INLS 732 – Children’s Literature and Related Materials (Spring 2013)

 

COURSE SCHEDULE

 

To help you select your children’s books to read, please use the reference books we cover (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.

 

The following general booklist sites may also be useful:

http://mcpl.info/childrens/staff-picks  - Monroe County Public Library booklists

http://www.bpl.org/kids/booksmags.htm - Boston Public Library booklists

http://www.carmel.lib.in.us/child/recbooks.cfm?maincat=favorites - Carmel Clay Public Library booklists

http://www.carolhurst.com/subjects/subjects.html - Carol Hurst’s Children’s Literature Site

http://www.hclib.org/kids/books/ - 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://www.cde.ca.gov/ci/rl/ll/ap/litsearch.asp - 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 Database, available via Davis Library Electronic Resources.

 

 

Thursday, January 10th

In Class: Introduction to the class and each other.  My teaching philosophy.  Assignments and grading.  What is children’s literature, and of what value is it? Reference Books and Review Sources,

SILS library tour.

Children’s Book Reading: Please read and bring to class a copy of Breaking Stalin’s Nose by Eugene Yelchin (Historical Fiction evaluation)

 

 

SECTION 1:  BOOKS TO ESTABLISH PRE-READING HABITS (Guiding question: Are these books effective for exciting pre-reading children?)

 

 

Thursday, January 17th

In Class: Board Books (3), and Pop-ups (1)

Professional Reading:  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:  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). 

For pop-ups, try: http://www.amazon.com/Pop-up-books/lm/R1W7081O98AB0I; http://www.nytimes.com/2012/05/30/books/the-best-interactive-and-pop-up-books-of-the-season.html?_r=0; and search the UNC Catalog SILS library collection for the keyword “pop-up”

 

Thursday, January 24th

NO CLASS, Brian at ALISE

Professional Reading: Nodelman article (Sakai)

 

Thursday, January 31st 

In Class: Picture Book Format and Design

Professional Reading: Crawford & Hade article and Nikolajeva & Scott 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.

 

Thursday, February 7th 

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).

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 14th 

In Class: Beginning Readers and Transitional Readers

Professional Reading: Ediger article; Szymusiak and Sibberson article (Sakai)

Children’s Book Reading: Read and bring to class two beginning reader books and two transitional readers (4 books total). 

Help finding books for today:

TITLE search of the Chapel Hill Public Library catalog for: I can read book

http://library.loganutah.org/books/children/Grades2-3.cfm

 

 

SECTION 3: BOOKS FOR READERS (Guiding Question: Would children find these books engaging, and, if so, why?)

 

Thursday, February 21st

In Class:  Folklore (Dewey 398s)

Professional Reading:  Sturm & Sturm 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

Use the bibliography from the Storyteller’s Sourcebook (original and 1983-1999 versions): SILS: GR 74.6  M3

http://www.bpl.org/kids/booklists/world.htm

 

Thursday, February 28th   ONLINE CLASS (Brian guest lecturing in Illinois)

Topic:  Graphic Novels for Children

Professional Reading:  McCloud article, Stanley & Sturm article, and Sturm “Creativity…” article (Sakai)

Children’s Book Reading: Read one graphic novel for children (make sure it’s appropriate for children not YAs), then post a critical review of your book on Sakai in the Wiki for graphic novels.  Please use the same format you use for your other critical reviews.  Take some time to read other people’s reviews between now and next week.

ASSIGNMENT DUE:  Critical Review #2 (graphic novel)

 

Thursday, March 7th 

In Class: Theoretical approach to fantasy and science fiction

Professional Reading:  Greenway article at http://scholar.lib.vt.edu/ejournals/ALAN/spring96/greenway.html; Brewis Article (Sakai)

Children’s Book Reading: Read and bring to class one fantasy OR one sci-fi novel. ALSO, please bring your graphic novel to share in class.

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 14th

NO CLASS – SPRING BREAK

 

 

Thursday, March 21st

In Class: Effective reading aloud and engaging research posters

Professional Reading: Creating Effective Poster Presentations; Do’s and Don’ts of Reading Aloud (click through to second page for “don’ts”)

ASSIGNMENT DUE:  Critical Review #3 (beginning reader, transitional reader, folklore, fantasy, or science fiction)

 

Thursday, March 28th 

In Class: Guest visit by singer/song-writer and children’s book author, David LaMotte!

Poetry Slam, then discussion of poetry books you have read

Professional Reading:  Rosenberg article (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

ASSIGNMENT DUE: Poetry Slam read-aloud

 

Thursday, April 4th  

In Class: Multicultural Literature

Professional Reading: Agosto 2007; Wilson 2009 (you can read the whole thing if you wish, but spend some time particularly thinking about the checklist in Appendix A, page 62)

Children’s Book Reading: read and bring to class one multicultural book that you feel is representative of multicultural literature

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

 

 

Thursday, April 11th

In Class: Information Books

Professional Reading: Doiron article and Carter article (Sakai)

Children’s Book Reading: Read and bring to class four 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.

Help finding books for today:

NCTE Orbis Pictus Award

Robert F. Sibert Informational Book Medal

Boston Globe-Horn Book Award

For concept books: Subject search CHPL Catalog for: English language alphabet; Alphabet Books list from Allen County Public Library; Iowa City Public Library ABC and Numbers booklist; Counting Books from Allen County Public Library; Seattle Public Library Picture Books about Concepts

 

 

Thursday, April 18th 

In Class: Realistic Fiction

Professional Reading: Madsen article and Rochelle 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

http://www.freedomelschool.com/classes/5/pdfs/RealisticFiction%20Book%20List.pdf  includes Lexile level

Goodreads list: http://www.goodreads.com/shelf/show/childrens-realistic-fiction

 

 

Thursday, April 25th (last class)

In Class:  Student research poster presentations

ASSIGNMENT DUE:  Research Poster and Presentation

 

 

Tuesday, May 7th (Final Exam day)

In Class:  Student research poster presentations

ASSIGNMENT DUE:  Research Poster and Presentation

 

 

 

 

ASSIGNMENTS

 

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 library Z1037. A1 C475) or Amazon.com or NoveList K-8 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 K-8 online gives this as does Children’s Literature 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 children’s 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 or during our exam time.  These two days will be spent with half the class showcasing their posters and the other half reading and chatting with the presenters.  Your poster must be able to stand on its own (ie., without interpretation), as I may not be able to hear all of your presentations during the class period.

 

 

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!