List of Materials

Jacob Barillaro 
San Jose State University
LIBR265-10 - Wrenn-Estes
Fall 2010
Database Project


List of Materials
-Anna of Byzantium by Tracy Barrett

-The Beat Generation: A Graphic History by Paul Buhle ed.

-Born to Rock by Gordon Korman

-Born Confused by Tanuja D. Hidier

-The Boxer by Kathleen Karr

-The Chosen by Chaim Potok

-Cirque Du Freak Volume I by Darren Shan

-The City of Ember by Jeanne DuPrau

-Climbing the Stairs by Padma Venkatraman

-Easy A

-Encyclopædia Brittanica at www.britannica.com

-Eragon by Christopher Paolini

-The Falconer's Knot: A Story of Friars, Flirtation...

-Fallen Angels by Walter Dean Myers

-Fallout: New Vegas by Obsidian Entertainment

-Freaks: Alive on the Inside! by Annette C. Klause

-Fullmetal Alchemist Vol. I by Hiromu Arakawa

-Gabriel's Gift by Hanif Kureishi CBE

-Garry's Mod by Facepunch Studios

-Go Ask Alice by Anonymous

-The Gospel According to Larry by Janet Tashjian

-Harold and Maude

-Heavy Metal and You by Christopher Krovatin

-I Just Hope It's Lethal: Poems of Sadness, Madness and Joy by Deena November and Liz Rosenberg

-I Was a Teenage Fairy by Francesca Lia Block

-Knocked Out by my Nunga-Nungas by Louise Rennison

-Left 4 Dead by Turtle Rock Studios

-LibriVox at www.librivox.org

-Life of Pi by Yann Martel

-Mango Languages at www.mangolanguages.com

-Nickle and Dimed: On (Not) Getting By in America by Barbara Ehrenreich

-The Night Tourist by Katherine Marsh

-Nothing But the Truth by Avi

-Parrot in the Oven: Mi Vida by Victor Martinez

-Peeps by Scott Westerfeld

-Prince of Persia: The Sands of Time

-Princess Academy by Shannon Hale

-Raven's Gate by Anthony Horowitz

-Sale El Sol by Shakira

-Sam's Town by The Killers

-The Samurai's Tale by Erik C. Haugaard

-Scott Pilgrim vs. The World

-Slam! by Walter Dean Myers

-Slumdog Millionaire

-Smashed: The Story of a Drunken Girlhood by Koren Zalickas

-Something Rotten: A Horatio Wilkes Mystery by Alan...

-Sunrise Over Fallujah by Walter Dean Myers

-Tangerine by Edward Bloor

-Teen Ink

-The Things They Carried by Tim O'Brien

-Troubadour by K'naan

-Uglies by Scott Westerfeld

-You Suck: A Love Story by Christopher Moore

Welcome

           Welcome to my selection of materials for older teens.  I came to this project with a somewhat disadvantaged background; I did not have a wealth of experience reading literature that would be considered interesting by many older teens, I rarely watch films, listen to popular music, and I do not play computer games.  I have a particularly strong background in the classics and one cannot just throw Epictetus at a teen used to reading about vampires and expect them to buy it, even though I believe The Golden Sayings of Epictetus to be a work that would be applicable to many older teens.  So I more or less had to start from scratch and am really glad I did because the review of the materials was a true learning experience.

The following are a few observations:

1.  YA literature is literature, some if it is bad, much of it is good, and quite a few pieces are just as excellent as some of my favorites.  It is in no way something that is less because it was written for youth, and is in some ways more remarkable because of that fact.

2.  Walter Dean Myers and Suzanne Collins are amazing writers and I would easily place them among any list of greatest American writers.

3. The ‘Hero Cycle’ in Joseph Campbell’s work The Hero with a Thousand Faces was present in many of the books I have listed below.  Campbell drew his examples from the mythology of many parts of the world, which shows that no matter how modern and hip many writers still rely on timeless themes. 

4.  There are a few titles I would have liked to add, but simply did not have time.  Authors such as Louis De Bernieres, Isabel Allende, Nikos Kazantzakis, Orhan Pamuk, and about 100 others deserve to be on the list.

5.  I now have a number of new writers to add to my growing list of those whose works I want to read.  Works from writers such as Suzanne Collins, Walter Dean Myers, Chaim Potok, and Tracy Barrett will all be on my vacation reading list.

6.  Many YA authors are quite daring people; they write books that need to be written and stand by their artistic expressions.

A breakdown of items I have added is:

1 Magazine

3 Computer Games

3 Websites

3 CDs

5 Motion Pictures

38   Books

I really sought to include a good variety of genres, but realize that this humble attempt cannot cover everything.

I hope you enjoy reading this blog and please email me at Jakebarillaro@yahoo.com if you have any questions. 

Thank you,

Jacob Barillaro

Uglies by Scott Westerfeld

Bibliographic information:

Westerfeld, S. (2005). Uglies. New York: Simon and Schuster/Pulse.  ISBN-13: 9780689865381

Plot Summary:

            The story takes place in a post apocalyptic setting.  The governments of the cities mandate that a person must undergo drastic plastic surgery at the age of 16 so that they become pretty.  This is done to grant equality in terms of physical beauty to everyone.  Those who have not had the surgery, those under 16 are called ‘Uglies’.  Tally is an adventurous teen who is about to undergo the surgery.  On one of her adventures she meets up with Shay, a girl who has the same birthday and is also about to be turned into a ‘Pretty’. Shay decides to escape from the city because she does not want the surgery.  She runs away to a place called The Smoke, assisted by David, another ugly who helps people escape.  The government finds out about Shay running away and questions Tally.  They tell her that they will withhold Tally’s operation unless she goes to The Smoke using instructions Shay left her, and signal when she reaches it so that the government can put an end to the rebellious ugly city.  Tally wants to be pretty so badly she agrees to go.

