College of Information Studies University of Maryland College Park LBSC 645 Fall Children s Literature and Materials

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1 College of Information Studies University of Maryland College Park LBSC 645 Fall 2009 Instructor: Maria Salvadore Home/Office: Office hours: Before class and by appointment Children s Literature and Materials Course Description: This course surveys literature and other materials for children and youth and the criteria for evaluating such materials as they relate to the needs, interests, and capabilities of young readers. Learning Objectives: Survey the range of literature and materials available to and/or published for children (defined birth through age 14) Use appropriate criteria to evaluate literature of various genre Explore related issues in the field of children s literature Attendance Policy Attendance and in-class participation are ongoing requirements and are an integral part of the work of this class. However, It is the policy of the University to excuse the absences of students that result from the following causes: illness of the student, or illness of a dependent as defined by Board of Regents policy on family and medical leave; religious observance (where the nature of the observance prevents the student from being present during the class period); participation in university activities at the request of University authorities; and compelling circumstance beyond the student's control. (Source: accessed 8/09) Emergency Closings Check the University's inclement weather number ( SNOW [7669]) or the University s website: Academic Integrity The University of Maryland and the ischool adhere to a strict policy of academic integrity. All exams, papers, and assignments (unless otherwise instructed) turned in by students should include the signed, handwritten honor pledge: I pledge on my honor that I have not given or received any unauthorized assistance on this assignment/examination. For more information, please see the Office of Judicial Programs & Student Ethical Development s website: (accessed 8/09). 1

2 LBSC 645 FALL 2009 Salvadore Course Outline 1 8/31/09 Introduction to course, objectives and requirements Brief history of children s literature Ways of looking at illustration 2 9/7/09 NO CLASS Labor Day 3 9/14/09 Considerations of illustration continued Early English Illustrators of Picture Books: Walter Crane; Randolph Caldecott; Kate Greenaway, Leslie Brooke; & Beatrix Potter Marcus, Leonard. Minders of Make-Believe, pp. ix to 31 Horning, Kathleen. From Cover to Cover: Evaluating & Reviewing Children s Books, pp Locate & examine to discuss: At least three (3) books, illustrated by 3 of the 5 artists noted above B. ABC, Mother Goose and Counting Books Opie, Iona & Peter. Oxford Dictionary of Nursery Rhymes, Introduction; Horning, pgs Annotate: Two (2) books one (1) collection of Mother Goose rhymes and one (1) ABC, counting book or concept book C. Picture Books: Stories & More Read to discuss: Millions of Cats (1928) by Wanda Gag and And to Think that I Saw it on Mulberry Street (1937) by Dr. Seuss Read several Caldecott Medal winning books and be prepared to sign up for a specific book for your paper and to present. The 2008 Medalist & Honor books will be discussed in class. (Pre-selection is requested so that the widest possible range of books can be presented in class.) 2

3 4 9/21/09 A. Picture Books: Stories & More Continued Brown, Marcia. Lotus Seeds: Children, Pictures and Books, chapter 1 Design Matters by Jon Scieszka & Molly Leach in Horn Book, March/April 1998 (and other articles in this issue as desired) Visit: and read Lift-off: When Books Leave the Page by Jean Gralley, in Horn Book, January/February 2006 Annotate: Two (2) picture books. (Use class list or another source) B. Caldecott Medal Books Become familiar with the terms and criteria of the Caldecott Medal. Available in various print forms and at: Read and prepare to discuss (using the terms of the Caldecott Committee) the 2008 Caldecott Medalist & honor books. Bring any 2009 books that you think the current Caldecott Committee should consider. 5 9/28/09 Caldecott Medal Books -- Continued Assignment: Write a 3-5 page paper on a Caldecott Medal book and Honor books perhaps including other books illustrated by the same artist. (See Assignments, page 8.) Papers will be presented in class. 6 10/5/09 A. Fantasy LeGuin, Ursula, Child & the Shadow, in The Language of the Night, pp Annotate: one (1) fantasy B. The Literary Fairy Tale by: Hans C. Andersen; Rudyard Kipling; Carl Sandburg; & Oscar Wilde Annotate: one (1) Literary Fairy Tale collection (collected works of authors above) or two (2) picture book versions by the author/s of your choice from those noted above. 3

