Showing posts with label publishers. Show all posts
Showing posts with label publishers. Show all posts

Tuesday, August 28, 2012

Guest Post: Women and Book Production, Medieval to Colonial Times

Janet Curtiss is a recent graduate of The School of Library and Information Science at Wayne State University where she obtained her MLIS and specialized in Reference Services. This paper was produced for the course: History of Printing and Publishing (LIS 7790) -- taught by Dr. Gordon Neavill. Curtiss lives in Port Huron, Michigan with her family.

The historical record of the role of women in book production is limited for a few reasons. Extant copies of manuscripts and printed books do not always give credit to their creators. Countless copies of books created by women are no longer in existence due to fires, wars, and pillaging. Printed books often credited the name of the late husband of a widow who managed a print shop. Some books simply remain unknown or have not been studied. However, there is enough evidence to claim that women took an important role in both scribal and printing endeavors. In the pre-printing era, most scribal activity by women, including rubrication and illumination, was linked to participation in religious communities, namely dual monasteries, convents, or beguine houses. After the invention of printing, women were primarily involved in book production through male family members who were printers, often inheriting a print shop when their father or husband died. While women played an important role as scribes and printers, there is an undercurrent of male control over these activities, especially during the Medieval period. Whether by legal or religious decree or by social norms, it was rare for a woman to be involved in book production completely free of male dominance. The exceptions to this seem to be in the beguine communities and in the colonies of North America, although there were a few individual women elsewhere who persisted in establishing their own identities. Despite the gender restrictions, women produced books, helped to create libraries, and made their own contribution to the world of books.

When book production consisted of scribal creation of manuscripts, women’s roles in this activity centered on religious communities in Europe. Monastic reforms in the eleventh century led to an increase in the religious activity of women. There were several options for joining a religious community. Dual monasteries had houses for both men and women[1]; convents housed women only; and beguine houses were lay communities which sometimes had connections to a particular order, monastery, or convent, or could be completely independent; they were not under the rule of any order. Monastic women[2] were categorized as choir nuns, sister nuns, canonesses, and beguines, depending on the vows they took and their role within the community.

The books produced in a monastic scriptorium or kept in a monastery’s library depended on the order with which a house was affiliated. There were several different monastic orders, some of which include Augustinians, Cistercians, Benedictines, Dominicans, Franciscans, Clarissans, and Premonstratensians. This affiliation changed from time to time, requiring updated or replaced texts. Also, if the order experienced its own reform, or if a new abbess took over and called for spiritual renewal, new resources for the liturgy and for personal study were required. At times of reform, some monastics who disagreed with the changes would leave, taking their books with them. These books, if part of the monastery library, would need to be replaced (Cyrus, 2009, pp. 26-27). Monastic life focused on the Daily Office and Mass, as well as other prayers to aid in living a life of piety and devotion. In the late Middle Ages, this involved the study of written texts of the liturgy, Psalters, and personal prayer books. Many manuscripts were written in this period; over 4000 from women’s convents in late medieval Germany alone (Cyrus, 2009, pp. 28). Many times the female scribes were supervised, or their work proofread, by men.

Admont, a Benedictine monastery in Bavaria, was active from around 1120-1570. It was a dual community, with two libraries, one for men and one for women. They would lend to and borrow from each other, so they were aware of the contents of both libraries. When the last nun at Admont was dying, the monks gathered near the women’s area. When she died, they immediately took ownership of the books and integrated them into their own library. This shows how highly they regarded the women’s library collection (Beach, 2004, p. 84). One can question if these spiritual, godly men had studied the tenth commandment: “Thou shalt not covet” (your neighbor’s library.)

Another monastic community, Schäftlarn, was originally Benedictine but became Premonstratensian under Bishop Otto of Freising’s reform activities in 1140. At this time a scriptorium was set up. In the colophons in the manuscripts from 1164-1200, scribes were identified as canons or canonesses. About 20% of the manuscripts identify a scribe by name, including two women: Sophia and Irmingart. Another female scribe, Adelheid, is identified in the monastic necrology. Premonstratensians, however, did not believe in educating women. Women were not even allowed to read, other than a few biblical passages and a few prayers. Eventually, women were forbidden to enter Premonstratensian communities, although this rule was not adhered to by many houses, including Schäftlarn (Beach, 2004, pp. 104-110). Education was, however, important for men; women were allowed to copy books for the men to use, women were just not allowed to actually read them. This is another example of men having control of women’s intellectual lives and scribal activity that in today’s view seems drastically unfair. While this “no reading for women” rule was established, it is possible that, like the “no women allowed” rule, it was not strictly reinforced at individual monasteries. Also, what was stopping women from reading while they copied text? It seems a rule not well thought out. Obviously if the women were copying books, they had some form to access to them.

The Dominicans also attempted to control the intellectual and commercial activities of female monastics by forbidding them to own pens in the thirteenth century (Broomhall, 2002, p. 49). However, in the fourteenth century, Catherine of Siena names three female scribes in her Dominican lay community: Alessa Saracini, Francesca Gori, and Giovanna Pazza, all members of the Mantellate in Siena (Benedict, 2004, p. 58). Again it would appear that established rules either were not followed or had changed over time.

Despite what the church hierarchy thought, to the surrounding communities, women monastics were generally considered an “intellectual elite” and a resource for educating girls in the area, including their production of books for educational purposes (Cyrus, 2009, p. 23). In this way, they encouraged literacy for young females who lived near the monasteries. Some orders did view education as an important part of monastic women’s lives. Hirsau monasteries, among others, allowed women to access the library collection and to become educated. These monasteries allowed scribes to copy manuscripts for their own use, or to give as gifts, when regular scribal activities were caught up.

Producing books also helped the economic well-being of the monastery. It was less expensive to produce a book than to buy it, and selling books outside the monastery helped provide income. Sometimes, these profits were deemed too good, meaning the church hierarchy did not want women’s monasteries to gain too much independence. At Le Murate, a convent in Florence, in the late fifteenth and early sixteenth centuries, the book sales of female monastics caused their male superiors to rage “against the very idea of productive and profitable work for religious women…Instead, nuns were to revert to their long-standing passive role as recipients of charity rather than generators of income” (Lowe, 1997, p. 143). These men believed that female monastics should follow the vow of poverty, and the Premonstratensians later outlawed scribal activity for profit by nuns during the Counter-Reformation. In other words, they wanted to keep the women dependent on men. It seems a shame that Le Murate had to cease sharing their gift with the community at large since the scribes there were said to fashion “the most beautiful letters imaginable” though they “never raised their eyes from their work” (Lowe, 1997, p.136).

Le Murate was a Benedictine house, and the Benedictines were noted for their careful record keeping. Suora Giustina Niccolini wrote a complete chronicle of the convent in 1597 that was based on written records, documents, and oral-based memories of the older nuns. Another noted work from this house was Suora Battista Carducci’s Roman missal of 1509[3] which contained the texts of the Divine Office in a gothic rotunda script, with the text in Latin. According to the colophon, it was completed 12 October 1509. It was one of the main liturgy books of the church and contained prayers for Mass, the choirbook, and readings from the New Testament. Suora Battista presented this book to Pope Leo X[4] on his visit to Le Murate, possibly to show gratitude to the Medici family for their patronage. Le Murate did not originally have a scriptorium. A fire at the convent in 1471 allowed an opportunity to rebuild and include space for one. It was designed to provide the best light, on the upper floor overlooking the courtyard with western-facing door and windows. The scriptorium was used for over 100 years (Lowe, 1997).