            Tally has a number of adventures following the cryptic instructions left by Shay, but eventually arrives at the smoke.  She holds off on signaling/transmitting for the government, and finds herself becoming a member of this breakaway community.  Tally is conflicted and does not know what to do.  She is also falling for David and becoming aware that the operation she so long sought after is not right.  She makes her decision and there are dire consequences and a number of other adventures which result from it.

Critical Evaluation:

            Uglies is a very original story and is well-told.  It is so much more than a science fiction adventure story, and has a few deep themes that run through it.  The ideas of self image, government control, adapting to new environments, the human relationship with nature, love, friendship, loyalty, rebellion, and a dozen other important themes are present.  On a lighter level, it is a good adventure story and there is plenty of action to keep the story running along at a quick pace.  Westerfeld does a good job and does not leave any holes in the plot or back story. There are plenty of gadgets to attract the science fiction fan, but it does not solely rely on science fiction gimmicks.  This is the first part of a series and the reader wants to rush out and get the second part as soon as they are finished with this part.  Teens would certainly find the plot, themes, and pace attractive.  There are also not many overt challenge issues which makes the story fairly acceptable for younger readers.

Reader’s Annotation:

In a world where beauty is everything, Tally has her possibility of becoming pretty threatened and must go on a mission which changes her whole way of thinking.

Information about the author:

Scott Westerfeld has a number of New York Times notable books to his credit.  Almost all of his works are written for a young adult audience.  He was born in Texas in 1963 and was married in 2001.  Scott and his wife split their time living in U.S. and Australia.

 Westerfeld is a prolific writer and is possibly best known for the works of science fiction which he writes for a YA audience.  He is possibly best well known for his series, the Uglies series, the Succession series, and the Midnighters series.  Peeps and Uglies have both made the Best Books for Young Adults list.  A number of his stories have been considered for film production.

Genre:

Science Fiction

Curriculum Ties:

N/A

Booktalking Ideas:

1. Discuss the idea of image as it is portrayed in the book and how this impacts the plot.

2. Focus on which group seems to be happiest, the Smokies or the city folk.

3. Center a discussion on the conflicts present in Tally throughout the story and how these come about.

Reading Level/Interest Age:

13+

Challenge Issues:

None

Challenge Defense Ideas:

Should a challenge arise:

1.  Read the book.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the work, as well as other works by the same writer.

5. Know the process for materials challenges at your library

Why did you include this book? :

I heard so much about this book and I enjoyed Peeps so I thought I would add one more title by this author.

Author’s Blog:

http://scottwesterfeld.com/blog/

Magazine- Teen Ink

Bibliographic information:

Meyer, J. & Meyer, S.H. (Founders) (1989-Present) Teen Ink. [Magazine].  October/November issues reviewed.  

Plot Summary:

            Teen Ink has a number of topics which are covered in articles.  Some of the pieces are just artistic expressions, some deal with news and current pop items, and others are of a purely practical nature.  The themes which have an impact on teen life are handled by teens and there is an air of authenticity to the articles even if not all of them come up to the technical and stylistic peaks of Pulitzer Prize winners.   Fiction, nonfiction, poetry, college info, opinion, reviews, sports, and other topics are covered.  The publication is full of graphics and art which might be attractive to teen readers.    

Critical Evaluation:

            The quality of writing all depends on the writer and t he article; just like any other magazine.  Some of the articles are quite good and show depth, the same is true with the poetry presented.  There is a certain flavor in teen writing which is very unique and is really pretty hard to replicate exactly.  A number of issues which face teens can be seen in some of the articles.  It is fine for adults to argue about teen issues and wage massive campaigns, but it seems to me to be even more applicable to listen to what teens have to say on a number of topics.  Although this publication is not for adults, adults could use it in a number of ways.  One way is obviously to get to understand what teens need and want.  Another possible use is to use particular items in the magazine which might be useful to teens looking for information and entertainment.  The magazine is also a place to possibly get work in print, which might be of importance for aspiring writers.

Reader’s Annotation:

In a magazine written by teens and about teens, read what teens have to say on a variety of different topics

Information about the authors:

There are a number of authors all with teen backgrounds.  There is a selection and editing process for pieces, but the voices are teen voices. 

Genre:

Magazine for teens

Curriculum Ties:

Various possible depending on article

Magazinetalking Ideas:

1.  Discuss the format and how that makes it attractive for use.

2.  Focus on the fact that teens are the contributors to this publication.

3.  Center a discussion on ways teens could get involved with writing.

Reading Level/Interest Age:

Specifically teens

Challenge Issues:

Various possible depending on article.

Challenge Defense Ideas:

1.  Read the magazine.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the work.

5. Know the process for materials challenges at your library.

Why did you include this book? :

I wanted to include a magazine with teen contributors, this publication allows for the expression of real teen voices.

Publication Website:

http://teenink.com/

Images Retrieved From:

http://www.teenink.com/Past/

Slam! by Walter Dean Myers

Bibliographic information:

Myers, Walter D. Slam! New York: Scholastic Press. Reprint, 2008.   ISBN-13: 978-0-545-05574-1

Plot Summary:

            Slam is the nickname of Greg Harris, an inner-city African American youth who travels every school day across New York to attend a better school than the one in his own neighborhood.    Slam struggles with academic coursework, especially math, but blooms on the basketball court.  Slam encounters the challenges of a new environment and dealing with the transition from one school to another.  With each game the team wins with Slam's help. Slam is eventually faced with playing the team from his neighborhood school, whose star player is Slam’s best friend, Ice. 

  Increasingly Slam finds himself growing apart from Ice, not only because they are now opponents, but also because it becomes more apparent that Ice is dealing drugs.  The book culminates in a showdown of the two on the basketball court and, on the same evening, off of the court.  The author tries to show two different young men from similar backgrounds, the pressures which shape their lives, and their relationship with each other.

Critical Evaluation:

The author writes from the point of view of a seventeen-year-old inner city youth.  The masterfully written dialogue adds to the authenticity of the piece.  One feels as if Slam is really speaking to them.  The issues which come to the surface within the novel are very real issues facing many teens, the protagonist and other characters illustrate a variety of these issues in the plot.  The sports sequences are action packed and are well incorporated into the larger story, yet these action sport scenes do not overpower the other, and much deeper, themes in the novel.  

