INLS 732
– Children’s Literature and Related Materials (Spring 2015)
COURSE SCHEDULE
To
help you select your children’s books to read, please use the reference books
in the SILS library (or any others you find) and the booklist web links included
in this schedule. Please try to read new books each week that you’ve
never read before, as the class is supposed to broaden your perspective, not
have you rehash things you read as a child.
These
reference books are general overview sources:
Children’s
catalog
(and supplements) (SILS Ref Z1037 .W76)
Best books for
children
(SILS Ref Z1037 .G48)
Children’s book
review index
(SILS Ref Z1037 .A1 C475)
Something about
the author (SILS
Ref PN 451 .S6. but shelved by front door)
There
are many specific reference sources for genres, but many of them are out of
date and no updates in sight. Please
browse the reference shelves in the Z1037’s to see what’s available, but I
don’t list them in the syllabus, as many of the books you will select will not
be in these sources.
The following general booklist sites may also be useful:
http://mcpl.info/childrens/staff-picks - Monroe County Public Library booklists
http://www.carolhurst.com/subjects/subjects.html
- Carol Hurst’s Children’s Literature Site
http://www.hclib.org/browse/books/books-children
- Hennepin County Library
http://library.loganutah.org/books/children/ - Logan Library booklists
http://kids.nypl.org/reading/recommended.cfm - New York Public Library
http://www.slcpl.lib.ut.us/libLists/ - Salt Lake City Public Library (scroll down
to “Kids”)
http://www.thechildrensbookreview.com/
- The Children’s Book Review (see their “categories” in the left column)
See also the free, web-based,
searchable children’s literature databases at:
http://www3.cde.ca.gov/reclitlist/search.aspx - California
Department of Education’s multi-capability search interface
http://www.dawcl.com/search.asp -
Database of award-winning children’s literature
Perhaps the best resource to know is
the proprietary Children’s Literature
Comprehensive Database, available via Davis Library Electronic Resources.
Thursday,
January 8th
In Class: Introduction
to the class and each other. My teaching philosophy. Assignments
and grading. What’s on Sakai (download to read comments)? What is children’s literature, and of what
value is it? Why do children like certain books (appeal)? Booktalking,
Reference Books and Review Sources, SILS library tour.
Children’s Book Reading: None
SECTION
1: BOOKS TO
ESTABLISH PRE-READING HABITS (Guiding question: Are these books effective for
exciting pre-reading children?)
Thursday,
January 15th
In Class: Board Books
(3), and Pop-ups (1)
Professional
Reading: Tare 2010 article (Sakai); Stages
of Reading Development; How children learn to read; watch the seven-part Youtube interview with Robert Sabuda and Matthew Reinhart (Paris Interview 1-7), and
explore these websites on pop-ups:
http://www.library.unt.edu/rarebooks/exhibits/popup/main.htm
http://www.library.unt.edu/rarebooks/exhibits/popup2/default.htm
- short history of pop-ups
http://www.libraries.rutgers.edu/rul/libs/scua/montanar/p-ex.htm
Children’s Book
Reading: Read and bring to class three (3) board books
and one Pop-up book as well as a strong (positive or negative) quote from a
review of one of them.
Help finding a
book for today:
For Board
Books: http://iii.ocls.info/search/X(board%20books)&searchscope=1&Da=&Db=&SORT=D/X(board%20books)&searchscope=1&Da=&Db=&SORT=D/1%2C74%2C74%2CB/browse;
or do a Keyword search in the Chapel Hill Public Library Catalog on “board books”
(include quotes); or browse the SILS picture book shelves for books made of
cardboard.
For pop-ups,
try: http://www.amazon.com/Pop-up-books/lm/R1W7081O98AB0I;
http://www.nytimes.com/2013/11/20/books/bugs-by-george-mcgavin-and-more.html?_r=0; and search
the UNC Catalog
SILS library collection for the keyword “pop-up” (SILS keeps its collection in
the library workroom, and it’s an “in-library use only” collection, so you’ll
need to ask for help to see these; I’ll bring several of them to class from
this collection, so if you want one of these to show in class, please let me
know).
