READ, LIRE, LEE, Y.A.

Wednesday, July 18, 2012

JSTOR

Bibliographic Information: JSTOR. http://www.jstor.org/. ITHAKA.

Plot Summary: JSTOR, a subscription based not-for-profit service, is designed to provide trusted scholarly content (i.e research articles, primary sources, and books) to students, researchers, and librarians (JSTOR: About, 2012). JSTOR can be accessed for free through your local library by simply using your library card.

Critical Evaluation: N/A

Reader’s Annotation:JSTOR, a non-profit service, offers a variety of people the reliable scholarly content they need.

Information About the Database: JSTOR was originally created to help libraries cut down on the cost of building a digital library (JSTOR: Factsheet, 2012). In 2009, JSTOR merged with ithaka. org (JSTOR: Factsheet, 2012). JSTOR has access to over 1400 scholarly journals, will soon be offering books, and is dedicated to preservation and high quality digitization ((JSTOR: Factsheet, 2012).

JSTOR also has an incredible reach and impact on many institutions (JSTOR: Factsheet, 2012). JSTOR reaches over 7,000 institutions in 150 countries, 990 secondary schools, 132 libraries in about 32 countries (JSTOR: Factsheet, 2012). JSTOR prides itself in providing access to reputable scholarly journals, primary sources, and soon, books (JSTOR: Factsheet, 2012).

Genre: Database

Curriculum Ties: Could tie into a lesson on best practice research methods and techniques.

Booktalking Ideas: N/A

Reading Level/Interest Age: 15 +

Challenge Issues: No challenges. I will present the following listed materials if any issues do arise.

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

4) Refer t0 American Association for School, Librarians Standards for the 21st Century Learner (http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf)

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

Grolier Online by Scholastic

Bibliographic Information: Grolier Online. go.grolier.com/. Scholastic, Inc.

Plot Summary: Grolier Online is subscription database service that is made up by different digital encyclopedias and is offered for free to library patrons with use of their library card. The database is broken down into tabs for: Elementary, Middle School, High School, Adult Patrons, Librarians/Educators. These age-related sections makes this an excellent resource for teens and their research papers and projects. All results are broken down by reading level and also show which specific encyclopedia the information can be found in.

The only downside is that patrons must have a library card to access this service.

Critical Evaluation: N/A

Reader’s Annotation: Grolier Online, by Scholastic, Inc., offers one point of access for eight fantastic encyclopedias.

Information About the Database: Grolier Online is published by Scholastic Library Publishing, a division of Scholastic Inc. It includes eight encyclopedia databases: Encyclopedia Americana, Grolier Multimedia Encyclopedia, The New Book of Knowledge, La Nueva Enciclopedia Cumbre, America the Beautiful, Lands and Peoples, Amazing Animals of the World, and The New Book of Popular Science (Grolier Online: About: Overview, 2012).

Genre: Database

Curriculum Ties: Can be used on a section on best practice research methods.

Booktalking Ideas: N/A

Reading Level/Interest Age: Varied ages, but specifically caters to high school student.

Challenge Issues: No challenges. I would use the following items if any issues did arise.

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

Harry Potter and the Chamber of Secrets

Bibliographic Information: Rowling, J. K. (1999). Harry Potter and the chamber of secrets. New York: Arthur A. Levine Books. ISBN: 978-0-439-06486-6

Plot Summary: Harry Potter has spent another long summer with the Dursley's, trying to keep them at bay with imaginary threats of magic while not losing his mind. To make matters worse Harry receives an unexpected guest, a house elf named Dobby, on the night of his uncle's important business dinner. Dobby demands that Harry Potter not return to Hogwarts or else! Finding Dobby a little unhinged, Harry tells Dobby that he has no intention of not going to Hogwarts. Despite Harry's pleas Dobby goes wild and commences to make a ruckus through the important dinner hoping that Harry will promise not to return to Hogwarts. This chaos causes Harry's uncle to lose his potential client. As a result of this, Harry is locked in his room and prohibited from leaving to Hogwarts; a fact that makes Dobby happy. Wondering where he has been all summer, Ron and his brothers come to Harry's rescue. Unfortunately the rescue is only the beginning of Harry's adventures.

Harry's hopes for an uneventful year end when Mrs. Norris, the cat, turns up petrified with a message that states "the chamber of secrets is open;" a secret chamber left begin by the founder of the Slytherin house. The attacks only become more frequent and are geared towards "muggle-born" students (those from non-magic families). Harry and his friends must race against time to save their "muggle-born" friends and catch the true villain of the story.

