Batman Science: The Real-World Science by Agnieszka Biskup and Tammy Enz

 Biskup, A., & Enz, T. (2014). Batman science: the real-world science behind Batman's gear. North Mankato, MN: Capstone Young Readers.

Batman Science is about Batman’s clothing, equipment, and comparison to real-life science and technology. Fictional character, Batman, was created in 1939. Other than intelligence and his daringness, he was a human with no superhuman abilities. His powers in combating evil came from the advanced technology of clothing and equipment. In 1939, Batman’s clothing, car, and other equipment were only fantasy. In today’s world these items are now a reality. This book takes Batman’s clothing and equipment and shows how it exists in real-life technology available today. The book provides examples that show the science and technology behind his body armor, utility belt, vehicles, and his wings. What was fiction in 1939 is a now reality today, due to adventures in science, technology, and engineering. Batman Science: The Real-World Science Behind Batman’s Gear, by Agnieszka Biskup and Tammy Enz, is a nonfiction text written for readers in the middle school grades, 6-8 grade. The book takes the mystery of Batman and shows how his equipment and other aspects of Batman are now used in today’s world. Many of the tools and equipment used by Batman have practical uses by police and military personnel today. The book incorporates illustrations and real pictures that demonstrate the connections between fiction and reality. Interesting facts are presented throughout the book that help explain the science behind Batman’s equipment. The book also includes a table of contents and index. Batman Science: The Real-World Science Behind Batman’s Gear was a 2015 top ten winner for Quick Picks for the Reluctant Reader. I would recommend the entire Batman Science series as a sequel to this book.

Strange Case of Origami Yoda by Tom Angleberger

Angleberger, T. (2011). The strange case of Origami Yoda. London: Amulet Books.

Dwight, an awkward junior high student, carries around a paper Origami Yoda on his finger. He tells people Yoda gives helpful advice. Seeing that Yoda has helped people, Tommy becomes curious about Yoda and decides to open a case file. He asks classmates to tell their stories of their encounter with Yoda. Some students tell Tommy about their experience where Yoda helped them get through difficult situations or decisions. However, some weren't sure about Yoda and his advice because his advice wasn’t helpful. Harvey is a student that thinks Yoda is ludicrous and the other kids are ridiculous for believing his advice has helped them. Harvey creates his own Yoda just to prove Dwight's Yoda cannot predict the future. Dwight's Yoda tells Tommy that Sara likes him and Harvey's Yoda tells Tommy she doesn't. At the school dance, Tommy realizes Dwight's Yoda is right and he and Sara like each other and start dancing. Tom Angleberger brings humor in a delightful way to this soft science fiction book. The language of the characters makes the book best suited for tween and middle school students. The way each character's personality is portrayed, the reader can reflect back and envision themselves as one of the characters when they were in junior high. Each chapter in the book is organized as Tommy's "case files" to help play up the "investigation" theme. To help enhance this theme, the text is made to look like old-fashion case files by using typewriter text and student's handwriting. The text is broken up by pictures, illustrations of objects discussed in the text, and doodling. I would recommend the rest of the Origami Yoda series by Angleberger as follow up books.

Speak by Laurie Halse Anderson

Anderson, L. H. (1999). Speak. New York: Penguin Group.

Melinda Scardino, a high school freshman, starts school with much anxiety because she recently called the police to raid a summer high school party. Throughout her freshman year she is shunned, ridiculed, and isolated by the many “clans” in the school. Melinda was sexually assaulted at the party and the incident causes Melinda to isolate herself, earn poor grades, and refuse to communicate with those at school and her parents at home. Melinda kept silent about the assault because she was having extreme difficulty dealing with it emotionally and psychologically. Finally, she empowered herself to “fight back” and end her silence by telling her story and thus becoming stronger than others around her. This realistic fiction text illustrates contemporary issues, such as sexual assault, teens face and how tough it can be for a teenager to fit in to the social scene in high school. Toss in the fact that the teenager had been sexually assaulted at a summer party made the situation worse. Finding strength within is a theme depicted in the book. Melinda’s journey through the school year was tough for her, but finally she became strong enough to speak out for herself. The book is organized into school marking periods and different events in each marking period. The main character, Melinda, tells the story from her point of view. Her silence is shown by blank spaces when conversations are written. Here is a book trailer: https://youtu.be/fv3FelRmk3Y

How It Went Down by Kekla Magoon

Magoon, K. (2014). How it went down. New York, NY: Henry Holt and Company, LLC.

