Graphic Novels for Emerging Readers

Graphic novels and comic books are taking up increasingly large amounts of shelf space in libraries across the world. No longer is reading comics and graphic novels thought of as a purely fun pastime but instead is being seen as powerful way to help children become lifelong readers. Children seem to simply love comics so it is a no-brainer to introduce comics to children at a young age to scaffold their reading comprehension.  According to Stanford Professor Emeritus Barbara Tversky, “Comics are similar to face-to-face interactions, in which meaning is derived not solely from words, but also from gestures, intonation, facial expressions and props. Comics are more than just illustrated books, but rather make use of a multi-modal language that blends words, pictures, facial expressions, panel-to-panel progression, color, sound effects and more to engage readers in a compelling narrative” (Comics in the Classroom, 2015).

Comics essentially help children with visual literacy, an important skill in today’s modern world.  Children are growing up in an increasingly visual culture where they must regularly interpret and process visual clues whether on screens, in print, or in their environment. As Tversky points out, comics help children interpret this multi-modal language which is essential for reading diagrams, maps, and graphs as required in the Reading Informational Text standards, part of the Common Core Standards. When comic books are used to supplement the common core curriculum, this genre gets students comfortable in literacy, and allows them to become autonomous, strong, lifelong readers. This is particularly true for English Language Learners as research shows that comics have a great power to reach students from diverse linguistic and social backgrounds in ways that traditional literature cannot. 

As Chun (2009) explains, “the teaching of critical literacy [with English Language Learners] can take place while students develop literacy skills through their engagement with these texts so that they will be better equipped to deal with more traditional texts.” Essentially, graphic novels do a great job at building an interest in reading that might not be there for English Language Learners as well as native speakers of English. When comics are properly used, parents, librarians, and teachers can use this type of reading material to teach many concepts. For example, “Comics can help show the importance of context clues (vocabulary or visuals), teach components of a novel (protagonist, climax, character development, etc.), grammar, writing (having students analyze what a character says and how he/she says it), discussion (with partners or in small groups---discussing a character's actions for example), etc. The limits of how these books can be used are up to the teacher” (Stewart, 2011). Graphic novels aimed at emerging readers help strengthen reading skills of English Language Learners to such a point that they can slowly transition over time to beginner chapter books with less visuals. With time, English Language Learners may form an interest in reading to the point that they may want to read outside of class.

Not all graphic novels are created equally, however. There are some books that are better for emerging readers than others. One series that is particularly helpful for both English Language Learners and emerging readers is Toon Books. Toon Books, particularly their Level 1 books, have shown to be useful for emerging readers and English Language Learners due to the reduced text, making the language manageable for readers new to English.  Toon Books, the critically acclaimed and award-winning publisher of comics for early readers, was created in 2008 by designer and editor Françoise Mouly with her husband, Pulitzer Prize–winning author-illustrator Art Spiegelman. The comic-book series took off, won awards, and continues to thrive to this day. TOON Books (a Candlewick imprint) are comic books designed for beginning readers ages four and up and are intended to be books they can read themselves.
 

This humorous graphic novel depicts several short stories of Benjamin Bear’s activities with other animals, mainly a rabbit. Each picture in a story shows the action taking place and the unexpected outcome.  The stories have titles describing what happens via well-known phrases such as “Follow the leader” and “Hot and cold”.  What is shown to the reader is that there is more than one way to get things done. There are also wrong ways to get things done as in “Too smart for his own good” when Benjamin Bear uses two rocks as stepping stones to cross the river.  Unfortunately, when one of the rocks sinks to the bottom, he is stuck in the middle of the river on one rock.

Each thing that makes her mad takes up two pages in the book. The first page is typically one panel and shows Nina being mad about anything from, “When you don’t know what I like…” to “When I try and no one else does…” to “When I do something nice and no one cares…” This is then followed by the thought bubble, “…that makes me MAD!” On the second page of each thing that makes her mad is anywhere from 2-7 panels describing the scene in great detail. These panels will have Nina confronting a problem with her family, as they seem often too busy to truly sit down and pay attention to Nina and what she needs.
Toon Books has many more books than just these two titles, however, and each book in the series is absolutely worth being inside a children’s library.  For teachers or school librarians looking to add Toon Books to the classroom but can’t find the funding, http://www.donorschoose.org/ is a great website that will allow them to submit a project idea that needs funding. Hundreds of teachers have found the proper funding to allow Toon Books and other graphic novels into the classroom through Donors Choose. For more information and a complete list of Toon Books, visit http://www.toon-books.com/. Ultimately, graphic novels are becoming a necessary part of a children’s library collection and many libraries around the world have dedicated shelf space to contain these books. It’s important that teachers and librarians utilize graphic novels in the classroom and in library programming as these books can have a tremendous impact on a children’s interest in reading!

