Children's books in children's hands : an introduction to their literature

목차 (Table of Contents)

• CONTENTS
• Preface = xxiii
• Part One Understanding Literature and the Child Reader = 3
• 1. Children's Books in Children's Hands = 4
• What Are Good Books for Children? = 7
• What Is Children's Literature? = 7
• Qualities of Children's Literature = 8
• Qualities of Outstanding Children's Literature = 9
• Ask the Editor : Roger Sutton = 10
• Children's Books and Childhood = 11
• Children Were Ignored = 11
• Children Were Suspected of Harboring Great Evil = 11
• Children Were Felt to Be in Need of Moral Instruction and Idealistic Example = 12
• Childern Were Sometimes Understood and Given a Good Read = 13
• Issue to Consider : Are Librarians or Teachers Ever Justified in Censoring Books for
• Children? = 14
• Children's Development and Response to Literature = 15
• Intellectual Development = 15
• Moral Development = 18
• Personality Development = 20
• How Does Reading "Work"? = 23
• Learning to Read = 24
• Same Book, Different Responses = 25
• Genres of Children's Literature = 25
• Resources for Children's Books = 26
• Bringing Children and Books Together = 27
• Teaching Ideas = 27
• Experiences for Your Learning = 28
• References = 28
• 2. Literary Elements of Children's Literature = 30
• The Artistry of Literary Elements = 31
• Settings : How Do Authors Create Times and Places? = 31
• Settings in Folktales and Fairytales = 32
• Settings in Realistic Fiction = 32
• Setting as Important Features in Themselves = 33
• Ask the Editor : Richard W. Jackson = 34
• Characterization : How Do People Emerge from the Page? = 35
• Characters Are Developed through Their Actions = 35
• Characters Are Developed through Their Relations with Others = 35
• Characters Are Developed through the Roles They Play in the Plot = 37
• Plots : How Do Stories Happen? = 38
• Plots : The Basics = 38
• Episodes : Stories within Stories = 39
• The "Real" Story versus the Story as Revealed = 39
• Variations in Time = 39
• Recurring Plots = 40
• Plot and Genre = 41
• Themes : How Do Stories Get Meaning? = 42
• Explicit and Implicit Themes = 42
• Themes and Images = 42
• Issue to Consider : Are Themes Really There? = 43
• Reading against the Grain = 43
• The Stance of the Implied Reader = 44
• Identifying with Characters = 45
• Taking the Intended Moral Stance = 45
• Filling in the Gaps = 46
• Point of View = 46
• Stories in the First Person = 47
• Stories in the Third Person = 47
• Style = 47
• Words = 48
• Images = 49
• Metaphors = 49
• Sounds = 49
• Voice = 50
• Literary Features of Informational Books = 52
• Literary Features of Poetry = 52
• Teaching Ideas = 52
• Experiences for Your Learning = 53
• Recommended Books = 53
• Resources = 56
• References = 56
• 3. The Child Reader Responds to Literature = 57
• Literary Meaning Making = 58
• Reading for Content = 58
• Reading to Make Aesthetic Judgments = 59
• Reading by Textual Structures = 59
• Reading for Social Attitudes = 60
• Reading as a Transaction = 60
• Perspectives on Reader Response = 60
• Experiential Perspective on Reader Response = 62
• Developmental Perspective on Reader Response = 65
• Sockal Perspective on Reader Response = 68
• Cultural Perspective on Reader Response = 71
• Issue to Consider : What Is the Role of Rersonal Stories When Young Children Talk
• about Literature? = 72
• Textral Perspective on Reader Response = 74
• Ask the Author : Laurence Yep = 75
• Teaching Ideas = 77
• Experiences for Your Learning = 77
• Recommended Books = 78
• References = 79
• 4. Literature Representing Diverse Perspectives = 81
• Diverse Perspectives in the United States = 82
• The Role of Schools in Presenting Multiple Perspectives = 83