Pertinent
Reference Books: Subject guide to
children’s books in print (SILS Z1037 .A1 C4822)
Thursday,
January 22nd
In Class: Picture Book Format and Design
Professional Reading: Nodelman
1999 article, Smith 2013 article, Crawford & Hade 2000 article, Nikolajeva & Scott 2000 article (Sakai)
Children’s Book Reading: Read and bring
to class three (3) picture books of your choice
Help finding books for today: Browse the shelves as children do
until you find three books you like that are appropriate for these YOUNG
children. Think about the reading level, the content, the illustrations, and
the format: are all of these appropriate for young kids? DON’T use reference or search tools to
find your books this time.
Pertinent Reference Books: A to
zoo: Subject access to children’s picture books (SILS Ref: Z1037 .L715 +
supplement)
Thursday,
January 29th
In Class: Thematic
Picture Books
Children’s Book Reading: Read and bring to class at least three
(3) picture books that are all on the same theme (Caldecott award winners,
dogs, parties, etc, could be your chosen “theme”)
Professional Reading: Find an article (search ERIC,
PsychInfo, Lib.
Lit. and Info. Science databases, etc.- these
links should work from UNC computers) that addresses your chosen theme in
children’s literature, and be ready to give a short overview of this article
along with your books.
Help finding books for today: Look in A to Zoo on the SILS library reference
shelves (Z1037 .L715 2006). It’s a marvelous
index of picture books that you need to know as a professional resource.
ASSIGNMENT
DUE: Critical Review #1 (board book, pop-up, or picture book) (have a look at
the Webber article on Sakai to help in writing your review)
SECTION
2: BOOKS FOR DEVELOPING READERS
(Guiding question: How do these books help children learn to read
independently?)
Thursday,
February 5th
In Class: Beginning
Readers and Transitional Readers
Professional Reading: Pierce
master’s paper; Stanley & Sturm article, Gately
article, and Szymusiak & Sibberson
article (Sakai)
Children’s Book Reading: Read and bring
to class four books:
Two beginning reader books (limited
vocabulary, large print, large line spacing, such as the I Can Read books) AND
Two transitional readers (early chapter
books, such as the Secrets of Droon, Magic
Treehouse, Cam Jansen, Junie B.
Jones, etc.).
Help finding books for today:
Beginning Readers: TITLE search of the Chapel Hill Public Library catalog for:
I can read book
Transitional Readers: http://library.loganutah.org/books/children/Grades2-3.cfm;
http://www.us.penguingroup.com/static/pages/youngreaders/levels/level3.html
SECTION
3: BOOKS FOR READERS (Guiding
Question: Would children find these books engaging, and, if so, why?)
Thursday,
February 12th
In Class: Folklore
(Dewey 398s)
Professional Reading: Sturm
& Sturm 2003 article (Sakai).
Children’s Book
Reading:
Read and bring to class one folktale collection AND two picture book folktales
(three books total).
Help finding
books for today:
Browse the SILS library shelves under
Dewey 398.2
Pertinent Reference Books: Storyteller’s Sourcebook (original and 1983-1999
versions): (SILS Ref GR 74.6 .M3)
Twice upon a
time: a guide to fractured, altered, and retold folk and fairy tales (SILS Ref
Z1037 .B714)
Thursday,
February 19th – Class cancelled
Thursday,
February 26th – Class cancelled (university closed)
Thursday,
March 5th– Class
cancelled (university closed)
ASSIGNMENT DUE: Critical Review #2
(beginning reader, transitional reader, folklore, fantasy, or science fiction)
Thursday,
March 12th
NO
CLASS – SPRING BREAK (See if you can find an electronic
adaptation of a print book to bring to class; don’t buy anything, just see what
you can find for free on the internet.
Also, read ahead for March 26th, as we’ve mashed the
historical fiction and history readings (professional and children’s books)
into this day, so the amount of reading is higher than normal.
Thursday, March
19th
In Class: Fantasy and Science Fiction (class led by Sarah Beth Nelson)
Professional Reading: Greenway
1996 article at http://scholar.lib.vt.edu/ejournals/ALAN/spring96/greenway.html;
two Asimov articles (1981 and 1989) (Sakai)
Children’s Book Reading: Read and bring
to class one fantasy OR one sci-fi novel.
