Topics for Children S Literature Course

College of Information Studies

University of Maryland, Shady Grove

LBSC 645

Instructor: Edith Ching Fall 2012

Email: ; h: 301-622-7780

Office hours ½ hour after each class or by appointment

Children’s Literature and Materials

Course description: This course surveys literature and other materials for children and youth as they relate to the needs, interests, reading abilities and other capabilities of readers through middle school (grade 8) . Criteria for evaluating and using such materials will also be discussed.

A driving question that we will continually revisit throughout this course is:

Is children’s literature defined by the act of children reading it or are there specific characteristics that make this a unique literature?

Learning Objectives:

Understand the history of children’s literature and how it impacts the development of the audience it serves and their reading enthusiasm and development
Survey the range of literature and materials available to and /or published for children (defined as birth through age 14)
Appreciate, evaluate and then apply appropriate criteria to evaluate the literature of various genre for those in collection development as well as personal use

Attendance Policy

Attendance and in-class participation are required since the primary structure of this class will be shared group discussion. However, “it is the policy of the University to excuse the absences of candidates that result from the following causes: illness of the candidate, or illness of a dependent as defined by the Board of Regents policy on family and medical leave; religious observance (where the nature of the observance prevents the candidate from being present during the class period); participation in university activities at the request of University authorities; and compelling circumstances beyond the candidate’s control.” (Source: accessed 8/08).

Emergency Closings

Check the University’s inclement weather number (301-405-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 and major papers (unless otherwise instructed) turned in by candidates 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 website of the Office of Judicial Programs & Candidate Ethical Development:

Class assignments

Reading annotations will be required at many classes and there will be several short papers (averaging 2 pages each). To try to keep this as paperless as possible, please try to email me your assignments by the due date as a word attachment. I will email graded comments. My email is:

The final project (in lieu of a final exam) will be due and presented in class. Please bring enough copies of the final project to share with your classmates or post it to our discussion board.

Final Project Description

Each candidate will prepare a summer reading list of 20 books ( up to 2audio books may be included) for an age range of your choosing. This list should include non-fiction as well as fiction. Please do not include books that you have previously written annotations for, but you may choose books that yourclassmates presented. You should be sure that your books are currently in print, available in local libraries and note whether they are in paperback or hardback only. The list should have a diversity of materials, fiction and non-fiction and also appeal to a diverse audience. It should be arranged around a theme that will relate to the curriculum of a school system of your choosing.

The assignment will include:

Part I:

An overview of the importance of summer reading, based on your research on this topic and consultation of at least two recent journal articles on the subject.

An overview of the reading habits/interests of the age group that you have chosen, again based on your research and again at least two recent journal articles on this age group. .

Part II:

An overview of the reason you chose your theme and its appeal to your audience. Also, how this list can be implemented into the school curriculum for the following year (so you will need to be familiar with the curriculum of the county for which you are preparing this list). Choose one book to be read in common and explain how that could be the basis for a year long reading program in the school/public library. Consultation with a school or public librarian would be very helpful here.

Part III

A short annotation for each book chosen, focusing on your reader audience, meant to generate their interest in the book. Remember that your audience for these annotations are the potential young readers and you want to entice them into choosing every book on your list!

A question for each book that could be used in a possible Battle of the Books program.

Start saving web sites, blogs of interest, to share with your classmates and to use for book selection, professional development, etc. One to check out is the Novelist Newsletter, a free subscription.

1) Go to and click on the "Novelist Newsletter" tab.

2) Under "Choose Your Newsletter," check "NoveList School News."

3) Enter Account Information (name, email, password).

Another is Reading Rockets:

All papers should be in font of 14 and single spaced, with double spacing between paragraphs.

Exemplary completion of this project will include all of the standards listed below;

1.Bibliographic information for each of the articles mentioned and for each of the books on your reading list. Consult the MLA standards.

2. Correct use of grammar, including punctuation and spelling

3. Evidence of that each materials selection has been thoroughly read and evaluated, both through the annotation and the battle of the books question.

4. Evidence of research into the curriculum of the school system for which your reading list is intended.

5. An oral presentation that is enthusiastic and promotes the inclusion of this reading list in a summer program.

Grading

Annotations: Worth 30 %

Longer papers: Worth 30%

Class participation and attendance: Worth 10%

Final Project: Worth 30%

Grading scale

98-100 = A+

97-95 = A

94-93 = A-

92-90 = B+

87-90=B

All papers are expected to be handed in by the due date, which is the beginning of the class meeting time. If you need an extension, please let me know before the date that the paper is due. Unexcused late papers will be penalized one grade based on the scale above.

Week #1 Sept.4

Creation of our personal Reader’s Profile (interviews) and possible recommendations.

What are the books we remember from our childhood?

What made them distinct?

A brief look at the history of children’s literature

Virginia Lee Burton program. How do we talk about picture books?

Sample annotations, using a book that you recall.

Sources of book advice and discussion:

Week#2 Sept. 11

Read: The Chapter on Picture Books in From Cover to Cover; evaluating and reviewing children’s books by Kathleen Horning (on reserve in the library). Then look at one of the books by author/illustrator Susan Stockdale who will be visiting our class this week. Note what qualities that Horning values appear in Susan’s books, including pacing, choice of medium, text. These notes may be in bullet form. Be prepared to ask Susan a specific question about the choices she made in how she created the text and illustrations.