Reader’s Annotation:

            Greg ‘Slam’ Harris is an inner-city youth trying to make it in a new school.  Struggling with grades while excelling at basketball, Slam finds he needs to develop new skills both on and off the court to fulfill his dreams and thrive in a new environment.

Information about the author:

Walter Dean Myers is one of the most well-known writers of contemporary YA Fiction.  The author is well known for some of his other works dealing with coming of age issues and disadvantaged backgrounds.  Growing up in New York City has given him a unique insight into the city and the various cultures and moods that exist there.  Slam! seems to have been written by someone who has had similar experiences as the protagonist.   

Myers has held a number of jobs before becoming a writer, including serving in the US Army, which gave him some background in which to write his book Fallen Angels, perhaps his most noted work.  Myers has won much recognition such as the Coretta Scott King Award, Newbery Honors, and the Michael J. Prinz Award. He is married and has three children, one of whom he collaborates with on literary projects.  In addition to writing, Myers is a world traveler and has been to a number of countries abroad. 

Genre:

Coming of Age/Sports Fiction/Urban Fiction

 Curriculum Ties:

N/A

Booktalking Ideas:

1.  Focus on the idea of success as it is defined in Slam’s life both on and off of the court.

2.  Talk about some of the peripheral characters and how they illustrate the problems facing residents in the inner-cities.

3.  Discuss the changes Slam must go through to successfully operate in a new school and with a new team.

Reading Level/Interest Age:

15+

Challenge Issues:

Mention of drugs/sex

Challenge Defense Ideas:

1.  Read the book.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the work, as well as other works by the same writer.

5. Know the process for materials challenges at your library.

Why did you include this book? :

The author has written a number of popular books and I was curious to read some of his work.  This was actually the first book I had read by Myers and I got a good feel for the writer and was mightily impressed.
Author's Website:

http://www.walterdeanmyers.net/

Computer Game- Garry's Mod by Facepunch Studios

Bibliographic information:

Newman, G. & Team Garry (2004).  Garry’s Mod.  England: Facepunch Studios.

Plot Summary:

            The plot is your own.  Garry’s Mod allows a player to basically do whatever they would like and add elements from different games to build scenes.  Most of the elements come from other popular games, but these can be put together to produce something new.  The player has multi-fold tasks:  to build the scene, to manipulate it, and to interact with the creations.  The characters are often imported from other games, as are the props.  Props are a big part of Garry’s Mod, there are some that come with the game, but the really good ones are made by fans.  The game is almost like a ‘choose your own adventure’ book, only the player also acts the part of the author in many ways.  For example, it is possible to have a scene in what resembles the Dutch countryside where Star Wars characters from one video game, and battle aliens from a completely different story; furthermore, it is possible to be aiding one side or the other with a number of weapons and the help of your own anti-terrorist task force from the safety of a floating rowboat.   The possibilities for scene development are almost endless.

Critical Evaluation:

            Of the games I have reviewed, I was most impressed with this one.  Garry’s Mod allows a player to design their own scenes and more or less build a situation upon an already existing background.  The graphics are good and the possibilities are endless because new modifications are being devised all of the time.  Most of the modifications are made by fans of various games who put the work in to developing the modifications for other players to use.  I could not help but feeling that this game was a good deal similar to a director’s course.  One has to learn how to set a scene and how certain elements within that scene will interact.  In another way, the game is almost like producing a piece of art.  I know that the scene that I was able to create was very Dali inspired and was something like the video game graphic version of The Temptation of Saint Anthony.  The amount of choice a player has is very attractive and really allows the player to control the amount of violence.  This might be a game for gamers and non gamers alike, anyone with an artistic bent should really check it out.

Player’s Annotation:

Use your imagination and  a number of modifications to design your own scenes and play the game you want to play.

Information about the production team:

Garry Newman was the chief designer and lead of Team Garry at Facepunch Studios in Walsall, England.

Genre:

Sandbox

Curriculum Ties:

Computers/Art

Gametalking Ideas:

1.  Discuss the possibility for creative expression in this game.

2.  Focus on the many fan generated modifications out there to use in this game.

3.  Discuss the learning aspect of this game and how it could be used in a few subjects.

Player Level/Interest Age:

13+

Challenge Issues:

Violence

Challenge Defense Ideas:

1.  Play the game.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the game.

5. Know the process for materials challenges at your library.

Why did you include this game? :

I liked the idea that this game gave a good deal of room for artistic expression and the possibility to create.

Game’s Official Site:

http://www.garrysmod.com/

Image Retrieved From:

http://www.rankopedia.com/Greatest-Game-from-Valve-Corporation/Step1/13798/.htm

 

Computer Game- Fallout: New Vegas by Obsidian Entertainment

Bibliographic information:

Sawyer, J. (Project Director), Gonzalez, J. (Creative Lead), Avellone C., Fenstermaker, E, & Travis Stout, T. (Writers) (2010). Fallout: New Vegas.  Irvine, California: Obsidian Entertainment.

Plot Summary:

            The main character is a courier who is kidnapped, shot in the head, and buried.  A robot finds the body and sees that The Courier is still alive and brings him to a doctor to get healed.  The main character, whose appearance is largely decided upon by the player, must then go on to try and retrieve a platinum poker chip which was taken when he/she was shot.  The player becomes The Courier and wanders around a sometimes rural, sometimes urban scene to undertake different missions and befriend some of the factions in and around town.  After the government fell, unofficial governments and tribes rose up to fight for sovereignty.  It is up to the player which side they would like to ally themselves with.  The player gets rated and increases in skill, and becomes a friend or enemy of various factions depending on the choices they make.  The player has a number of weapons to choose from and in one setting (hardcore), has to maintain a diet, find water, regulate how much they carry, and cope with extended healing times.   One has to encounter a number of computer generated characters some of which are human, others being mutant.  Since the decision for how the plot plays out lies largely with the player, a number of outcomes are possible.      

