Children S Literature In Action

This practitioner-oriented introduction to literature for children ages 5–12 covers the latest trends, titles, and tools for choosing the best books and materials as well as for planning fun and effective programs and activities. The third edition of Children's Literature in Action provides an activity-oriented survey of children's literature for undergraduate and graduate students seeking licensure and degrees that will lead to careers working with children in schools and public libraries. Author Sylvia M. Vardell draws on her 30 years of university teaching and extensive familiarity with the major textbooks in the area of children's literature to deliver something different: a book that focuses specifically on the perspective and needs of the librarian, with emphasis on practical action and library applications. Its contents address seven major genres: picture books, traditional tales, poetry, contemporary realistic fiction, historical fiction, fantasy, and informational books. Each chapter includes practical applications for the educator who shares books with children and who develops literature-based instruction. Chapters are enriched by author comments, collaborative activities, featured books, special topics, and activities including selected awards and celebrations, historical connections, recommended resources, issues for discussion, and assignment suggestions. This new edition incorporates the 2018 AASL National School Library Standards.

This practitioner-oriented introduction to literature for children ages 5–12 covers the latest trends, titles, and tools for choosing the best books and materials as well as for planning fun and effective programs and activities. The third edition of Children's Literature in Action provides an activity-oriented survey of children's literature for undergraduate and graduate students seeking licensure and degrees that will lead to careers working with children in schools and public libraries. Author Sylvia M. Vardell draws on her 30 years of university teaching and extensive familiarity with the major textbooks in the area of children's literature to deliver something different: a book that focuses specifically on the perspective and needs of the librarian, with emphasis on practical action and library applications. Its contents address seven major genres: picture books, traditional tales, poetry, contemporary realistic fiction, historical fiction, fantasy, and informational books. Each chapter includes practical applications for the educator who shares books with children and who develops literature-based instruction. Chapters are enriched by author comments, collaborative activities, featured books, special topics, and activities including selected awards and celebrations, historical connections, recommended resources, issues for discussion, and assignment suggestions. This new edition incorporates the 2018 AASL National School Library Standards.

Offers a fresh perspective on how to implement childrens literature across the curriculum in ways that are both effective and purposeful. It invites multiple ways of engaging with literature that extend beyond the genre and elements approach and also addresses potential problems or issues that teachers may confront.

“The study of children’s literature is not just about children and the books said to be for them; it is also about the societies and cultures from which the literature comes, and it is about the assumptions and ideas we hold about children and childhood. For adults, reading children’s literature is ultimately both an act of nostalgia and of self-examination. When we consider children’s literature, we must include ourselves in the equation: What kinds of readers are we? How do we relate to books and stories? To what degree should we impose our experience upon others? Reading children’s literature actively can lead to all kinds of remarkable (and sometimes unsettling) revelations about ourselves and our society.” — from the Introduction Considering Children’s Literature is a collection of previously published essays on a variety of topics that inform the study of children’s literature. Exploring issues such as censorship, the canon, the meanings of fairy tales, and the adaptation of children’s literature into film, the essays in this anthology are as diverse as they are illuminating. Along with authors like Natalie Babbitt and Margaret Mahy, teachers, scholars, and publishers of children’s books are also contributors. Accessible and comprehensive, this book will appeal to anyone interested in children’s literature.

Teaching Tough Topics shows teachers how to lead students to become caring citizens as they read and respond to quality children’s literature. It focuses on topics that can be challenging or sensitive, yet are significant in order to build understanding of social justice, diversity, and equity. Racism, Homophobia, Bullying, Religious Intolerance, Poverty, and Physical and Mental Challenges are just some of the themes explored. The book is rooted in the belief that by using picture books, novels, poetry, and nonfiction, teachers can enrich learning with compassion and empathy as students make connections to texts, to others, and to the world.

Offers an overview of children's literature in the context of professional discussion of children's literature and reading. Focusing on controversial issues and designed to provoke thought and debate, this text examines literary response to and analysis of the field of literary texts written by adults for children.

A rarely discussed aspect of children's literature--the politics behind a book's creation--has been thoroughly explored in this intelligent, enlightening, and fascinating account.

For many of us, our earliest and most meaningful experiences with literature occur through the medium of a translated children’s book. This volume focuses on the complex interplay that happens between text and context when works of children’s literature are translated: what contexts of production and reception account for how translated children’s books come to be made and read as they are? How are translated children’s books adapted to suit the context of a new culture? Spanning the disciplines of Children’s Literature Studies and Translation Studies, this book brings together established and emerging voices to provide an overview of the analytical, empirical and geographic richness of current research in this field and to identify and reflect on common insights, analytical perspectives and trajectories for future interdisciplinary research. This volume will appeal to an interdisciplinary audience of scholars and students in Translation Studies and Children’s Literature Studies and related disciplines. It has a broad geographic and cultural scope, with contributions dealing with translated children’s literature in the United Kingdom, the United States, Ireland, Spain, France, Brazil, Poland, Slovenia, Hungary, China, the former Yugoslavia, Sweden, Germany, and Belgium.