One exception to the male control of female book production in medieval Europe was beguine communities. Beguines were lay women who lived together uncloistered, embracing mystical piety, mostly in towns of northern Europe. Made up generally of middle class, urban women, they were informal communities independent from male authority: they were not married, nor were they under control of the church as they had taken no vows. Some had loose connections with individual monasteries, but the church did not like that which it could not control, so attempts to suppress them happened more than once, the first time during the fourteenth century, and again during the French Revolution (1789). However, beguines remained in Europe, numbering more than 1700 women in Belgium alone by 1825. Beguines continued to do scribal and other work in their surrounding communities (Neel, 1989). One such beguine was Mechthild of Magdeburg. In 1270, she came to the Helfta convent in Saxony, Germany, where education was a valued part of women’s lives. With her writing of original texts at Helfta, other women followed her example, as her “confidence to write down her experience built confidence in the others” (Smith, 1997, p. 26) including Mechthild of Hackeborn, and so Helfta became known for the production of original literature. With strongly educated women, it was possible to rise above social and religious constraints to produce a body of literature for the spiritual lives of women.

Another exception to the norm for women as book producers during the medieval period was Christine de Pizan, a well-known writer and publisher born in Venice, Italy around 1365. She moved to Paris with her family at the young age of three and received a classical education, uncommon for girls at that time. She first wrote poetry and then moved on to memoirs, treatises, and narratives. Pizan dictated some of her work to scribes, but did copy some herself. She presented many of her works to noble patrons early in her career, mostly to French royals such as the Duke of Orleans. She oversaw the production of many of her books, including the formatting, design, and artwork (Laidlaw, 1987 & Ockerbloom, 2012). In this role she acted as publisher of her own work. As a widow, she had to support her family, and made good use of her education to create a career for herself.

The most famous medieval female author and scribe was Hildegard of Bingen. The tenth child of a noble family, she was treated as a tithe to the church (Lerman, 1995). Despite her limited experience of the outside world, Hildegard received a full education by Jutta, an anchoress[5]. This seclusion may have been to Hildegard’s benefit, as “women whose lives had been confined to the cloister had absorbed fewer of the outside world’s expectations that women should adopt the attitudes and behavior of inferiors” (Smith, 1997, p. 25). Hildegard later became abbess of her community at St. Rupert’s, and founded a second monastery at Rüdesheim, Eibingen. She wrote major works on science and nature, including the use of medicinal plants. She had visions[6] that allowed her to write works of theology for the enlightenment of her nuns. In this sense, she was similar to Herrad of Landsberg, a twelfth century abbess of Hohenbourg in Alsace, who wrote and illuminated manuscripts used to heighten the education of the women in her house. Hildegard’s major works were Scivias (Know the Ways of the Lord), Liber vitae meritorium (Book of a Meritorious Life), and Liber divinorum operum (Book of Divine Works). Scivias contained illuminations by Dame Josepha Knips, a nun at the Rüdesheim monastery. The original manuscript was lost during World War II; fortunately, copies were made before this happened. Of both Herrad and Hildegard, it is said that “in later years their works served to inspire and to teach beyond the confines of their individual monasteries” (McGuire, 1997, p. 97). Perhaps Herrad and Hildegard’s ignorance of societal expectations of what women should be and do was not in the least a hindrance to their contribution to female-created literature.

Despite the many efforts to control or suppress female scribal activity, reading, and education in medieval Europe, book copying in female monastic communities was the norm during this time period. Even if a monastery did not have a dedicated space for a scriptorium, it could be incorporated into general work areas or libraries. When women copied books, they sometimes had a choice of what to copy, preserving texts that may have been neglected in a male monastery and influencing the intellectual legacy of the convent. These were texts that appealed specifically to women. When they copied books to give as gifts to their monastic sisters, it fostered a sense of community, friendship, and self-reliance (Cyrus, 2009, pp. 46, 62).

Outside religious communities, women also took part in commercial book production through the pecia system at universities. Women worked as scribes, booksellers, and stationers, but only as a wife, widow, or family member of a man involved in the trade. There were also women working as artists in manuscript production. Christine de Pizan was known to speak highly of at least one illuminator who worked on her publications, an artist named Anastaise (Broomhall, 2002, p. 47).

Even after the invention of the printing press by Gutenberg in the fifteenth century, scribal activities of monastic women continued, though it became more of a pastime than a commercial venture. The focus in religious communities became building up monastic libraries rather than producing books to sell outside the monastery. Updating books continued to be an integral part of spreading and enforcing monastic and religious reforms. At least one convent jumped rather quickly on the printing bandwagon. The nuns of San Jacopo di Ripoli in Florence, Italy, provided the “first documented instance of women actually employed in printing” at a religious community, and were said to be “skillful and accurate—although not artful” (Davidson, 2003). It is likely that the nuns were supervised by men from the monastery.

As printing spread through Europe, it opened up opportunities for women to gain literacy skills. Often printers would engage their wives, daughters, and other female relatives in assisting with the printing business. From the male printer’s point of view, it was advantageous to involve his daughter in the print trade: it made the daughter an attractive marriage prospect for single male printers; if such a marriage occurred, this could form an important business network. While the fathers may have had ulterior motives for teaching their daughters a trade, it ultimately benefitted the daughters who often learned to read, or increased their literacy skills, by working in the print shop.

Because of social restraints, women in early modern Europe were usually prevented from opening a printing business. They could, however, be members of printing guilds (during the early years of printing, at least) if they inherited a business from a male relative. Most often women printers were self-identified as a widow who had inherited her husband’s print shop. It gave a sort of justification for their role as the head of a printing business. While it may have “reinforced the idea that the female business role was only possible through her relationship with her husband” (Broomhall, 2002, p. 63), it was also a way for women to work around social restraints and ideas of what was proper and fitting for a woman to do, as printing was not generally seen as women’s work.

It is interesting to note the differences in how women presented their names on imprints. Often a title page would list the printer as “Widow Smith” or “Widow of John Smith” to link her to her late husband’s business. If a woman printed as an heir to an established business, her maiden name linked her to her family’s business. Sometimes a married woman would use her maiden name if her husband was in a different line of work. For example, Nicole Vostre inherited her brother Simon’s business, which had a good reputation. For this reason, she used her maiden name to build on the reputation and not confuse customers or clients by using her husband’s name as he was a shoemaker (Broomhall, 2002, p. 63). In this sense, women printers showed an awareness and wisdom of business concepts, including marketing. Again, they work within the confines of their society in order to support themselves and their families.

Other women succeeded as printers in Europe during the sixteenth century. There were at least 25 women printers and publishers in Paris alone during this time. One example is Charlotte Guillard (b. late 1480’s). She was married to Berthold Rembolt, an associate of Ulrich Gering, owner of Soleil d’Or, a prestigious printing house in Paris. Rembolt died around 1518, leaving his printing business to Guillard. She remarried in 1521, but in the meantime produced imprints in her own name, and still associating herself with Berthold Rembolt’s name. After her marriage to Claude Chevallon, her name disappeared from the imprints, but she remained active in the publishing business. Chevallon died in 1537, and it is then that Guillard’s name again appears on titles published in her shop. From 1537 until her death in 1557, Guillard published 158 titles, an average of eight per year, including an 11-volume set of Corpus Juris Civilis. She collaborated with a few other printers, including her niece’s husband Guillaume Desboys. She concentrated on theological, religious, and legal works, mostly in Latin, because her customers were lawyers, students, and faculty of the nearby Sorbonne. She published no romances or poetry, but included works of the Greek fathers. She managed a book shop and four or five presses, as well as a hotel which housed family members and at least some of her employees (Beech, 1983 & Broomhall, 2002). She was an associate of Yolande Bonhomme[7], another well-known publisher in Paris. Bonhomme also ran four or five presses. Together, Guillard and Bonhomme were the “foremost women printers of the French Renaissance” (Davidson, 2003).