• Literature's Role in Influencing the Reader's Perspective = 83
• Multicultural Literature Defined = 84
• The Value of Multicultural Literature = 84
• Identitying Multicultural Books = 85
• Evolution of Multicultural Literature = 86
• Issues Related to Multicultural Literature = 87
• Cultrual Authenticity = 88
• Perspective : Insider or Outsider = 88
• Issue to Consider : How much Artistic License Should Be Given to Illustrators as
• They Create Images of a Culture? = 89
• Stereotyping and Other Unacceptable Depictions of Cultural Groups = 90
• Identification of Cultural Groups = 91
• Major Authors and Illustrators of Multicultural Literature = 92
• Verna Aardema = 92
• Alma Flor Ada = 93
• Arnold Adoff = 93
• Joseph Bruchac = 93
• Ashley Bryan = 94
• Paul Goble = 95
• Eloise Greenfield = 95
• Virginia Hamilton = 95
• Ask the Author : Julius Lester = 96
• Walter Dean Myers = 97
• Allen Say = 97
• Gary Soto = 98
• John Steptoe = 98
• Mildred Taylor = 99
• Yoshiko Uchida = 99
• Mildred Pitts Walter = 100
• Laurence Yep = 100
• Criteria for Evaluating and Selecting Multicultural Literature = 101
• Do the Author and Illustrator Present Insider Perspectives? = 101
• Is the Culture Portrayed Multidimensionally? = 102
• Are Cultural Details Naturally Integrated? = 102
• Are Details Accurate and Interpretation Current? = 102
• Is Language Used Authentically? = 103
• Is the Collection Balanced? = 103
• International Literature Defined = 104
• Literature That Originates Outside of the United States = 104
• Literature about Other Countries, Written and Published in the United States = 105
• Evaluating Quality in International Literature = 105
• Intended Audience = 105
• Translation = 106
• Awards for Multicultural and International Literature = 107
• The Coretta Scott King Award = 108
• The Hans Christian Andersen Award = 108
• The Mildred Batchelder Award = 109
• Other International Book Awards = 109
• Literature Portraying Other Diverse Perspectives = 109
• Literature Portraying Gender Equity and Gender Roles = 109
• Literature Portraying Social Diversity = 111
• Literature about People with Exceptionalities = 112
• Teachers' Roles in Presenting Multiple and Diverse Perspectives = 113
• Understanding Diverse Perspectives through Adult Literature = 113
• Understanding Diverse Perspectives through Professional Literature = 114
• Helping Children Gain Diverse Perspectives = 114
• Teaching Ideas = 114
• Experiences for Your Learning = 115
• Recommended Books = 116
• Resources = 130
• References = 132
• Part Two Exploring the Genres of Children's Literature = 135
• 5. Traditional Literature = 136
• Traditional Literature Defined = 137
• The Evolution of Traditional Literature = 137
• The Brothers Grimm and the Elevation of Folktales = 138
• Folktales from Everywhere = 139
• Folklore as a Field of Study = 140
• Categories of Traditional Literature = 141
• Myths and Religious Stories = 141
• Fables = 141
• Folktales of Many Kinds = 142
• Issue to Consider : Are Tales of Stereotyped Strong Men and Wilting Women Still
• Worth Sharing with Today's Children? = 144
• Epics and Ballads = 145
• Folksongs and Poems = 145
• Mother Goose Rhymes = 145
• Skipping Rhymes and Chants = 146
• Riddles = 146
• How Traditional Literature Works = 147
• The Plot Structures of Folktales : Propp's Morphology = 147
• Campbell's Hero Cycle = 148
• Levi-Strauss's Structured Opposites = 150
• Psychoanalytic Dynamics of Traditional Literature = 151
• Traditional Literature from Many Cultures = 152
• Classic Myths and Legends = 152
• Traditional Literature from the British Isles = 153
• German Traditional Literature = 155
• Scandinavian Traditional Literature = 155
