From Cover to Cover: Evaluating and Reviewing Children's Books [NOOK Book]


The revised edition of From Cover to Cover offers a fresh, up-to-date look at some of the best examples of children's literature today and also includes practical advice on how to write clearly articulated, reasoned opinions so that others can learn about books they have not yet read.

A brief, updated introduction explains how children's books evolve from manuscripts into bound books, the importance of the many different parts of a book (jacket flaps, title page, copyright, ...

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From Cover to Cover: Evaluating and Reviewing Children's Books

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The revised edition of From Cover to Cover offers a fresh, up-to-date look at some of the best examples of children's literature today and also includes practical advice on how to write clearly articulated, reasoned opinions so that others can learn about books they have not yet read.

A brief, updated introduction explains how children's books evolve from manuscripts into bound books, the importance of the many different parts of a book (jacket flaps, title page, copyright, etc.), and changes in the children's book industry, such as the creation of two new major genre awards. In addition, the author demonstrates how to think about and critically evaluate several different genres of children's books.

Included are sections about books of information (and the author's responsibility to document sources); traditional literature (myths, legends, tall tales, folktales); poetry, verse, rhymes, and songs; picture books; easy readers and traditional books; and fiction and graphic novels. There is also a concluding chapter on how to write reviews that are both descriptive and analytical, as well as a segment on children's literature blogs.

From Cover to Cover is an invaluable resource for all professionals who wish to write book evaluations that go beyond a simple personal response.

For adults who want to learn how to evaluate stories professionally, From Cover to Cover: Evaluating and Reviewing Children's Books by Kathleen T. Horning demystifies the process. Horning, a librarian affiliated with the University of Wisconsin and the Madison Public Library, draws from celebrated children's books for examples of genres and narrative techniques.

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Editorial Reviews

VOYA - Chris Crowe
This book, though its focus encompasses the full range of books for children-read-alouds to YA titles-is a terrific primer for YA book reviewers. The first chapter, "A Critical Approach to Children's Books," presents a useful and concise overview of books and publishing. The next six chapters cover various genres, defining and describing each and explaining how a reviewer goes about judging the quality of a book within a particular category. With the exception of the chapter on picture books, all the chapters refer to some YA works and reviews of those works to illustrate principles of book evaluation and review writing. The final chapter, "Writing a Review," first gives a brief history of children's book reviewing in the United States, then follows with a very detailed and helpful explanation of how to prepare and write book reviews. Horning's book is an engaging read. She uses her experience and broad knowledge of YA and children's books to illustrate each aspect of writing book reviews. Her book provides a comprehensive and basic introduction to the "business" of book reviewing that will be invaluable to beginners and helpful to old-hand reviewers who might want a refresher course on writing book reviews. Aspiring book review writers will treasure this book. It also will be a useful supplemental text in YA and children's literature courses. Librarians may also enjoy reading it to gain a better understanding of book reviews and how they are written. Index. Biblio. Source Notes.
Bulletin of the Center for Children’s Books
“Succinct, highly readable, and eminently useful.”
The Horn Book
“A user-friendly handbook.”
Voice of Youth Advocates (VOYA)
“An engaging read. Aspiring book review writers will treasure this book.”
ALA Booklist
“Anyone entering the field of children’s book reviewing, or indeed, the wider field of children’s literature, will find From Cover to Cover an excellent guide.”
Bulletin of the Center for Children's Books
"Succinct, highly readable, and eminently useful."
The Bulletin for the Center for Children's Books
“Succinct, highly readable, and eminently useful.”
Bulletin of the Center for Children’s Books
“Succinct, highly readable, and eminently useful.”
VOYA - Lucy Schall
Horning's revision delivers the same solid advice for reviewing children's literature as her first book while reflecting publishing's changing trends. She first explains the publishing process and the necessary considerations in examining the parts of each book. Horning proposes critical analysis for informational, traditional, poetic, picture, easy-reader, and fiction books. The biggest change comes in the fiction chapter that includes subgenres such as realism, science fiction, horror, and illustrated novels. Her examples for younger readers in all genres are strong and extensive, and although much of the information is transferable to a reviewer of young adult books and some examples are for teen audiences, this work clearly demonstrates that in the last ten years young adult literature has developed a distinct identity that requires its own reviewer's guide. When citing journals that aid in selection, she omits VOYA. The Printz Award is not discussed. In analyzing the graphic format, she refers the reviewer to questions about picture books. Since many graphic novels are primarily adult publications, such analysis starts the process but neglects the full challenges of this complicated format. Examinations of plot, characterization, point of view, setting, style, and theme deal with the necessity of simplicity in children's literature and ignore the often multilayered approaches of powerful young adult award-winners. Any person responsible for reviewing or selecting children's books should consider this source, but those working with teen books need to wait for a more age and genre appropriate title. Reviewer: Lucy Schall
School Library Journal
Horning's 13-year-old publication has become a standard in the field of reviewing, evaluating, and selecting children's literature. This revised edition has the same broad categories as in the earlier edition but offers separate chapters on children's book publishing and the fundamentals of review writing. It includes a section on illustrated novels such as Brian Selznick's The Invention of Hugo Cabret (Scholastic, 2007) and the expansion of the graphic novel for elementary-aged readers such as Jennifer L. Holm & Matthew Holm's "Babymouse" books (Random). In "Traditional Literature," a section on fractured fairy tales has been added while the chapter on poetry now includes explanations of sound, imagery, ideas, and the growth of the verse novel. Numerous examples of quoted passages from literature across the spectrum round out Horning's very complete resource that will continue to be the venerable reference tool and required reading for education and library-science students, youth librarians, teachers, and anyone else interested in kids, reading, and children's literature.—Rita Soltan, Youth Services Consultant, West Bloomfield, MI
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Product Details