The books are divided into three categories: Level One, or beginning comics for those just learning to read, are for grades K to 1 with short sentences and only one to two panels per page; Level Two, or easy-to-read comics for emerging readers, are for grades 1 to 2, also with short sentences, but more repetition and one to four panels per page; and Level Three, comics for beginning readers well on their way, are for grades 2 to 3 with longer sentences, transitions in time and place throughout the story and chapters. Leveled books helps parents, teachers, and librarians locate books that will be useful for children who are just beginning to read on their own. In addition, for each of the level, Lexile guided reading and reading recovery values are shown with specifics listed about content in the comics.

Most importantly, besides the books having an appropriate balance of text and illustrations, the content in each Toon Book is of very high quality. Stories are amusing, clever, and relatable to children. Illustrations are rich with appropriate shading and each book is well thought out, with images matching the text seamlessly. For example, Benjamin Bear in Bright Ideas! By Philippe Coudray is a Toon Book that is perfect for English Language Learners and emerging readers.
 

The illustrations are very descriptive of the stories, conversations, and thoughts of the characters which helps to support reading comprehension.  There are also puns as in “Ringleader” when Benjamin Bear meets two aliens emerging from a spaceship with rings around their heads. Benjamin Bear tells them to taken him to their leader and the leader steps off the ship with a ringed halo in the air over his head. Also worth mentioning are the several wordless pages in this graphic novel, giving this book yet another reason to be an excellent choice for ELL readers. Illustrations sometimes speak for themselves which helps children feel proud of the pages they have read which in turn, gives them the confidence to continue reading. Another popular Toon Book for emerging readers is Nina in: That Makes Me Mad! By Hilary Knight, Based on a text by Steven Kroll. This book is about a red-haired young girl named Nina who expresses when something makes her mad. 

This shows keen insight to the mind of a child who doesn’t always understand that not everyone is thinking the same thing that they are at all times. At the end of the story Nina finally lets out her feelings saying, “But I feel better when I can tell you that I’m MAD!” Nina’s mom is now paying attention to her needs after she expressed that she’s mad because her toy airplane is broken. Her mom grabs some glue and then they both hug as a conclusion. The thought bubbles are either circular or rectangular, and change from panel to panel. The color schemes contained within Nina are varying shades of orange, blue, green, purple, and pink. This graphic novel is best suited for Preschool through 3rd grade because of Nina’s age and the style of writing in short sentences and words being geared toward a younger reader.

Sources:

Chun, C. W. (2009). Critical Literacies and Graphic Novels for English-Language Learners: Teaching Maus. Journal Of Adolescent & Adult Literacy, 53(2), 144-153.

Comics in the Classroom | TOON Books – Educator Tools. (n.d.). Retrieved June 17, 2015, from http://www.toon-books.com/why-comics.html 

Coudray, P. (2013). Benjamin Bear in "Bright ideas!": A Toon book. New York: Toon Books.

Daud, F. (2011). Bridging a Curricular Gap with Graphic Novels By: Children's Literature and Learner Empowerment : Children and Teenagers in English Language Education. Engaging Cultures & Voices, The Journal of English Learning Through Media, 18-40.

Knight, H., & Kroll, S. (2011). Nina in That Makes Me Mad!: A Toon Book. New York: Toon Books.

Rycroft, K. F. (2014). "Graphic Novels: Preparing for a Mulitmodal and Multiliterate World." Student Pulse, 6(08). Retrieved from http://www.studentpulse.com/a?id=907

Stewart, D. (2011, September 19). Teaching Successes with ELLs: Free Graphic Novels (Comic Books) for Kids (Along with Teacher Tools):). Retrieved June 17, 2015.

Smith, J. (2009). Little Mouse Gets Ready: A Toon Book. New York: Toon Books.