• French Traditional Literature = 156
• Russian Folktales = 156
• Folklore from North America = 156
• Ask the Author : Patricia C. Mckissack = 158
• Hispanic Folklore = 159
• African Folklore = 160
• Asian Folklore = 160
• Folklore across Cultures = 161
• Deriative Literature = 161
• Criteria for Selecting Traditional Literature = 162
• Avoiding Stereotypes and Prejudice = 162
• Respecting Original Sources = 162
• Teaching Ideas = 163
• Experiences for Your learning = 163
• Recommended Books = 164
• Resources = 169
• References = 169
• 6. Picture Books = 170
• Picture Books Defined = 171
• The Evolution of Picture Books = 171
• The Development of the Concept of the Picture Book = 171
• Changes in Printing Technology = 172
• Authors and Illustrators Who Have Defined the Field = 173
• Categories of Prcture Books = 174
• Early Childhood Books = 174
• Wordless Books = 179
• Beginning Readers' Books = 179
• Picture Storybooks = 181
• Appreciating the Artistic Craft of the Picture Book = 182
• Elements of Design = 182
• Artistic Media = 184
• How Picture Books Work = 187
• The Laylut of Picture Books = 188
• Characterization = 189
• Perspective = 190
• Backgrounds = 190
• Color = 191
• Picture / Text Relationships = 192
• Creators of Picture Books = 193
• Mitsumasa Anno = 193
• Marcia Brown = 194
• Eric Carle = 194
• Leo and Diane Dillon = 195
• Kevin Henkes = 195
• Ask the Illustrator : Jerry Pinkney = 196
• Ezra Jack Keats = 198
• Leo Lionni = 198
• Beatrix Potter = 199
• Maurice Sendak = 199
• Ask the Author and Illustrator : Jon Scieszka and Lane Smith = 200
• John Steptoe = 200
• Chris Van Allsburg = 202
• Ed Young = 202
• Criteria for Selecting Picture Books = 203
• Evaluating Quality in Picture Books = 203
• Issue to Consider : Are Picture Books Being Designed More for Adult Buyers Than for
• Child Readers? = 204
• Picture Book Selection Criteria = 205
• Awards for Picture Books = 205
• Teaching Ideas = 205
• Experiences for Your Learning = 206
• Recommended Books = 206
• Resources = 224
• References = 224
• 7. Poetry for Children = 225
• What Is Poetry? = 226
• Issue to Consider : Should We Distinguish between "Poems" and "Rhymes"? = 227
• Categories of Poetry for Children = 227
• Nursery Rhymes = 228
• Jump-Rope and Counting-Out Rhymes = 229
• Folksongs Popular among Children = 230
• Lyric or Expressie Poems = 230
• Narrative Poems = 231
• Nonsense Verse = 231
• Form Poems : Limericks = 232
• Form Poems : Haiku = 232
• Free Verse = 232
• The Evolution of Children's Poetry = 233
• Early Poetry for Children = 233
• More Sympathetic Voices = 233
• Contemporary poetry for Children = 235
• The Many Voices of Children's Poetry = 236
• Elements of Poetry = 238
• Sounds = 238
• Images = 241
• Forms = 243
• Insight = 244
• Choosing Poetry for Children = 245
• Criteria for Good poetry for Children = 245
• Ask the Author : Myra Cohn Livingston = 246
• Children's Preferences in Poetry = 246
• Issue to Consider : How Can We Keep Children's Liking for Poetry Alive? = 248
• Major Children's Poets and Their Works = 249
• David McCord = 249
• Aileen Fisher = 250
• Karla Kuskin = 250
• Myra Cohn Livingston = 250
• Arnold Adoff = 251
• Eve Merriam = 252
• John Ciardi = 252
• Lilian Moore = 253
• Valerie Worth = 253
• Barbara Juster Esbensen = 254
• Lee Bennett Hopkins = 254
• Jeck Prelutsky = 255
• Shel Silverstein = 255
• Nikki Giovanni = 255
• Langston Hughes = 256
• A. A. Milne = 256
• Walter de la Mare = 257
• Robert Louis Stevenson = 257
• Teaching Ideas = 257
• Experiences for Your Learning = 258
• Recommended Books = 258
• Resources = 262
• References = 263
• 8. Realistic Fiction = 264
• What Is Realistic Fiction? = 265
• Realistic Fiction Defined = 265
