Media specialists strive to provide a variety of quality reading materials for children. With so many new books published each year and with tight budgets, it is important to understand the range in quality and genres of children's literature available. The children's literature lessons are divided into three parts. In the second part, you will learn:
1. Children and Books by Sutherland, p. 227-253 (Fantasy);p. 253-256 and Viewpoint on p. 256 (Science Fiction); p. 271-274 (Poetry); p. 302-306 (Using Poetry with Children) p. 317-319 and Viewpoint on p. 345 (Modern Fiction); p. 383-384 and Viewpoint on p. 386 (Historical Fiction); p. 420-427 (Biography). [028.5 SUT] AIMC Collection2. Children's Literature, Briefly by Jacobs and Tunnell, 3rd ed., p. 66-69 (Categories of Children's Literature); p. 72-86 (Traditional Fantasy ); p. 88-99 (Modern Fantasy); p. 146-171 (Informational Books); p. 174-192 (Picture Books). [028.5 JAC] AIMC Collection (Also in Module 4, Lesson1)3. What's New in Children's Literature and How to Use it in your Program 2000+, Dr. Peggy Sharp. Skim the Book. [At the School] or[011.62 SHA ] AIMC Collection
It is suggested that you peruse the Sutherland and Jacobs & Tunnell texts more fully than the required readings. Also, the more children's literature you read, the more knowledgeable and comfortable you'll be in your role as literary advisor to students and teachers and in your role as book purchaser for your media center.
The vast array of children's literature formats should be considered according to format (picture books, chapter books, illustrated books) as well as topics or issues (death, race, family matters, friendship, etc.). The most common method of studying children's literature, however, is according to genre. Grouping books together because they have similar content allows us to discuss the available literature in an organized manner. Being aware of the different genres helps media specialists provide a variety of literature for students and teachers as well as providing cultural literacy to students.
The different genres vary somewhat depending upon the text you read. Genre can be placed into the following groups:
Folk tales, tall tales, fables, myths, epics, ballads, legends, and religious stories are all considered part of traditional fantasy. As such, they are not judged in the same way as modern writings. The plot and character development are sparse. Children benefit from being exposed to these old tales because it gives them a common ground for communication, a chance to suspend disbelief, and an ability to hope and dream. While the violence may concern some critics, most tales involve the punishment of evil but with no detailed descriptions of violent acts. The frightening characters are far removed from everyday life. Overall, traditional fantasy sends the message of hope as the characters triumph over evil in spite of the bleak outlook at the beginning of the story. Some examples of traditional fantasy include Cinderella, Pecos Bill, and Mufaro's Beautiful Daughters.
Fairy tales make up a large part of the elementary media center collection. Depending on the need, you may want to have enough for an entire class to check out different tales. Choose tales from different countries to fit a variety of moods. It is a good idea to have collections of tales with good indexes to help teachers locate a particular tale. For the students, single-tale books work best. Continuations and rewrites of old favorites, such as The True Story of the Three Little Pigs, are popular with older students and provide opportunities to teach writing techniques.
Fables, myths, and epics are part of our literary heritage. Children may not appreciate the didacticism of fables, but they can be made to see the universal morals they illustrate. Provide fables from different countries in collections as well as single-fable editions. Myths may be a significant part of your collection depending on the curriculum. While students may enjoy myths much as they would fairy tales, myths give them a chance to understand why the people created them and to explore the culture of those people. Epics may also be part of the curriculum. They allow students a chance for in-depth study of characterization and symbolism and are strongly national in nature.
Fantasy allows children to live in an imaginary world where anything is possible. It cannot be successful, however, unless it is grounded in logic. The author must provide strong characters and explain the fantastical world in great detail so the reader is willing to suspend disbelief and believe in the magic. Perhaps it is being pulled into a magical world that opens modern fantasy up to controversy. Usually, the controversy concerns a small facet of the story. The best fantasy books cast light on the realities of life by allowing the reader to contemplate realistic dilemmas within the realm of a magical world. Many classic children's stories are fantasy. Other popular modern fantasy includes Charlotte's Web, Tuck Everlasting, Matilda, The Borrowers, and the recent and very popular Harry Potter books. The popularity of modern fantasy is tremendous with students demanding sequel after sequel from their favorite authors.
