Children's Literature, Briefly / Edition 5 available in Paperback
Children's Literature, Briefly / Edition 5
- ISBN-10:
- 0132480565
- ISBN-13:
- 9780132480567
- Pub. Date:
- 03/15/2011
- Publisher:
- Pearson
Children's Literature, Briefly / Edition 5
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Overview
Are you looking for a brief introduction to children’s literature genres that leaves time to actually read children’s books? This new edition of Children’s Literature, Briefly introduces the reader to the essentials of each genre, supported by criteria to make good judgments about books and activities to advance literacy in the classroom. Part 1 provides foundational information on literature, Part 2 addresses each genre individually, and Part 3 covers the classroom information that makes literature an integral part of teaching. As new teachers build their classroom library, the brevity of this affordable new edition ensures readers have the resources to purchase and time to read actual children’s literature.
Product Details
ISBN-13: | 9780132480567 |
---|---|
Publisher: | Pearson |
Publication date: | 03/15/2011 |
Pages: | 336 |
Product dimensions: | 7.20(w) x 9.00(h) x 0.80(d) |
About the Author
Michael O. Tunnell teaches children's literature at Brigham Young University. He has published several professional books, including Children’s Literature, Briefly (with Jim Jacobs) and The Story of Ourselves: Teaching History Through Children’s Literature (with Richard Ammon)–as well as a variety of journal articles about children’s books and reading. He also writes for young readers. Some of his titles include The Children of Topaz (Holiday House, 1996), Mailing May (Greenwillow, 1997), Wishing Moon (Dutton, 2004), and Candy Bomber: The Story of the Berlin Airlift’s “Chocolate Pilot” (Charlesbridge, 2010).
James S. Jacobs began his career happily teaching English, all grades 7-12 and next at a junior college where he surprisingly, and unhappily, was assigned to teach a children¹s literature course. Discovering a new love and life path, he returned to graduate school for a degree in children¹s literature and has since taught it at Brigham Young University in Provo, Utah. He interrupted his university life to gain experience in an elementary classroom, teaching fourth grade for two years at a U.S. Army school in Germany. He has produced enough academic writing, specializing in Lloyd Alexander, to keep his job plus one picture book for children.
Terrell A. Young teaches courses in children’s literature and reading at Washington State University and serves as a member of the Board of Directors of the International Reading Association. He has served on numerous book award committees. Terry has published many articles and books about reading and children’s literature. His most recent books are Creating Lifelong Readers through Independent Reading (with Barbara Moss) and Matching Books and Readers: Helping English Learners in Grades K-6 (with Nancy Hadaway). He was the 2006 recipient of the International Reading Association Outstanding Teacher Educator in Reading Award.
Gregory Bryan is a member of the Faculty of Education at the University of Manitoba (Winnipeg, Manitoba, Canada). His duties include teaching children’s literature and early and middle years literacy courses. Greg’s research interests revolve around notions of reading engagement. In 2009, he completed his PhD from the University of British Columbia, having previously completed his undergraduate and Master's degrees at Brigham Young University in Utah. Greg was born and raised in Australia and returns home as often as possible.
