Wednesday, January 30, 2013

What They Didn't Teach In Library School: Mousy & Mild Won't Cut It

'What They Didn't Teach In Library School' is a series of guest-authored posts,
written by YA Librarians from around the country, highlighting situations or skills
that were never addressed in formal Library School, but that are integral to librarianship.
 
 
Mousy and Mild Won't Cut It
by Stephanie Sweeney

My favorite professors have always been the ones who explain how it works in the real world. I understand theory is important, but sometimes it isn’t practical. I learned all the basics in library school about how to run a library, but patron interaction strategies were limited. I don’t recall much beyond the “reference interview.” However, the people skills that are required for dealing with patrons on a daily basis are critical to maintaining a positive and effective library.

Dealing with strangers does not come naturally to all of us. I will be the first to admit that while I will take on leadership roles and have no problem instructing a class, confrontation or initiating conversation with a stranger is not on my Top 10 list of fun things to do. If you want a strongly worded blog post or letter, I’m your gal. Lobbying legislators face to face? Not my skill set. It has been a long time since I have been described as mousy and feel that I have grown out of this issue to a certain extent as I grow older, but it still pops up now and then. So, why is this an issue in librarianship?

There is a stereotype that librarians are mousy, timid people. Now, you and I both know that isn’t true. Well, most of the time. If you are going into librarianship you need to understand something - you are going to be dealing with people. A lot of them. On a daily basis.

Librarianship, unless you are in a back room cataloging or digitizing, is not for the timid. And certainly don’t go into Children’s and Young Adult librarianship if you aren’t ready to corral toddlers during storytime or stand up to the teen boy who is towering over you. Kids are cute and teens are quirky, but they are also fickle, loud, energetic and travel in packs, so you will most likely be outnumbered at any given time.

Each interaction with a patron is a different experience. They will be irate, needy, happy, confused, in a hurry, and myriad other moods. Librarianship is customer service and sometimes you just have to bite your tongue and smile. Public relations is an area that tends to be an elective in library programs. I don’t recall one course where it was taught beyond planning a program in a Children’s or Young Adult literature course. As countless professional journals have featured lately, public relations and advocacy are critical to library survival. One of the most important public relations opportunities is often one of the most forgotten - direct interaction with the patrons.

Every encounter with a patron is chance to present a positive or negative image of your library (and libraries as an institution). Being rude or snarky has no place in this interaction. First of all, it’s just unnecessary and potentially detrimental to your library's continued existence - think of how many business you no longer patronize because of poor experiences there. The library is a public service and is funded by public money. You never know who you are dealing with and the impact your interaction with that person may have on your library. Does that mean that you should allow others to walk all over you or treat everyone with kid gloves just in case the person is the mayor’s sister-in-law? Certainly not.  But assertive does not mean aggressive or rude.  Treating the patron with professionalism and respect, even when you have to bite your tongue, is one of the most important skills a librarian can possess.  I learned how to deal with patrons on the job, but would have appreciated if this issue had been addressed more in library science programs. Role-playing, discussions, and even instruction about "real library" situations from active librarians would be an invaluable addition to library school programs.  However, as long as you keep respect and professionalism in mind, you can learn the skills you need while in the trenches.

About Stephanie
Stephanie Sweeney has been a secondary school library media specialist since 2003 and is an adjunct instructor in library science and educational technology. She is on Twitter @liberrygurl and writes the blog Thoughts from a LiberryGurl.



Tuesday, January 29, 2013

Program: Anti-Valentine's Day

Singles-Awareness Day is right around the corner and you are wondering what to do for your teens that doesn't involve saccharine sweetness or lovey-dovey-ness. Or chocolate.  
And what Valentine's Day program isn't romantic? An Anti-Valentine's Day Party!

Supplies:
Craft/Scrapbooking paper in blacks, reds, skull & funerary themes
Glue sticks
Scissors
Black, silver, red glitter
Anti-Valentine's Day phrases for cards (some funny ones here and here)
Black and grey streamers & balloons (optional)
"Blackened Heart Cookies"*
Sour Patch Kids
Drinks
Heart-Shaped Pinata & candy to stuff (optional)
Broom stick wrapped in black streamers (when using pinata)
Non-Romantic movie (shorter is better)
Non-Romantic (or down-right tragic) books to display/booktalk

*Add black food coloring to regular sugar cookies, cut into heart shapes & bake

Running the Program:
Set out Anti-Valentine's Card supplies along with snacks.  Play a non-romantic movie while teens are making Anti-Valentine's Cards (this year I'm showing Eight Legged Freaks).  When movie is finished have teens clean up room and put up tables and chairs, then hang pinata.  Have teens use broomstick to hit pinata - make sure that non-stick-swinging teens are FAR BACK from the pinata. Just because it's an Anti-Valentine's Day party doesn't mean they need to end up with a black eye or busted head.