Guillard knew her market, being close to the Sorbonne, and focused her business toward that market. She was aware of political, religious, and ideological issues of her time, producing work that would keep her from any conflict with anti-Protestants or inquisitors. She was successful enough that she owned several properties in Paris and nearby areas, provided dowries for her nieces, and loaned money to relatives on a regular basis. Despite the evidence that women could, and did, successfully manage printing establishments, these examples were seen as the exception. Beatrice Beech (1983) quotes Guillard’s proofreader Jean Huchier: “ ‘Charlotte Guillard, of a noble spirit beyond that of her sex, offered herself as the tailor, no matter what the sacrifice, and took over the business after the deaths of her husbands’ ” (p. 353). Women were centuries away from being seen as even remotely equal to men in competence regarding business matters.

As Europeans migrated westward across the Atlantic Ocean and established colonies, printing soon followed. The first printing in the new world took place in Mexico City under Spanish colonization. Bishop Juan du Zumárraga hired Juan Cromberger, an established printer in Seville, to set up a printing house in order to produce materials to aid in converting the native people to Catholicism, therefore, much of the printing done in the Spanish colonies was religious material. Cromberger sent Giovanni Paoli, later known as Juan Pablos, to Mexico in 1539 to open a print shop in Cromberger’s name. Pablos brought three people with him: his wife Gerónima Gutierres[8]; Gil Barbero, a pressman; and a slave called Pedro. According to the contract between Cromberger and Pablos, Pablos was to produce an astounding 3000 pages per day, and Gutierres was “responsible for managing and serving the shop in every necessary detail” (Thompson, 1970, p. 35). Gutierres would necessarily have been an integral part of the actual printing to reach this quota since there were only four of them working in the shop. Although her name appears on no imprints, she helped to produce several important titles during her lifetime.

Another female printer in Mexico also proved to be indispensible to her husband’s printing business. While many women took over after the death of a husband, some also filled in during a husband’s imprisonment. Such was the case for Maria de Sansoric, wife of Pedro Ocharte, the successor to Juan Pablos. Sansoric kept Ocharte’s business running for six years while he was imprisoned under the Spanish Inquisition (Woodbridge & Thompson, 1976). It is doubtful Ocharte would have had a business to return to had Sansoric not managed it in his absence.

Those involved in the printing business in Mexico City also seemed to form a network in both their work and family life. Ocharte had first been married to Pablos’s daughter, Maria de Figueroa, but she died less than ten years after their marriage. Antonio de Espinosa, one of Pablos’s former employees, embarked on his own business; when he died, the business was bequeathed to his daughter María de Espinosa. She rented some of the equipment to Pedro Balli, another printer. When he died in 1601, the equipment went back to María de Espinosa, but Balli’s widow, Caterina de Valle, continued operating his business on what remained of his own equipment for two years before she sold the entire business to María de Espinosa. By that time, Espinosa was married to another printer, Diego López Dávalos. Despite her marital status, she continued her activities in the printing business as she acquired the equipment used by other printers in Mexico City, including the Ocharte family (Woodbridge & Thompson, 1976). María de Espinosa not only stepped in when her father died, she continued growing the business even after her marriage. This differs from the pattern of many printing widows who only took over until remarriage to another printer or until a son came of age. A similar situation occurred with the most important family of printers in seventeenth century Mexico, the Calderón family. The head of the family, Bernardo, was married to Doña Paula de Benavides, who remained active in the business for many years after her husband’s death. Woodbridge and Thompson (1976) describe her as having “served the Mexican printing industry well for a half century” (p. 29). Not every widow stepped down gracefully and surrendered her position in the printing business.

Yet another example of business acumen is Juana Martínez Batres, widow of Sebastian de Arévalo, a Guatemalan printer. Batres ran the print shop from 1775-1800. She expanded the business by purchasing three additional presses from Europe, on which she printed various materials such as children’s readers, almanacs, and religious books (Woodbridge & Thompson, 1976, p. 85). Adding presses would require adding employees, which increased Batres’s responsibilities as employer. The printing of children’s readers suggests an existence of education (whether organized or at home), or at least some form of reading activity which would lead to increased literacy.

Despite the familial link many women needed in order to enter the printing industry, such was not the case in the Spanish colony of Peru. Printing came to Peru in 1584, and by the seventeenth century a guild had been established for printers. Women could open print shops in Peru on their own, although most did not belong to the printers’ guild (Woodbridge & Thompson, 1976, p. 47). This scenario, combined with the examples of women who continued as competent business owners and printers, suggest a somewhat different viewpoint of women, or by women, in the Spanish colonies. While the subject literature (in English) on this geographic area is limited, there does not appear to be the same level of social constraint in the Spanish American colonies regarding gender roles, at least for printing.

The situation was somewhat different in the geographic region to the north. Women in the British colonies were trained in professions such as printing in order to be of assistance to their husbands, and, if need be, to stand in their place in order to help their family survive in the event of a husband’s absence due to illness or death. Most women printers in the English colonies came into printing through marriage and widowhood. While some only stood in for a male family member, many women successfully managed printing establishments for years.

The earliest printing in the original 13 colonies was brought about by Elizabeth (Harris) Glover. Upon the death of her husband, Jose Glover, she continued his plans to open a press in the Massachusetts Bay Colony, with Stephen Daye as the manager. Thus began the Cambridge Press in 1639. The Whole Book of Psalmes, now known as “The Bay Psalm Book,” was an early imprint of this press and showed the lack of experience or skill of the printer with its uneven spacing and unjustified lines (Hudak, 1978). However, it is proof of the industrious nature of Elizabeth Glover, who did not inherit her husband’s business, but took his plans and set it up herself. It also became a well known and frequently used book, and, with few copies existing today, is considered highly valuable. While she did not actually print anything herself, she acted as owner and publisher of the first press in the English colonies. Surprisingly, she had received permission from the local authorities to open her press. This is unusual considering that women usually had to inherit an existing business. Perhaps the altogether lack of any other printing establishments led to leniency in this case.

Ann (Smith) Franklin is another example of an American colonial woman’s success. Her husband James (brother of Benjamin Franklin) died in 1735. She took over until her son, James Jr., returned in 1748. In the first year after her husband’s death, Ann Franklin petitioned to become Rhode Island’s colony printer. She made extra copies of the colony’s charter, acts, and laws from 1744-1745 to sell in her shop. She was allowed to do this only if she used her own paper. Franklin printed books of sermons, ballads, and verses. She also printed almanacs for a few years, some written by her under the name “Poor Robin.” After 1741 she stopped producing her own almanac and instead sold “Poor Richard’s Almanac,” by her brother-in-law Benjamin Franklin. To assist her in the print shop, Ann Franklin had one slave, and two of her daughters worked as compositors. After the death of her son James Jr. in 1762, she again took on the management of the press, printing in her own name without using the designation of “widow” until her death the following year. While she may have seen herself only as a stand-in at first, she established her own identity as a printer (Ford, 1995).

