol. These little "embarrassing" moments happen and are expected when experiencing new territory; like having sex, let alone having sex for the first time.

Having YA literature discuss sexual topics through fictional texts help teens become informed about sex, steps to take before having sex (contraceptives),  having sex, steps to take after having sex (pap smear tests, STI & HIV testing), and possible consequences (pregnancy and/or STI) or undesirable outcomes (rumours, personal images) of having sex. I believe it is very important for YA literature to have some content on sex as sex is often a source for peer pressure. Reading a YA fiction book may just be that information source for a teen thinking about having sex or already having sex.

YA Materials Review # 1 - The Breakfast Club (Film)

The Breakfast Club. Writ., dir., pro. John Hughes. Videocassette. Universal Studies, 1985.

London Public Library Call Number (DVD & Videocassette): F Bre
Canadian Home Video Rating: 14A

This movie is a great item to have for both school and public library teen collections. In 2009, Young Adult Services Association (YALSA) placed The Breakfast Club as one of the FABULOUS FILMS FOR YOUNG ADULTS . Despite this "discovery of self" movie taking place in 1985, today's youth can still relate to these teenagers lives and experiences. The five students: Allison, a basket-case, Brian, a brain, John, a criminal, Claire, a princess, and Andy, a jock, are forced to spend the day together during Saturday's detention. At the beginning they all viewed each other this way, but over time they realized they all are similar. The movie does an outstanding job of deconstructing the stereotypes of the teenagers. Both light hearted and serious themes are uncovered and explored throughout the film's plot. Some of the numerous topics include: respect, fighting, relationships, love, divorce, virginity, sex, sexual harassment, rape, drugs, alcohol, family violence, neglect, bullying, stealing, poverty, blackmailing, mental illness, lying, body image, status, and peer pressure. As teenagers are investigating new things, going through changes, and seeking independence, this film can help them feel realize that they are not alone and others have been through these incidences as well. By supplying this item in libraries we might not only help teens; we may also help parents and teachers realize that the teenage years are a time of self-consciousness and angst, making them reflect on how they too we're once in those situations. This film would be a great recommendation for any junior high school graduation present or a sweet sixteen birthday party gift. I personally really enjoyed the storyline and layout of this film. I truly believe The Breakfast Club would be a great item for any teen annex library collection and would be a well circulated YA material.