Critical Evaluation:

            I though that the game was rather easy to manipulate for a beginning user with fairly no background in gaming.  The options one has with the game can also be increased with the use of imported modifications from other fans.  The storyline is interesting, as are some of the characters; some of the voices for the characters are celebrity voices and are easily recognizable.  The background is very detailed and the interaction between the main character and the others is sometimes interesting depending on who the player decides to befriend.  There is a strong scavenging aspect much like in the film Mad Max where the main character must find things, and even must repair some things to be able to use them.  The player can also gamble and there are different kinds of currency one can use in the game.  There are even a few game generated radio stations with post apocalyptic news and vintage music.  The game is a one player game so there is no online teamwork or competition as in other games.  There is some pretty graphic violence and mention of drug addiction/smoking, so the game may not be suitable for some players.  Overall, this is a new game which should find acceptance among a number of teen players and requires a bit more thought and preparation to be successful than other shooter games.

Player’s Annotation:

Choose sides, complete missions, make friends and enemies in post apocalyptic New Vegas.

Information about the production team:

Project Director: Josh Sawyer

Creative Lead: John Gonzalez

Writers: Chris Avellone, Eric Fenstermaker, Travis Stout

This game was developed by Obsidian Entertainment in Irvine, California.

Genre:

Post Apocalyptic/Action

Curriculum Ties:

N/A

Gametalking Ideas:

1.  Discuss the different factions in New Vegas and how a player can choose sides.

2.  Focus on the fan modifications which are available.

3.  Discuss the realism of this game in that the character must eat, drink, and has a limit on the weight carried (hardcore mode).

Player Level/Interest Age:

15+

Challenge Issues:

Violence/Drugs

Challenge Defense Ideas:

1.  Play the game.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the game.

5. Know the process for materials challenges at your library.

Why did you include this game? :

I wanted to include a very recent release; this game was released in October 2010 and is very popular at present.

Game’s Official Website:

http://fallout.bethsoft.com/index.html

Computer Game- Left 4 Dead by Turtle Rock Studios

Bibliographic information:

 Booth,M. (Designer), & Faliszek,C. (Writer) (2008). Left 4 Dead [Computer Game].  Lake Forest, California: Turtle Rock Studios.

Plot Summary:

            Survivors are caught in the midst of an apocalyptic pandemic which changes the infected to maniacs that will tear uninfected people to shreds.  The survivors must shoot their way through a largely urban setting in order to make it to a rendezvous point with the rescue helicopter.  The team uses a variety of weapons with different qualities and is able to find ammunition, explosives and medical supplies on their way.  The enemy is mostly regular infected which attack with numbers, but are easily defeated.  Special infected enemies have certain special attributes which make them stronger and more evolved; they are a much more difficult enemy to destroy.  The team moves from level to level fighting these enemies and taking on increasingly harder tasks.  The players can find out much of the back story by looking for information which has been left behind.  The story continues in the sequel, Left 4 Dead 2.  Both games are offered in a variety of formats.

Critical Evaluation:

            The plot is reminiscent of zombie films, and one has the feeling that the infected are just another name for zombies.  The main characters reflect social diversity and that is commendable.  The game is really easy to use and there are many levels at which to play so one can start of slow and learn.  The possibility to play with other players at the same level is particularly attractive as someone who is not used to playing may find themselves outclassed by their teammates.  The game is popular and there are players from all over the world who meet in the online forum.  The teamwork aspect is particularly attractive and when one player is injured one of the teammates must revive the wounded player before the team can move on quickly.  There are 6 campaigns which come with the purchase of the game, but the possibility exists to upgrade to more campaigns, which is a cheaper option than buying a new game.  The use of fan made modifications is possible if one is interested.  It is a violent game and there are plenty of graphic scenes of violence which may not be suitable for the youngest players.         

Player’s Annotation:

Work in a team to survive in an apocalyptic nightmare, fight against the infected, and try to make it to the extraction point.

Information about the production team:

Designer: Mike Booth

Writer: Chet Faliszek

Composer: Mike Morasky

This game was originally developed by Turtle Rock Studios in Lake Forest, California.

Genre:

First person shooter/Apocalyptic/ Pandemic

Curriculum Ties:

N/A

Gametalking Ideas:

1. Focus on the team aspect of the game and how one must rely on other players/computer generated players to succeed.

2.  Discuss the plot and the apocalyptic setting that the game takes place in.

Player Level/Interest Age:

15+

Challenge Issues:

Violence

Challenge Defense Ideas:

1.  Play the game.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the game.

5. Know the process for materials challenges at your library.

Why did you include this game? :

I wanted to include a first person shooter game where it is possible to play online with a number of people using communication skills and teamwork.

Game’s Official Blog:

http://www.l4d.com/blog/

Website- Mango Languages at www.mangolanguages.com

Bibliographic information:

Mango Languages (n.d.).  Online Language Learning retrieved online from http://www.mangolanguages.com/libraries/ or participating library websites.

Site Summary:

            Mango Languages provides an effective way of learning vocabulary, pronunciation, culture and grammar of a foreign language.  The method is something akin to an immersion program which allows one to begin to think in the foreign language rather than just learning by translation.  The immersion method is now almost universally accepted among language learning specialists.  Many languages are offered and one starts with basic constructions and vocabulary and moves up in level of difficulty until one has a grasp of the language.  The site actually tracks progress so that a learner can come back at any time and pick up where they left off in their last session.  The program is almost like having a private tutor and one can go back and repeat those parts they did not catch the first time around.  Native speakers sound out the words so that the pronunciation a learner gains is spot on with enough practice.  There is also an ESL option which uses the same methodology.    