Also bring to class a picture book that you think well represents Horning’s values. Be prepared to present it to the class.

Class discussion of readings and books presented

Presentation by Susan Stockdale This discussion moved to Sept. 25 but assignment remains the same.

Week #3 Sept. 18

Read “Picture Books No Longer a Staple for Children byJulie Bosnman, The NewYork Times Oct. 7,2010 and two responses: Tracy Grant in The Washington Post, June2,2011,”The Picture Book, Happily Ever After,” and Allyn Johnston and Marla Frazee, “Why We Are Still in Love with Picture Books, the Horn Book Magazine, May/June 2011.

Write a one page single spaced response to either article,either in support of, or in disagreement with the author’s premise and use at least 2 picture books to support your views (please do not use ones discussed by Horning in her article). Please bring copies of the books to class.

Also bring to class one book that you feel is not successful as a picture book and be prepared to explain your opinion.

Read the Preface by David Weisner in Show Me A Story by Leonard Marcus and then chose one of the authors/illustrators (note your selection to the class so that most of the interviewees are covered) and briefly note the points that you think are most important in understanding and appreciating that creator’s work. Then choose one book created by that figure and note the key points in the book that reflect those important points. Please bring the book to class. It is not necessary to write out the key points.

In class discussion of assignments.

Week #4 Sept. 25

Read, Me …Jane written and illustrated by Patrick McDonnell and The Watcher, Jane Goodall’s Life with the Chimps by Jeanette Winter and in a one page single spaced paper compare their methods of story telling, both in text and through illustration. Who is the audience for each book (in terms of age level) and what expectation does the author/illustrator have in terms of what the audience will take away from this book. How do the pictures help tell the story or detract from the story and how does the illustration style work with the text. Finally, if you could purchase only one book for your library, which would itbe and why?

Also read “Easy Readers and Transition Books in From Cover to Cover. Bring to class one example of an easy reader that you think meets Horning’s criteria (and is not discussed in her article).

In class discussion of The Geisel Award

Also discuss “New Friends for New Readers” by Robin Smith in Classroom Connections, Booklinks Magazine, June 2011, page 40 (handout)

Visit from Susan Stockdale moved to this date.

Week #5 Oct. 2

Reading are due for this class, the paper is due Oct. 16

Read: What Makes A Good Newbery Novel?” by Patricia Lee Gauch in The Horn Book,July/August 2011 as well as “Has the Newbery Lost its Way?” by Anita Silvey in School Library Journal, October 19, 2008.

Also read Tradition Literature in From Cover to Cover.

For the paper: Read one Newbery medalist (it can be an honor book or the winner) that Gauch does NOT discuss in her article and in a 2-3 page paper discuss how your book meets the criteria that Gauch suggests—a memorable character, a strong sense of place (stage), an important arc. Include what you think the reader appeal would be.

Discussion of traditional literature, classics, fairy tales.

Samples in class.

Week #6 October 9

Tonight we are honored to have author Valerie Tripp as our guest speaker. Please read one full length book by her(on reserve in our library) Please bring to class two questions for Valerie and an annotation for her book.

Presentation by Valerie Tripp . Discussion of historical fiction, research, evaluation.

Week #7 October 16

Read the section on Fantsy and Science Fiction in Chapter 2 of A Critical handbook of Children’s Literature b Rececca J. Lukens (on reserve in the library). Be prepared to give examples of books you have read that fall into either category.

Also read “ What is Science Fiction Good for” by Ed Finn in The Huffington Post, June 12, 2012.

Also read “Dystopian Novel?” by April Spisak in The Horn Book Jay/June 2012, pg. 55 -60. While this article discusses Y/A literature, the topic is pertinent.

And bring to class the assignment given on Oct. 2.

The appeal of Harry Potter

The rise of Dystopian fiction

Newbery winners and their influence

Week #8, Oct. 23

Assignment: Read the articles found at

Also, Graphic Novels 101 by Hollis Ruddiger in The Horn Book

Magazine, March/April, 2006

And Chapter I in Understanding Comics, the invisible art by Scott McCloud.

Write a one paragraph definition of graphic novels, making sure to note your sources. In addition, create a list of a possible criteria for a potential graphic novel award to be given by the American Library Associaiton. From the many lists given, read 2 graphic novels and write annotations for both. Check out the web site help you establish your criteria. To look at Art Spiegelman’s classic graphic novel Maus go to

Choose one audio book on tape and listen to it for class November 6.

Visiting “experts” Karen MacPherson and Dave Burbank from Takoma Park Library will discuss the history of the graphic novel, its appeal and library issues.

Introduction to the Graphic Novel

The Graphic Novel issues and suggestions

Where to shelve it in your library

Potential audiences

Potential critics

Week #9, Oct. 30 Non-fiction

Reading: The following articles in the March/April 2011 Horn Book Magazine, focusing particularly on The Facts of the Matter by Kathy Isaacs, The Extreme Sport of Research by Susan Campbell Bartoletti, A Reason for the Picture by Matt Tavares, New Knowledge by Mark Aronson, A Fine, Fine Line: Truth in Nonfiction by Tanya Lee Stone.