Science fiction is a type of modern fantasy. The magic of science fiction is the exploration of scientific fact. It can pose ethical questions about current scientific trends and predictions. Perhaps because it is written for children, their science fiction is often less bleak than that written for adults. Instead, science fiction for children focuses on the adventure of exploring the unknown and the wonder of discovering new worlds and peoples.
Contemporary realistic fiction is the most popular of all genres of children's literature. These novels present a problem to be examined that could be from anybody's life. They concern family situations, peer relationships, growth and maturity, and acceptance of cultural differences. In general, as the age of the reader increases, the focus of the story can broaden from home life to address problems they may face. Books for teenagers often address taboo subjects such as premarital sex, pregnancy, and child abuse. In spite of dealing with everyday problems, realistic fiction does not have to be serious or controversial. Children need to read modern fiction because it gives them a sense of not being alone, a sense that someone else is going through the same thing.
Since modern fiction deals with problems, it is especially important to avoid books that are melodramatic or that have formulaic plots and loose story lines. Be sure to include books with strong female characters. When choosing multicultural titles, consider the portrayal of the characters as real people rather than stereotypes, even if it is a flattering stereotype. Be careful about recommending titles that deal with a specific problem to a student because you think it will help. A student may be better served by a book about a different topic altogether. It is best to stick to recommending books for their moving, engaging stories rather than their therapeutic values.
While historical fiction is typically reserved for use with older students, it can be used quite successfully with younger ones. It can be used to supplement the textbook and to bring history alive. An historical novel takes the readers back to a particular time period where they learn about the everyday life of a person. It is very important that these novels be factual. With younger students, the author should provide all of the background knowledge about the time period because those students do not have a knowledge base upon which to draw. The novels should also be simple and focus on one to three people and one event. For older elementary students, historical fiction is usually set in our own country and stresses courage and problem solving. As students mature, the novels can be more complicated in covering social movements.
Information books are found in the non-fiction section. They cover every conceivable topic that would be appropriate for an elementary media center (and then some!). At their best, they strike a balance between the need for information and the art of storytelling. These books should stir the reader's interest in the subject and contain current and accurate information. Evaluation should be based on the accuracy of the information as well as the presentation of that information. The material should be organized in a logical manner and should be limited in scope for the intended audience. The format needs to be appropriate for the intended audience as well. Illustrations should enhance the text. Look at the author's credentials to determine if this is an expert view on the topic. The author also needs to present the material responsibly. For example, science experiments should include safety information as well as follow the scientific method.
Biographies are a type of informational book. They can be about scientists and inventors, political leaders, entertainers (in music, art, and literature), sports personalities, explorers and frontiersmen, humanitarians, people who overcome tremendous odds, villains, and ordinary people. Books about people can be categorized as fictionalized biography or biographical fiction. In fictionalized biography the facts are documented and few liberties are taken. Biographical fiction, on the other hand, uses an historical figure as the basis for a semi-historical story. With either type, the author should provide bibliographical references and treat the person as a whole with strengths and weaknesses. Biographies should be authentic to the historical period with the subject's rather than the author's views coming through the words. When purchasing biographies, be aware of the differences in quality among titles in the same series. Whenever possible, review individual titles rather than series.
Your collection will not be complete without poetry books. Most small children love nursery rhymes, jingles, and songs, yet many adults have an aversion to poetry. In numerous studies, children have indicated that they like poetry that rhymes, tells a story, or is funny. They do not like to memorize, find hidden meanings, or recite poems. Guard against future generations losing interest in the lyrical language of poetry by reading poems aloud with them. Poetry is meant to be heard.
Select both anthologies (collections of poetry often by various poets) as well as collections of poems by single poets for your collection. Poetry should be found in both the reference section and the circulating sections. The best anthologies index poems by title, author, and first line to make location quick and easy. They also group poems by topic so a reader can easily browse through all the nature or monster poems. Provide children with a variety of poetry. Include nonsense verse, humorous poems, poetry of the child's everyday world, traditional ballads, narrative poems, lyric poetry, nature poems, poetry from around the world, and poetry by the children.