The community of Underhill is in turmoil after Tariq, a young black male, was shot by Jack, a young white male. Jack and others in the community believed Tariq was stealing from a store. Jack saw what he thought was Tariq arguing with the store owner brandishing a gun. Jack went to intervene, an argument ensued and Jack shot Tariq dead. Police interviewed community members that knew Jack and Tariq, and those that saw the shooting. They concluded that Jack was standing his ground and would not be charged. Many of the witnesses had conflicting stories as to whether Tariq was in a gang called, Kings, and if he was carrying a weapon. This stirred up controversy because Jack was white, and Tariq was a supposed unarmed black man. Many people who were upset with the police’s decision set out to march in the street hoping for justice for Tariq and his family. How It Went Down is a realistic fiction novel by Kekla Magoon who tackles the contemporary topic of racism which is very controversial in America today. Magoon skillfully portrayed a balanced dialogue of varying viewpoints between characters. Escaping from family and friend pressures and social constraints is a recurring theme throughout the book. An example is Jennica trying to escape Noddle’s abuse or Jennica, Kimberley, and Tyrell trying to escape their poverty-stricken town of Underhill.  How It Went Down was selected as one of the 2015 Best Fiction for Young Adults book. I would recommend this book to students who are concerned about racial injustice, the effects gangs have on societies, and consequences that come along with being involved in gangs.

Graphic Novels-Textbook Reflection

It is important to remember graphic novels are not a genre, but a format. They are where both art and text collide. Graphic novels can be composed of fantasy, history, nonfiction, and other sub genres. Graphic novels’ look and format are similar to those of comic books. They have a variety of elements such as panels, gutters, dialog and thought bubbles, captions, sound effects, frames, white spaces, and lines. Colors in graphic novels play an important role. They may symbolize something, help set the mood or tone, or help convey a message to the readers. There are four types of graphic novels. The first on is manga, which is a Japanese style comic book. These books are read from right to left. The second is super-hero, which is the most popular form. The third is personal narrative, which are autobiographical stories. The last is nonfiction, which are written from the author’s personal experience. These books not only promote literacy by motivating reluctant readers and benefiting students with special needs, but they are also great for all readers. Graphic novels also usually cover topics that are already familiar to students or are spin-offs from another book. Graphic novels are a fairly new format to me. I really only became aware of it recently when my students started checking them out. Honestly, I never jumped in and looked at one closely or even read one until I started taking library courses. After reading a few, I can see why kids love them. They are written in a different format than they typically see, they do not have an extensive amount of text, and pictures help tell the story. When evaluating graphic novels, I would like to make sure I have graphic novels that cover a wide variety of sub genres in my library. I can be sure my collection is diverse and meets the needs and interests of all students. As I evaluate graphic novels, I’ll be sure to refer back to the different types of graphic novels. This information will help me better organize my collection and help students find books faster. I am reflecting back to the graphic novels I’ve read and deciding which type of graphic novel they would fall under, and I will be sure to include this in my future annotated bibliographies. 

Fantasy/ Science Fiction-Textbook Reflection

These books can be described as books that violate the laws of physical reality. Science fiction is considered a category of fantasy. Fantasy is considered a subgenre under fiction. Hard and soft science fiction are categories under science fiction. Hard science fiction has more science and soft science fiction has more of a story and plot. If someone implies they do not like science fiction, it is a good idea to help broaden their mindset by informing them that science fiction has the same kind of themes, subjects, problems and conflicts as other genres. Two other categories that fit under science fiction are apocalyptic and post-apocalyptic. Even though the book is science fiction/fantasy, the characters must be consistent and believable. These books also follow rules and assist in the “willing suspicion” of disbelief. The themes should also be universal. If any part of the book encompasses unrealistic or unreal plots, settings, or characters, then it can be described under the subgenre, fantasy, and further be categorized as science fiction. With science fiction, there is something for everyone because it covers many topics. I thought it was interesting that there are two types of science fiction, hard and soft. This is something to be aware of when evaluating young adult literature. I may use this information to decide on what I suggest to students, where I shelve them in the library, or if I use it as a book in my collection. Although a fantasy or science fiction story has unreal aspects to it, it must be believable. Students should be able to imagine themselves in the book as though they are right there watching the story play out first hand. If it’s not believable then students might have a hard time following the book and it may not be a good reflection of what fantasy and science fiction books should look like. When evaluating fantasy and science fiction, I will pay close attention to all pieces of the book. The book may seem like a realistic fiction book, but may have a character that talks, then it would need to be categorized as fantasy. Also, I will be aware of whether the author was able to convince the reader to believe the unbelievable, as I would want to keep the integrity of the library and have the fantasy and science fiction books on the shelves. 

