Literature is enjoyable for people of all ages and has lifelong importance for all people. Through fine works of literature, we may come to know ourselves and the world around us, before us, and, perhaps, the world only our children and theirs will know. It should be the goal of all Alaskan schools to produce lifelong readers and writers, equipped to deal with a complex world and inspired to lead a graceful life by works of literature as well as by a comprehensive, rich education.

This document contains suggested readings for students along with ideas for using literature in a variety of classes and suggestions for teaching thematic, comparative literature units. We urge local districts to use these recommendations as they review their English/Language Arts curriculum, when selecting literature to implement that curriculum, and as they consider ways to improve Alaskan students' competencies in language arts and their familiarity with significant works of literature.

BASIC INTENT OF THIS DOCUMENT

This publication is designed as a guide for local district administrators, curriculum planners, teachers, and librarians; it is not intended to be prescriptive in any way. Local educators may use it when reviewing their local curriculum guides, materials, and resources. We actively encourage parents to become involved in the local selection of texts which may serve as core literature for students, as extended texts which are supplemental, or as recreational texts which students may choose at their leisure.

CRITERIA FOR SELECTION OF BOOKS

The development of this publication actively involved members of the Alaska Literature Panel. They represent professional educational associations in the language arts whose memberships number over 4,500 teachers and librarians. They used national and state reference lists as well as their own professional experiences to select the works included. The Panel chose to include some out of print books, especially those on Alaska, which are valuable resources already contained in many school libraries. It is the Panel's hope that the best of them may be re-issued in future years and once more become easily accessible. The criteria for selection of books on the list include:

In general, fiction books are determined to be of superior quality if the basic elements of (1) theme, (2) style, (3) characters, (4) plot, (5) setting, and if applicable (6) illustrationsare constructed thoughtfully and imaginatively. Whether fiction is excellent, mediocre, or poor depends on the depth and authenticity of these elements and their elegant integration into the coherent whole which is, of course, the book itself.

If only the best is good enough for our students, teachers must select fiction which meets the criteria of highest quality of theme, style, characters, plot, setting, and illustrations.

(1) Theme

The theme is the basic truths or messages or values which underlie a story. In excellent books, the universalities of the human struggle for meaning are presented. Not only are the basic tensions of life revealedlove vs. hate, courage vs. cowardice, truth vs. dishonesty, generosity vs. greed, etc.,--but the insights of a basic truth or value are original and particular to the book. The theme is not conveyed in slogans, formulas, or clichés; nor is it pronounced in bold print or shouted at the reader.

Readers grow and gain their own truths about life from reading quality books. During and after reading, there is much to think about. After the reader closes the book, the book stays with the reader. In books of merit, the search for meaning is dignified, whether it concerns the simple events of an ordinary day or the enormous events of personal crisis; whether it is written for very young or older students. In good books, the complexity of the human experience is never trivialized nor romanticized. Values or truths are presented to the readers for their acceptance or rejection. In mediocre or poor books values are presented as dogmas, propaganda, or explicit moral lessons. In quality books, readers are not told what to believe; they are invited to do their own thinking. The values in books are implied rather than stated. They are honestly presented as the authors' personal expressions of their discovering some meanings, often tentative meanings, for living life with a reasonable sense of dignity.

(2) Style

Quality literature for children and young adults is similar to quality adult literature in that it is recognizable by its language. Good books, in a word, are written well. The language is carefully crafted, precise, clear and imaginative with vivid images, lively verbs, a variety of sentence structures, and rich, diverse vocabulary. The tone is authentic and honest; not contrived, maudlin, nor condescending. If dialects are used, the inherent nobility and worth of a particular cultural group's language is reflected.

The voice of literature is an eloquent voice and, if read aloud, flows with grace and ease. This is true in books of limited words for young readers as well as in longer books. The language is memorable in that it stays with the readers, influencing how they might use language. Readers internalize the author's style. Through the frequent reading of fine language, readers internalize a model of excellent prose or poetry.