Help finding books for today:
Fantasy:
http://www.lapl.org/kidspath/books/genre/fantasy.html
- scroll down to the “Older Readers” list
http://library.loganutah.org/books/children/fantasy912.cfm
http://www.fergusonlibrary.org/sites/default/files/pdfs/kids/goodreads/Fantasy.pdf
Sci-fi:
http://www.goldenduck.org/books.php
- Golden Duck Award list of recommended Sci/Fi
(organized by grade level)
http://www.fergusonlibrary.org/sites/default/files/pdfs/kids/goodreads/SciFiBooklist0509.pdf - Ferguson Library Online
http://library.loganutah.org/books/children/scific912.cfm
Thursday,
March 26th
In Class: Graphic Novels for Children AND Effective reading aloud, engaging research posters AND Digital and
Media adaptations of children’s books (this part of class led by Sarah Beth
Nelson)
Professional
Reading: McCloud
1993 article, Horn 1998 article, Sturm Creativity 2013 article (Sakai); Creating
Effective Poster Presentations (use the TOC in the left hand column for
specifics); Do’s and Don’ts
of Reading Aloud (click through to second page for “don’ts”); Cahill &
McGill-Franzen article (Sakai).
Children’s Book
Reading:
Read and bring to class one graphic novel for children (make sure it’s
appropriate for children not YAs) AND
try to find a digital children’s book
format to share with the class (audiobook, video, app, digital adaptation, book
trailer, augmented reality, etc.). ALSO,
please bring a short picture book or several pages from a novel (actually bring
the whole novel, just be prepared to read aloud a few pages) to class that you
can use to practice reading aloud
Pertinent
Reference Books: Books kids will sit still for: the complete read-aloud guide (SILS
Ref Z1037 .F847)
Thursday,
April 2nd
In Class: Multicultural
Literature, Historical Fiction, and History
Professional
Reading:
Gillespie Chapter
1; Cai 1992 article (Sakai); Agosto 2007 article
and Mongo article (Sakai); Wilson
2009 (you can read the whole Wilson master’s thesis if you wish, but spend
time particularly thinking about the checklist in Appendix A, page 62)
Children’s Book
Reading:
read and bring to class three (2-3) books: a multicultural book that you feel
is representative of multicultural literature, a historical fiction novel, and
one history book (picture book or otherwise) about the setting of your novel
(i.e., Number the Stars and a history book on WW2). If your novel can double as multicultural,
you can read 2 books this week…if not, please bring three.
Help finding a
book for today: 50
Multicultural Books Every Child Should Know; Celebrating Cultural Diversity
through Children’s Literature; KidActivities; Interracial
Family Picture Books
ASSIGNMENT DUE: Critical Review #3 (graphic
novel, historical fiction, history, or any of the remaining genres we have yet
to cover)
Thursday,
April 9th
In Class: Poetry Slam and discussion of
poetry books you have read THEN Information Books and Biography
Professional
Reading:
Rosenberg 2005 article, Doiron 2003 article, Carter
2000 article, Cervetti 2009 article, and Lukenbill 2006 part of book chapter (Sakai)
Children’s Book Reading: Read and bring
to class one anthology of children’s poetry AND one picture book of poetry (2
books total). PLEASE don’t everyone bring in Shel
Silverstein or Jack Prelutsky. Yes, they’re
amazing; yes, you loved them as a child; but we need to explore new horizons,
so go find someone else to read! Be prepared to read aloud your chosen
poem. For help choosing, see:
http://www.iblist.com/list.php?type=author&key=.*&by=genre&genre=277&go.x=18&go.y=10
http://www2.scholastic.com/browse/article.jsp?id=11672 note this is a Scholastic website
ALSO: Read and
bring to class five books: two information books on different topics (try to
choose one narrative nonfiction and one informational nonfiction) and two
concept books (alphabet, numbers, shapes, etc.) for young children, and one
biography (Dewey 921).