The colonies, both Spanish and English, seemed to have a more open view on what was acceptable behavior for women. Perhaps the very nature of colonial life allowed this; survival was a priority. For women who became widows at a young age, with possibly several small children and separated from family members who remained in Europe, providing for their families and gaining some measure of self-sufficiency became a foremost concern.

The many examples of women’s contributions to book production demonstrate the importance and significance of their roles, whether as scribe in a monastery or as resourceful colonialist struggling to survive. Their part in preserving the historical and cultural record of written and printed documents deserves recognition. That they accomplished such a task while often forbidden to do so by social, religious, or legal constraints only adds to the value of their work. Throughout the Middle Ages and the colonial period, the work of scribes and printers who happened to be female seems to have had an effect on literacy for themselves and, at times, for others who benefitted from their work. To ignore their role in the history of the book would indeed be regrettable.

References

Beach, A.I. (2004). Women as scribes: Book production and monastic reform in twelfth-century Bavaria. New York, NY: Cambridge University Press.

Beech, B. (1983, Autumn). Charlotte Guillard: A sixteenth-century business woman. Renaissance Quarterly, 36(3), 345-367. Retrieved from http://www.jstor.org/stable/2862159

Benedict, K. M. (2004). Empowering collaborations: Writing partnerships between religious women and scribes in the Middle Ages. New York, NY: Routledge.

Broomhall, S. (2002). Women and the book trade in sixteenth-century France. Burlington, VT: Ashgate Publishing.

Cyrus, C.J. (2009). The scribes for women’s convents in late medieval Germany. Buffalo, NY: University of Toronto Press.

Davidson, R. (2003). Unseen hands: Women printers, binders, and book designers [exhibit]. Princeton University Library, Graphic Arts Collection. Retrieved from http://www.libweb2.princeton.edu/rbsc2/ga/unseenhands/index.html

Ford, M.L. (1995). Types and gender: Ann Franklin, colonial printer. In S. Albertine (Ed.) A living of words: American women in print culture. Knoxville, TN: University of Tennessee Press.

Hudak, L.M. (1978). Early American women printers and publishers 1639-1820. Metuchen, NJ: Scarecrow Press.

Johnson, J.G. (1988). The book in the Americas: The role of books and printing in the development of culture and society in colonial Latin America. Providence, RI: The John Carter Brown Library.

Laidlaw, J.C. (1987, January). Christine de Pizan: A publisher’s progress. The Modern Language Review, 82(1), 35-75. Retrieved from http://www.jstor.org/stable/3729913

Lerman, K. (1995). The life and works of Hildegard von Bingen (1098-1179). Retrieved from http://www.fordham.edu/halsall/med/hildegarde.asp

Lowe, K. (1997). Women’s work at the Benedictine convent of Le Murate in Florence: Suora Battista Carducci’s Roman missal of 1509. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp. 133-146). Buffalo, NY: University of Toronto Press.

McGuire, T. (1997). Two twelfth-century women and their books. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp.97-105). Buffalo, NY: University of Toronto Press.

Neel, C. (1989, Winter). The origins of the beguines. Signs, 14(2), 321-341. Retrieved from http://www.jstor.org/stable/3174553

Ockerbloom, M.M. (Ed.). (2012). A celebration of women writers: Christine de Pizan, c.1365-c.1430. Retrieved from http://www.digital.library.upenn.edu/women/pisan/Christine.html

Smith, L. (1997). Scriba, femina: Medieval depictions of women writing. In L. Smith & J.H.M. Taylor (Eds.), Women and the book: Assessing the visual evidence (pp. 21-44). Buffalo, NY: University of Toronto Press.

Thompson, L.S. (1970). Essays in Hispanic bibliography. USA: Shoe String Press.

Woodbridge, H.C. & Thompson, L.S. (1976). Printing in colonial Spanish America. Troy, NY: Whitston Publishing.



Notes

[1] Dual-sex communities were more common in Germany in the twelfth century than in the rest of Europe.

[2] The literature suggests the terms “monastery” and “monastics” as all-encompassing when describing these religious communities of the medieval time period and the persons who dwelled there.

[3] Suora Battista Carducci’s Roman missal of 1509 is now housed in Bibliothèque Nationale in Paris.

[4] Pope Leo X was Giovanni de’ Medici, son of Lorenzo de’ Medici.

[5] Anchors and anchoresses were severely cloistered, similar to solitary confinement, for their lifetime, usually in a room attached to a church.

[6]
These visions are now thought to be hallucinations from severe migraines, based on her own description of symptoms and current medical knowledge.

[7] Yolande Bonhomme was the widow of Thielman Kerver and the daughter of the great printer Pasquier Bonhomme.

[8] Gerónima Gutierres was also known by the surname Nuñez.

Wednesday, August 1, 2012

Friday, July 20, 2012

Annexed

Thanks to a recommendation by a classmate, I've picked up another piece of Holocaust Literature: Annexed: A Novel by Sharon Dogar.

From Houghton Mifflin:

"Everyone knows about Anne Frank and her life hidden in the secret annex – but what about the boy who was also trapped there with her?
In this powerful and gripping novel, Sharon Dogar explores what this might have been like from Peter’s point of view. What was it like to be forced into hiding with Anne Frank, first to hate her and then to find yourself falling in love with her? Especially with your parents and her parents all watching almost everything you do together. To know you’re being written about in Anne’s diary, day after day? What’s it like to start questioning your religion, wondering why simply being Jewish inspires such hatred and persecution? Or to just sit and wait and watch while others die, and wish you were fighting.

As Peter and Anne become closer and closer in their confined quarters, how can they make sense of what they see happening around them?

Anne’s diary ends on August 4, 1944, but Peter’s story takes us on, beyond their betrayal and into the Nazi death camps. He details with accuracy, clarity and compassion the reality of day to day survival in Auschwitz – and ultimately the horrific fates of the Annex’s occupants
A bookish except:
August 26, 1942 -- Peter Discovers the Joys of Reading 
"I'm in the attic. The sun shines and I sit in it and read. The book makes time change. Stops it hanging. Somewhere I can hear the breeze in the tree behind me. I can feel the sun on my back and the pages turn and I forget. There are only the people on the page and what will happen next. What will happen to the people in the book, not what will happen to me -- or what might be happening to Liese. I forget everything. I even forget the time -- until I hear Papi behind me." (page 37, 2010 hardcover edition)
Side note: In just a few hours, I'll be heading to Marshall, Michigan to tour Marshall District Library!

Monday, July 16, 2012

Mein Kampf

The American Library Association runs a listserv called ifaction which is short for Intellectual Freedom Action. Recently, via the listserv, Erin Sommerfeld shared an interesting article on Mein Kampf which was originally published in The Chronicle of Higher Education: Defusing Mein Kampf by Paul Hockenos

Other posts I've made about the infamous Mein Kampf by Adolf Hitler:
Mein Kampf: A Case Study
Meeting Mein Kampf

Saturday, June 16, 2012

Note to Self: Defending a Book

While watching this week's lecture, I felt the need to write a note to my (future) self:
When practicing collection development, every book in which you choose to purchase should be able to be defended if a patron so happens to decide to challenge the item. If you can't defend it -- don't purchase it.

