Children's Literature, Briefly / Edition 5

by Michael O. Tunnell, James S. Jacobs, Terrell A. Young, Gregory Bryan

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

Editorial Reviews

Several students over the years have told me it was one of the few texts they took with them to their first year of teaching. It contained the criteria for making good judgments. They could quickly apply the principles outlined to other books. l find this one of the primary strengths of the text and it is one reason why I keep using it.

Jean Stringam, Missouri State University

This text provides a clear and concise overview of children’s literature. It does not overwhelm the students with too much information. The strengths are clear and concise information and the reading lists.

Rhonda L. Truitt, Catawba College

The concise and clever writing style works so well with the students taking this course.

Marianne Baker, James Madison University

I love the first chapter and how it positions the reader in seeing the value of reading. I also love the color insert that makes illustrations come alive.

Diane Barone, University of Nevada, Reno

From the Publisher