Nonfiction-Textbook Reflection

Nonfiction can be defined by what it is not and consumes a wide array of books. Nonfiction completes roughly half of the library. Nonfiction has certain qualifications, one of them being the author. Librarians should do their homework and look into nonfiction authors and their background. Some authors are known to be the “go-tos” who have done their research. Nonfiction can be broken into sub genres and formats, such as narrative and picture books. Checking to see if the facts are accurate is an important part of evaluating nonfiction. When checking facts, take a specific topic and compare the facts. Even students can help in researching the facts. Librarians should rely on professional lists, quality series and authors to know they are getting quality books. Knowing the purpose of a nonfiction book may better suit the needs of various patrons. Nonfiction text should be organized in a way where students can efficiently find information without wasting time. Visuals help break up the text but also help convey the purpose of the book. As librarians, it is important to put aside personal viewpoints and be sure to provide nonfiction books that may not align with your beliefs. Fact checking is imperative to having an authentic nonfiction section of the library. When I evaluate criteria, I want to be sure to look at the credibility of not just the books, but the authors as well. I think as librarians get experience under their belt, this might be an easier task. I will pay close attention to the organization of the book because having glossaries, indexes, table of contents help even me when I am researching a topic. I recently read a book about the Titanic and in the back, it had notes, pictures, and quotes from survivors along with the time line and information about key players during the sinking of the Titanic. These sections helped me piece the story together a little better in my mind. 

Realistic Fiction-Textbook Reflection

Realistic fiction is also known for contemporary realistic fiction and are set in modern times and consistent with real time. Realistic fiction is separate from historical and science fiction because in realistic fiction the characters are real and set in contemporary times. Many topics that were once not talked about have become major topics in books, such as race and sexual orientation. Identifying whether a book discusses contemporary topics will be key to the collection, as times and topics people encounter are significantly different than those their parents or grandparents may have faced. Making sure there is consistency with the real world is key. Every element, including the speech and behaviors of characters must be believable. A good piece of realistic fiction should embody more than one theme. Also, a quality piece of realistic literature gradually reveals the theme instead of coming right out and specifically saying it. I think the word “real” in realistic fiction helps librarians and especially patrons decipher between realistic, science, and historical fiction. Being in tune with contemporary issues will help in determining if the book is a suitable realistic fiction book for the library. When evaluating and suggesting realistic fiction books, I will pay attention to genders when suggesting realistic fiction to ensure I am not stereotyping. I will also be aware of where or when these books are shelved and whether they cover contemporary topics kids may encounter in their life.

Historical Fiction-Textbook Reflection

Historical fiction is any story that is set in the past. Librarians should be aware of what “history” means to each age group. The younger readers may consider history as something that happened to them within the past day or so. Middle-aged readers may consider history as something that took place during their lifetime. Older readers may view history as something that took place before they were born. This is important information to remember when labeling books within a genre. When evaluating historical fiction, librarians should pay attention to whether the story blends historical fiction within the book. Facts in a story should be checked to ensure the book is using factual historical information in it. Relying on reviews is one way to check this. How values of historical time periods are presented in a book is a question to consider when evaluating historical fiction. Historical fiction books should be consistent with the time period it is talking about. Make sure language, clothes, setting, technology, etc. matches the time period. The theme in historical fiction should be universal and relate to contemporary readers. This video brought to my attention how different age groups may view “history” and what is means to them. Elementary librarians especially should be aware of this when not only labeling books in a library, but also when suggesting books to patrons. Students may ask about a certain historical fiction book with a certain time period and the librarian should be in tune with what “history” may mean to that specific patron. I’ll be sure, when I evaluate young adult literature, to be aware of the importance to check that the book provides accurate historical information. There should not be a book on the shelf that would be considered historical fiction set in the 19^th century that mentions cell phones. This may be somewhat of a daunting task, but it is imperative to ensure my library is one of credible sources and books. I will be cognizant of the age group and what book titles or resources I offer as I evaluate literature.