TOON Readers | TOON Books – Just for Kids. (2015). Retrieved June 17, 2015, from http://www.toon-books.com/toon-readers.html

Wing, D. (2015, April 13). Using Comics to Teach English Language Learners. Retrieved June 10, 2015, from http://www.slj.com/2015/04/standards/using-comics-to-teach-english-language-learners/

Tips for Children's Librarian's Fighting Gender Stereotypes

Illustration by Elizabeth B. Martin

I wrote this blog to share on my Feminist Librarian Facebook page. It is a page I run with 3 other librarians and we share news, information, and thoughts on feminist issues relating to children's media, literature, and libraries. If you haven't like my page yet, please do so now! :)

• As children's librarians, we should refrain from making assumptions of children's reading tastes based on their gender. If boys want to read Rainbow Magic books, do not judge them and certainly don’t deny them the opportunity to do so. Same goes for girls; if girls want to read a series often read by boys, encourage them to do so. Children should always have the freedom to explore books freely without judgement. As children’s librarians, we must conduct reference interviews by asking children about their unique tastes and interests rather than making grand assumptions based solely on their gender.

• Introduce children to story characters — and real people — who take part in all kinds of activities. Recommend books, TV shows, videos and software programs that feature a variety of cultures or present men and women in nontraditional roles. Also seek out stories that show a wide range of body types, personal traits and talents. (Source: PBS)

   

  Here are links to booklists that challenge gender stereotypes: 

   

  8 Books Breaking Gender Stereotypes
  This was a website I made for a project on gender stereotypes within picture books. This link provides 8 books that specifically portray families, females, and males, in nontraditional gender roles. 

   

  14 Books that Challenge Gender Stereotypes
  From the website "What Do We Do All Day", these titles celebrate the fact that not every child fits into society’s preconceived notion of what it means to be a boy or a girl.

   

  Anti-Defamation League's List
  Brought to you by the Anti-Defamation League's Miller Early Childhood Initiative Question Corner, this is an excellent list of children's books that break gender stereotypes.  

   

  10 Children's Books that Break Gender Stereotypes
  Brought to you by Parentmap.com, this list is filled with books showing diverse characters breaking gender stereotypes.

• If a parent becomes uncomfortable seeing a child read a specific series, the most we can do is clarify messages so parents feel heard. Be empathetic and try not to act judgmental towards the parent for feeling uncomfortable. Permit verbal venting and remain calm. Once you have heard them express their concerns, gently remind parents that it may be helpful for children to read a wide variety of literature that includes positive and uplifting portrayals of both genders. If they are receptive, you may say that sometimes children also read books marketed towards the other gender because they are curious about the opposite sex. Lastly, it's better to support a child’s natural curiosity and interest in a specific children's book because children need to develop their own personal reading tastes and preferences.
• Avoid gendered bibliographies and reference materials within the library such as “chik-lit” book lists. Refrain from having gendered book displays. For example, do NOT have a sign that reads “books for boys!” or “books for girls!” This should be obvious but sadly, some librarians haven’t gotten this memo. Check out this one display a woman tweeted about:

This is a good example of what NOT to do. (Source: Campcreek on Twitter)

• If your library has a play area or early literacy center, fill it with gender neutral toys and toys of all kinds as much as possible. Do not be rigid on what you include in the center. For example, don't exclude dolls because you think that boys won't play with them. Encourage children to play with a variety of toys and not just ones that fit within the confines of gender stereotypes.
  
  
• Lastly, be a role model and set an example. There is no replacement for modeling the type of person you want children to look up to. Use gender neutral language.The words we use around children are crucial to how they will characterize gender.  Be careful of making words applicable to only one gender.  Instead of saying fireman say firefighter.  Replace policeman and postman with police officer and postal carrier.  These simple changes make a huge difference in combatting gender stereotypes. (Source: homegrownfriends.com)

Have any other tips? Please add yours in the comments!
 

Reading Under the Stars

This is a fun program idea that was inspired by a family literacy night that was held at Lake Park Elementary School in Addison, IL where I volunteer on occasion. This would make a great all ages family-friendly event or could be a fun program for a smaller targeted group!

Title: Reading Under the Stars! or Camp Read-A-Lot

 

Age: Children in grades K-5 and their families or this could be a program targeted towards a specific age range like children in grade K-3. I would recommend this program require registration due to the craft and outside bear hunt. Smaller groups are good for the outside bear hunt. 