Thursday, January 24, 2013

Kick-Ass Femmes in YA Literature, Part 1

Finding strong, independent female characters in popular literature can be difficult, but there are some Ladies of the Pages that do the female gender proud:



Finley of Girl in the Steel Corset by Kady Cross

In this steampunked novel inspired by Stevenson's The Strange Case of Doctor Jekyl and Mr. Hyde, Finley Jayne is a girl with a dark side.  When she becomes angry or fearful a dark, fierce personality takes hold of her body; a personality that does as she pleases regardless of what Finley desires.  Finley, along with new- found friends, must discover how to tame the beast or risk losing herself forever.  Full review here.

Traits: Strong, Independent, Resourceful, Kind
Eleanor of Something Strange and Deadly by Susan Dennard

With her brother is missing and a Necromancer raising an army of the Dead, Eleanor must break the rules to discover the whereabouts of her brother, the identity of the Necromancer and keep her mother oblivious to her activities.  Full review here.

Traits: Cunning, Loyal, Forward-Thinking, Progressive, Feisty
Rhine of Wither by Lauren DeStefano

As a result of a mysterious worldwide epidemic, females die at age 20, males at age 25.  Without parents or elders of any kind, society has crumbled and the struggle to survive and ensure the continued existence of the human race has taken precedence.  At age sixteen, Rhine only has four years left to live.  Rhine is kidnapped and sold into marriage, but is determined to escape the gilded confines of her husband's compound and reunite with her brother.

Traits: Independent, Kind, Stubborn, Hopeful
Alianne of Trickster's Choice by Tamora Pierce

Daughter of The Lioness, the first female knight in a century, Ali feels a lot of pressure to live up to the stereotype-challenging standard of her famous mother.  The problem is that Ali couldn't be more different in temperament and skills!  When Ali is kidnapped by slavers, she stumbles upon her true destiny.

Traits: Wiley, Smart, Observant, Focused



Karou of Daughter of Smoke & Bone and Days of Blood and Starlight by Laini Taylor

Karou has no knowledge of her origins - she was raised by chimera who treated her as their own child.  When the truth about Karou's past is revealed she begins to question everything she's ever known.  Full review is here.
Traits: Loyal, Artistic, Dogged, Stubborn, Intelligent
Who would you add to the list of Kick-Ass Femmes in YA Lit?

Wednesday, January 23, 2013

What They Didn't Teach In Library School: Dealing with the Angry People

'What They Didn't Teach In Library School' is a series of guest-authored posts,
written by YA Librarians from around the country, highlighting situations or skills
that were never addressed in formal Library School, but that are integral to librarianship.
 
 
Dealing with the Angry People
by Viviana Valencia
 
Any service that serves the public has to deal with the occasional upset person.  People who are happy rarely take the time to communicate their feelings, while someone who is frustrated or deeply annoyed is more than happy to share.  Handling angry patrons is a skill that any librarian, but especially public librarians, must embrace.  At my branch, mostly customer irritation is caused by Circulation issues and, at my small branch, Librarians do the same work as Library Assistants or Library Clerks - so we're dealing with angry customers quite often.
  
Many of the customer service problems I've encountered were not covered in school and I did not learn how to handle angry customers until I was on the job. After SEVERAL mistakes I've discovered the following are helpful when handling an angry customer:
  • Never show the patron that they are affecting your own temper. Always try to show empathy but not react along with them in anger, or allow your irritation or frustration to show.
  • Before you make any decisions or if you have any questions always go to a supervisor.
  • If the patron is being truly belligerent, you need to get a supervisor. Just because you work in public service does not mean you are the public's doormat.
Often, if it is a minor issue, such as a problem with a small fine, waiving it once is more beneficial than possibly losing a customer over 10cents. However, there are plenty of customers who scam or abuse the system, so you should always a note of the fine waiver and inform your supervisor.  If you do not have the power to waive a minor fine, the customer may need to speak directly with a manager.
 