Poetry-Textbook Reflection

The most important thing to remember is that poetry is not a genre, but rather a format. Poetry is considered the most neglected format because kids have to pick them apart and dreading read them. Kids shouldn’t be afraid to write poetry because there are no rules. Poetry can be anything they want it to be. There are endless amounts of different types of poetry. According to research, kids love narrative poetry because they are used to reading stories so it will be more natural for them. Kids dislike free verse and Haiku because it bothers them that free verse poems do not rhyme and Haikus are short and hard to read. Rhyme, rhythm and sound devices are important to children when reading poetry. Poems that were funny, familiar, and about animals were popular among children. Contemporary poems are also preferred by readers because of the familiarity. Poems don’t have to be brought down to a child’s supposed level. Children love interactive poems and poems should be reread to kids. Unfortunately, there are not many awards for poetry, but more awards are starting to be handed out. It is important to know the poetry awards that are handed out, such as the NCTE award.  Choral reading is something that should be done more often. Young readers tend to be more engaged when there is rhyming and sound devices. When evaluating poetry, make sure children are familiar with the topic. Children shouldn’t be reading poems about something they wouldn’t understand because they don’t know what the topic is about. Children are fonder of poems with imagery. Rhyming in poems should be the building block when introducing poems to young readers. Also, librarians and teachers should be cognizant of sound devices in poems when evaluating poems. Knowing the purpose of the poem will help guide the librarian or teacher to related activities. I am a huge fan of poetry, so I was surprised to learn that poetry is the most neglected format in literature. This is unfortunate because I believe poetry is one of the most powerful and expressive formats in literature. Poems give students the opportunity to be creative and express their thoughts and feelings in so many ways. I think educators need to attempt to incorporate poetry in their classrooms and libraries more often. Since I love poetry so much, I can’t wait as a librarian to continue to show and teach students the endless possibilities poetry has to offer. Poetry can even be incorporated in other subjects besides language arts, and provides many ways to teach various topics, such as nouns, and pronouns.

Awards-Textbook Reflection

There are many awards in literature that books/ authors can win depending on the criteria needed to be met to even be nominated. Some awards give out two, one being the winner of that award and the other being either an honor or a finalist of the award. These awards are given out based on various criteria. The criteria for many of these awards is based on excellence in literature for teens, excellence in nonfiction literature, and excellence in a type of format and illustrations. The awards also recognize books for teens and their roles in society and relationships. The ALEX award is sponsored by the Margaret A. Edwards award and is awarded to books that have special appeal to young adults. The Odyssey award is given to producers of audiobooks. Awards are also handed out to new authors, books geared more towards kids expanding their education past high school, books that encourage young adults to read for pleasure, and those reluctant to read. Other criteria for awards are popular titles by teens in a particular year, teens voting on their favorite books, and audiobooks that are amazing. There are also lists of books compiled by Texas librarians of books teens should explore and books Texas librarians should have in their collection. Awards in specific sub genres and formats, such as mystery, historical fiction are also given out. Authors in a specific format such as poets and books translated to English are also awards. Awards are also given to Latino authors and illustrations, books that embody the artistic expression of the disabled, and information books. I think it is great to have a list of awards given out to books, authors, and illustrators. One award that stuck out to me was the award for audiobooks. This is something I never even thought about and use as a suggestion as I evaluate young adult literature. I think this is a great idea to showcase the hard work put into creating audiobooks. It is great to have a lists of amazing audiobooks because I believe audiobooks are great tools for readers who may struggle with reading a book or can better meet the needs of special needs students. This is a list I will keep with me on my librarian journey.  As I learn about these awards, I can’t help but think about the many times I passed by the library seeing signs for these awards and wondering what they were. As I thought this, it made me realize I want to create lessons on the different awards so students can become more familiar with the awards and start to choose books that are on a list that interests them. For example, I love poetry and nonfiction, so those awards would be something I might be more interested in. As I evaluate books, I will be aware of why a book won a particular award and be able to express that information as I offer suggestions for book titles.