Critical Evaluation: One of the themes that J. K. Rowling focuses on heavily in this book was that of class differences. Characters are generally analyzed either by their power as a witch or wizard or by their lineage and wealth. Characters like the Weasley family are looked down upon by some because they have little money and generally share their worn down belongings until they are forced to buy new items. This is a source of constant ridicule that characters like Draco Malfoy use to try to shame characters like Ron Weasley. Characters are also judged by their lineage and are called "mudbloods" if they do not come from a long line of witches and wizards. This suggests that they are inferior and of "dirty blood" which will in some way ruin the magic world. This distinction of wealth and family background also ties into the conversation of who should be "worthy" to develop their witch/wizardring skills; some preferring that only "pure bloods" have this honor. These social distinctions color each scene and set the tone in terms of the way in which characters will ultimately behave with one another. This also exposes young readers to the conversation of what makes people different and whether or not these differences should influence the things that a person is able to do. In a way, Rowling is making a veiled social commentary of present day class and educational systems and encourages readers of all ages to take a closer look at their own environments and social scenes. .

Reader’s Annotation: Harry Potter must use his own hidden talent to stop a possible killer and save his friends.

Information About the Author: J. K. Rowling was born in 1965 in England (Rowling, 2012). She went to Exiter University for her undergrad, where she received degrees in French and the Classics (Rowling, 2012). She got the inspiration for her books while riding the train from Manchester to London (Rowling, 2012). She then spent the next five years working on her plot lines for her books (Rowling, 2012). Rowling then moved to Portugal and taught English (Rowling, 2012). Rowling then married in 1992, had a daughter in 1993, and then moved back to Edinburgh when her marriage ended (Rowling, 2012). Rowling continued working on her novels in England and published her first Harry Potter and the Philosopher's Stone (UK version) in 1997 (Rowling, 2012). Her books were an instant success and have sold over 375 million copies worldwide (Rowling, 2012).

Other books in the Harry Potter series include: Harry Potter and the Prisoner of Azkaban (1999), Harry Potter and the Goblet of Fire (2000), Harry Potter and the Order of the Phoenix (2004), Harry Potter and the Half-Blood Prince (2005), Harry Potter and the Deathly Hallows (2007), and her newest, The Casual Vacancy (September 27, 2012) (Rowling, 2012).

J. K. Rowling discussing the Harry Potter and the Chamber of Secrets movie

Genre: Adventure, Fantasy

Subgenre: Heroes and Heroines, Sword and Sorcery

Curriculum Ties: Could be used in a section about heroes, coming of age, and adventure.

Booktalking Ideas:
1). What element is added by Harry's realization that he is a parseltongue?
2). How does the struggle between original wizard and witch students versus muggle-born students reflect class struggles in modern day society?

Reading Level/Interest Age: Lexile Reading Level 940/ 5-8 grade (Follett's Titlewave, 2012)

Challenge Issues: This book may not be accepted in religious teen library's due to its witch and wizard subject matter. I would use the following items to defend this book if it was ever challenged:

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

6) Refer to legitimate book reviews, such as: School Library Journal, Booklist, Kirkus Reviews, Horn Book and others; found on either Academic Search Premier, Follett's TITLEWAVE, or Amazon.com.

Why did you include this book in the titles you selected?: This book may be geared towards a younger audience but is completely appropriate for any age level, especially teen. The book's rich storyline and complex characters offer a lot for the development of teen critical thinking. Also, most teens have grown up with the characters of these books and can relate to many aspects of the stories.

Reference Page:

Rowling, J. K. (2012). Biography. Retrieved July 18, 2012 from http://www.amazon.com/J.-K.-Rowling/e/B000AP9A6K/ref=ntt_dp_epwbk_0

Rowling J. K. (2012). Harry Potter and the chamber of secrets cover art. Retrieved July 17, 2012 from http://www.harrypotterfanzone.com/book-2/cover-art/

Follett's Titlewave. (2012). Harry Potter and the chamber of secrets. Retrieved July 16, 2012 from the Follett's Titlewave iPhone app.

Monday, July 16, 2012

Harry Potter and the Sorcerer's Stone

Bibliographic Information: Rowling, J. K. (1999). Harry Potter and the sorcerer's stone. England: Listening Library.
ISBN: 978-0807281956

Plot Summary: The story begins with whispers in the streets about a young boy named Harry Potter who has survived the attack of the most villainous of wizards, Voldemort. Having been the only one to survive, Harry is left in the care of his aunt and uncle. Unfortunately, Harry's aunt and uncle, the Dursley family, happen to be the "surliest" of types who do not care for anything magic and hide Harry's true identity from him for the next ten years.