Remember, the Public Library's job is to serve the public - alienating the very people you are trying to serve is a good way to loose public support of libraries.
 
About Viviana
Viviana Valencia-Serrano is 26 years old and pretty new to working as an official Librarian but has a long history with libraries. She is currently a Youth Services Librarian at a small branch in Debary, Florida where all library staff do a little of everything. Viviana's branch has a 'one desk' system, so Reference Services, Children Services (including Programming), Teen Services, Circulation and Computer Services are all handled at the same desk. At age 12 Viviana started in libraries as a Student Volunteer, then became Student Worker at the age of 16 and again at 19. After finishing her undergraduate degree, Viviana earned her MLIS at the University of South Florida.

Want more posts on issues not covered in Library School?
Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.
What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
February 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming


Wednesday, January 16, 2013

What They Didn't Teach in Library School: Finding Balance - The Enforcer vs. The YA Librarian

'What They Didn't Teach In Library School' is a series of guest-authored posts,
written by YA Librarians from around the country, highlighting situations or skills
that were never addressed in formal Library School, but that are integral to librarianship.

What They Didn't Teach in Library School:
Finding Balance - The Enforcer vs. The YA Librarian
by Emily Passey

One thing I wish I’d learned in library school is how to be an authority figure without being The Man.

As youth services librarians we are in a tricky position when it comes to enforcing rules with children and teens in the library. For many of us, youth services librarianship is about providing that special third space - a safe, alternative resource for kids outside of school and home. But for all that I learned in grad school about my important role in creating that safe space, I am left with this burning question: what does authority look like in the library? How can I model the library as a welcoming environment while also enforcing the rules?

At my small public library in a densely populated suburb of Milwaukee, we have a steady flow of after-schoolers whose ages range from kindergarten through 12th grade. They come from three different schools, two public and one private, and bring a host of personalities, backgrounds, experiences and interests. Let’s face it, they also bring a host of behavioral problems, and, almost universally, it seems they bring a mindset that the library is a space without rules or boundaries. Most have been coming to my library for years, and in that time have been under the watch of several different librarians who have done their utmost to enforce our behavioral guidelines. I’ve learned first hand from the younger kids (K-7) that they do not like the ways that the rules have been enforced at the library, although I would guess this is at least partially attributable to their general dislike of our behavioral policy. Yet their frankness about their experience at the library has lead me to think deeply about how we could be enforcing our rules differently.

It seems to me that the problem is thus: when kids act up, they don’t expect to be told by a mere librarian to shape up or ship out. We’re their pals and their book finders, not their teachers or their parents. We don’t give detention or send home report cards. We definitely don’t ground kids. But when it comes time to lay down the law my persona as Friendly Computer Assistant/Homework Helper/Non-Judgemental Inquirer About Their Daily Lives does not go far in enforcing my requests for them to change their behavior. They often remain defiant, not seeing any of us librarians as legitimate rule-enforcers.

While I need to communicate that bad behavior will not be tolerated, I do not want to become the stereotypical "shushing librarian" of generations past. But I do have a behavioral policy - which predates my employment - to enforce, whether I like it or not. I don’t want to banish kids even momentarily from the safe haven of the library. I definitely don’t want them to get it into their easily-influenced heads that the library is a boring, quiet place where the librarian is always breathing down their necks about everything little infraction. Yikes - that is the opposite of what I feel my duty as a librarian entails! But, as I tell the kids every day, “in the library there are rules,” and when the disregard of them could harm other children, I have to step in to the situation and that sometimes means being or calling, I kid you not, the police.

Daily I must figure out how to be an effective authority figure and police the behavioral issues that plague our after school hours, while not falling into the trap of being “The Man.” I want to nurture in these kids a love of the library as a place to hang out and use the computer and find a little non-judgemental adult interaction.  But that desire to nurture must be balanced with enforcement of the rules they must follow if they want to be allowed to use this special place. My trial and error method includes a healthy dose of the word “respect,” and a lot of talking to them about working out problems amongst themselves, treating each other and the library well, and bringing a good attitude every day.

My dream is that the after school crowd grows up to be my Teen Advisory Board, but the only way to make that happen is to build strong bonds founded on their respect of the library and of my authority and my respect of them. I’m in it for the long haul because I just can’t help but feel a deep attachment to the little band of misfits who call my library home for a few hours everyday.