Wednesday, June 6, 2012

Read-Alikes: The Hunger Games (Part 2)

Over the past few weeks, I've worked on several more custom Hunger Games Read-Alikes bibliographies for rural libraries in the area. Here are some additional books worth checking out!
(Looking for the first posting? Read-Alikes: The Hunger Games)

The Adoration of Jenna Fox by Mary E. Pearson
(Book 1)
"Who is Jenna Fox? Seventeen-year-old Jenna has been told that is her name. She has just awoken from a coma, they tell her, and she is still recovering from a terrible accident in which she was involved a year ago. But what happened before that? Jenna doesn't remember her life. Or does she? And are the memories really hers? Set in a near future America, it takes readers on an unforgettable journey through questions of bio-medical ethics and the nature of humanity." (Grade 9 & Up)

The Fox Inheritance by Mary E. Pearson
(Book 2)
"Once there were three. Three friends who loved each other—Jenna, Locke, and Kara. And after a terrible accident destroyed their bodies, their three minds were kept alive, spinning in a digital netherworld. Even in that disembodied nightmare, they were still together. At least at first. When Jenna disappeared, Locke and Kara had to go on without her. Decades passed, and then centuries. Two-hundred-and-sixty years later, they have been released at last. Given new, perfect bodies, Locke and Kara awaken to a world they know nothing about, where everyone they once knew and loved is long dead. Everyone except Jenna Fox." (Grade 8 & Up) 

Article 5 by Kristen Simmons
"New York, Los Angeles, and Washington, D.C., have been abandoned. The Bill of Rights has been revoked, and replaced with the Moral Statutes. There are no more police—instead, there are soldiers. There are no more fines for bad behavior—instead, there are arrests, trials, and maybe worse. People who get arrested usually don't come back. Seventeen-year-old Ember Miller is old enough to remember that things weren’t always this way. Living with her rebellious single mother, it’s hard for her to forget that people weren’t always arrested for reading the wrong books or staying out after dark. It’s hard to forget that life in the United States used to be different. Ember has perfected the art of keeping a low profile. She knows how to get the things she needs, like food stamps and hand-me-down clothes, and how to pass the random home inspections by the military. Her life is as close to peaceful as circumstances allow. That is, until her mother is arrested for noncompliance with Article 5 of the Moral Statutes. And one of the arresting officers is none other than Chase Jennings…the only boy Ember has ever loved." (Grade 7 & Up) 

Ashes by Ilsa J. Bick
"An electromagnetic pulse flashes across the sky, destroying every electronic device, wiping out every computerized system, and killing billions…Now desperate to find out what happened after the pulse crushes her to the ground, Alex meets up with Tom—a young soldier—and Ellie, a girl whose grandfather was killed by the EMP. For this improvised family and the others who are spared, it’s now a question of who can be trusted and who is no longer human." (Grade 9 & Up) 

The Bar Code Tattoo by Suzanne Weyn
"Individuality vs. conformity. Identity vs. access. Freedom vs. control. The bar code tattoo.The bar code tattoo. Everybody's getting it. It will make your life easier, they say. It will hook you in. It will become your identity.But what if you say no? What if you don't want to become a code? For Kayla, this one choice changes everything. She becomes an outcast in her high school. Dangerous things start happening to her family. There's no option but to run...for her life." (Grade 6 & Up) 

Blood Red Road by Moira Young
"Saba has spent her whole life in Silverlake, a dried-up wasteland ravaged by constant sandstorms. The Wrecker civilization has long been destroyed, leaving only landfills for Saba and her family to scavenge from. That's fine by her, as long as her beloved twin brother Lugh is around. But when four cloaked horsemen capture Lugh, Saba's world is shattered, and she embarks on a quest to get him back. Suddenly thrown into the lawless, ugly reality of the outside world, Saba discovers she is a fierce fighter, an unbeatable survivor, and a cunning opponent. Teamed up with a handsome daredevil named Jack and a gang of girl revolutionaries called the Free Hawks, Saba’s unrelenting search for Lugh stages a showdown that will change the course of her own civilization." (Grade 7 & Up) 

Candor by Pam Bachorz
"In the model community of Candor, Florida, every teen wants to be like Oscar Banks. The son of the town's founder Oscar...has a secret. He knows that parents bring their teens to Candor to make them respectful, compliant–perfect–through subliminal Messages that carefully correct and control their behavior." (Grade 7 & Up)

The City of Ember by Jeanne DuPru
"The city of Ember was built as a last refuge for the human race. Two hundred years later, the great lamps that light the city are beginning to flicker. When Lina finds part of an ancient message, she’s sure it holds a secret that will save the city. She and her friend Doon must decipher the message before the lights go out on Ember forever! This stunning debut novel offers refreshingly clear writing and fascinating, original characters. In the year 241, twelve-year-old Lina trades jobs on Assignment Day to be a Messenger to run to new places in her decaying but beloved city, perhaps even to glimpse Unknown Regions." (Grade 4 & Up)

The People of Sparks by Jeanne DuPru 
"The People of Sparks picks up where The City of Ember leaves off. Lina and Doon have emerged from the underground city to the exciting new world above, and it isn’t long before they are followed by the other inhabitants of Ember. The Emberites soon come across a town where they are welcomed, fed, and given places to sleep. But the town’s resources are limited and it isn’t long before resentment begins to grow between the two groups. When anonymous acts of vandalism push them toward violence, it’s up to Lina and Doon to discover who’s behind the vandalism and why, before it’s too late." (Grade 4 & Up) 

Dark Inside by Jeyn Roberts
"Since the beginning of mankind, civilizations have fallen: the Romans, the Greeks, the Aztecs…and now us. Huge earthquakes rock the world. Cities are destroyed. But something even more awful is happening: An ancient evil has been unleashed, and it’s turning everyday people into hunters, killers, and crazies. This is the world Mason, Aries, Clementine, and Michael are living in—or rather, trying to survive. Each is fleeing unspeakable horror, from murderous chaos to brutal natural disasters, and each is traveling the same road in a world gone mad. Amid the throes of the apocalypse and clinging to love and meaning wherever it can be found, these four teens are on a journey into the heart of darkness—and to find each other and a place of safety." (Grade 8 & Up)

Divergent by Veronica Roth
(Trilogy: Book 1)
A futuristic coming of age tale that follows sixteen-year old Tris in post-apocalyptic Chicago. "One choice decides your friends; one choice defines your beliefs; one choice determines your loyalties - forever; one choice can transform you." (Grade 9 & Up)

Insurgent by Veronica Roth
(Trilogy: Book 2)
"One choice can transform you—or it can destroy you. But every choice has consequences, and as unrest surges in the factions all around her, Tris Prior must continue trying to save those she loves—and herself—while grappling with haunting questions of grief and forgiveness, identity and loyalty, politics and love... War now looms as conflict between the factions and their ideologies grows. And in times of war, sides must be chosen, secrets will emerge, and choices will become even more irrevocable—and even more powerful." (Grade 9 & Up)

Delirium by Lauren Oliver
(Book 1)
"Ninety-five days, and then I’ll be safe. I wonder whether the procedure will hurt. I want to get it over with. It’s hard to be patient. It’s hard not to be afraid while I’m still uncured, though so far the deliria hasn’t touched me yet. Still, I worry. They say that in the old days, love drove people to madness. The deadliest of all deadly things: It kills you both when you have it and when you don’t." (Grade 9 & Up)