• The Value of Realistic Fiction = 266
• The Evolution of Realistic Fiction = 267
• The Nineteenth Century = 267
• The Twentieth Century = 268
• From New Realism to Diverse Perspectives = 269
• Issue to Consider : Are Contemporary Books Too Realistic? = 270
• Categories of Realistic Fiction = 271
• Books about Self-Discovery and Growing Up = 271
• Books about Families = 272
• Books about School and Society = 273
• Books about Interpersonal Relations = 274
• Books about Mental and Physical Challenges = 274
• Books about Romance and Sexuality = 275
• Books about Moral Dilemmas and Moral Responsibility = 275
• Books about Survival = 276
• Mystery Books = 278
• Books about Sports = 279
• Books about Nature = 279
• Humorous Books = 280
• Books about Death and Dying = 281
• Books with Multicultural and International Themes = 282
• Series Books = 283
• How Realistic Fiction Works = 283
• Ask the Author : Katherine Paterson = 284
• Major Writers of Realistic Fiction and Their Works = 286
• Avi = 286
• Marion Dane Bauer = 286
• Judy Blume = 286
• Eve Bunting = 287
• Betsy Byars = 287
• Beverly Cleary = 287
• Brock Cole = 288
• Paula Fox = 288
• E. L. Konigsburg = 288
• Lois Lowry = 288
• Patricia MacLachlan = 289
• Phyllis Reynolds Naylor = 289
• Katherine Paterson = 289
• Gary Paulsen = 290
• Cynthia Rylant = 290
• Jerry Spinelli = 291
• Cynthia Voigt = 291
• Vera Williams = 291
• Charlotte Zolotow = 292
• Criteria for Evaluating and Selecting Realistic Fiction = 292
• Teaching Ideas = 293
• Experiences for Your Learning = 294
• Recommended Books = 295
• Resources = 304
• References = 304
• 9. Historical Fiction = 308
• Historical Fiction Defined = 309
• Value of Historical Fiction = 309
• The Evolution of Historical Fiction = 310
• Style = 311
• Historical Perspective = 311
• Subject Matter = 312
• Issue to Consider : What Is Appropriate Historical Subject matter for Young Children? = 313
• Picture Books = 314
• Categories of Historical Fiction = 314
• Ficionalized Memoirs = 314
• Fictionalized Family History = 315
• Fictio Based on Research = 316
• How Historical Fiction Works = 316
• Setting = 317
• Plot = 317
• Characters = 318
• Theme = 319
• Major Writers of Historical Fiction and Their Works = 319
• Ancient Times through the Medieval Period = 319
• The New World = 320
• American Revolution = 321
• Civil War and Slavery = 322
• Settling and Building the United States = 322
• Early Twentieth Century in the United States = 323
• World War Ⅱ and After = 324
• Criteria for Selecting Historical Fiction = 325
• Historical Authenticity = 325
• Ask the Author : Karen Cushman = 326
• Awards for Historical Fiction = 327
• Teaching Ideas = 327
• Experiences for Your Learning = 328
• Recommended Books = 328
• Resources = 333
• References = 334
• 10. Modern Fantasy and Science Fiction = 335
• Modern Fantasy and Science Fiction Defined = 336
• Definition of Modern Fantasy = 336
• Definition of Science Fiction = 337
• Distinction between Fantasy and Science Fiction = 337
• The Evolution of modern Fantasy = 338
• Categories of Modern Fantasy = 340
• Low Fantasy = 340
• High Fantasy = 344
• How Fantasy Works = 345
• Issue to Consider : Can Reading Fantasy Be Inappropriate for Children? = 346
• Major Writers of Fantasy and Their Works = 347
• Lloyd Alexander = 347
• Natalie Babbitt = 347
• T. A. Barron = 348
• Grace Chetwin = 348
• Susan Cooper = 349
• Roald Dahl = 349
• Mollie Hunter = 349
• Brian Jacques = 349
• Diana Wynne Jones = 350
• C. S. Lewis = 350
• A. A. Milne = 351
• William Steig = 351
• J. R. R. Tolkien = 351
• Rosemary Wells = 351
• E. B. White = 352
• Patricia Wrede = 352
• Other Notable Writers of Modern Fantasy = 352
• Ask the Author : Jane Yolen = 353