  • ISBN-13: 9780062001429
  • Publisher: HarperCollins Publishers
  • Publication date: 4/27/2010
  • Format: eBook
  • Pages: 240
  • Sales rank: 268,226
  • Age range: 14 - 17 Years
  • File size: 391 KB

Meet the Author

Kathleen T. Horning is the director of the Cooperative Children's Book Center of the School of Education at the University of Wisconsin-Madison. She was also a children's librarian at Madison Public Library for nine years.

Ms. Horning was the president of the Association for Library Service to Children of the American Library Association in 2007, as well as president of the United States Board on Books for Young People in 2003. She has chaired or served on a variety of children's book award committees, including the Américas Award, the Charlotte Zolotow Award, the John Newbery, USBBY's Hans Christian Andersen Award, the Coretta Scott King Award, the Mildred L. Batchelder Award, the ALA/ALSC's Notable Children's Books, and the NCTE Lee Bennett Hopkins Award committees, and she was selected to deliver the 2010 May Hill Arbuthnot Honor Lecture.

She is the coauthor with Ginny Moore Kruse of Multicultural Literature for Children and Young Adults and of CCBC Choices, an annual publication reviewing the best books for children and young adults. She has a BA in linguistics and a master's degree in library and information studies, both from the University of Wisconsin-Madison.

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Read an Excerpt

A Critical Approach to Children's Books

Reading a book for the purposes of evaluation and review requires more attention to detail than reading a book for personal pleasure or for information. When you read to evaluate, your assessment of the book will ultimately affect other potential readers. It may make a difference as to whether or not a book is purchased for a library or school or as a birthday gift for a child you'll never meet. In fact, it may make a difference as to whether or not the book is read by a child at all. It is your professional responsibility to try to take your evaluation beyond a personal response.

This is not to say that your personal response doesn't matter. It would be impossible, of course, for you to put it completely aside --you are a reviewer, after all, not a robot! What the responsible reviewer strives for is an informed and reasoned opinion, clearly articulated so that others can learn about books they haven't seen.

In essence, a children's book reviewer reads and writes with two audiences in mind: (1) adults who read reviews to help them select books for children and (2) the children themselves. It may also be read by the author and publisher of the book in question; however, neither is the intended audience for your review. In other words, it is not your goal to write a review to stroke an author's ego or to pick a bone with a publisher.

Still, it is important to remember that most books for children are created with the best intentions in mind. No one sets out to produce a crummy book that kids will hate. If this is your initial assessment of a book you're reviewing, it would be unfair and unwise to let it stand asyour final one without a great deal of further consideration. You'll need to take a closer look at the book. What was the author's intent in writing the book? What qualities did the editor see that led her to believe that the book merited publication? Why did the illustrator choose this particular style? The answers to all these questions have their origins in the history of the book's creation. While it isn't necessary for you know the details of a book's publishing history in order to review it, an understanding of the general context in which children's books are created will help you read more critically.