Help finding
books for today:
NCTE Orbis Pictus Award
Robert
F. Sibert Informational Book Medal
For concept
books: Subject search CHPL Catalog for: English language alphabet; Iowa
City Public Library ABC and Numbers booklist; Counting
Books from Allen County Public Library; Seattle Public Library Picture
Books about Concepts
ASSIGNMENT
DUE: Poetry Slam read-aloud
Thursday,
April 16th
In Class: Realistic Fiction
Professional Reading: Rochelle 1991
article (Sakai)
Children’s Book
Reading:
Read and bring to class one realistic fiction novel.
Help finding a
book for today:
Hennepin County
Library Realistic
Fiction booklist
Deschutes
Public Library http://www.deschuteslibrary.org/kids/reading/contemporaryfiction.aspx
Goodreads list:
http://www.goodreads.com/shelf/show/childrens-realistic-fiction
Thursday,
April 23rd (last class)
In Class: Student
research poster presentations
ASSIGNMENT DUE:
Research Poster and Presentation
Assignment |
Value |
Total |
Critical Reviews
(3) |
#1: 10% #2: 10% #3: 10% |
30% |
Performance:
Poetry read aloud (1) |
15% |
15% |
Research Poster
and Presentation (1) |
45% |
45% |
Class
Participation |
10% |
10% |
|
Total |
100% |
1. Critical Reviews (3)
This assignment is designed to get you exploring the
reference books and review sources you will need as a professional.
Please use the following template to complete
this assignment. The process is as follows:
1. You scour
the selective bibliographies in the SILS library reference collection to find
if any of them recommend your book, and list any that do with the year and page
number of the reference (i.e., Children’s Catalog, 2011, p. 365; or Best
Books for Children, 20, p. 213).
2. You use Children’s Book Review Index (SILS
Reference: Z1037. A1 C475) or Amazon.com or Children’s
Literature Database to find reviews of your book, and you list two journal
sources with issue, year and page number of the review (i.e., Booklist,
June/July, 2012, p. 73; or SLJ, Sept., 2012, p. 46).
3. You find the reading level of the book (NoveList Plus
online gives this as does Children’s
Literature Comprehensive Database, and Elementary School Library
Collection for pre-2000 books).
4. You write a
concise plot synopsis, detailing the entire plot (including ending). Do
NOT write a “teaser” or promotional piece. The reader of your plot
synopsis should know the whole story from reading your synopsis. No more than 100 words.
5. You write a
thoughtful, critical review of the book (including selected quotes from the
reviews you have read) in which you address at least these three issues in no more than 150 words:
a. An
evaluation of the quality of the book: is it well written (plot,
characterization, theme, style, etc.) - include examples from the text to prove
your point if necessary. Also consider whether it is a good example of
its genre and why/why not?
b. Would a child
enjoy it and why (look to the developmental literature to help with this)?
c. How could
you use this book with children (programming ideas, classroom units, etc.)?
2. Performance: Poetry Read Aloud (1)
Your assignment here is to read aloud a poem of your choice
as part of our poetry slam. We will
cover how to read aloud dynamically, and this performance will give you a
chance to practice your skills and receive feedback on your performance in
terms of vocal inflection, enunciation, energy, eye contact, rhythm, etc.
3. Research Poster (1)
For your research, you are to use the methodology of content
analysis to examine a set of books of your choice. You are to devise a question about literature
for young children for in-depth exploration, and then try to answer this
question from the books in your chosen data set. The final product will be a research poster
to present to the class on the final day of class. We will let half the class be “presenters” of
their posters and the other half be learners; then we’ll switch roles. See the “Tips for research poster design” on
Sakai for ideas. I will use the
“Research poster evaluation (2015 form)” on Sakai to evaluate your research
poster, so please consider it when designing your poster.
5. Class Participation
This part of the grade will reflect how you participate in
class. Do you add to our discussions? Are you prepared, having read
your children’s books and the assigned professional reading? Are you
actively thinking in class and asking profound questions? More is
not necessarily better, but I want you actively involved while in class.
This course is partly lecture, but much of my teaching technique centers on
discussion to bring out the salient points. You will find that the more
you engage in discussion, the more you will learn, and the more you will enjoy
this class!