About Emily
Emily Passey is Young Adult Librarian at Shorewood Public Library in Shorewood, WI, a suburb of Milwaukee. She graduated from University of Illinois Urbana-Champaign in May 2012 with her Masters in Library & Information Science.  Emily writes and manages her library's teen blog, Shorewood Library Teens and also manages the social media for her library which is currently just in the form of a Facebook page but is growing all the time! She is currently reading Waiting by Carol Lynch Williams and Grave Mercy by Robin LaFevers.

Want more posts on issues not covered in Library School?
Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.
 
What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
Feburary 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming


Monday, January 14, 2013

Review: 'Flirting in Italian' by Lauren Henderson

I’m mesmerized by the views... like a whole series of postcards brought to life.

Violet Routledge is shocked when she stumbles upon an 18th century painting of an Italian girl who looks exactly like her. Determined to discover the possible family connection, Violet convinces her mother to send her to a summer study course in Tuscany, close to the area where the portrait was painted. Violet, along with three other girls, quickly falls under the spell of the Tuscan countryside and, more importantly, the handsome and charming Italian boys. But when one particular boy with ties to the painting – the gorgeous, yet confusing, Luca - takes an interest in Violet and strange things start happening to her, she begins to wonder if the mystery is worth solving.

I picked up Flirting in Italian during my continued quest to find the perfect Anna and the French Kiss read alike. A YA novel with such a happy, brightly colored cover (it features a purple Vespa!) and a story set in the countryside surrounding Florence seems like the perfect fit. Unfortunately, what started as a charming chick lit novel quickly devolved into a poorly balanced mash-up of contemporary romance and mystery.

In Flirting in Italian, Henderson demonstrates a pleasing, easy to read writing style. She seamlessly moves between sweeping descriptions of the Italian countryside and silly conversations between teenage girls, Italian dialogue and English slang. Even as I was becoming more and more frustrated with the story, I was being pulled further into Henderson’s writing. Unfortunately, even a pleasing writing style wasn’t enough to save the jumbled mess of plot. I have read a few chick lit mysteries and enjoyed them, but this felt more like Henderson was writing two different stories – a mystery and a contemporary romance. The two elements never seemed to blend, resulting in an uneven story.

Flirting in Italian also lacks fully developed characters. Most of the secondary characters were caricatures, either of happy-go-lucky Italians or American teenage girls. I found it especially difficult to sympathize with Violet. She was incredibly self-absorbed and inconsistent, more so than a normal teenage protagonist. In one breath she loves her mother, yet in the next she’s ashamed of her antics. In one thought she is grateful for her friendship with the other girls in the course, yet in the next she is second-guessing their motives. Her relationship with Luca is even more fraught with these roller coaster emotions. And, although Luca is described as physically beautiful, his personality was so sneering and snobby that I couldn’t even understand why any teenage girl would want to be around him.

One thing I was most looking forward to with this novel, was descriptions of Florence and its many attractions. While Henderson does a wonderful job discussing Italian culture and describing the countryside surrounding Florence in vivid detail, the city itself is mostly neglected. These girls are supposed to be in Italy to study, yet they seem to spend all their time flirting and their only visit to Florence is spent clubbing and eating pizza. Florence is one of my favorite cities to visit, and the lack of time spent in the city was disappointing.

This book’s final weak point was the ending. I was not aware that it was the first book in a series until near the end of the story - a huge pet peeve of mine. The ending was abrupt and almost nothing was resolved, leaving questions unanswered and one plotline at a, frankly, uncomfortable and creepy point. The end of the book was so completely unexpected and unsatisfying that it destroyed any good will I might have felt toward the novel.

All told, Flirting in Italian was a disappointing read, riff with problems. It certainly wasn’t the sweet, happy Anna and the French Kiss read alike I had hoped, and I don’t feel particularly compelled to pick up the sequel.

Book Source: Local Library
Reviewer: Kimberly

Recommended Ages: 14+ for intense amounts of boy craziness

Recommended for Readers of:


Wednesday, January 9, 2013

What They Didn't Teach In Library School: Overcoming the Pied Piper Syndrome

'What They Didn't Teach In Library School' is a series of guest-authored posts,
written by YA Librarians  from around the country, highlighting situations or skills
that were never addressed in formal Library School, but that are integral to librarianship.

