Nonfiction

Nonfiction is a separate genre of literature. It can be split into subgroups; narrative nonfiction and expository. Narrative nonfiction are stories that read like a narrative story with settings, characters, problems, etc... but they are based on real events. Titles include the I Survive series and the popular Hazardous Tales series. They are different from biographies because they are not about the life of just one person.

Nonfiction text features in expository texts include diagrams, charts, photographs, timelines, maps, among others.

When picking nonfiction titles for your library, one should pay close attention to the credentials of the author. What qualifies the author to write the stories? Did the live through it? Are they an expert because of their studies? Evaluating the author helps us to determine if the information is true. That is the second item to evaluate when looking at texts.  You should also look to see what role the visual contribute to the information. These visuals can help develop academic vocabulary especially in English language learners.

It is important to remember that the purpose of most books in the nonfiction genre are written to inform readers. However when it comes to controversial topics this information may unintentionally persuade students who are beginning to shape their moral compass. It is hard to judge whether a book will shape someone's mind unless there is an obvious bias from the author. In intermediate grades the topics become more varied. The topics dealing with staying healthy does not include just how to brush your teeth but also items on safe sex and drug use.

How I will read and evaluate nonfiction texts

As a librarian, I will keep abreast on current events and look for the angle on how young adults and teens are affected. I will look for books that give a complete coverage of concepts. When looking for biographies, I will make sure to include current modern world figures not just people from history more than 30 years ago. I need to also make sure all figures in all media are represented if possible. For examples my biography collection should just be government figures but also current movies or YouTube stars. History for young adults and teens is more recent than it is for educators my age. The World Trade Centers attack for instance is considered history for some of our students because they were not born or very young when it happens. The content of my collection should not be just what I consider history.

As I read books, I am reading remembering the intended audience is middle and high school students. The vocabulary and scope should be aimed for them not adults who routinely watch the nightly news. I am looking to see if events and concepts are clearly and fully defined and explained.