Suddenly strange things begin to happen as Harry's 10th birthday begins to approach. Fearing that the past is beginning to resurface, Harry's uncle begins to withhold the mail and even goes as far as to try to hide Harry and his family on an island. Not being able to outwit the magical world, Mr. Dursley fails as Harry soon finds himself face to face with a past he mostly does not remember. Harry soon learns his true identity and about his awaiting education at Hogwarts School of Witchcraft and Wizardry. Harry is then able to escape the clutches of his abusive aunt and uncle and join the ranks of many other young witches and wizards.

Harry Potter quickly meets Ron and Hermoine, his future best friends, and is swept away in a world of classes, potions, quidditch, and magic. All of this is only threatened when a dark figure from Harry's past suddenly returns forcing him to fight for his life once more.

Critical Evaluation: It is very clear that J. K. Rowling spent a lot of time deciding what to name the characters in her book. A name represents more than a way to remember each person, but as clues to their personality and character traits. To name a few: Harry Potter becomes the "Boy that lived," Voldemort becomes, "he who must not be named," Draco Malfoy is known only as "Malfoy," hinting at his high status in life and connections, and Hermoine Granger as "muggle born." In essence the names become metaphors for the characters, pieces of their identity that clue the reader into important information about the character. These vibrant representations of each character add a complex layer to the story and tell a story on their own. In a way each characters name offers a sort of mini biography on the character further developing their role in the story. These names so carefully crafted, provide a subtext to the story that sometimes becomes as important as the story itself.

Reader’s Annotation: Having spent the last ten years living in a dusty cupboard and catering to the needs of his abusive aunt, uncle, and cousin, Harry Potter's life is suddenly overturned when he finds out the magical truth about who he really is.

Information About the Author: J. K. Rowling was born in 1965 in England (Rowling, 2012). She went to Exiter University for her undergrad, where she received degrees in French and the Classics (Rowling, 2012). She got the inspiration for her books while riding the train from Manchester to London (Rowling, 2012). She then spent the next five years working on her plot lines for her books (Rowling, 2012). Rowling then moved to Portugal and taught English (Rowling, 2012). Rowling then married in 1992, had a daughter in 1993, and then moved back to Edinburgh when her marriage ended (Rowling, 2012). Rowling continued working on her novels in England and published her first Harry Potter and the Philosopher's Stone (UK version) in 1997 (Rowling, 2012). Her books were an instant success and have sold over 375 million copies worldwide (Rowling, 2012).

Other books in the Harry Potter series include: Harry Potter and the Chamber of Secrets (1998), Harry Potter and the Prisoner of Azkaban (1999), Harry Potter and the Goblet of Fire (2000), Harry Potter and the Order of the Phoenix (2004), Harry Potter and the Half-Blood Prince (2005), Harry Potter and the Deathly Hallows (2007), and her newest, The Casual Vacancy (September 27, 2012) (Rowling, 2012).

Rowling reading from Harry Potter and the Sorcerer's Stone

Genre: Adventure, Fantasy

Subgenre: Heroes and Heroines, Sword and Sorcery

Curriculum Ties: Could be used in a section about heroes, coming of age, and adventure.

Booktalking Ideas:
1). Do you think bringing up Harry Potter up in a non-magical world was the correct thing to do?
2). What is the role of family and friendships in this book?

Reading Level/Interest Age: Lexile Reading Level 880/5-8 (Follett's Titlewave, 2012)

Challenge Issues: This book may not be accepted in religious teen library's due to its witch and wizard subject matter.

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

6) Refer to legitimate book reviews, such as: School Library Journal, Booklist, Kirkus Reviews, Horn Book and others; found on either Academic Search Premier, Follett's TITLEWAVE, or Amazon.com.

Why did you include this book in the titles you selected?: Although, sources like Publishers Weekly and Booklist recommended this book for younger ages in 1999 when it hit the U.S, I do not think either at the time grasped the impact this series would have on readers of all ages (Follett Titlewave, 2012). Although this book may have been geared for the younger reader, it has also had a series impact on the teen audience that has grown up with the series. This book began an adventure that children, teens, and adults could and can share throughout any period in life. Rowling was able to create a strong, courageous character that can be role model for a reader of any age. Also, the wide array of characters of all ages and races appeals to a broad audience of readers.