• Criteria for Selecting Fantasy = 353
• The Evolution of Science Fiction = 354
• Categories of Science Fiction = 355
• Projecting Scientific Principles = 355
• Utopian and Dystopian Societies = 356
• Surviving Environmental Catastrophes = 356
• Science Fantasies = 357
• How Science Fiction Works = 357
• Major writers of Sciece Fiction and Their Works = 358
• Isaac Asimov = 358
• John Christopher = 359
• Peter Dickinson = 359
• Robert Heinlein = 359
• H. M. Hoover = 360
• Monica Hughes = 360
• Louise Lawrence = 360
• Madeleine L'Engle = 361
• Andre Norton = 361
• Pamela Sargent = 362
• William Sleator = 362
• Criteria for Selecting Science Fiction = 362
• Awards for Fantasy and Science Fiction = 363
• Teaching Ideas = 363
• Experiences for Your Learning = 363
• Recommended Books = 364
• Resources = 374
• References = 374
• 11. Informational Books and Biography = 376
• Informational Books Defined = 377
• The Evolution of Informational Books = 378
• Issue to Consider : Is It Acceptable to Fictionalize Informational Books? = 379
• Categories of Informational Books = 380
• History = 380
• Understanding Peoples and Cultures = 381
• Nature = 382
• The Arts = 382
• How Things Work = 383
• Activity, Craft, and How-to Books = 383
• Series Books = 383
• How Informational Books Work = 384
• Major Writers of Informational Books and Their Works = 385
• Aliki = 385
• Joanna Cole = 385
• Gail Gibbons = 385
• James Cross Giblin = 386
• James Haskins = 386
• Kathryn Lasky = 387
• Patricia Lauber = 387
• Milton Meltzer = 387
• Ask the Author : Milton Meltzer = 388
• Laurence Pringle = 389
• Seymour Simon = 389
• Criteria for Selecting Informational Books = 390
• Accuracy and Authenticity = 390
• Organization = 390
• Format and Design = 390
• Writing Style = 391
• Biography Defined = 391
• The Evolution of Biography = 392
• Categories of Biograhpy = 393
• Partial Biographies = 393
• Collective Biographies = 393
• Biographies of Explorers of Earth and Space = 394
• Biographies of Social and Political Activists = 394
• Biographies of Artists and Authors = 394
• Biographies of People Who Persevered = 395
• Authbiographies = 395
• How Bigraphies Work = 395
• Major Writers of Biographies and Their Works = 396
• David Adler = 396
• Edgar Parin D'Aulaire and Ingri D'Aulaire = 396
• Russell Freedman = 397
• Jean Fritz = 398
• Criteria for Selecting Biographies = 398
• Choice of Subject = 398
• Characterization = 398
• Accuracy and Authenticity = 398
• Writing Style = 399
• Awards for Informational Books and Biographies = 399
• Teaching Ideas = 399
• Experieces for Your Learning = 400
• Recommended Books = 401
• Resources = 407
• References = 408
• Part Three Creating the Literature-Based Classroom = 411
• 12. Initing Children into Literature = 412
• The Classroom Library = 413
• Designing the Classroom Library Center = 414
• Stocking the Classroom Library with Books = 416
• Issue to Consider : Should Children's Preferences for "Nonliterary" Works Be
• Accommodated in the Classroom Literature Program? = 417
• Reading Aloud to Children = 419
• Research on Read-Aloud Programs = 419
• The Read-Aloud Experience = 420
• Ask the Author : Bill Martin, Jr. = 422
• Stories and Storytelling = 424
• Storytelling : The Tenacious Art = 425
• Common Story Types : Personal Tales to Tall Tales = 425
• Learning Stories to Tell = 426
• Dramatizing Stories = 429
• Story Theater = 429
• Readers Theater = 429
• Creatie Dramatics = 430
• Improisational Drama = 432
• Engaging Children in Poetry = 433
• Making Songs and Poems a Part of the School Day = 433
• Encouraging Responses to Poetry = 434
• Choral Reading and Reciting = 434
• Inviting Children to Write Poetry = 436