4 7 10/12/09 A. Traditional Literature: Folk and Fairy Tales Opie, Iona & Peter. The Classic Fairy Tales, introduction Horning, Kathleen. Traditional Literature in From Cover to Cover, pp Hearne, Betsy, The Bones of a Story in Horn Book, Jan/Feb 2005, pp Read to discuss: Find at least 2 variants of the same or similar folk or fairy tale, preferably in different formats (e.g., in a collection and in picture book format) or published at different times (e.g. an early version and one published more recently). Choose one (1) to annotate. B. Traditional Literature Continued: Fables & Epic, Myth and Legend Read to discuss: One collection of fables, one myth collection or a single myth and one collection or single legend. Choose one (1) to annotate. 8 10/19/09 A. Poetry: Humorous poetry, Anthologies, Collections of Single Poets, and Other Poetry Matters Smith, Lillian. The Unreluctant Years, chapter 7 Poetry On Originality in Children s Poetry by J. Patrick Lewis, pp ; and Reviewing Poetry by Liz Rosenberg, pp both Horn Book, May/June 2005 Understanding Rhyme, Line Breaks, & Other Selected Elements of Poetry (plus other chapters as desired) in Conversations with a Poet by Betsy Franco, pp Class presentation: Working in teams of 2 or 3, locate three (3) poems in three different books (at different levels of difficulty) on a single subject. In class, you will present the poems and the books in which you found them. Be prepared to give a brief critical summary of the book from which each poem is drawn. Consider what makes these poems appropriate for children, why they appealed (or not) to you, how you evaluated them and what might appeal to young readers at different ages. 4

5 9 10/26/09 A. Easy Readers & Transitional Fiction Read at least 2 (two) titles try to find one (1) easy reader with a copyright date prior to 1985 and another with a copyright after Annotate one (1). For class discussion, note what was successful in terms of style, format and/or content (regardless of date of publication) as well as any characteristics are shared between older and newer titles. What makes an engaging easy reader? What do they draw from picture books? Be sure to bring books to discuss in class. Horning, Easy Readers & Transitional Books in From Cover to Cover, pp Books for Beginning Readers by Margaret Jensen (handout). B. Fiction: Younger and Middle Readers Byars, Betsy - Taking Humor Seriously, in Zena Sutherland Lectures: , pp Read to discuss: Harriet the Spy by Louise Fitzhugh plus at least one (1) book for younger/middle children (see bibliography) Guest Speaker: Fred Bowen (to arrive about 6:30) Visit: Read to discuss: Touchdown Trouble by Fred Bowen (Peachtree, 2009) and other books of your choice by this author 10 11/2/09 A. The Multi-Cultural Book Slippery Slopes & Proliferating Prizes by Marc Aronson in Horn Book Magazine, May/June 2000 and responses (letters) in later Horn Books. The Council for Interracial Books suggestions for a quick check for bias in children s literature: Prepare to present in class your definition of multicultural literature for children. 5

6 Read to discuss: either one (1) novel or two (2) picture books from a public library collection consulting a librarian or any bibliography of multicultural fiction for children (such as Open the Books and See All the People, published by the Queens Borough Public Library) or an online bibliography such as [NB: This is not an endorsement of these sources.] B. Informational Books: History, Geography Books of Information in From Cover to Cover by Horning Read Three Perspectives on choosing award winning nonfiction for children at: award-winning_nonfict.html Read to discuss: One (1) book of history or geography. Consider the timeliness of the information and accuracy of presentation as well as reader appeal. C. Science Questions & Answers Assignment: Choose two (2) science questions in different fields (e.g., earth science, life science) for grades 4, 5 or 6. Locate answers using both internet resources and book sources found in a school and/or public library (excluding encyclopedias). The internet resources should be those that a child would likely find without adult intervention. Determine which source is most appropriate for not only the targeted audience but timeliness of information. In a one to two page analysis, compare your results. How successful were your searches? How did you determine the accuracy and authority of materials consulted? Be sure to reference the websites and the books used. Consider how you (as a librarian) would guide children to evaluate sources and the reliability of the information gleaned from them. (Note: Your paper should not exceed two (2) pages.) 11 11/9/09 A. Historical Fiction & Biography MacLeod, Anne Scott, Writing Backward: Modern Models in Historical Fiction in Horn Book, Jan/Feb