Picture books can belong to any literature genre discussed. Elementary media specialists use picture story books extensively as read-alouds and for displays with younger students. Today, the sophistication of picture books also makes them ideal for use with older students. For example, the books of Chris Van Allsburg with the format of one page of text for each picture, along with a hidden dog in each picture, make them ideal for students in grades 4-6.
Just as it is important to provide a variety of genres, it is important to expose children to a variety of artistic styles. It may even be possible to coordinate read-alouds with the art teacher. When students study collage in art class, introduce them to Ezra Jack Keat's The Snowy Day in the media center. Whatever the style, the pictures should be accurate and integral to the story. The 1996 Caldecott Medal Winner Officer Buckle and Gloria by Peggy Rathman is a wonderful example of how the illustrations can support and extend the written story. In it, Gloria, the dog, carries out the safety warnings of Officer Buckle behind his back for the appreciative audience. Without the pictures, the reader misses the humor of the story.
Although alphabet books will not help children learn the alphabet, they can help children learn to distinguish different styles of lettering. The words, letters, and pictures should all match with the best alphabet books using clearly identified objects. With theme ABC books, look at the objects chosen to represent the letters Q, X, and Z as these are often the weakest representations. Many of these books can be used as a starting point for writing or art exercises with older students.
Examine counting books for clear number styles and logical sequencing. Books that count from 1 to 10 then jump to 20 or one hundred will confuse young readers. One book mentioned over and over again as a wonderful example of a counting book is Anno's Counting Book by Mitsumasa Anno. It includes the number zero which is rare, has numerous sets of objects to count on each page, and gives readers a chance to count to twelve rather than the customary ten.
These books introduce young children to single, focused concepts. The books may be about size, color, or shapes that are best taught with illustrations, or they may be about more abstract concepts like time or emotions that are best described using words. According to Sutherland, the best concept books use repetition to teach but do not bore the reader, move from the familiar to the less familiar, and move from the simple to the complex. Concept books help young children see relationships between objects and become aware of similarities or differences.
These books help children develop reading skills with their repetitious and predictable patterns. There are many variations on the tale The House That Jack Built. One popular variation is The Napping House by Audrey and Don Wood. Steven Kellogg's Is Your Mama a Llama gives readers clues that help them predict the next page. The repeated language patterns, story patterns, and other familiar sequences make them fun read-alouds as young children recognize the pattern and chime in during the reading.
Books without words provide enjoyment for all ages. They help orient younger students to the elements of reading; left to right, top to bottom, page turning, story development, etc. They can be used by older students to develop writing skills. Most of all, wordless picture books encourage the reader's imagination and enhance the reader's visual literacy and sensory images.
1. Complete the assigned reading.
Choose either number 2 or number 3.2. Begin to develop a yearly plan for reading aloud that ensures you will provide a variety of literature for different grade levels. As a beginning, make a list of 8-10 appropriate books from each genre (the five listed in the discussion) for each grade-level. Describe your rationale for choosing those titles (e.g. variety of books, of artistic styles, of topics, of seasons of the year, or awards received, or whatever criteria you choose).
(Your plan should be enlarged on your own to include other types of literature and examples of each type of book within the genres as you continue working with your reading program.)3. Develop a list of read-alouds for grades K-3 and 4-6, for each of the genres discussed in your reading [Fantasy (including fairy tales, fables, traditional and modern fantasy); Fiction (including Science Fiction; Modern Fiction; Historical Fiction); Informational Books (non-fiction); Biography; Poetry.]4. Write down an example of at least two books within your collection on the different type of fantasy: [traditional fantasy, fairy tales, fables and modern fantasy]. List at least three differences between each of these types of fantasy. Quote from the books to support the rationale for choosing each title you added to your list.
Choose either number 5, number 6, or number 7.5. Review the modern fiction viewpoint on page 345 of the Sutherland text. While you may not have books on all of the taboo subjects discussed there, you will have some books that may be controversial. Write a short defense for including books about divorce, drug abuse, race relations, puberty, etc. in your media center collection. Assume that your audience is a parent who wants to know why you buy books like "that."6. Review the historical fiction viewpoint on page 386 of the Sutherland text. Why is it important to include a number of books about a particular period or event in your collection? List one historical period that you can find five historical fiction books within your collection. If you cannot find five books in your media center, list other books you could buy to complete the list of five titles.7. Review the science fiction viewpoint on page 256 of the Sutherland text. Why is it important to include science fiction books in your collection? List one science fiction writer that your students particularly enjoy within your collection. Why do you think that author is so popular with students?