Reference Page:

Rowling, J. K. (2012). Biography. Retrieved July 18, 2012 from http://www.amazon.com/J.-K.-Rowling/e/B000AP9A6K/ref=ntt_dp_epwbk_0

Follett's Titlewave. (2012). Harry Potter and the sorcerer's stone. Retrieved July 16, 2012 from the Follett's Titlewave app.

Rowling, J. K. (1999). Harry Potter and the sorcerer's stone cover art. Retrieved July 16, 2012 from http://evenire.blogspot.com/2010/08/harry-potter-audiobooks-itunes-format.html

Sunday, July 15, 2012

Edward Scissorhands

Bibliographic Information: Di Novi, D. [Producer], & Burton, T. [Director]. (1990). Edward scissorhands [Motion Picture]. USA: Twentieth Century Fox Film.

Plot Summary: Finding herself in need of new clientele, Peg, the local Avon lady, ventures up a deserted area of the neighborhood in search of new customers. What Peg finds instead of customers amongst the dark ruins, is a timid, quiet, and somewhat strange young man named Edward. Edward, a product of his beloved master, has never been around people and has been alone since his master's untimely death. Before Edward knows what is happening he has been plied with layers of women's makeup foundation and is given an invitation to move in with Peg and her family.

Soon after going with Peg and her family, Edward finds himself the object of interest and excitement in Peg's neighborhood. Peg's family is unsure of what to make of Edward but accepts him nonetheless. Edward, though extremely shy, quickly finds himself entranced by Peg's daughter, Kim. Not thrilled by the new guest, Kim's jealous boyfriend devises a way to get rid of Edward.

Through a series of unfortunate and misunderstood events, Edward becomes the center of the town's rage and disgust. As emotions rise, it becomes obvious that things must change or Edward will pay the ultimate price.

Critical Evaluation: Edwards hands play a very important role throughout the movie. Edwards hands, or lack of hands, are what divide him from the people of the neighborhood. His hands, or scissors, become the symbol of his inability to fully transition into being a simple human being. The scissors that he has literally cut him off from the things he wants most, from the tender love he craves so much from Peg and Kim, and that he once had from his maker. This divide makes it clear that Edward could never just be one of the neighborhood people, no matter how hard he may try. Although at one point Edward's scissors allow him to become a useful part of society by cutting hair and lawn bushes, the people of the town still fear him and the possible threat that his scissors may pose. Edward is never seen as more than a tool or a weapon, meaning that his quiet, sensitive soul is always overlooked. It isn't until Kim realizes what a gentle soul Edward is, that Edward is finally seen for who he really is. This moment does not last long when Edward accidentally cuts Kim's hand further escalating the divide between him and the people of the town. The incident with Kim's hand getting cut is only further intensified when Edward tries saving her younger brother, Kevin, and ends up cutting up his face. These events become a significant tipping point in the way in which Edward is viewed by those around him, even by Peg and her family. Edward immediately transforms from misguided, quiet young man to monster. Ultimately, Edward knows that without the hands that were promised to him by his master that he will never be more than a feared monster.

Edward Scissorhands trailer

Reader’s Annotation: Made with tender love but left uncompleted, Edward Scissorhands is cast into the world unexpectedly only to find that the world below is darker than any corner of his empty haven.

Information About the Director: Born August 25, 1958 in Burbank, CA, Timothy William Burton (Tim Burton) started off as a quiet outsider slowly developing his talent for art (Burton: Bio, 2012). Burton went on to enroll in California Institute of the Arts, a Disney school geared towards developing animators, and began his career as an animator (Burton: Bio, 2012). Burton was also a huge fan of Vincent Price, a fact that has greatly influenced him throughout his career (Burton: Bio, 2012). Burton then went on to start a career as an animator for Disney, working on Fox and the Hound Burton: Bio, 2012). Finding that he did not enjoy the repetitious nature of being an animator, Burton was sound moved up to the position of conceptual artist (Burton: Bio, 2012). Burton soon made a series of short films that were never released due to being marked "innapropriate for children" (Burton: Bio, 2012). One of these films came to the attention of Pee-wee who then asked Burton to direct his movie which was later Pee-wee's Big Adventure (Burton: Bio, 2012). Through a series of connection and referrals, Burton then received the idea of Beetlejuice (1988) three years later. The success of Beettlejuice then led to several other high profile and lucrative movies.