7 Fritz, Jean - The Known and the Unknown: An Exploration into Nonfiction in Zena Sutherland Lectures: , pp Read to discuss: One (1) title discussed in MacLeod s article Read to discuss: at least one (1) biography from a school or public library collection. Also examine at least one (1) picture book biography. B. Newbery Medal Books Short paper: discuss one (1) Newbery Medal book at length using the Newbery Committee criteria (available in print and from In this essay, you may also briefly discuss the year s honor books, or perhaps argue for an honor book as winner. Read the author s acceptance speech (these are published simultaneously with Caldecott acceptance speeches), citing it as appropriate. This paper should not exceed two (2) pages. You may want to consult reviews for the Medal and Honor books. Consider how you will present the book to class, either supporting it or opposing it for the Newbery Medal. Presentations will be informal as time permits /16/09 A. Audiobooks Listen to one unabridged novel on tape, preferably a book you have also read. Guest speaker: Mary Stump, Arlington County (VA) Public Schools Benefits of Audio Books for All Readers by Denise Johnson at B. Issues in Intellectual Freedom (Censorship) MacLeod, Anne Scott, Censorship & Children s Literature in American Childhood, pp Marcus, Leonard, Chapter 2 - Innocence Lost & Found in Minders of Make-Believe, pp Library Bill of Rights and Librarians Code of Ethics. Available on ALA web site: 7

8 13 11/23/09 A. Fiction: Developing Character in Children's Books: the subversive impulse to find (and exploit) the "bad" in "good" characters and the "good" in "bad" characters Guest Speaker: Mary Amato Visit: Read to discuss the following books by Mary Amato (as well as others as desired): Please Write in This Book (Holiday House, 2006) The Naked Mole-Rat Letters (Holiday House, 2005) B. Fused: the graphic format for fiction and more Brenner, Robin, Graphic Novels 101: FAQ & Rudiger, HM, Graphic Novels 101: Reading Lessons both in Horn Book Magazine, March/April 2006, p Eisner, Will. Comics & Sequential Art, chapters 1 & 2 Short paper: Choose a graphic novel or a fused form that uses text and illustration in a nontraditional way from the list or another of your choice (as long as it can be read by the target audience). Discuss this book in some detail (though not to exceed two (2) pages) focusing on the point of view. What is the impact of the perspective on the presentation? How does the style (visual as well as textual) affect you, the reader; how might young readers respond? 14 11/30/09 Term Project Presentations Begin You are asked to present the highlights of your project in class. Time is limited; please adhere to time limits which will be discussed in class. Also, prepare a bibliography of books discussed for distribution in class. Remember to leave time for questions and discussion after your presentation /7/09 Term Project Presentations Continue Last Class! 8

9 LBSC 645 Fall 2009 Salvadore Course Assignments 1. Annotations are due at regular intervals. See course outline for specific dates and subjects. This includes the short papers noted on course outline. [approx. 35%] 2. Caldecott Paper. In a three (3) to five (5) page paper, discuss a Caldecott Medal winning book for a year of your choice. How do you define those criteria in relation to the medal-winner of the year you chose? You can either support or refute the decision for the award, perhaps arguing for one of the year s Honor Book. Discussion of Honor books should also relate to the Caldecott criteria. Find and examine other books by the Caldecott Medal winning illustrator. Consider how the artist s work has evolved, characteristics of style, etc. Additionally, read the illustrator s Caldecott acceptance speech published in Kingman et al (see class bibliography), Horn Book, and in Children and Libraries (formerly Journal of Youth Services). Information about the illustrator should be included to the extent that it provides insight into his/her work. Papers will be presented in class. Co-presentations are encouraged; however, papers must be prepared independently. You will be given an opportunity in class to identify other students who may be presenting the same book or illustrator in preparation for this. (Approximately 5% of the grade will be based on class presentation.) Due Week 5 9/28/09 [approx. 15%] 3. Poetry presentation. See Week 8 10/19/09 [approx. 5%] 4. Science Resource Analysis. See Week 10 11/2/09 [approx. 5%] 5. Term Project & Class Presentation: Approximately a 10-page paper which allows you to explore in some depth a topic, question or area of interest in children s literature. Your examination of the literature can be developed by genre, subject, author, illustrator, or theme. A minimum of 12 children s books should be discussed and compared. Professional readings should be used as well. 9

10 You will present highlights of your term project in class (all papers are due by the final class though will be accepted earlier). The class presentations will be assessed as part of the total project, based on adherence to time limitations and the substance of the presentation. In other words, you are asked to prepare your remarks to make the most the time available. (We will discuss the project in greater detail in class.) Class presentations will be graded primarily on making the most of your time (i.e., you must prepare presentation!) and substance of presentation (and will count for approximately 5% of the grade). Weeks 14 & 15 11/30 & 12/7/09 [approx. 30%] 6. Class Participation. This includes the Read to discuss assignments. On-going [approx. 10%] 10