Many publishing houses have divisions or departmentsthat are especially devoted to publishing books for young people. These were, for the most part, established in the 1920s and developed through the pioneering efforts of women such as Louise Seaman Bechtel, May Massee, Helen Dean Fish, Marian Fiery, and Virginia Kirkus, who were the first children's book editors. Unlike adult book divisions, which are driven by the consumer market (bookstore sales), children's book divisions developed largely in response to an institutional market. Sales to libraries and schools accounted for a high percentage of the total number of children's books sold. As library budgets began to shrink in the 1970s and 1980s, children's book publishers began to turn their marketing toward consumer sales as well, although the institutional market continues to be an important influence in the children's book industry.

There are books that are created specifically for one market or the other. Those that are produced for the institutional school market alone are called textbooks. They are generally sold to entire school districts rather than to individuals. They are also created in a separate division of the publishing industry that specializes in producing books to fit the exact needs of teachers working with specific school curricula and guidelines at various grade levels. Books that are produced with only the consumer market in mind are called mass-market books. These are generally produced as paperbacks or as picture books with inexpensive cardboard covers (such as Little Golden Books), and they may be sold in supermarkets, airports, dime stores, and convenience stores as well as bookstores. While there are publishers that specialize in producing mass-market books, most children's book departments produce mass-market books to some degree.

Books created for both the consumer market and the institutional market are called trade books. These are sold to schools and libraries. They are also sold directly to consumers through bookstores. Both quality and child appeal are taken into account when weighing the sales potential. From the publisher's point of view, the best kind of children's trade book is one that will succeed in both the consumer and the institutional markets and will continue to sell well for decades. This is the type of success guaranteed to a book that wins the Newbery or Caldecott Medal.

Most children's books start out as an idea in the mind of an author. That may seem obvious to you, but I mention it here because many people seem to have the notion that ideas start with publishers, who then assign them to authors. I often hear people ask children's editors: "Why don't you publish more books about X?" in a tone that suggests they hold editors personally responsible for the lack of X books. But editors don't tell authors what to write. They must wait for X to develop in the mind of the author, and then they have to determine if it's good enough to publish. The editors' role is to find and nurture the talents of authors and artists who will create good children's books. If they cast their nets wide enough, their catch may include an author who will come up with the idea of writing about X on her own.

Once a manuscript is accepted for publication, the editor works with the author to help shape the book into its final form. An editor may make suggestions about chapters that need to be rewritten, characters that need to be developed, or ideas that need to be clarified. The ultimate responsibility for the writing, however, rests with the author. From Cover to Cover. Copyright © by Kathleen Horning. Reprinted by permission of HarperCollins Publishers, Inc. All rights reserved. Available now wherever books are sold.

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Table of Contents

Introduction 1

Distinctions Between Evaluation and Review 1

What Makes a Good Children's Book? 2

New to the Second Edition 2

1 A Critical Approach to Children's Books 5

How Children's Books Are Published 6

The Parts of a Book 11

Categories of Children's Books 20

2 Books Of Information 23

Authority and Responsibility of the Author 27

Organization 29

Illustrations 34

Design 37

Writing Style 39

Documentation of Sources 44

3 Traditional Literature 48

Classification of Traditional Literature 50

Original Sources 53

Narrative Style 57

Illustrations 61

Collections 64

Literary Folktales 65

Fractured Fairy Tales 66

4 Poetry, Verse, Rhymes, And Songs 68

The Sound of Poetry 69

The Images of Poetry 72

The Ideas of Poetry 73

Nursery Rhymes 74

Humorous Poetry and Light Verse 77

Poetry Collections 79

Verse Novels 82

Songs 83

5 Picture Books 85

Text 88

Pictures 95

6 Easy Readers and Transitional Books 114

Easy Readers 121

Transitional Books 132

7 Fiction 138

Literary Genres 140

Plot 145

Characterization 151

Point of View 156

Setting 157

Style 159

Theme 163

8 Writing a Review 165

The Distinction Between Reviewing and Literary Criticism 167

Preparing to Review 168

Writing the Review 173

Source Notes and Bibliography 181

Index 213

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