A look at Burton's films: Batman (1989), Edward Scissorhands (1990), Batman Returns (1992), The Nightmare Before Christmas (1993), Ed Wood (1994), Mars Attacks! (1996), Sleepy Hollow (1999), Planet of the Apes (2001), Big Fish (2003), Charlie and the Chocolate Factory (2005), Corpse Bride (2005), Sweeney Todd (2007), Alice in Wonderland (2010),

Abraham Lincoln: Vampire Hunter (2012) (Burton: Movies, 2012).

The Official Tim Burton Site

Genre: Fantasy, Science Fiction, Contemporary, Romance

Curriculum Ties: Can tie into a discussion on American suburban culture and standards.

Booktalking Ideas:
1). What did the hands mean to Edward?
2). How does the snow represent the love Edward had for the daughter, Kim?

Reading Level/Interest Age: PG-13, suitable for teens over 13 years of age.

Challenge Issues: Does include topics on crime, teen partying, and violence. I would use the following items to defend this movie if it was challenged:

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

Twentieth Century Fox Film. (1990). Edward scissorhands movie poster. Retrieved July 15, 2012 from http://swotti.starmedia.com/movies/edward-scissorhands_16070.htm

Mean Girls

Bibliographic Information: Micheals, L. [Producer], & Waters, M. [Director]. (2004). Mean girls [Motion Picture]. USA: Paramount Pictures.

Plot Summary: At the age of 16, Cady Heron enters the public school system for the first time in her life. Having recently moved back to the U.S from Africa, Cady is slow to understand the customs of the average high school student. Making friends with Janis and Damien, two outcasted students, Cady quickly learns that the school is rife with different social groups-- all of which are are "ruled" by the "Plastics." Soon after Cady catches the attention of the "Plastic" Queen Bee and she, Janis, and Damien devise a plan to infiltrate the "Plastics" as a means of revenge for all past wrong doings.

In the end, Cady finds that playing "Plastic" means becoming "Plastic" and must deal with the consequences of living a double life.

Critical Evaluation: The motif of being plastic or being a "Plastic" is repeated throughout the entire movie. This idea of being plastic is a remark on society's need to be perfect in all senses: beauty, appearance, clothing etc. Being plastic puts an impossible standard of perfection on each of the characters in the movie, basically draining them of the emotions and imperfections that make them average high school students. Cady represents the transition from unencumbered high school student to obsessive "plastic." It is not until Cady sees the ramifications of her "Plastic" identity that she begins to soften and notice the ways in which she has hurt those who mean most to her. Ultimately, being plastic or a "Plastic" is a complete divorce from the emotions and flaws that make people genuine.

Mean Girls trailer

Reader’s Annotation: Braving the wilds of high school, high school student, Cady Heron, learns that being genuine is more important than being perfect.

Information About the Director: Mark Waters was born June 30, 1964 in South Bend, Indiana (Tribute, 2012). He attended the University of Pennsylvania and spent time studying theater (Tribute, 2012). Waters graduated in 1986 and soon after moved to San Francisco (Tribute, 2012). Waters' first movie success was House of Yes in 1997 (Tribute, 2012).

Some other films by Waters: Head over heels (2001), Freaky Friday (2003), Just Like Heaven (2005), Ghosts of Girlfriends Past (2009) (Tribute, 2012). Waters received the Franklin J. Schaffner Award by the American Film Institute (Tribute, 2012).

Genre: Contemporary, Romance, Comedy

Curriculum Ties: Could tie into a lesson on bullying, friendships, and high school life.

Booktalking Ideas:
1). Is Cady still just pretending to be plastic at the end of the movie?
2). What function does bullying play in the movie?

Reading Level/Interest Age: PG-13, mature content suitable for 15 and older.

Challenge Issues: Does include sex, some strong language, and bullying. I would use the following items to defend this movie if it was challenged:

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

Alice in Wonderland

Bibliographic Information: Zabuck, R. (Producer), & Burton, T. (Director). (2010). Alice in wonderland [Motion Picture]. USA: Walt Disney Pictures.

Plot Summary: On the day of a forced engagement to an awkward nobleman, 19 year old Alice follows a rabbit through the garden only to fall into a magical hole. Reaching the bottom of the hole Alice is confronted with several characters who wonder whether or not she is the "Real Alice." Not understanding why the creatures of the land keep questioning whether or not she is the "Real Alice," Alice continues on frequently reminding herself that it is all merely a "dream." Alice finds that this new land, "Underland," reminds her of nightmares she had as a child and begins to question whether or not she has ever been there before. Meeting a series of characters, including: the caterpillar, the Cheshire cat, the mad hatter, and many others, Alice is immediately swept up in the fray learning that her true destiny lies in her defeat of the wrongful queen only if she is able to muster the courage, or "muchness," necessary of a hero.