(3) Characters

With exception of folk taleswhere characters are deliberately one dimensionalthe central characters in quality books are fully developed, with recognizable personalities, honestly and realistically delineated with both strengths and weaknesses. Readers are able to sympathize or empathize with characters. Even the villains, who, like all human beings, are complex and not one dimensional, provoke as much pity as censure. Through character identification, many readers befriend characters who serve as role models to the readers. For every reader, there are some book characters who become part of the reader's life. In good literature the characters are not predictable; their behaviors often surprise the readers.

Literature reflects the values of a society. In our pluralistic society, commendable books include a variety of central characters, including females and minorities who have individual, rather than stereotypic roles. Characters, both noble and flawed, derive from every socio-economic class and geographic region.

(4) Plot

In better books, the plot is an important, significant problem that is resolved through credible complication and trials and errors. (The exceptions, of course, are fantasy, science fiction, tall tales, and other literature deliberately written to enchant or amaze.) A significant problem is not necessarily a tremendous problem. What to do about the small and ordinary things of daily life constitutes, in many instances, important problems to readers. In all books, the plot or problem is resolved through a series of actions. In quality books, the actions reveal the characters and deepen the complexity of the theme. In poor or mediocre books, action is for the sake of action. To be sure, the reader is hooked into turning the pages, but when the book ends, it is quickly forgotten.

Good literature promotes interpretations, suggesting that the readers accept responsibility as the final judges of the dignity of the book's problem and the authenticity of its solution. In literature, the authors do not do the readers' thinking and feeling for them. Quality books are usually identifiable by their serious respect for young readers' intelligence and imagination.

(5) Setting

Setting is integral to the story, shaping time and place, providing a rich and accurate frame for characters and events. Readers learn valid information about times, dress, customs, architecture, mores, living styles, and so forth from reading books with well developed settings. Usually much research into time and setting is done by authors and illustrators. Readers can assume cultural, historical, and geographic accuracy in quality books. Poor books are dangerous in that they misinform the reader. Because people, and especially students, believe what they read in books, the criterion of accuracy is never compromised.

(6) Illustrations

Many children's books are picture books or are highly illustrated. It is, therefore, important to judge the quality of illustrations when selecting books. The language in literature is the child's first lessons in rhetoric; the illustrations in literature are among the child's first lessons in aesthetics. Illustrations, of course, are included in many books for older students. In quality books, there is an integrity between the text and illustrations. Each enhances, supports, and clarifies the other. Illustrations are appropriate to audience and subject, evoking mood, establishing setting and time, delineating characters, and recording the sequence of action. There is a storytelling quality to the picture which assists beginning readers in "reading" the book from the illustrations alone. Illustrations attract and hold the readers' attention as well as provide much information which extends the text. In quality books, art techniques may vary from realistic to impressionistic styles, but do not vary in their excellence of craft.

Quality non-fiction books educate the imagination, develop the intellect, and provoke values as powerfully as quality fiction.

(1) Topic

Topics are significant and important, providing an education about the world. The reader is filled with a sense of wonder, respect, and curiosity about the world.

(2) Style

The complexity of languagevocabulary and sentence structureis appropriate to the age range of intended audience. If a subject has complex terminology, a glossary is included. Even though the language is expository, it is of the same high quality as narrative. Clear, interesting, organized language renders complicated subjects comprehensible to readers. After reading, a reader usually wants to find out more about the subject. Readers intuit how to write exposition from reading good non-fiction.

(3) Accuracy

Information is complete and accurate. Careful study, research, and preparation are evident.

(4) Appropriate Amount of Information

An appropriate amount of information for particular readership is given. If a book is for young readers, a comprehensive overview provides the main ideas. If the book is complicated and lengthy, a complete and easy-to-use index is included.

(5) Format

A pleasing, attractive variety of ways of presenting information is found in better books (pictures, charts, etc.). The arrangement of format of text and illustrations attracts the reader's attention, clarifies concepts, makes information easy to remember, and motivates the reader to continue reading.

(6) Bias

If the author has bias, it is clearly stated. Didactic or propagandistic presentations are avoided. If several points of view are viable, they are included. Facts and opinions are clearly separate.