Literary Elements-Textbook Reflection

To complete a critical evaluation of young adult literature, it is important that literary elements and devices are used to enhance and convey a story’s message. Some literary elements that might be included in the evaluation are antagonist and protagonist, character, conflicts, mood and tone, plot, setting, and themes. Literary devices that could be included in critical evaluation include, allegory, allusion, archetype, Dues ex machine, hyperbole, imagery, metaphor, point of view, simile, and symbolism. Themes play a big part in books. The theme is not the main idea or a single word, however, it is a message stated in complete sentences by the author. The theme is an idea a writer repeats throughout the book. Themes need to apply to the world outside the novel, and you should be able to find text evidence. Themes do not have to be singular, there can be more than one theme in the novel. After reading a book one person may come up with a theme and have text evidence to prove it, while another person may come up with a different theme altogether. As long as there is text evidence, any theme is possible. Two questions that will be useful guides when fining theme are: What message is the author trying to convey to the reader, and is this message universal; does it apply outside of the story to the world at large? After not only reading the chapter, but also watching the video on theme, it got me to start thinking about how I have analyzed books in the past and got theme confused with motifs. I thought it was a great idea when it was stated in the video to start out teaching theme and understanding theme by using a picture book. This is useful information I didn’t think about and can take with me as I start creating library lessons. This is also something I can share with teachers that they can take to their classrooms. When I evaluate young adult literature, I will be more vigilant of themes portrayed in the book as opposed to motifs. After looking up the definition of some of the literature devices and elements, I can better pick out and understand these literary devices and elements as I am reading young adult literature.

I Was Here by Gayle Forman

Forman, G. (2015). I was here. NY, NY: Viking, an imprint of Penguin Group (USA).

Meg and Cody knew everything about each other, or so Cody thought. Meg commits suicide and per Meg’s parents’ request, Cody travels to Seattle to collect Meg’s things only to uncover secrets Meg never shared with Cody. After digging in Meg’s bedroom she uncovers emails between Meg and a boy named Ben. Cody tracks Ben down and they strike up an unlikely relationship and is by her side throughout her journey. Cody discovers messages to a group called The Final Solution that encourages people to kill themselves. Cody and Ben begin a difficult journey of finding out who these people are and tracking a specific person down, Bradford, who did most of the encouraging. After Cody confronts him, she travels home and tells Meg’s parents who aren’t surprised since Meg suffered from depression. They don’t blame Bradford because it was still Meg who made the decision. I Was Here is a realistic fictional book by Gayle Forman. The inner struggle with two friend comes full circle. With one friend committing suicide and another getting so entangled in her friend’s mysterious life where she begins to wonder if she wants to die because she is so sad. Gayle Forman was able to create a suspenseful book that kept the reader wondering what Meg will uncover next, while gracefully displaying a raw side of a common contemporary issue in society, teen suicide and depression. I Was Here elegantly demonstrates what the true meaning on friendship is. This book was on The New York Times Best Seller list in 2015. I would recommend this book to junior high or high school counselors, so they can get a better understanding of what suicide does to loved ones. It could better guide their approach to this situation if it were to come when dealing with students.

Lily and Dunkin by Donna Gephart

Gephart, D. (2016). Lily and Dunkin. New York: Delacorte Press.

Lily, born Timothy, is trying to figure out his way in middle school as he transitions into a girl. He meets a boy named Norbert, now Dunkin. Dunkin and Lily start to build a friendship until Dunkin blindsides Lily and sits with the school bullies. Lily hates them because they call him “fag” and pull his hair. Lily struggles with his changing body. Once his dad accepts his son, the family agrees to buy him hormone blockers. Lily and Dunkin mend their relationship in a tree called, Bob. Lily tells Dunkin he’s transgender and Dunkin reveals he doesn’t have a dad and he has bi-polar disorder. When Dunkin makes the basketball team, he stops taking his meds. Dunkin has a meltdown and is taken to a mental hospital. Lily starts to be comfortable in who she is. Lily goes to the dance dressed like a girl and is happy to see Dunkin there. To solidify their friendship they dance together. This book helps brings the crucial awareness of what being transgender is and towards mental illness. These are two controversial contemporary topics thrown in the media daily. The author respectfully blends these two misunderstood “labels” in a book that will pull on the heart strings of all readers. Young adults can relate to this book even if they aren’t transitioning or have a mental illness because at one point in their life everyone understands what it’s like to be bullied and can relate to Lily and Dunkin. This book was tastefully written to make readers mindful of the way they treat people and have empathy for all people who are making tough decision and are in difficult situations. The tree that Lily and Dunkin sit in is a symbol of hope and trust. I would recommend Becoming Nicole by Amy Ellis Nutt as it deal with similar topics.

Steve Jobs: The Man Who Thought Different by Karen Blumenthal‎

Blumenthal, K. (2012). Steve Jobs: the man who thought different. New York: Square Fish/Feiwel and Friends.