Hana by Lauren Oliver
(Book 2)
"The summer before they're supposed to be cured of the ability to love, best friends Lena and Hana begin to drift apart. While Lena shies away from underground music and parties with boys, Hana jumps at her last chance to experience the forbidden. For her, the summer is full of wild music, dancing—and even her first kiss. But on the surface, Hana must be a model of perfect behavior. She meets her approved match, Fred Hargrove, and glimpses the safe, comfortable life she’ll have with him once they marry. As the date for her cure draws ever closer, Hana desperately misses Lena, wonders how it feels to truly be in love, and is simultaneously terrified of rebelling and of falling into line. In this digital story that will appeal to fans of Delirium and welcome new admirers to its world, readers will come to understand scenes from Delirium through Hana's perspective. Hana is a touching and revealing look at a life-changing and tumultuous summer." (Grade 9 & Up)

Pandemonium by Lauren Oliver
(Book 3)
"I’m pushing aside the memory of my nightmare, pushing aside thoughts of Alex, pushing aside thoughts of Hana and my old school, push, push, push, like Raven taught me to do. The old life is dead. But the old Lena is dead too. I buried her. I left her beyond a fence, behind a wall of smoke and flame." (Grade 9 & Up)

Enclave by Ann Aguirre
"New York City has been decimated by war and plague, and most of civilization has migrated to underground enclaves, where life expectancy is no more than the early 20s. When Deuce turns 15, she takes on her role as a Huntress, and is paired with Fade, a teenage Hunter who lived Topside as a young boy. When she and Fade discover that the neighboring enclave has been decimated by the tunnel monsters—or Freaks—who seem to be growing more organized, the elders refuse to listen to warnings. And when Deuce and Fade are exiled from the enclave, the girl born in darkness must survive in daylight, in the ruins of a city whose population has dwindled to a few dangerous gangs. As the two are guided by Fade’s long-ago memories, they face dangers, and feelings, unlike any they’ve ever known." (Grade 8 & Up) 

Ender’s Shadow by Orson Scott Card
"Welcome to Battleschool. Growing up is never easy. But try living on the mean streets as a child begging for food and fighting like a dog with ruthless gangs of starving kids who wouldn't hesitate to pound your skull into pulp for a scrap of apple. If Bean has learned anything on the streets, it's how to survive. And not with fists. He is way too small for that. But with brains. Bean is a genius with a magician's ability to zero in on his enemy and exploit his weakness. What better quality for a future general to lead the Earth in a final climactic battle against a hostile alien race, known as Buggers. At Battleschool Bean meets and befriends another future commander - Ender Wiggins - perhaps his only true rival. Only one problem: for Bean and Ender, the future is now." (Grade 9 & Up)

Ender in Exile by Orson Scott Card

"After twenty-three years, Orson Scott Card returns to his acclaimed best-selling series with the first true, direct sequel to the classic Ender's Game. In Ender’s Game, the world’s most gifted children were taken from their families and sent to an elite training school. At Battle School, they learned combat, strategy, and secret intelligence to fight a dangerous war on behalf of those left on Earth. But they also learned some important and less definable lessons about life. After the life-changing events of those years, these children—now teenagers—must leave the school and readapt to life in the outside world." (Grade 9 & Up)

Epic by Connor Kostick
"Generations ago, violence was banned on New Earth. Society is governed and conflicts are resolved in the arena of a fantasy computer game, Epic. Everyone plays. If you win, you have the chance to go to university, get more supplies for your community, and fulfill your dreams; if you lose, your life both in and out of the game is worth nothing.When Erik, seeking revenge for the unjust treatment of his parents, dares to subvert the rules of Epic, he and his friends find themselves up against with the ultimate masters of the game: the Committee. If Erik and his friends win, they may have the key to destroying Epic’s tyranny over New Earth. But if they lose..." (Grade 8 & Up)

Exodus by Julie Bertagna
"Less than a hundred years from now, the world as we know it no longer exists. Cities have disappeared beneath the sea, technology no longer functions, and human civilization has reverted to a much more primitive state. On an isolated northern island, the people of Wing are trying to hold onto their way of life—even as the sea continues to claim precious acres and threatens to claim their very lives. Only fifteen-year-old Mara has the vision and the will to lead her people in search of a new beginning in this harsh, unfamiliar world." (Grade 9 & Up)

Feed by M.T. Anderson
"So says Titus, a teenager whose ability to read, write, and even think for himself has been almost completely obliterated by his "feed," a transmitter implanted directly into his brain. Feeds are a crucial part of life for Titus and his friends. After all, how else would they know where to party on the moon, how to get bargains at Weatherbee & Crotch, or how to accessorize the mysterious lesions everyone's been getting? But then Titus meets Violet, a girl who cares about what's happening to the world and challenges everything Titus and his friends hold dear. A girl who decides to fight the feed.
In a future where most people have computer implants in their heads to control their environment, a boy meets an unusual girl who is in serious trouble." (Grade 8 & Up)

Graceling by Kristin Cashore
"Katsa has been able to kill a man with her bare hands since she was eight—she’s a Graceling, one of the rare people in her land born with an extreme skill. As niece of the king, she should be able to live a life of privilege, but Graced as she is with killing, she is forced to work as the king’s thug." (Grade 9 & Up)

Fire by Kristin Cashore
"She is the last of her kind... It is not a peaceful time in the Dells. In King City, the young King Nash is clinging to the throne, while rebel lords in the north and south build armies to unseat him. War is coming. And the mountains and forest are filled with spies and thieves. This is where Fire lives, a girl whose beauty is impossibly irresistible and who can control the minds of everyone around her." (Grade 9 & Up)

Bitterblue by Kristin Cashore
"Eight years after Graceling, Bitterblue is now queen of Monsea. But the influence of her father, a violent psychopath with mind-altering abilities, lives on. Her advisors, who have run things since Leck died, believe in a forward-thinking plan: Pardon all who committed terrible acts under Leck's reign, and forget anything bad ever happened. But when Bitterblue begins sneaking outside the castle--disguised and alone--to walk the streets of her own city, she starts realizing that the kingdom has been under the thirty-five-year spell of a madman, and the only way to move forward is to revisit the past. Two thieves, who only steal what has already been stolen, change her life forever. They hold a key to the truth of Leck's reign. And one of them, with an extreme skill called a Grace that he hasn't yet identified, holds a key to her heart." (Grade 8 & Up) 

The Forest of Hands and Teeth by Carrie Ryan
(Trilogy: Book 1)
"In Mary's world there are simple truths. The Sisterhood always knows best. The Guardians will protect and serve. The Unconsecrated will never relent. And you must always mind the fence that surrounds the village; the fence that protects the village from the Forest of Hands and Teeth. But, slowly, Mary’s truths are failing her... Could there be life outside a world surrounded in so much death?" (Grade 9 & Up)

The Dead-Tossed Waves by Carrie Ryan 

(Trilogy: Book 2)
"Gabry lives a quiet life, secure in her town next to the sea and behind the Barrier. She's content to let her friends dream of the Dark City up the coast--home is all she's ever known and all she needs for happiness. But life after the Return is never safe. Gabry's mother thought she left her secrets behind in the Forest of Hands and Teeth, but like the dead in their world, secrets don't stay buried. And now, Gabry's world is crumbling." (Grade 9 & Up)