Critical Evaluation:

            The site is easy to use and the methodology is a sound one.  I have learned and taught languages for many years and there is a good deal to say for the ease of use of this system.  One real advantage is that many libraries offer this service free for patrons.  Considering the costs of other language learning programs or the cost of hiring a tutor, Mango Languages is a very attractive choice.  This program could easily be used alone or as a supplement to a course a teen may be taking in school.  The choice of languages is impressive; I was even surprised to see Pashto, a language of particular interest to me, offered.  The ESL feature is really good and is available for learners from a variety of language backgrounds.  Not that it is of any importance, but there are no dead languages offered so scholars who may want to learn Latin, Ancient Greek, or Chagutah have to look elsewhere.   The living languages offered should provide many lifetimes of fun and learning.   

Viewers Annotation: 

Mango Languages provides an excellent program for learning a number of foreign languages in a fun and effective way.

Genre:

Language Learning

Curriculum Ties:

Foreign Language/ESL

Research Level/Interest Age:

All

Challenge Issues:

N/A

Why did you include this website? :

Despite having the skill at communicating in a number of languages, I am a poor language student and look for any edge in learning new languages.  I feel that there are many older teens with an interest in foreign languages but need a good program to help them.

Website:

At participating libraries’ websites or at http://www.mangolanguages.com/libraries/

Website- Encyclopædia Brittanica at www.britannica.com

Bibliographic information:

Encyclopædia Britannica eb.com (2010). Retrieved from http://www.britannica.com/

Site Summary:

            Encyclopædia Britannica has long been a source for information, recently the online version has taken the level of information up a few notches.  The site itself contains links to world newspapers, atlases, a dictionary, and quite a few other services.  The content of the encyclopedia seems to be well researched and the site links the concepts together nicely.  There is a special section for kids and another for games which a user can play on the site.  Another feature is a learning calendar which allows the subscriber to learn something new every day of the year.    The site is divided into a few headings for one to search; there is an A-Z feature, as well as a type-in query search.  An important addition to every article is that the encyclopedia automatically generates the proper citation for the user in different styles.  During my search of the site I copied following, which is the Britannica-generated APA citation from the entry for Omar Khayyam: Omar Khayyam. (2010). In Encyclopædia Britannica. Retrieved December 04, 2010, from Encyclopædia Britannica Online: http://www.britannica.com/EBchecked/topic/428267/Omar-Khayyam .  There are a number of other features that are worth a look and could be of great use to any researcher.

Critical Evaluation:

The encyclopedia’s online version seems to be much more expansive than either its paper or CD forms.  The internet gives the reader the possibility of getting the most up-to-date information.  The information is researched by the experts at Britannica so it is usually pretty accurate.  This can not be compared to Wikipedia, where the information is not always of the best quality.  However, Wikipedia has many more contributors who may have a better insight on topics like current popular culture than do the Britannica experts.  The pages and entries in Encyclopædia Britannica are easily navigated and give plenty of links to related topics, to video and audio files and to images.  A really cool bit was that they give the reference for the article at the bottom of the page so it is easy to cite sources.    The downside of Encyclopædia Britannica is the cost to those who do not have access through schools or their local library, though some material is available online for free and there is a trial use offer.  

Viewers Annotation: 

The world’s most renowned encyclopedia goes digital and allows access on a subscription basis.

Genre:

Encyclopedia

Curriculum Ties:

All

Research Level/Interest Age:

All

Challenge Issues:

Perhaps some content could relate to any challenge issue.

Why did you include this website? :

I have long been a fan of Encyclopædia Britannica’s print version, but after looking at the electronic version, I am even more impressed.

Website:

http://www.britannica.com/  

Website- LibriVox at www.librivox.org

Bibliographic information:

LibriVox: Acoustical Liberation of Books in the Public Domain (n.d.) Retrieved from www.librivox.org.

Site Summary:

            Librivox.org has public domain titles in audio book format in a number of languages.  The site relies on the use of public domain books which do not require anything to be paid to a publisher or author.  Volunteers read these books and record them, later uploading them to the LibriVox database.  Users are able to search the site and see a short description of the title and then download the audio file.  No one makes any money off of the operation of LibriVox and the site aims at being able to convert most public domain books of interest to audio format.  The site currently contains nearly 3,500itles and new titles are added daily.  LibriVox provides the software and contact information for anyone who would like to volunteer their time in reading these.  Some of the audio books are read by a single volunteer and some are many volunteers reading single chapters of larger works.

Critical Evaluation:

            The website itself is easy to use and one can use the search feature in order to retrieve audio books or look at the catalog.  The actual audio books vary in quality depending on the volunteer, even though there is an editing process.  Some of them are quite good and I have listened to over 150 of the titles since I have been introduced to the site.  The Moon and Sixpence by W. Somerset Maugham was my favorite production of those I have come across on LibriVox.  One cannot argue with the price and the sheer number of people involved in this endeavor with nothing but the greater good at heart.  Teens might find some of the titles of interest and might be interested in the opportunities to volunteer their voices.  

Viewers Annotation:

LibriVox is a great way to get public domain audio books for free from home, click here to start..

Genre:

Website/Database

Curriculum Ties:

Many which can be found through these public domain audio books.

Reading Level/Interest Age:

All

Challenge Issues:

N/A

Why did you include this website? :

LibriVox has some of the greatest titles in audio book format for free; this expands a library and a user’s access.  Some of the titles might be helpful to teens with school or for enjoyment.

Website:

www.librivox.org

Motion Picture- Scott Pilgrim vs. The World

Bibliographic information:

Wright, E., Platt, M., Gitter, E., Park, N. (Producers), & Wright, E. (Director). (2010). Scott Pilgrim vs. The World.  United Kingdom and United States: Big Talk Studios & Relativity Media.  

Plot Summary:

            Scott Pilgrim (Michael Cera) is a young Canadian man who is dating a high school student named Knives Chau (Ellen Wong).  Scott is a member of a band and is living an average life until he meets Ramona Flowers (Mary E. Winstead) who he falls for.  Knives Chau becomes of secondary importance and Scott begins a relationship with Ramona.  The film really takes off when Scott is faced with the task of defeating Ramona’s seven evil exes.  The seven include a set of twins, a young woman, a famous actor, a musician, and a South Asian youth.  All of Ramona’s exes are in a league that seeks to destroy anyone she dates.  The league is the idea of her most recent ex, Gideon Graves, a band promoter/sponsor, who becomes the final ex Scott has to defeat.  The battles become increasingly more difficult but Scott is able to defeat the contenders with the use of some very cleaver means and unexpected help.