Objective: Children will listen to some campfire tales while enjoying some s'mores, go on a bear hunt outside, and then complete a craft. Craft will be binoculars made out of toilet paper rolls. If you want, you can tell some more eerie tales (like stories from Alvin Schart’z book, In a Dark Dark Room) and have the program during for the week of Halloween!

Set up: Dim the lights and project an image of stars onto the ceiling using a projector and a laptop. If a projector isn’t available, use white Christmas lights behind a black see-through cloth and attach it to the wall. Set up the room to look like a campground – have chairs, maybe a tent, and pretend campfires made with paper towels and tissue paper.

 Lake Park Elementary School in Addison, IL projected an image of stars onto the ceiling for their "Camp Read-a-Lot" themed early literacy event!

Supplies:

1. For mini campfires: paper towel rolls, red/orange/yellow tissue paper to make flames, and Christmas lights. What’s a camp out without a fire? Kathy over at Home Sweet Homebody has directions on making these cute mini campfires. Click here for directions. Looking for a full size blaze? Allie from No Time for Flashcards has easy to follow directions!
2. Projector and laptop to project stars onto the wall (Basically projecting an HD quality image of space onto the wall, see image above) OR you can use a black semi-sheer cloth and hang Christmas lights behind it to make the room look starry.
3. Binoculars craft items, instructions from All Kids Network
   • 2 toilet paper rolls
   • Construction paper
   • Glue
   • Scotch tape
   • Scissors
   • Stickers, crayons, etc.
   • Optional - yarn
4. Portable PA system (if you have one) OR just a portable boombox to play sound effects
5. CD or iPod with sound effects - Sound effects that coincide with the book We're Going on a Bear Hunt can be downloaded online (there are many websites where you can download free sound effects, like soundbible.com for example). Youtube also has some sound effects.
6. Books: We’re Going on a Bear Hunt by Michael Rosen, Camping Spree with Mr. Mcgee by Chris Van Dusen , and Scaredy Squirrel Goes Camping by Melanie Watt.
   
7. You can also sing the Sleeping Bag Chant song by Carole Peterson! Youth Services Librarian, Kelly, talks about how you can even turn that song into a flannel board, here.
8. Optional ingredients for s'mores: graham crackers (Try to have gluten-free available as an option for patrons who may have an allergy), chocolate (I recommend dairy free chocolate in case of allergies. "Enjoy Life" is a great brand. They use rice milk), and marshmallows (I recommend gelatin-free "Dandies" marshmallows. I live in an area with a large Indian population and many patrons are vegetarian so for me, it's always good to be on the safe side and avoid food products with animal ingredients).
9. Book cart with nonfiction books centered around camping, bears, owls, nature crafts, and campfire tales

Steps:

1. First children and families will create s'mores to eat while they enjoy the stories

2. Next, the children will listen to the short storytime lasting around 15 to 20 minutes (Read 1st book, read flannel board story, read 2nd book, and end with the "Sleeping Bag Chant".)

3. Afterwards, children will go outside for a Bear Hunt. This is going to a really fun and interactive storytelling experience that will take place on the perimeter of the library. Play sound effects for each scene in the book, like the sound of walking through slushy mud (Squelch squerch! Squelch squerch!), sounds of going through the river (Splash splosh! Splash splosh!), etc. The sound effects REALLY enhance the story! have children also repeat each phrase said in the book after you've said it, like “We’re not scared!”
   
   Early Literacy Tip: Encourage the children to take an active part in the book readings. They enjoy saying the words, just as if they were reading it. Be excited about the story even when you're reading it for the umpteenth time. Reading aloud involves much more than saying words and turning pages. When you show excitement about the pictures, story, setting, and characters, you will excite the children too. 

    

4. After the storytelling event, children will go back inside and create binoculars (to be used to watch for bears, of course!)
   
5. Encourage patrons to check out books from the cart that are centered around the camping theme! 

Painting with Scissors!

Henri Matisse (French Modern Artist, 1869–1954)

This program is for kids in grades 1-3 and focuses on creating art inspired by the French Modern Artist, Henri Matisse. 