Overcoming the Pied Piper Syndrome:
Never Work Harder Than Your Students
by Holly Gillum

Had known my transfer to the high school library would make me a pied-piper of teenagers, I might have reconsidered my application!  I am still learning how to adjust to my sudden “popularity” and it’s a constant battle to maintain my professional distance, coordinate needed and interesting programs, and retain my sanity all at the same time.  Long story short, I was able to transfer to the high school library last year after 10+ years in elementary.  I began physically redecorating and watched to see what was used, needed, and/or desired.  Oh, what I have learned!

As former students, there is a level of familiarity with these kids and what I call “automatic respect.”  I don’t have many discipline problems and I seem to attract the at-risk and/or “different” students.  Just my cup of tea!  (Frankly, I’ve never met a completely sane librarian anyway.  How boring would that be?)  I love my new environment.  I love reconnecting with former students.  I love the fact they read BIG books.  But there are some drawbacks to being the "Cool Librarian"; I'm followed every step of every minute of the day!  Most of you are aware the being a Library Media Specialist is somewhat of a solitary job.  Many of our students, teachers, and yes, even administrators, have no idea what goes on in our libraries.  Through the library's doors lie a mysterious vault of knowledge that one ventures into only when one must.  I enjoy the mysterious persona, but my kids have discovered my secret.  I get paid to play with books all day.

In making my library an interesting place to visit, I’ve introduced a seating area with an attractive book display.  I added a BOGO (bring one, get one) paperback exchange shelf, and on a whim, picked up some card games and board games.  Little did I know it would only double my population and turn my lunch times into a circus!  I love being surrounded by teens, but it’s exhausting.  So, to preserve my sanity, I’m learning to set boundaries.

In finding ways to fill their time constructively, I’ve developed a set of easy guidelines and put them to work.  I have a student who runs my coffee shop in the morning before school.  I have another who manages my computers – turns them on/off and makes sure they are logged out appropriately.  I have a student who shelves books and because of her love of ABC order, does random shelf-checks.  One of my guys likes to keep the periodicals in order and I have another who “stickers” and “wraps” all of my new books.  I have a “Tree of Talent” painted on an entry wall where I’ve hung picture frames featuring poems, short writings, and drawings by students and a student who manages it.  Five periods out of seven I have a volunteer library worker who runs the circulation desk for me and collects passes.  I have managed to out-source all of my more tedious jobs, leaving me time for the behind-the-scenes maintenance that only I can do.  I still end up eating lunch at my desk with an audience, but I can do so knowing my library is being cared for appropriately.

My first rule for my new semester this New Year: Never Work Harder than the Students.  I’m learning as I go and it’s definitely a work in progress.  Don’t be afraid to trust them to help - teens can be one of your greatest resources and supporters.  Even better, they are training others, tweeting on little pied-pipes of their own.  Turn loose of the reins and give them a chance.  You’ll be amazed at what they can do.

About Holly
Holly Gillum is a first year High School Librarian with 10+ years of elementary librarianship under her belt.  She began her career as a 4th grade teacher but ran screaming from the classroom as fast as she could into the Best. Job. Ever!  Holly's hobbies are reading, reading, oh, and reading!  (She's really trying to cut back and work on more writing, blogging, and anything that would involve sunshine.)  She loves to cook, dust, and do the bidding of her feline companion, Sassy, whose attitude could give Grumpy Cat a run for his money.  Holly and her husband live on a "working ranch" (only a slight exaggeration as it entails LOTS of work) in Southeast Arkansas.  She can be found on her personal blog, www.mydeepwoodslife.com, twitter as @crossetthslib, or on facebook - search for Crossett High School Library.

Want more posts on issues not covered in Library School?
Check out Teen Librarian Toolbox's series Behind the Scenes @ the Library.

What They Didn't Teach In Library School Post Schedule
January 1, 2013 - Overcoming the Pied Piper Syndrome
January 16, 2013 - Finding Balance - The Enforcer vs. The YA Librarian
January 23, 2013 - Dealing with Peeps Not Like Me
January 30, 2013 - Mousy & Mild Won't Cut It
Feburary 6, 2013 - Community Service and the Library
February 13, 2013 - Dealing with the Angry Folk
February 20, 2013 - Mistakes as Opportunities
February 27, 2013 - Librarians as Social Workers
March 6, 2013 - Adapt or Perish
March 13, 2013 - No Do-Overs
March 20, 2013 - Promotion & Programming

Tuesday, January 8, 2013

Review: 'Alice in Zombieland' by Gena Showalter

The moment our eyes met, the moisture in my mouth dried up and I lost focus
of my surroundings.  He was all that I could see, all that I wanted to see.
And in the span of a single second we were no longer across the hall from each other...
"-Ali. Ali!" Kat stepped in front of me.  She was frowning, waving.
"Hello? Anyone home?"