Critical Evaluation:

            This film is very much like a graphic novel at points, especially during some of the action scenes.  The action scenes take on an almost strange video game magical quality which makes them unique; the fights are something of a mix between the classic Kung Fu films and modern special effects films.  The story line does not say how Scott has gained his magical fighting qualities in any way other than he is pretty good at full physical action video games.  The characters are pretty unique, except for Scott, his plainness sets him apart and Cera does good work looking like a plain and awkward youth faced with conflict.  The other young actors and actresses do a fair job, but I would not look for any Oscars going to this film for acting, but perhaps it may do well on the technical front.  This film should be popular with most age groups and has a few controversial issues, but none of which are too heavy. 

Viewers Annotation:

Scott Pilgrim must defeat the seven evil exes of his new girlfriend Ramona, while trying to be part of a band and deal with his other love interests.

Author Info:

Based on the graphic novel of the same title by Bryan Lee O’Malley

Genre:

Action Adventure/Comedy

Curriculum Ties:

N/A

Filmtalking Ideas:

1.  How the film format related to the graphic novel format.

2.  Focus on the internal vs. external conflicts of Scott Pilgrim.

Interest Age:

13+

Challenge Issues:

Violence/GLBT issues/Sexual innuendo Rated PG-13

Challenge Defense Ideas:

1.  Watch the film.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the film.

5. Know the process for materials challenges at your library.

Why did you include this film? :

The story is from a popular graphic novel and I thought that hose teens that enjoyed the graphic novel would enjoy the film.

Film Website/Cast and Crew Information:

www.scottpilgrimthemovie.com/

Motion Picture- Prince of Persia: The Sands of Time

Bibliographic information:

Bruckheimer, J., Oman, C., McLeod, E., Stenson, M. (Producers), & Newell, M. (Director). (2010). Prince of Persia: The Sands of Time . United States: Jerry Bruckheimer Studios.

Plot Summary:

            Dastan (Jake Gyllenhaal) is an orphan who, through an act of courage, impresses the king of Persia who decides to adopt Dastan and raises him as his own son.  The story moves ahead a number of years and Dastan is a young man and a warrior in his father’s army.  He has a number of sibling rivalry issues with his adoptive brothers, also officers in the army.  The Persians attack the city of Alamut on the advice of the king’s Brother Nizam, (Ben Kingsley).  Princess Tamina (Gemma Arterton), a member of the Alamut royal family is the guardian of a magical dagger housed in Alamut.  The city is taken and the king of Persia and Dastan captures the dagger and plays a big part in the taking of the city.  The Persian King is killed at the victory dinner by poison in a gown that Dastan gives him, which was suggested by Nizam.  Dastan is framed for the assassination and flees with Tamina being pursued by soldiers and man hunters. 

            Dastan learns from Tamina that the dagger can turn back time when charged with magical sand.  Dastan and Tamina make their escape to an area ran by bandits and find refuge.  Dastan later returns to Alamut to attend his father’s funeral and convince his uncle that he is innocent.  An interview with his uncle shows Dastan who has framed him and the magical properties of the dagger are used many times to turn back the clock and run different versions of the plot until the explosive conclusion.   

Critical Evaluation:

            The special effects of this film are very good, but the plot is not bad either.  This film was based on a video game by the same name.  The acting is not too bad, Ben Kingsley is a superb actor, and Jake Gyllenhaal does not do a bad job either.  I do have a criticism about the acting and it is kind of a pet peeve.  I do not know why the American star Gyllenhaal, who is playing a Persian, uses a British accent, it really gets under my skin for some reason, but it probably impacts other viewers far less. The action sequences are excellent and the film moves along at a pretty quick pace which does not let any one scene get stale before an explosion of sound and noise.  The film is more or less a good action film with a good dose of magic and the classic plot of a young hero and heroine who try to save the day and fall in love.  Perhaps it is exactly those elements which make it a good film.

Author Information:
Based on the popular video game by the same name
Viewers Annotation:

Dastan is an adopted prince of Persia who must clear his name when he is framed for killing his adoptive father.  To do this he must turn back time through the use of a magical dagger and the help of a beautiful princess.

Genre:

Action Adventure

Curriculum Ties:

N/A

Interest Age:

13+
Filmtalking Ideas:
1. Discuss the role that magic plays in the development of the plot.
2.  Dastan and Tamina are supposed to be enemies yet fall for each other, focus on this relationship.
3.  Dastan is adopted, center the talk on the challenges this presents when dealing with his adoptive family.
Challenge Issues:

Violence/Magic Rated PG-13

Challenge Defense Ideas:

1.  Watch the film.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the film.

5. Know the process for materials challenges at your library.

Why did you include this film? :

This film is an adaptation of a very popular video game and it has appeal to teens of all ages. 

Film Website/Cast and Crew Information:

http://adisney.go.com/disneypictures/princeofpersia/

Motion Picture- Easy A

Bibliographic information:

Gluck, W. (Producer), & Gluck, W., Devine, Z. (Directors). (2010). Easy A. United States: Will Gluck Productions.

Plot Summary:

Olive Prendergast, a very smart high school student, lies to her best friend about having sex with a college guy and this lie is overheard by another student.  Olive’s reputation as a loose girl gets spread around campus and she is treated differently by almost everyone.  The conservative Christian students really give her trouble and she decides to promote this untrue reputation by changing her style of dress and pinning a red letter A on her blouse, as her English class is reading the Scarlet Letter.  Brandon, a gay teen, convinces Olive to say she slept with him so he can better hide his sexual orientation.  She agrees to say she has an suddenly she begins an industry of getting paid for saying that she slept with guys who are not very popular with girls. 