When Matisse was older he was struggling with illness and reduced mobility. Because of this, Matisse was not able to paint like he used so he began experimenting with another medium: papercutting. Cutting dramatic shapes from painted paper allowed him to still create striking new works of art. Twenty of these were published in a book under the title Jazz, because of the influence of music on his work, and the spirit of jazz-like spontaneity that influenced his creative process. During this program children will listen to jazz music while creating artwork, just as Matisse once did!

Printable children's biography on Henri Matisse, Matisse coloring sheets, and more at the following link: http://makingartfun.com/htm/f-maf-art-library/henri-matisse-biography.htm

Objective: Explore the French modern artist Henri Matisse and experiment with art using gouache, scissors, and paper to recreate a work of their own after one of his cut-outs.

Books:
Henri’s Scissors by Jeanette Winter
When Pigasso Met Mootisse by Nina Laden

Supplies:
Jazz music on CD
CD player
Paintbrushes
Paint dishes
Gouache
Plain white cardstock paper
Colored construction paper
Butcher paper
MarkersScissors
Gluesticks
Images of Matisse’s artwork

Step 1:  Play jazz music in the background to set the mood for the program. You can explain to children that this type of music is what inspired Matisse to make such spontaneous works of art out of painted paper. So to begin,  first have children play with gouache by painting on a white piece of card stock paper, covering the whole piece of paper and then set aside to dry. Have paint available in bold Matisse colors like blue, orange, yellow, and green.
Step 2:  Read Henri’s Scissors by Jeanette Winter. By reading this book, children will learn that Matisse’s cut outs were created late in Matisse's life when he was confined to a wheelchair, and could not paint anymore.
Step 3: Show children images of Matisse’s cut outs to get an idea of what his art really looked like.
Step 4:  Each child will cut out one largee shape using a full 8” by 11’’ piece of colored paper. Then place the shapes onto the butcher paper. By now, the gouache papers that children painted earlier will have dried so children can create cut-outs from that paper too. Have children sketch shapes lightly on the paper prior to cutting. Remember to hang up many examples of Matisse's art around the room for inspiration.
Step 5: Glue the cut outs down to the large sheet of butcher paper. Have each child decide where they want their placements to go. Agree upon a title for the large masterpiece and add the date at the bottom right corner. For example: Library Jazz, June 26, 2015.
Step 6: If time permits, give children a blank bookmark to color freely or to make a "mini" collage on. They make take this home to complete if they’d like.
Step 7: Hang final Matisse-inspired masterpiece in the Children’s Department!

Here are some pictures of the children from the program I did:

“There are wonderful things in real jazz, the talent for improvisation, the liveliness, the being at one with the audience,” Matisse wrote. That spirit will be cultivated and celebrated during this library program. 

YA Book Review: Tomboy by Liz Prince

Prince, Liz. Tomboy: A Graphic Memoir. San Francisco: Zest, 2014. Print. Grades 9+

This brutally honest, funny, and sometimes agonizing graphic memoir provides insight into the raw emotions experienced by Liz Prince, a self-identified tomboy.  As early as the age of two, Prince would cry hysterically when she was forced to wear dresses and, like many girls, became ashamed of her body as she got older, even covering herself with a t-shirt as she went swimming at summer camp.  “I was suddenly aware that I was under-performing in ways I didn’t even know existed. From then on, I always showered in my swimsuit, I changed clothes in the out-house (which defeated the purpose of showering) and worst of all, I developed the habit of SWIMMING IN A T-SHIRT.” Tomboy is also a timeline of Prince’s evolving thoughts about her own sexuality and gender identity as she lived through years of bullying and rejection from boys. “Dear God, I won’t pretend to know what your plan is for me, but please don’t make me be a girl. So, can you make sure I never get boobs or have my period?” Her unique perspective on the gender stereotypes deeply embedded in American culture is refreshing, empowering, and very genuine. Throughout the story, Prince eventually discovers a community of like-minded nonconformists, interested in comics, punk music, and zines, and transforms herself into a strong young woman who is comfortable with her identity as a tomboy.  This message of self-acceptance will likely strike a chord with young adult female readers who have struggled with bullying, body image issues, or concerns about gender-identity. The black and white artwork in Tomboy is very reminiscent of the raw style of Jeffrey Brown (Author of Clumsy and Funny Misshapen Body) and delivers a touch of casual charm.  Prince’s clean trademark artwork is child-like but authentic which perfectly supplements the text that evokes so many emotions.  Prince also exaggerates many of the facial expressions of the characters in her book, making her character one that readers will likely sympathize with. Ultimately, Tomboy is the perfect coming-of-age tale for any teen who considers themselves an “outcast” as it provides an honest message that it is absolutely possible to eventually gain self-acceptance, despite the heart-wrenching agony of childhood traumas.