• Other Dimensions of the Literature-Rich Classroom = 439
• DEAR Time = 439
• Author Visits = 440
• Teaching Ideas = 441
• Experiences for Your Learning = 441
• Recommended Books = 442
• Resources = 447
• References = 448
• 13. Encouraging Response to Literature : Literary Discussion = 449
• What Is a Book Club? = 450
• An Interpretive Community = 450
• An Opportunity for "Grand Conversations" = 451
• Organizing Book Clubs = 453
• Selecting Books for Use in Book Clubs = 453
• Forming the Discussion Groups = 455
• Ask the Author : Eve Bunting = 456
• Length and Frequency of Book Club Sessions = 457
• The Roles of the Teacher in Literary Discussions = 458
• Modeling Response-Based Discussion = 458
• Helping Children Learn New Roles during Book Clubs = 459
• Moving Conversation Forward = 460
• Supporting Literary Learning = 460
• Issue to Consider : Is It Necessary to Attend to Comprehension before Moing On to
• Critical Discussions of a Story? = 461
• Response Strategies = 462
• Invite Students to Share and Reflect = 462
• Have Children Use Journals for Recording Thoughts = 462
• Ask Open-Ended Discussion Questions = 464
• Pose Literary Questions for Discussion = 466
• Prepare Language Charts = 468
• Develop Story Webs = 469
• Teaching Ideas = 472
• Experiences for Your Learning = 472
• Recommended Books = 472
• Resources = 478
• References = 478
• 14. Literature Units in the Curriculum = 480
• What Is a Literature Unit? = 481
• Distinguishing Features of a Literature Unit = 482
• Literature Units Include Many Genres = 482
• Literature Units Proide Cumulative Experiences = 483
• Literature and Language Arts Are Integrated = 483
• Student Journals Are Used throughout a Literature Unit = 484
• The Study of Literature Evolves in a Social Context = 484
• A Literature Unit Featuring the Sea : Theory into Practice = 485
• Session One : Introducing the Content and Components of the Sea Unit = 485
• Session Two : Setting the Stage for Comparative Analysis of Sea Tales = 487
• Session Three : Identifying Recurring Literary Themes in Sea Tales = 487
• Session Four : Comparing Traditional and Modern Sea Tales = 488
• Session Five : Finding Ancient Roots in Modern Sea Tales = 489
• Session Six : Exploring Literary Connections and Authors' Craft = 490
• Session Seven : Finding Facts in Realistic Fiction about the Sea = 490
• Session Eight : Comparing Nonfiction and Fictio about the Sea = 491
• Session Nine : Focusing on the Craft of the Author and Artist = 492
• Session Ten : Connecting Literary Themes about the Sea to Current Social Issues = 492
• Session Eleven : Moving from Analysis to Synthesis = 493
• Final Sessions : Sharing Research Findings = 493
• Developing a Literature Unit : An Overview = 494
• Selecting a Focus for the Unit = 494
• Selecting Literary Texts = 494
• Issue to Consider : Do Teachers Need to Be Students of Literature? = 495
• Shared-Text Experiences = 495
• Independent Reading = 496
• Response Journals = 496
• Book Clubs = 496
• Extensions = 496
• Synthesis = 496
• Developing Literature Units : Other Possibilities = 497
• Friendship = 497
• Literary Genres = 497
• Ask the Editor : Barbara Elleman = 498
• The Literature Unit and Literacy and Literary Learning = 498
• Teaching Ideas = 500
• Experiences for Your Learning = 500
• Recommended Books = 501
• Resources = 510
• References = 511
• Appendix A : Children's Book Awards = 512
• Appendix B : Professional Organizations = 534
• Appendix C : Publishers' Addresses = 535
• Appendix D : Book Selectio Aids = 537
• Appendix E : Children's Magazines with Literary Content = 544
• Appendix F : Children's Literature Web Sites = 546
• Name / Title Index = 548
• Subject Index = 573
• Credits = 579