The Dark and Hollow Places by Carrie Ryan
(Trilogy: Book 3)
"There are many things that Annah would like to forget...but most of all, Annah would like to forget the morning Elias left her for the Recruiters. Annah's world stopped that day and she's been waiting for him to come home ever since. Without him, her life doesn't feel much different from that of the dead that roam the wasted city around her. Then she meets Catcher and everything feels alive again. Except, Catcher has his own secrets -- dark, terrifying truths that link him to a past Annah's longed to forget, and to a future too deadly to consider. And now it's up to Annah -- can she continue to live in a world drenched in the blood of the living? Or is death the only escape from the Return's destruction?" (Grade 9 & Up)

The House of Scorpion by Nancy Farmer 
"Matteo Alacrán was not born; he was harvested. His DNA came from El Patrón, lord of a country called Opium--a strip of poppy fields lying between the United States and what was once called Mexico. Matt's first cell split and divided inside a petri dish. Then he was placed in the womb of a cow, where he continued the miraculous journey from embryo to fetus to baby...As Matt struggles to understand his existence, he is threatened by a sinister cast of characters, including El Patrón's power-hungry family, and he is surrounded by a dangerous army of bodyguards. Escape is the only chance Matt has to survive..." (Grade 7 & Up) 

The Inferior by Peadar O'Guilin
"Stopmouth and his family know of no other life than the daily battle to survive. To live, they must hunt rival species, or negotiate flesh-trade with those who crave meat of the freshest human kind. It is a savage, desperate existence. And for Stopmouth, considered slowwitted hunt-fodder by his tribe, the future looks especially bleak. But then, on the day he is callously betrayed by his brother, a strange and beautiful woman falls from the sky. It is a moment that will change his destiny, and that of all humanity, forever." (Grade 8 & Up)

The Knife of Letting Go by Patrick Ness
(Trilogy: Book 1)
"Todd Hewitt is the only boy in a town of men. Ever since the settlers were infected with the Noise germ, Todd can hear everything the men think, and they hear everything he thinks. Todd is just a month away from becoming a man, but in the midst of the cacophony, he knows that the town is hiding something from him — something so awful..." (Grade 9 & Up)

The Ask and Answer by Patrick Ness
(Trilogy: Book 2)
"..Todd and Viola did not find healing and hope in Haven. They found instead their worst enemy, Mayor Prentiss, waiting to welcome them to New Prentisstown. There they are forced into separate lives: Todd to prison, and Viola to a house of healing where her wounds are treated. Soon Viola is swept into the ruthless activities of the Answer, aimed at overthrowing the tyrannical government. Todd, meanwhile, faces impossible choices when forced to join the mayor’s oppressive new regime." (Grade 9 & Up)

Monsters of Men by Patrick Ness
(Trilogy: Book 3)
"As a world-ending war surges around them, Todd and Viola face monstrous decisions. The indigenous Spackle, thinking and acting as one, have mobilized to avenge their murdered people. Ruthless human leaders prepare to defend their factions at all costs, even as a convoy of new settlers approaches. And as the ceaseless Noise lays all thoughts bare, the projected will of the few threatens to overwhelm the desperate desire of the many. The consequences of each action, each word, are unspeakably vast: To follow a tyrant or a terrorist?" (Grade 9 & Up)

Legend by Marie Wu
"What was once the western United States is now home to the Republic, a nation perpetually at war with its neighbors. Born into an elite family in one of the Republic's wealthiest districts, fifteen-year-old June is a prodigy being groomed for success in the Republic's highest military circles. Born into the slums, fifteen-year-old Day is the country's most wanted criminal. But his motives may not be as malicious as they seem. From very different worlds, June and Day have no reason to cross paths—until the day June's brother, Metias, is murdered and Day becomes the prime suspect. Caught in the ultimate game of cat and mouse, Day is in a race for his family's survival, while June seeks to avenge Metias's death. But in a shocking turn of events, the two uncover the truth of what has really brought them together, and the sinister lengths their country will go to keep its secrets." (Grade 8 & Up)

Life As We Knew It by Susan Beth Pfeffer
(Trilogy: Book 1)
"I guess I always felt even if the world came to an end, McDonald’s still would be open. High school sophomore Miranda’s disbelief turns to fear in a split second when an asteroid knocks the moon closer to Earth, the way “one marble hits another.” The result is catastrophic. How can her family prepare for the future when worldwide tsunamis are wiping out the coasts, earthquakes are rocking the continents, and volcanic ash is blocking out the sun? As August turns dark and wintry in northeastern Pennsylvania, Miranda, her two brothers, and their mother retreat to the unexpected safe haven of their sunroom, where they subsist on stockpiled food and limited water in the warmth of a wood-burning stove." (Grade 6 & Up)

The Dead and the Gone by Susan Beth Pfeffer
(Trilogy: Book 2)
"...this harrowing companion novel examines the same events as they unfold in New York City, revealed through the eyes of seventeen-year-old Puerto Rican Alex Morales. When Alex's parents disappear in the aftermath of tidal waves, he must care for his two younger sisters, even as Manhattan becomes a deadly wasteland, and food and aid dwindle. With haunting themes of family, faith, personal change, and courage, this powerful novel explores how a young man takes on unimaginable responsibilities." (Grade 7 & Up)

The World We Live In by Susan Beth Pfeffer
(Trilogy: Book 3)
"It’s been a year since a meteor collided with the moon, catastrophically altering the earth’s climate. For Miranda Evans, life as she knew it no longer exists. Her friends and neighbors are dead, the landscape is frozen, and food is increasingly scarce. The struggle to survive intensifies when Miranda’s father and stepmother arrive with a baby and three strangers in tow. One of the newcomers is Alex Morales, and as Miranda’s complicated feelings for him turn to love, his plans for his future thwart their relationship. Then a devastating tornado hits the town of Howell, and Miranda makes a decision that will change their lives forever." (Grade 7 & Up)

Lockdown: Escape from Furnace 1 by Alexander Gordon Smith
(Book 1)
"Furnace Penitentiary: the world’s most secure prison for young offenders, buried a mile beneath the earth’s surface. Convicted of a murder he didn’t commit, sentenced to life without parole, “new fish” Alex Sawyer knows he has two choices: find a way out, or resign himself to a death behind bars, in the darkness at the bottom of the world. Except in Furnace, death is the least of his worries. Soon Alex discovers that the prison is a place of pure evil, where inhuman creatures in gas masks stalk the corridors at night, where giants in black suits drag screaming inmates into the shadows, where deformed beasts can be heard howling from the blood-drenched tunnels below. And behind everything is the mysterious, all-powerful warden, a man as cruel and dangerous as the devil himself, whose unthinkable acts have consequences that stretch far beyond the walls of the prison. Together with a bunch of inmates—some innocent kids who have been framed, others cold-blooded killers—Alex plans an escape. But as he starts to uncover the truth about Furnace’s deeper, darker purpose, Alex’s actions grow ever more dangerous, and he must risk everything to expose this nightmare that’s hidden from the eyes of the world." (Grade 9 & Up) 

Solitary: Escape from Furnace 2 by Alexander Gordon Smith
(Book 2)
"Alex tried to escape. He had a perfect plan. He was almost free. Even felt the cool, clean air on his face. Then the dogs came. Now he’s locked in a place so gruesome—so hellish—that escape doesn’t even matter. He just wants to survive." (Grade 9 & Up) 