Book Review: Thirteen Chairs

Shelton, Dave. Thirteen Chairs. New York: Scholastic, 2015. Print. Grades 6-12. 

Jack is a curious boy who decides that he has to know what is inside a nearby house which is rumored to be haunted. Upon finally entering the supposedly haunted house he has walked past for several years of his childhood, he encounters a room filled with unusual characters telling ghost stories by candlelight: “The only light comes from the candles on the table, one for each of those seated there, casting shifting, looming shadows onto the crumbling plaster of the walls.” Stories are told from the perspectives of each unique character sitting in the room, bringing readers a very diverse mix of paranormal stories. Jack takes notice of one peculiar man in particular: “[Piotr] is enormous. He looks as if he might have been carved from a mountain. From within his extravagant rust-and-ashes beard there appears a wide and welcoming grin of crooked teeth”. Piotr shares his own tale, The Red Tree, in which a woodcutter is strangled to death by the limbs of a tree. Shelton writes the story as though it is really being told aloud by a non-native speaker: “And woodcutter feel blood is all spilling out, running down his body, running down onto tree…. [blood] is making red tree.” Thirteen Chairs seamlessly intertwines thirteen distinct stories into a single narrative reinforced by the author’s mysterious black and white ink drawings shown at the beginning of each story, giving a glimpse into the terror contained in the consecutive pages. Ultimately, Shelton brings us a creatively organized collection of short tales to chill the bones of middle and high school readers. Fans of Alvin Schwartz’s Scary Stories to Tell in the Dark will likely be thrilled by the horror contained in this book and the short story format may delight reluctant readers. Thirteen Chairs will also be the perfect recommendation for those who are constantly pestering the Youth Services Librarian for “something truly spooky."

Each year the month of April is set aside as National Poetry Month, a time to celebrate poets and their craft. This is a great time to introduce children of all ages to the power of poetry and show them how fun creative writing can be. Whether you’re a teacher or a parent/guardian, you’ll find several poetry books at your local library to help you and the child in your life celebrate poetry during the month of April. Here are a few of my favorite poetry books to get you started!

Janeczko, Paul B., and Christopher Raschka. A Kick in the Head: an Everyday Guide to Poetic Forms. Cambridge, Mass.: Candlewick Press, 2005.

A Kick in the Head is a fun collection of poems written in several different forms selected by Paul Janeczko. After reading this book, young readers will be surprised to learn that there are so many different forms of poetry in the world! Each poem in the book has a short description of what the form entails, providing readers with the chance to gain insight into the art form known as poetry. The illustrations in blue, red, yellow, and green are very inviting and also help bring the fun poems to life. Best suited for children grades 3-8.

Lobel, Arnold. (1983). The Book of Pigericks. New York: Harper & Row Publishers.

This charming book consists of many funny limericks ("pigericks") alongside amusing illustrations depicting the funny scenes in the poems. The book begins with a limerick of "an old pig with a pen, who wrote stories and verse now and then..." and ends with the same mustached pig who "...sat quietly with his comfortable cat... while he rested his brushes and pen."  Some of the poems and illustrations also include pigs with long necks, a pig with 16 coats on, and even a pig nightly slumbered with eggs on his head. Despite this book being 30 years old, Lobel's limericks are sure to amuse children and adults of all ages in 2014.

Sidman, Joyce, and Rick Allen. Dark Emperor & Other Poems of the Night. Boston, Mass.: Houghton Mifflin Books for Children, 2010.

This is a beautiful book of poetry by Joyce Sidman, Illustrated by Rick Allen, and is best suited for children grades 3-8. The eloquent poems contained in this book describe the magic of nocturnal animals while detailing the fascinating sights seen in nature at night. In addition to the poems, the book provides a wealth of factual information regarding the scene described in the poem, such as facts about the world of mushrooms. The illustrations, made by a process of relief printing, result in beautiful multicolored illustrations that exceptionally complement the theme of nocturnal animals. Overall the book is well written, designed, and organized while being very aesthetically pleasing.