Table of Contents
The Magic of Books
Why Read? 1
The Rewards of Reading 1
Unengaged and Engaged Reading 4
Why Do So Few People Read? 4
Reading Is Personally Motivating 4
Engaged and Unengaged Reading 6
What Is a Good Book? 10
Choosing Children's Books 10
Judging a Book: Literary Quality Versus Personal Taste 11
Quality 11
Taste 13
How to Recognize a Well-Written Book 18
Choosing the Right Words 18
Precise Vocabulary 19
Figurative Language 21
Dialogue 22
Music in Language 23
Understatement 24
Unexpected Insights 25
Elements of Weak Writing 26
How to Recognize a Well-Illustrated Book 29
Visual Literacy: Developing the Ability to "See" 29
Functions of Illustrations in Picture Books 30
Style and Media in Picture Book Illustrations 33
Visual Elements 34
Additional Illustration Criteria: Action and Detail 36
Depicting Action 36
Creating Depth with Detail 36
Care Given to Bookmaking 38
The Books Themselves
Children's Books: History and Trends 41
Early Books for Children 41
Children's Books Come of Age 45
The 1800s 45
1900-1950 46
1950-Present 47
New Realism 48
Minority Books 48
The Changing Trends in Genres and Formats of Children's Books 49
A Changing Marketplace 50
The 21st Century 52
Organizing Children's Literature by Genre 56
The Genres 56
The Book Lists 59
Picture Books 61
Categories of Picture Books 61
ABC Books 61
Counting Books 63
Concept Books 64
Participation Books 64
Wordless Picture Books 65
Predictable Books 65
Beginning Reader Picture Books 66
Picture Storybooks 67
Engineered Books 67
Baby/Board Books 69
Picture Books Available in Audiovisual Formats 70
Poetry 80
Why Children May Learn to Dislike Poetry 80
Building Appreciation for Poetry 82
The NCTE Poetry Award 85
Forms of Poetry 92
Building a Poetry Collection 94
Traditional Fantasy 101
Traditional Fantasy: A Part of Every Culture 101
Peculiarities of Traditional Fantasy 102
The Universal Nature of Traditional Fantasy 102
The Values of Fantasy 104
Types of Traditional Fantasy 105
In Defense of Traditional Fantasy 109
Psychological Fantasy 109
Violence 110
Frightening for Young Children 110
Waste of Time 111
Modern Fantasy 116
A Definition of Modern Fantasy 116
Categories of Modern Fantasy 117
Six Basic Fantasy Motifs 118
Science Fiction 120
The Truth in Fantasy 121
Contemporary Realistic Fiction 128
Importance of Story 128
Identifying with Contemporary Realistic Fiction 128
Contemporary Realistic Fiction and Society 130
Common Categories of Contemporary Realistic Fiction 132
Historical Fiction 142
History Textbooks Versus History Trade Books 142
History Textbooks Cover Too Much 143
The People Are Missing! 143
Historical Fiction: Presenting Multiple Perspectives 144
What Makes Good Historical Fiction? 145
History Should Not Be Sugarcoated 146
Historical Accuracy Is Required 146
The Historical Period Should Come to Life 147
The History Usually Is Revealed through the Eyes of a Young Protagonist 148
Avoid Too Much Attention to Historical Detail 149
Types of Historical Fiction 149
Reviewing the Values of Historical Fiction 150
Biography 155
Typical Personalities in Biographies 155
Types of Biographies 158
Judging Biographies for Young Readers 160
Informational Books 168
The Purpose of Informational Books 168
Finding Good Informational Books 171
Attractive Design 171
Compelling Details 172
Fascinating Comparisons 174
Unusual Subjects or Viewpoints 175
Personalized Content 176
Accuracy 178
Types of Informational Books 179
Multicultural and International Books 188
Multicultural Literature 188
The Need for Multicultural Books 189
Judging Multicultural Literature 190
The Growth of Multicultural Literature 192
International Books 193
Books in the Classroom
Controversial Books 202
The First Amendment 202
Predictable and Unpredictable Controversy 203
Intellectual Freedom and Individual Choice 204
Handling Book Challenges 207
Materials Selection Policy 208
Grievance Procedure 208
Steps to Reduce Emotional Tension 208
Motivating Students to Read 212
Helping Students Find the Books They Like 215
Learning from Motivated Readers 215
Getting Students Quickly into Books 217
Reading Incentive Programs 218
Organizing the Classroom to Get Children into Books 220
First: Set an Example 220
Second: Provide Books 220
Third: Make Time for Books 220
Fourth: Create a Reading Atmosphere 223
Fifth: Work with Parents 224
Sixth: Choose Meaningful Activities and Assignments 224
Teaching with Children's Books 226
Opening Doors with Books 227
The Strengths of Trade Books 228
Research Support for Using Trade Books to Teach Reading 231
Using Trade Books in the Reading Curriculum 232
Talking about Books 232
Written and Creative Responses 234
Using Trade Books in the Other Subject Areas 238
The Individual Reading Approach 238
The Large-Group Reading Approach 239
The Small-Group Reading Approach 240
Three Principles of Using Trade Books to Teach Subject Matter 241
The Last Word 242
Guidelines for Building a Classroom Library 244
Book Selection Aids 251
Magazines for Children 257
Children's Book Awards 261
Publishing Children's Books 274
Name Index 279
Subject Index 294