Death Sentence: Escape from Furnace 3 by Alexander Gordon Smith
(Book 3)
"Alex’s second attempt to break out of Furnace Penitentiary failed. This time, his punishment will be much worse than before. Because in the hidden, bloodstained laboratories beneath the prison, he will be made into a monster. As the warden pumps something evil into his veins—a sinisterly dark nectar—Alex becomes what he most fears . . . a superhuman minion of Furnace. How can he escape when the darkness is inside him? How can he lead the way to freedom if he is lost to himself?" (Grade 9 & Up)

Fugitives: Escape from Furnace 4 by Alexander Gordon Smith
(Book 4)
"Forever altered by his experience in Furnace Penetentiary, Alex has done the impossible and escaped. But the battle for freedom is only just beginning. Charged with his superhuman abilities, Alex must uncover the last of Furnace’s secrets—the truth about the man who built the prison, the man known as Alfred Furnace. And to do that he must stop running and finally confront his greatest fears." (Grade 9 & Up)

Matched by Ally Condie
"Cassia has always trusted the Society to make the right choices for her: what to read, what to watch, what to believe. So when Xander's face appears on-screen at her Matching ceremony, Cassia knows he is her ideal mate...until she sees Ky Markham's face flash for an instant before the screen fades to black. The Society tells her it's a glitch, a rare malfunction, and that she should focus on the happy life she's destined to lead with Xander. But Cassia can't stop thinking about Ky, and as they slowly fall in love, Cassia begins to doubt the Society's infallibility and is faced with an impossible choice: between Xander and Ky, between the only life she's known and a path that no one else has dared to follow." (Grade 7 & Up)

Crossed by Ally Condie 
"Separated by the dictatorial Society that rules them, Cassia has been searching for Ky while suffering the harsh conditions of labor camps far from home. About to be sent to the Society’s biggest city for her permanent work assignment, Cassia instead grabs an opportunity to reach the war-torn Outer Provinces, where she finally gets a lead in tracking Ky..." (Grade 7 & Up) 

The Scorpio Races by Maggie Stiefvater
"Some race to win. Others race to survive. It happens at the start of every November: the Scorpio Races. Riders attempt to keep hold of their water horses long enough to make it to the finish line. Some riders live. Others die. At age nineteen, Sean Kendrick is the returning champion. He is a young man of few words, and if he has any fears, he keeps them buried deep, where no one else can see them. Puck Connolly is different. She never meant to ride in the Scorpio Races. But fate hasn't given her much of a choice. So she enters the competition - the first girl ever to do so. She is in no way prepared for what is going to happen. As she did in her bestselling Shiver trilogy, author Maggie Stiefvater takes us to the breaking point, where both love and life meet their greatest obstacles, and only the strong of heart can survive." (Grade 8 & Up) 
 
Ship Breakers by Paolo Bacigalupi
"In America's Gulf Coast region, where grounded oil tankers are being broken down for parts, Nailer, a teenage boy, works the light crew, scavenging for copper wiring just to make quota—and hopefully live to see another day. But when, by luck or chance, he discovers an exquisite clipper ship beached during a recent hurricane, Nailer faces the most important decision of his life: Strip the ship for all it's worth or rescue its lone survivor, a beautiful and wealthy girl who could lead him to a better life..." (Grade 7 & Up) 

Uglies by Scott Westerfeld
(Book 1)
"Tally’s adventures begin in Uglies, where she learns the truth about what life as a Pretty really means. She rebels against the surgery that will make her a Pretty, but ultimately succumbs. In Pretties, Tally has forgotten all about her Ugly life, and when she’s reminded, she has a hard time listening. And what little’s left of the old Tally is further compromised in Specials, because Tally has been transformed into a fierce fighting machine. But when she’s offered a chance to forever improve civilization, will she be able to overcome her brainwashing? The answer is evident years later in Extras, after the Pretty regime has ended. Boundless human creativity, new technologies, and old dangers have been unleashed upon the world. But fame and popularity can be just as dangerous as extreme beauty..." (Grade 6 & Up)

Pretties by Scott Westerfeld
(Book 2)
"In Tally's world, your 16th birthday brings an operation that turns you from a repellant Ugly into a stunningly attractive Pretty, and catapults you into a high-tech paradise where your only job is having a really good time. Just before her birthday, Tally discovered that turning Pretty comes with a terrible price. She vowed to accept the operation, but with the understanding that her friends on the outside would rescue her, and let her be the guinea pig for the experimental and highly dangerous cure they're developing. But in the second book of the Uglies series, Tally's Pretty. And everything's changed. The new, Pretty Tally is totally happy right where she is. She doesn't think she needs any kind of cure at all. When someone from her Ugly life shows up with a message, Tally has a hard time listening. Did she really promise to give all this up? Is she bound by a promise she made when she was a different person? If there is anything left of the old Tally, how will she fight her way out to keep her word and help her friends?" (Grade 8 & Up)

Specials by Scott Westerfeld
(Book 3)
"The words have sent chills down Tally's spine since her days as a repellent, rebellious ugly. Back then Specials were a sinister rumor -- frighteningly beautiful, dangerously strong, breathtakingly fast. Ordinary pretties might live their whole lives without meeting a Special. But Tally's never been ordinary. And now she's been turned into one of them: a superamped fighting machine, engineered to keep the uglies down and the pretties stupid. The strength, the speed, and the clarity and focus of her thinking feel better than anything Tally can remember. Most of the time. One tiny corner of her heart still remembers something more. Still, it's easy to tune that out -- until Tally's offered a chance to stamp out the rebels of the New Smoke permanently. It all comes down to one last choice: listen to that tiny, faint heartbeat, or carry out the mission she's programmed to complete. Either way, Tally's world will never be the same." (Grade 8 & Up)

Extras by Scott Westerfeld
(Book 4)
"Extras, the final book in the Uglies series, is set a couple of years after the “mind-rain,” a few earth-shattering months in which the whole world woke up. The cure has spread from city to city, and the pretty regime that kept humanity in a state of bubbleheadedness has ended. Boundless human creativity, new technologies, and old dangers have been unleashed upon the world. Culture is splintering, the cities becoming radically different from each other as each makes its own way into this strange and unpredictable future...One of the features of the new world is that everyone has a "feed," which is basically their own blog/myspace/tv channel. The ratings of your feed (combined with how much the city interface overhears people talking about you) determines your social status--so everyone knows at all times how famous they are." (Grade 7 & Up)

Unwind by Neal Shusterman
"Connor, Risa, and Lev are running for their lives. The Second Civil War was fought over reproductive rights. The chilling resolution: Life is inviolable from the moment of conception until age thirteen. Between the ages of thirteen and eighteen, however, parents can have their child "unwound," whereby all of the child's organs are transplanted into different donors, so life doesn't technically end. Connor is too difficult for his parents to control. Risa, a ward of the state is not enough to be kept alive. And Lev is a tithe, a child conceived and raised to be unwound. Together, they may have a chance to escape—and to survive." (Grade 9 & Up)

Variant by Robison Wells
"Benson Fisher thought that a scholarship to Maxfield Academy would be the ticket out of his dead-end life. He was wrong. Now he's trapped in a school that's surrounded by a razor-wire fence. A school where video cameras monitor his every move. Where there are no adults. Where the kids have split into groups in order to survive. Where breaking the rules equals death. But when Benson stumbles upon the school's real secret, he realizes that playing by the rules could spell a fate worse than death, and that escape—his only real hope for survival—may be impossible." (Grade 8 & Up)