Olive’s reputation grows and she gets involved in a marriage dispute after she agrees to take the rap for giving a student a STD, when in reality it was the wife of a teacher that transmitted the disease.  The plot thickens and she is approached by a guy who really wants to have sex with her for money, and she sees the mistake of having everyone believe that she is promiscuous.  A relationship between her and the school mascot, Woodchuck Todd, slowly develops through the film and he turns out to be a nice guy who does not seem to care about the controversy surrounding Olive.  Because she can’t stand the lies and really likes Todd, she streams a live web cast to tell everyone the truth about what happened.   

Critical Evaluation:

            This is one of those films that I never thought that I would like, but went to see it and was very pleasantly surprised.  The humor of the film is apparent from the outset and there are times one would have a hard time stopping the laughter.  The acting was pretty good on the whole, with the main character Olive (Emma Stone) carrying much of the weight for some of the weaker actors in lesser roles.  Olive is one of those characters that tend to be remembered as she is ultra clever, yet is always getting herself into trouble.  I also particularly liked the Prendergast family atmosphere, which seems much more open than many.  Overall, the film had its moments and would probably be very attractive to people in high school, yet I thought it was great and have been out of high school for years. 
Author information:
Influenced by The Scarlet Letter by Nathaniel Hawthorne  

Viewers Annotation:

A small lie marks Olive as an easy girl who perpetuates the gossip by agreeing to say she has been with a number of guys who are unlucky with girls.

Genre:

Comedy

Curriculum Ties:

N/A

Interest Age:

13+

Filmtalking Ideas:
1. The relationship between the film and The Scarlet Letter might be a good discussion.
2.  Discuss the subgroups in high school and how these behave toward Olive.
3. Focus on how Olive's family never seems to be intrusive but supports her no matter what.
Challenge Issues:

Sexual innuendo/Drinking/GLBT issues Rated PG-13

Challenge Defense Ideas:

1.  Watch the film.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the film.

5. Know the process for materials challenges at your library.

Why did you include this film? :

I went to see the film on a whim and thought that it was a good comedy for older teens.

Film Website/ Cast and Crew Information:

http://www.letsnotandsaywedid.com/

Motion Picture- Harold and Maude

Bibliographic information:

Higgins, C. (Producer), & Ashby, H. (Director). (1971). Harold and Maude [Motion Picture].  United States: Paramount Pictures.

Plot Summary:

            Harold (Bud Cort) is a young man from an upper-class family.  Harold is obsessed with death, and rebelling from the controlling influence of his mother.  He performs a number of fake suicides, drives a hearse, and visits funerals.  At a few funerals he notices an elderly woman who also visits.  She introduces herself as Maude (Ruth Gordon).  She turns out to be a feisty woman who is living life to its fullest.  Although it is not mentioned outright, it is assumed that Maude is a survivor of the Holocaust as she bears the tattooed numbers on her wrist.  The two become friends and have a number of adventures, some involving the police.  Eventually they fall in love despite the 60 year age difference, and Harold decides to ask Maude to marry him. Harold’s mother has been trying to set him up with girls through a dating service and she is shocked when he decides to marry Maude.  Harold never gets a chance to propose and the ending is quite unique and bittersweet.

Critical Evaluation:

            The idea for the story was quite interesting, and has achieved a cult following over the years. The issues are not so much about death, and rebellion as they are about love, life, and happiness.  The acting was superb and I feel the players were able to pull of their roles.  The balance of eccentric characters such as the two primary characters, with the straight characters is well conceived and necessary for character definition.  The film could not have been made with as enormous a budget as many films are today, but the story more than makes up for any technical shortcomings.  The music was another aspect that I considered to be of some note.  Cat Stevens arranged all of the music for the film and some of the pieces in it are recognizable.  Although this film is older, it is new to me and I think it may be of interest to older teens as it addresses issues such as life, death, self definition, and rebelliousness. 
Author Information: 
Producer Colin Higgins was the writer of the story.

Viewers Annotation:

Young Harold, who is obsessed with death, falls in love with 80 year old Maude who teaches him to love life.

Genre:

Romantic Comedy

Curriculum Ties:

N/A

Interest Age:

14+
Filmtalking Ideas:  
1.  Discuss how Harold is obsessed with death and how this impacts the plot.
2.  Speak about the control Harold's mother tries to exert over him.
3.  Discuss why Maude seems to always live life to the fullest is it because of her past or her future.
Challenge Issues:

Defiance of the law/ Non traditional relationship/ Suicide Rated PG

Challenge Defense Ideas:

1.  Watch the film.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the film.

5. Know the process for materials challenges at your library.

Why did you include this film? :

I thought I would include one film that might be of interest to the older teen age group which was not a recent film. 

Motion Picture- Slumdog Millionaire

Bibliographic information:

Colson, S. (Producer), & Boyle, D., Tandan, L. (Directors).  (2008). Slumdog Millionaire. United Kingdom: Celador Films.

Plot Summary:

Jamal Malik (Dev Patel) is a contestant on a game show where he has answered all of the questions but one to win a 20 million rupee prize.  Everyone thinks that he is cheating because he is young and uneducated.  The police take him in for questioning and he reveals stories from his life which would explain how he knew the answers.  Jamal and his brother Salim had been orphaned and were forced to live on the streets.  They are joined by Latika, another street kid and the trio find themselves rescued by an fake orphanage.  The orphanage proves to be nothing more that a place where children are maimed so that they become better beggars.  Salim engineers the escape of the three, but at the last minute causes Latika to be re-caught. 

             Jamal and Salim go to another part of India and run all kinds of schemes to stay alive.  Jamal insists that they go back to get Latika.  They go back, find her and end up killing the man who ran the fake orphanage.  Salim becomes a tough guy working for a gang boss and steals Latika away from Jamal.  Salim and Jamal have a falling out and they go separate ways, Jamal still wishing to be with Latika. 

