Project+Specs+for+the+Printz+of+YAL+Lit+CCI

** Overview **
The Printz of Young Adult Literary Quality Collaborative Critical Inquiry offers an immersive experience in reading and responding to the latest and greatest YA titles recognized for their high literary quality by professionals and/or teen readers.toc

** Objectives **
1.7 Apply learning theories to instructional design including social constructivism, multiple intelligences, Bloom’s Revised Taxonomy, creativity and engagement. 1.8 Apply reader response theory to instructional design 1.9 Apply critical literacy to instructional design and current issues in YAL 1.10 Explain the critical literacy and social justice connection and how literature can serve as a bridge 1.11 Design learning experiences that operationalize the teaching of creativity 1.12 Use technology and media to engage students and help them develop new literacies and communication skills.

** Description **
The Printz of Young Adult Literary Quality CCI is a five-week unit/project that includes reflection on what literary quality means to you; individual selection, reading, responding to three YA books (one from the 2012 "official" American Library Association Printz Award for Literary Quality (winner and honor) and two from the Eva Perry Mock Printz Club's Short List (so far) for 2013**.** The three books are blogged (personal response to the book plus some reflection on literary qu ality) and one is selected to serve as the inspiration for a bookcast or multimedia response to the book. Then theory/research is layered on with the reading of an essay by Marc Aronson, author and editor and a former ECI 521 student, Claire Horne** . ** Last resource is the 2012 Melinda Awards presentation starring the Eva Perry teen book club. Closure comes with a critically reflective blog post in which you examine your original assumptions about literary quality and how that may or may not have changed.

** Directions Checklist **
Step 1: Review the rubric and exemplars for Collaborative Critical Inquiries -- see Assessment.

Step 2: Reflect on your own original ideas about literary quality and layer on your consideration of the American Library Association's official Printz Committee. Just jot down notes now to review later.

Step 3: Read your top choice of the [|top five YA titles named by the 2012 American Library Association's official Printz Committee] or your choice of two titles from the Eva Perry Mock Printz Club Short List. Three books over the next five weeks of the project and the order is not important. (Please note that you may need to submit a request to view this ALA page so plan ahead. Yes, it is irritating! YALSA should share this information generously). The winner is Where Things Come Back by John Corey Whaley and honor books are Why We Broke Up by Daniel Handler with art by Maira Kalman The Returning by Christine Hinwood Jasper Jones by Craig Silvey The Scorpio Races by Maggie Stiefvater

Again, consider literary quality. Plan to complete your reading and blogging by Sunday, Sept. 2, 11:59 pm. Blog your response followed by a brief reflection on literary quality.

The best way to describe the blogging you'll do in response to YA books is that the purpose is the same as a bookcast -- to share not the story of the book but the story of your relationship with the book. Watch this middle schooler's response to Frost's The Road Not Traveled for a perfect example: A Hard Choice (created by Ramapo Middle Schooler)

Then be sure to add a brief reflection on the literary quality of the book.

Step 4: Read your second selected YA Printz or Eva Perry title and blog (response + reflection on literary quality by Sunday, Sept. 9, 11:59 pm)

Step 5: Read your third selected YA Printz or Eva Perry title and blog (response + reflection on literary quality by Sunday, Sept. 16, 11:59 pm)

Step 6: Choose one of these three books -- official Printz or Eva Perry Mock Printz -- for which to create a bookcast.

Step 7: Read these two articles, one by noted YA advocate, editor, and writer Marc Aronson and the other by a teacher and former ECI 521 student Clarie Horne. Consider the question of who should judge the literary quality of Young Adult Literature?


 * Aronson, M., "Calling on Ye Printz and Printzesses, " The Exploding Myth. pp. 109 - 122. eReserves
 * Horne, C., "Beautiful, Fresh, Distinguished . . . Teen Readers Take on the 2002 Printz Award." VOYA, Spring 2002 . eReserves

Step 8: Now for the most fun of all -- watch the 2012 Melinda Awards for Young Adult Literature! This is the annual awards program that brings the Eva Perry Mock Printz Club and the Spring ECI 521 Class together to compare notes on the books they consider most distinguished in literary quality. How does hearing from teens and their thoughts on literary quality inform your opinion?