Steve Jobs: The Man Who Thought Different starts with Jobs speaking to the Stanford graduates in 2005. He began telling how he was adopted and became interested in putting parts together in machines and technology from early on. Jobs describes the various companies he founded such as Apple and NeXT. Jobs was a technology genius. Over the years as Apple was struggling, Jobs finally figured out a way to put a computer, calendar, address book, calculator, and music library all in a phone, the iPhone. Jobs was a family man, but had a bad temper at times. Unfortunately, Jobs only got to see a few years of the iPhone and newly release iPad’s success because he died in 2011 of pancreatic cancer. At the end of his speech to the graduates, he told them to live each day like it would be the last because one day it would be. This biographical text by Karen Blumenthal gives an overview of Jobs’ journey on how he changed technology forever. Not only does the book talk about his professional endeavors, but also his personal ones. The colorful word “Different” in the title has a symbolic meaning. “Think Different” was an ad campaign, and the colors were the ones used on the Apple logo. Pictures are also incorporated throughout the text, which helps the reader put themselves in that time period in Jobs’ life. I not only recommend this book to young adults, but also “new adults”. Many young adults own iPhones and will understand how the phone they use daily is a fairly new product. For new adults this book might bring back memories of their experience with computers as they grew up and how much of an impact Steve Jobs inadvertently had on their life. Steve Jobs: The Man Who Thought Different was a 2013 Excellence in Nonfiction for Young Adults finalist. . Here is a book trailer I recommend: https://youtu.be/wKIr50byW2c

The Carnival at Bray by Jessie Ann Foley

Foley, J. A. (2014). The carnival at Bray: a novel. Ashford, CT: Elephant Rock Books.
Maggie is a sixteen year old from Chicago whose dad walked out on Maggie, her mom, Laura, and sister, Ronnie. After this happened, Laura met and married, Colm. Laura moved the family to Bray, Ireland, where Colm is from. Maggie had to leave behind her uncle and Godfather, Kevin. Maggie idolized Kevin and all his rock star ways. Maggie wasn’t fitting into her new life or making many friends and felt alone. Life became more difficult when she found out Kevin committed suicide back home. Luckily, Maggie had a new love interest, Eoin, to lean on, and Dan Sean who she can count on for advice. Colm and Laura ended up divorcing, and Laura wanted to move both girls back to Chicago to be with their grandmother, Nanny Ei. However, during her time in Bray, Maggie found her confident self and made a grown up decision to stay with Eoin in Bray. The coming of age motif embodies Maggie who goes through trials and tribulations in order to flourish during this maturation process. This is also revealed when she decides to leave her family and stay in Bray with Eoin. A few characters are symbolic male figures throughout the book. One of them being Dan Sean, an elderly 99 year who is like a grandfatherly figure to Maggie who she becomes very close to, and is constantly seeking his advice on life. Another is Kevin, being a fatherly figure, Maggie seeks his guidance and he is always there for her through good and bad times. The author, Jessie Ann Foley, keeps the reader engaged wondering what decision Maggie will make next. The Carnival at Bray was a 2015 Printz Honor award winner. Here is a movie trailer I recommend: https://youtu.be/NQYtQcwiOCY

Titanic: Voices from the Disaster by Deborah Hopkinson

Hopkinson, D. (2012). Titanic: voices from the disaster. New York: Scholastic.
This book relives the events, timeline, and the lives that were saved and lost during the fateful voyage of the Titanic. It follows various passengers that were aboard the ship. Some of those passengers perished, while some survived. The beginning explains the structural components and blueprint of the great titanic, while also introducing who some of the passengers where. The book continues to tell the reader the stories of passengers and what they had to live through and how they felt through each passing moment of the sinking Titanic. The end of the book describes the horror and disappointment families felt when they realized their loved ones were not on the Carpathia, the ship that brought survivors to New York, but rather passed on the doomed ship. This historical nonfiction text brings back the memories passengers experienced during the fateful voyage. A range of emotions floods the reader with happiness as the passengers express how they felt while boarding Titanic, to the despair they experienced while the ship was sinking. By the author using actual quotes, timelines, charts, diagrams, and real photographs of the ship and its passengers, the reader is drawn into the storyline and feels as if he or she is on the ship too. Not only does the author, Deborah Hopkinson, provide the story of what happened to the Titanic and the passengers, but it also provides letters and actual quotes from passengers. Titanic: Voices from the Disaster is a 2013 Excellence in Nonfiction for Young Adults Finalist. I would recommend this book to Middle school US History teachers, for students to read to understand not only what happened to the Titanic but how different the way of life was only 100 years ago.