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OverviewAre 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. Full Product DetailsAuthor: Michael O. Tunnell , James S. Jacobs , Terrell A. Young , Gregory BryanPublisher: Pearson Education (US) Imprint: Pearson Edition: 5th edition Dimensions: Width: 18.70cm , Height: 1.80cm , Length: 23.20cm Weight: 0.417kg ISBN: 9780132480567ISBN 10: 0132480565 Pages: 336 Publication Date: 17 June 2011 Audience: Professional and scholarly , Professional & Vocational Replaced By: 9780133846553 Format: Paperback Publisher's Status: Out of Print Availability: In Print  Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock. Table of Contentspart one: The Magic of Books Chapter one: Why Read? The Rewards of Reading Unengaged and Engaged Reading Why Do So Few People Read? Reading Is Personally Motivating Engaged and Unengaged Reading Chapter two: What Is a Good Book? Choosing Children’s Books Judging a Book: Literary Quality Versus Personal Taste Quality Taste Chapter three: How to Recognize a Well-Written Book Choosing the Right Words Precise Vocabulary Figurative Language Dialogue Music in Language Understatement Unexpected Insights Elements of Weak Writing Chapter four: How to Recognize a Well-Illustrated Book Visual Literacy: Developing the Ability to “See” Functions of Illustrations in Picture Books Style and Media in Picture Book Illustrations Visual Elements Additional Illustration Criteria: Action and Detail Depicting Action Creating Depth with Detail Care Given to Bookmaking part two: The Books Themselves Chapter five: Children’s Books: History and Trends Early Books for Children Children’s Books Come of Age The 1800s 1900—1950 1950—Present New Realism Minority Books The Changing Trends in Genres and Formats of Children’s Books A Changing Marketplace The 21st Century Chapter six: Organizing Children’s Literature by Genre The Genres The Book Lists Chapter seven: Picture Books Categories of Picture Books ABC Books Counting Books Concept Books Participation Books Wordless Picture Books Predictable Books Beginning Reader Picture Books Picture Storybooks Engineered Books Baby/Board Books Picture Books Available in Audiovisual Formats Chapter eight: Poetry Why Children May Learn to Dislike Poetry Building Appreciation for Poetry The NCTE Poetry Award Forms of Poetry Building a Poetry Collection Chapter nine: Traditional Fantasy Traditional Fantasy: A Part of Every Culture Peculiarities of Traditional Fantasy The Universal Nature of Traditional Fantasy The Values of Fantasy Types of Traditional Fantasy In Defense of Traditional Fantasy Psychological Fantasy Violence Frightening for Young Children Waste of Time Chapter ten: Modern Fantasy A Definition of Modern Fantasy Categories of Modern Fantasy Six Basic Fantasy Motifs Science Fiction The Truth in Fantasy Chapter eleven: Contemporary Realistic Fiction Importance of Story Identifying with Contemporary Realistic Fiction Contemporary Realistic Fiction and Society Common Categories of Contemporary Realistic Fiction Chapter twelve: Historical Fiction History Textbooks Versus History Trade Books History Textbooks Cover Too Much The People Are Missing! Historical Fiction: Presenting Multiple Perspectives What Makes Good Historical Fiction? History Should Not Be Sugarcoated Historical Accuracy Is Required The Historical Period Should Come to Life The History Usually Is Revealed through the Eyes of a Young Protagonist Avoid Too Much Attention to Historical Detail Types of Historical Fiction Reviewing the Values of Historical Fiction Chapter Thirteen: Biography Typical Personalities in Biographies Types of Biographies Judging Biographies for Young Readers Chapter Fourteen: Informational Books The Purpose of Informational Books Finding Good Informational Books Attractive Design Compelling Details Fascinating Comparisons Unusual Subjects or Viewpoints Personalized Content Accuracy Types of Informational Books Chapter Fifteen: Multicultural and International Books Multicultural Literature The Need for Multicultural Books Judging Multicultural Literature The Growth of Multicultural Literature International Books part three: Books in the Classroom Chapter Sixteen: Controversial Books The First Amendment Predictable and Unpredictable Controversy Intellectual Freedom and Individual Choice Handling Book Challenges Materials Selection Policy Grievance Procedure Steps to Reduce Emotional Tension Chapter Seventeen: Motivating Students to Read Helping Students Find the Books They Like Learning from Motivated Readers Getting Students Quickly into Books Reading Incentive Programs Organizing the Classroom to Get Children into Books First: Set an Example Second: Provide Books Third: Make Time for Books Fourth: Create a Reading Atmosphere Fifth: Work with Parents Sixth: Choose Meaningful Activities and Assignments Chapter Eighteen: Teaching with Children’s Books Opening Doors with Books The Strengths of Trade Books Research Support for Using Trade Books to Teach Reading Using Trade Books in the Reading Curriculum Talking about Books Written and Creative Responses Using Trade Books in the Other Subject Areas The Individual Reading Approach The Large-Group Reading Approach The Small-Group Reading Approach Three Principles of Using Trade Books to Teach Subject Matter The Last Word Appendix A Guidelines for Building a Classroom Library Appendix B Book Selection Aids Appendix C Magazines for Children Appendix d Children’s Book Awards Appendix E Publishing Children’s Books IndexReviewsSeveral 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 @lt;P style= MARGIN: 0px @gt;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. @lt;/P@gt;@lt;P style= MARGIN: 0px @gt;@lt;I@gt;Jean Stringam, Missouri State University@lt;/I@gt;@lt;/P@gt;@lt;P style= MARGIN: 0px @gt;@lt;I@gt; @lt;/I@gt;@lt;/P@gt;@lt;P style= MARGIN: 0px @gt;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.@lt;/P@gt;@lt;P style= MARGIN: 0px @gt;@lt;I@gt;Rhonda L. Truitt, Catawba College@lt;/I@gt;@lt;/P@gt;@lt;P style= MARGIN: 0px @gt; @lt;/P@gt;@lt;P style= MARGIN: 0px @gt;The concise and clever writing style works so well with the Author InformationMichael 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), andCandy 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. Tab Content 6Author Website:Countries AvailableAll regions |
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