            A number of years elapse and Jamal finds work with a call service center and looks up his brother’s number.  He ends up meeting with his brother, who is now an under boss in a gang, and inquires after Latika.  Salim lets Jamal know that Latika is now the kept lady of the head gang boss.  Jamal goes after her to try to convince her that he loves her.  She tells him it is dangerous and she wants nothing to do with him, but later changes her mind and attempts to meet him.  She is whisked away by the gangsters and Jamal has no idea how to contact her, so he goes on a quiz show that he knows she will watch to try and contact her.   

Critical Evaluation:

            The film has a number of sequences which do not go in chronological order, but these are in no way confusing.   The story is great and has many points that are genuinely emotional for a viewer.   It is almost Dickensian in several ways, and also has elements of a Horatio Alger story, all set in present-day India. The story shows a number of aspects of Indian culture to viewers who may not be familiar with life in South Asia.  The acting was fairly good and this film exposes South Asian actors to an international audience.  The three main characters are played by different actors because the different ages at which they are portrayed (see additional website for a full list).  There are a number of scenes which contain violence and child abuse; these might be cause for a challenge.  The film won a number of awards including eight Academy Awards (2009), including the award for Best Picture.  The soundtrack is also a strong point of the film, it features a number of South Asian artist and fits the action of the film just right.
Author Information:
The film is based on the book Q&A by Vikas Swarup. 

Viewers Annotation:

Jamal Malik, a street kid, becomes a contestant on a game show in hopes of finding his childhood love.  Each of the answers reveals something about his poverty stricken childhood. 

Genre:

Romantic Drama

Curriculum Ties:

N/A

Interest Age:

15+
Filmtalking Ideas:
1.  Discuss the social prejudice that Jamal faces.
2.  Speak about the religious tension which is a shaping force in the story.
3.  Center a talk on the types of things the street kids must do to survive. 

Challenge Issues:

Sex/Violence/Abuse Rated R

Challenge Defense Ideas:

1.  Watch the film.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the film.

5. Know the process for materials challenges at your library.

Why did you include this film? :

I had heard a great deal about the film and have an interest in India; the fact that this film is about older teens/young adults makes it attractive for that age grouping. 

Film Website/Cast and Crew Information:

http://www.slumdogmillionairemovie.co.uk/

Life of Pi by Yann Martel

Bibliographic information:

Martel, Yann.  Life of Pi.  New York: A Harvest Book Harcourt Inc. 2001.  ISBN: 0-15-100811-6

Plot Summary:

Pi is the nickname of Piscine Patel, who begins life in India and survives a great ordeal before he ends up in Canada.  A writer traveling in India comes across Pi’s story and travels to Canada to interview Pi. Pi describes his family and the place where he spends the first part of his life and where he finds a few different religions which he practices simultaneously.  Pi’s father, the owner of a zoo, decides that the whole family and the animals from the zoo are going to move to Canada.  The family and animals board a ship to go to their new home and the ship sinks.  All humans aboard the ship except Pi are killed and most of the animals meet the same fate.  The only survivors of this shipwreck are Pi, a wounded zebra, an orangutan, a hyena, and Richard Parker, a fully grown tiger.  The animals all die one by one except for the tiger, which leaves Pi alone with a 400 pound carnivore.  Pi cannot escape because he is in the middle of the sea and there are sharks in the water.  For 277 days, Pi survives in the company of the tiger living off of what the sea provides and feeding the tiger.  Pi realizes that the only way to survive is to try and tame the tiger.  After a short stay on an ill-fated island, the pair set off again and Pi must survive until they reach land.  The story is full of adventures all along the way and has an alternate storyline which is both surprising and sad.

 Critical Evaluation:

It would be too simple to say that this work of fiction was one that was purely adventure, or purely philosophy, or that the psychological tones of the work overpower every other aspect.  The work is all three and more.  The storyline is singular and will surely be remembered, at least in its essence, by all who read it.  The writing is clear and the writer has done a great deal of research to set the story and build the fictional characters around real places and real ideas and philosophies.  The joy of survival and the horror at loss are well illustrated by the protagonist.  The main character is unique and finds and equally unique counterpoint in his feline shipmate.  The book is not easily put aside once the action takes place and the ending leaves one to wonder what took place in the story.

Reader’s Annotation:

Pi Patel loses his family on a voyage from India to Canada and has to live aboard a lifeboat with a tiger and provides for his own survival with his intelligence.

Information about the author:

Yann Martel was born in Salamanca, Spain in 1963, but is now a Canadian national.  He grew up all around the world and has traveled to many places as an adult.  He spent over a year living and traveling in India and studying the Indian culture.  His experiences there gave him a good background from which to write this his most well-known work.  Martel studied philosophy at the University of Peterborough in Ontario, Canada. Martel has been the writer in residence at a public library and at a university. 

Martel is the recipient of the Man-Booker prize and a number of other awards and honors.  He has also written a work titled Beatrice and Virgil which is about the holocaust.  In addition to his books he has published a number of short stories and has collaborated to help produce a musical composition based on one of his shorter written works.

Genre:

Adult Fiction/ Crossover/ Adventure

Curriculum Ties:

N/A

Booktalking Ideas:

1.  Discuss the religions that Pi adopts before ever setting off on his journey and if these come into play during his survival situation.

2.  Focus on his relationship with the tiger Richard Parker and how Pi learns to survive in the tiger’s company.

3.  Center the talk on the coping mechanisms that Pi uses to get over his losses and how these are a large part of the story.

Reading Level/Interest Age:

15+

Challenge Issues:

Violence/ Cannibalism

Challenge Defense Ideas:

1.  Read the book.

2.  Be Familiar with the policy of the ALA and your institution.

3. Make a note of the contents of the work and how they fall in with the collection development policy of your institution and the standpoint of the ALA. 

4. Gain an awareness of the awards, reviews, and criticisms of the work, as well as other works by the same writer.

5. Know the process for materials challenges at your library.

Why did you include this book? :

The premise of the story is unique and it promised to be full of philosophy and adventure, a very attractive story for older teens.

Info Website:

http://www.contemporarywriters.com/authors/?p=auth03A14L010512634824