Choose either number 8 or number 9.8. Jacobs and Tunnell separate informational books into nine types on pages 157-161. Describe each type of informational book and find an example of each in your media center. (Note: You probably do not have pop-ups in your media center due to their flimsy nature and short circulation prospects.) This list could be added to your yearly plan in Assignment #2.9. Choose one curriculum area (science, health, social studies) at one grade level. Develop an annotated bibliography of informational books that would reinforce one curriculum objective or strand. (Note: An annotated bibliography provides bibliographical information such as author, title, place of publication, publisher, copyright date, and call number as well as a brief summary of the book.) Consider what areas of your collection would benefit by the acquisition of additional information books10. Prepare a poetry reading of three to five poems that are related. Use it with a class and analyze their reactions. Write a paragraph explaining how the class responded to your presentation and then answer the questions below.
- Include a copy of the poems you used in your presentation.
- Did the students listen while you read the poems?
- Did you tell them they were going to listen to poetry?
- Did you have them participate? If yes, how?
Choose TWO assignments from number 11 through number 14.11. # Picture books include the following types: ABC books, counting books, concept books, pattern or predictable books, and wordless picture books. From the titles in your media center, list 3-5 examples of each type of picture book. With what grade-level would it be most appropriate to use each title and why?12. Design a book display for three of the five types of picture books. Make a basic drawing of the display for this assignment and a list of the titles highlighted. Evaluate the books to make sure you are highlighting quality literature.13. Find 5 to 10 alphabet picture books in your media center. Compare and contrast those for younger children with those for older children. Be specific in your details.14. Find a wordless picture book in your media center. Identify the style of art used. Describe how the book could be used by three different teachers in your school for three different objectives.
Bauer, Caroline Feller. New Handbook for Storytellers, with Stories, Poems, Magic, and More. Chicago, IL: ALA, 1993.
Bodart, Joni Richards. Booktalk! 2: Booktalking for All Ages and Audiences. New York: H. W. Wilson, 1985.
Culham, Ruth. Picture Books: An Annotated Bibliography with Activities for Teaching Writing. Portland, OR: Northwest Regional Educational Laboratory, Peter Bellamy, 2005, 6th ed.
Jacobs, James S. and Michael O. Tunnell. Children's Literature, Briefly. Englewood Cliffs, NJ: Merrill, 1996
Jensen, Julie M. and Nancy L. Rosen, eds. Adventuring with Books: A Booklist for Pre-K-Grade 6. Urbana, IL: NCTE, 1993.
Krashen, Stephen. The Power of Reading. Englewood, CO: Libraries Unlimited, 1991.
Lima, Carolyn W. and John A. Lima A to Zoo: Subject Access to Children's Picture Books. New York: R. R. Bowker, 1993.
Mallett, Jerry J. and Marian R. Bartch, Elementary School Library Resource Kit.West Nyack, NY: The Center for Applied Research in Education, Inc., 1984.
Sharp, Peggy, What's New in Children's Literature and How to Use It In Your Program, Bellevue, WA: Bureau of Education and Research, 2000+.
Spirt, Diana. Introducing Bookplots: A Book Talk Guide for Use with Readers Ages 8-12. New Providence, NJ: Bowker, 1988.
Sutherland, Zena. Children & Books. New York: Longman, 1997.
Thomas, Rebecca. Connecting Cultures: A Guide to Multicultural Literature for Children. New Providence, NJ: Bowker, 1995.
Thomas, Rebecca. Primaryplots: A Book Talk Guide for Use with Readers Ages 4-8. New Providence, NJ: Bowker, 1989.
Trelease, Jim. The New Read-Aloud Handbook. New York: Penguin, 1995.
Periodicals
Book Links: Connecting Books, Libraries, and Classrooms
Booklist
Children's Book Council
Hornbook
Journal of Children's Literature
The Reading Teacher
School Library Journal