Step 9: Compose a blog post about your reading and thinking about literary quality and how it may have been influenced by your reading and viewing. Consider questions that you'll continue to grapple with. Feel free to record your post as an audio file if you'd like. [|SoundCloud] is a great tool for this or [|Eyejot] if you enjoy doing video. Be sure to tag your blog post with "bookhenge" and also include "bookhenge" after the final period in the body of your post.

Step10: Tweet the news of your blog post and include the link. Use #bookhenge

Step 11: Review the blog posts of at least three colleagues before our LIVE Class when we'll complete this collaborative critical inquiry on Monday, Sept. 19. . Provide substantive blog comments to these three colleagues and attempt to "weave" their thoughts and ideas with your own as you read and comment.

Step 12. Come to class on Thursday, Sept. 27, ready to discuss the question: What does literary quality in young adult literature look like?

** Exemplar(s) **
Please see Collaborative Critical Inquiries for exemplary blog posts. ..

Bookcasts: Note variety of approaches to the assignment. Learn more about Bookcasting or Brain Reports . . . and the tools that can be used -- Bookcast Production Matrix

Poemcast of "A Road Less Traveled" by Robert Frost – A Hard Choice (created by Ramapo Middle Schooler) Teen-produced bookcasts -- You'll be impressed! Hats off to Michele and her students! Bones of Iraq (Lara) Shatter Me (ToonDoo +) & Please Ignore Vera Dietz (Michele) The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making (Ashley) Miss Peregrine's Home for Peculiar Children (Megan) Revolver (Will) The Cardturner (Scott) Shiver (Christine)(Note Common Craft style) Wintergirls (Katrina) //Monstrumologist //(Stephanie) Punkzilla (Allison) (Note use of ToonDoo to create images that were then captured using Jing and added to MovieMaker)

More bookcasts -- You'll see some incredibly creative bookcasts here. Some may seem more like book trailers and a few have copyright issues. I've tried to add notes to identify problems.

** Rubric **

 * **Criterion** || Self-Assessment || Instructor's Comments / Points for Development ||
 * **Contributions via blog** (text, audio, video, infographic, etc.) share your thinking clearly and compellingly. Post moves beyond journal-like, egocentric writing to creating a piece that transcens the particulars to reach and compel an audience. Blogging has been called the "new persuasive essay." Issues of critical literacy and social justice are particularly helpful to note. ||  ||   ||
 * For Book 1, Title? ||  ||   ||
 * For Book 2, Title? ||  ||   ||
 * For Book 3, Title? ||  ||   ||
 * **Comments & Conversation** ||  ||   ||
 * Three comments to colleagues' blogs are substantive and thoughtfully extend the conversation. Remember "It is the questions that enlightens"(Inesco), so questions are good. Just be sure to respond when you ask questions and they are answered and when someone asks you questions. ||  ||   ||
 * **Seminar Contributions** ||  ||   ||
 * Engagement includes thoughtful comments that demonstrate original thinking and reflection to extend the conversation. ||  ||   ||
 * **Bookcast (Brain Report)** ||  ||   ||
 * Composition -- Demonstrates reflective thinking about the book through storytelling; uses creativity to engage the audience (See Pink's Elements of Creativity); design has an aesthetic appeal in both the narration and visual/audio elements ||  ||   ||
 * Production -- production quality of audio and video is adequate to tell the story well ||  ||   ||
 * **Self-Assessment** ||  ||   ||
 * Thoughtfully and thoroughly completed. ||  ||   ||
 * **Self-Assessment** ||  ||   ||
 * Thoughtfully and thoroughly completed. ||  ||   ||
 * Thoughtfully and thoroughly completed. ||  ||   ||