Inspired by Lewis Caroll's, Through the Looking Glass, this computer graphic styled movie captures the strangeness of an upside down land in search of a hero.

Critical Evaluation: A reoccurring theme in Alice in Wonderland is the question of identity as the creatures of underland question whether or not Alice is the "Real Alice." Alice's identity is pivotal in the film and represents the role of the hero as the creatures search for someone to free them from the Red Queen's tyranny. Alice's identity changes drastically from the girl being forced to become engaged to a boorish lord to the girl that triumphs for the people of Underland. This change in identity can only be described as a claiming of her "muchness" a term that the Mad Hatter uses for the spirit and fiery determination that he once knew in the "Real Alice."

As Alice begins to understand, care for, and love the creatures around her- her identity begins to shift. Although Alice has always been the "Real Alice," she is only able to become her truest self when she asserts herself and faces the scariness of the task before her:

"From the moment I fell down that rabbit hole I’ve been told what I must do and who I must be. I’ve been shrunk, stretched, scratched, and stuffed into a teapot. I’ve been accused of being Alice and of not being Alice but this is my dream. I’ll decide where it goes from here… I make the path!”

Alice is then able to take this new found "muchness" into her real life, becoming her own hero in the face of forced marriage.

Alice in Wonderland: Alice Returns to Wonderland

Alice in Wonderland Official Site

Reader’s Annotation: Finding her "muchness," Alice becomes the hero of both "underland" and her own life.

Information About the Director: Born August 25, 1958 in Burbank, CA, Timothy William Burton (Tim Burton) started off as a quiet outsider slowly developing his talent for art (Burton: Bio, 2012). Burton went on to enroll in California Institute of the Arts, a Disney school geared towards developing animators, and began his career as an animator (Burton: Bio, 2012). Burton was also a huge fan of Vincent Price, a fact that has greatly influenced him throughout his career (Burton: Bio, 2012). Burton then went on to start a career as an animator for Disney, working on Fox and the Hound Burton: Bio, 2012). Finding that he did not enjoy the repetitious nature of being an animator, Burton was sound moved up to the position of conceptual artist (Burton: Bio, 2012). Burton soon made a series of short films that were never released due to being marked "innapropriate for children" (Burton: Bio, 2012). One of these films came to the attention of Pee-wee who then asked Burton to direct his movie which was later Pee-wee's Big Adventure (Burton: Bio, 2012). Through a series of connection and referrals, Burton then received the idea of Beetlejuice (1988) three years later. The success of Beettlejuice then led to several other high profile and lucrative movies.

Abraham Lincoln: Vampire Hunter (2012) (Burton: Movies, 2012).

The Official Tim Burton Site

Genre: Adventure, Fantasy, Historical

Curriculum Ties: Could be used in section on fantasy, identity, and heroes.

Booktalking Ideas:
1). What is "muchness"?
2). What similarities can be seen between "Underland" and Alice's real world?

Reading Level/Interest Age: PG, 19 year old main character attracts older audience of 15+.

Challenge Issues: Does contain violent scenes. I would use the following items to defend this movie if it was challenged:

1) Refer to Library Bill of Rights, see items: I, II, and III (http://www.ala.org/advocacy/intfreedom/librarybill).
2) Refer to San Diego Public Library collection policy - (http://www.sandiego.gov/public-library/about-the-library/freedom.shtml). Original site: The American Library Association (ALA) Freedom to Read/View Statement (http://www.ala.org/offices/oif/statementspols/ftrstatement/freedomreadstatement).
3) Refer to California School Library Association (CSLA), Model School Library Standards - September 2010 (http://www.csla.net/index.php/publications/school-library-standards). PDF: (http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf).

5) Contact Office of Intellectual Freedom for any further support, 800-545-2433, ext. 4223 or oif@ala.org.

cover art:

Disney. (2010). Alice in wonderland. Retrieved July 14, 2012 from http://tvtropes.org/pmwiki/pmwiki.php/Film/AliceInWonderland

Pages

Wednesday, July 18, 2012

Monday, July 16, 2012

Sunday, July 15, 2012