Review Word Length: 300 Words

My Day at the OLA Superconference

Nicole, Myself, Spiderman, & Sarah at the OLA Superconference

My day began super early with waking up at 3am. Diet Coke was definitely my friend that day! Between 4 and 4:30am, I picked up fellow UWO students Nicole, Nariel, and Sarah, and off we went to Toronto. We arrived at 7am on the dot and began volunteering right away for the Ontario Library Association (OLA) Superconference, which was held at the Metro Toronto Convention Center. My volunteer tasks included putting session evaluation forms on chairs, assisting at the registration desk, handing out promotion bags, and giving out directions. At noon my volunteer shift ended and we where free to roam the conference. Sarah, Nicole and I went to Lone Star for lunch, which was a nice break from standing and running around all morning. At 1pm we went to the Poster Session where we saw our fellow CLA member Courtney. She was there presenting her poster on building a library in Costa Rica. Then we decided to go and explore the vendors expo. We looked for over an hour at all the booths and got some great resources (like YA Booklists) and swag (I got a great pair of bright orange head phones for the gym). Nicole, Sarah and I are all part of the CLA UWO Student Chapter, so during our vendors visits, we did some networking in hopes of finding some possible speaker candidates and individuals to partake in our networking event in March. A genealogist librarian was gracious enough and agreed to partake in our upcoming networking event. Yes, Networking actually works! After our browsing of vendors we lined up to receive a 5 minute massage. After being on your feet all day, the massage was amazing, needed, and was worth the short wait. We then met with Jim Brett (from OLA and UofGuelph), and discussed his upcoming CLA events at the UWO in March. Jim has agreed to put on a CV writing workshop and Mock Interviews for MLIS students, so we discussed details, booking rooms, and participants numbers. We then looked at the OLA store. That is where I found Glee TV show posters, bookmarks and thought, what a great prize/reward/incentives for teen reading and teen programs! At 3:45pm, Sarah and I went to the "Picture Books Aren't Just for Storytime Anymore" session while Nicole went to the OLA lightning round session. When going to this session I though, how can this session be beneficial to Young Adult Materials? Marilyn Willis from Whitehots Canadian Library Services was the speaker for this session. She discussed how picture books promote critical literacy as viewers interact with the text. She stated how picture books can be powerful as they can create in depth discussion. Here, I learned how picture books gives the reader a service, such as getting them to think about what the author is trying to say. For example, Marilyn showed us the picture book "The Lunch Thief." This picture book can actually apply to a teenage audience. The storyline of "The Lunch Thief" is how a junior high school student keeps getting his lunch money stolen from this particular male bully. At the end of the book, you come to realize that the bully is stealing his lunch money because his family is poor and they are not able to provide him with a lunch. This picture book was geared for a young adult audience as it explores respecting differences and acknowledges poverty in the community. I really enjoyed this session because it gave me more of an in depth view of how picture books (including wordless picture books) can be beneficial in getting messages across to different audiences. For example: the book "My Uncle Martin's Big Heart" by Angela Farris Watkins and Eric Velasquez. Thi is a great book for Black History Month, and "Mirror" by Jeannie Baker is a great wordless picture book for understanding cultural differences. After the session Sarah and I decided to go to the Whitehots booth and try and see if Marilyn Willis would be willing to speak at our university and/or partake in our networking event. She gave us her card and is looking forward to us contacting her with more details. On our way out of the vendors expo, that is when I probably had the highlight of my day. A very eager man (probably a hired actor) was dressed up as Spiderman and was taking photos with individuals. Nicole, Sarah and I got out photo taken with him as our proof of attending the conference. His eagerness and character portrayal brought us all laughing, which is what I needed to end my long day. At about 6pm we decided that our time at the conference has come to an end so we left for London. After dropping everyone off, I got home at about 10pm. It was a long and educational day and was worth waking up at 3am. When reflecting back on my experience at the conference, I thought how much fun it was and how much I would of loved to of been able to participate for the entire event. Hopefully next year I will be able to go for the entire conference and hopefully eventually be a speaker. I think that would be a great personal goal. I will bring in some of the catalogues/booklists/magazines/brochures I got from vendors that are YA related to next Thursdays class, so feel free to take a gander. I had fun looking at them, especially the Glee one!

Week 3 Reading - YA Literature: Information Resources

After reading Karen Coats article Young Adult Literature: Growing Up, In Theory, and Markus Zusak's Point of Departure article, I reflected back to my teen years and how I felt when reading a teen literature novel. I often didn't read when I was a teenager but I do remember how it felt when reading a book and how it touches your life forever. Thats how I felt when reading Judy Blume Books as a teen. I remember how it was "the right book at the right time in that ridiculously raw period of" (quote from Markus Kusak's article). Markus Kusak (pictured left) stated how as a writer, there is a desire to do just that for someone,which is write the right book for that someone for that right time. Books can be more then just a piece of literature. Young Adult Literature can create a memory, such as reading that special book in that special spot, but it can also be viewed as "gateway drug" (Coats: pg.316). Teens need books as a form of safe release in this hectic world. Karen Coats article explores how books can be that place; where books can allow teens to identify with other teens like them. That is why I believe books are so important for children, teens, and adults of all ages. Yes, it's true, many teens lives revolve around sex, drugs, and "rock and roll/hip hop/rap/r&b/country/etc." And Yes, it's true, books can help teens grow into mature young adults. Teens can reflect upon the stories they read and how they may or may not relate to their lives. Teens can also place themselves in the other person's shoes when reading. These events are beneficial for personal growth as a teen. Teens are often questioning their identity and value, so books can be that escape as well as a learning environment. Kusak states "We owe it to them (teens), as much as to ourselves, to always make our goal simple and single-minded -- to write someone's favorite book" (Kusak: pg.330). I believe, as librarians, it is our responsibility to provide teens with that favorite book. Let's Do It!