Alice, call me Ali, Bell may be going crazy.  It's hard to tell.  After her parents and younger sister are killed in an automobile accident, Ali starts to see dead people - not in a Sixth Sense kind of way, but in a zombies-only-you-can-see-are-coming-to-kill-you way.  All of her life, Ali's father insisted that the family be home and inside by dark and trained Ali to defend herself against the 'monsters'.  Ali always thought her father was crazy, but now she's not so sure.  Are grief and guilt making her see things?  Even worse, Ali has begone seeing visions when she meets the gaze of the very attractive, but certainly dangerous, school bad boy, Cole Holland.

This novel is certainly not your typical "zombie" book.  Nor is it really an Alice in Wonderland novel.  Showalter has blended bits of different zombie/revenant/ghost lore into a unique definition of "zombie".  First off, the zombies are of the more spiritual variety and do not have a physical form.  Second, instead of devouring your body (or brains), these zombies eat your soul - which I found a very interesting (and disturbing) twist.  Both Ali and Cole are wonderfully damaged individuals which makes for some memorable encounters.  Showalter does a great job of immersing the reader in the mind and emotions of a high school student dealing with a threat very few can see.  A secondary character, Kat, who becomes Ali's best friend, is feisty, smart and adds just the right amount of hilarity and snark to an otherwise serious novel.  I look forward to seeing how Showalter develops Kat as the Zombie-world grow.

My only criticism of Alice in Zombieland is that I sometimes felt as though depth was sacrificed for action.  I would have enjoyed a bit more background on Showalter's "zombies" and wonder that neither Ali's grandparents, guidance counselors, nor teachers, ever alerted the authorities to her father's odd behavior.  Requiring that all family members be in the house by dark - with no exceptions - is strange enough I figured someone would have noticed.  But the novel works and  readers looking for a quick, action-packed urban fantasy of the darker persuasion will enjoy Showalter's newest YA novel. 

Book Source: Local Library
Reviewer: Rebecca

Recommended Ages: 14+ Zombie violence, underage drinking, adult situations.

Recommended for Readers of:




Tuesday, January 1, 2013

Review: 'Splintered' by A.G. Howard

Stop thinking like a human. Literal definitions don’t apply here. 
It’s all in the interpretation. Netherling logic resides in the 
hazy border between sense and nonsense.

For generations the women in Alyssa Gardner's family are cursed, ever since her ancestor Alice Liddell spent her final years in a mental institution muttering about Wonderland and it's bizarre residents. Alyssa herself is constantly bombarded by the voices of insects and flowers; a buzzing that only ceases when she uses the corpses of those insects to create abstract murals of places she's only seen in her dreams.  When her mothers mental health declines even further, Alyssa stumbles upon a truth about her family and herself stranger than any fiction.

This novel is, hands down, one of the best debut novels I've read.  The premise is not entirely original, (the progeny of Alice of Wonderland fame is still haunted by oddities) but the interpretation and re-imagining of Wonderland are wonderfully unique.  Alyssa is a refreshing mix of independence, vulnerability and gumption.  She doesn't allow her feelings for either Jeb or Morpheus to dictate her actions or prevent her from fulfilling her destiny.  The two male leads, Jeb and Morpheus, are both strong characters who's back stories provide plenty of issues for them to reveal and address throughout as the novel.

Howard's interpretation of Wonderland is SO MUCH BETTER than the original!  This Wonderland is reminiscent of worlds created by Tim Burton, Neil Gaiman and Brian Froud, combining elements of fantasy, literature and fairytale.  Wonderland in 'Splintered' is darker and more adult than what was created in Carroll's classic which creates more intense situations for Alyssa and her companions.  Readers will enjoy the break-neck speed of this novel, the depth of the world Howard creates, as well as the characters themselves.  I look forward to Howard's next novel and will be promoting it to both my teens and teachers.

Book Source: ARC from Amulet Books (thank you!)
Reviewer: Rebecca

Recommended Ages: 14+ for Fantasy Violence, Sensuality & Underage Drinking

Recommended for Readers of: