Be Cabe, Ba + 02.9%, Essentials of CHILDREN’S LITERATURE ‘Third Edition CAROL LYNCH-BROWN Florida State University CARL M. TOMLINSON Northern [linois University ALLYN AND BACON Boston * London * Toronto + Sydney * Tokyo © SingaporeSenior Baiior: Virginia C. Lonigan Editorial Assistant: Bridget Keane Marketing Munagers: Brad Parkins aud Btlen Dotberg Manufacturing Buyer. Sueanne Lareaw Editorial-Produetion Services: P Af. Gordon Associates, Ine Production Administrator: Deborah Brown Cover Administrator: Linde Knowles es Copyright © 199, 1996, 1999 by Allyn & Bacon A Viacom Company 160 Gould Street Needhant Heights, MA 02404 Internet: wirwabacon-com All rights reserved. No part of the material protected by this copyright notice may be tepredhiced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, ot by any information storage and retrieval system, without written permission from the copyright owner. LIBRARY OF CONGRESS CATALOGING-IN-PUBLIGATION DATA Lxneh-Brown, Cart Essentials of children’s literature / Carol Lynch-Brown, Catt ML ‘Townlinson —3ed p. em Rev. of Essentials of children’s literature / Car! Mt Tomlinson Includes bibliographical references andl indes. SBN 0-205-28196-2 (alk. paper) 1. Chileken’s literstore—Study and teaching (Higher) 2. Ghilrensfiterature—History and erticism, 3, Children and erature 4, Children’ literatore—Bibliograpty. 1, Tomlinson, Cal Ti, Tomlinson, Catl M. Essentials of children's iterature, TIL, Title P1008. A1L96 1999 09'92820711—de20 99.7030 oP Printed in the United States of Americz wos tesa ae OF 2 00 99 ‘me cove itlsiation by Ets Kleven, rom the Rd ond Pretend poster, part ofthe The Chien’ Bok Counc ‘Nov ot Reading Pest Set was epine bs permission of the ast and The Cres Book Counc & nan sw eae ssoitin encouraging the use and enjoyment of books and elated literacy mate fo saung Front. nfmaton onthe CBC an its programs, netuing Natal Chile's Book Week materia ca be “otuned fom ts website wae dckooks.ag or thcugh its headquarters CBO, $8 Broadvay Sule 404 New ‘ork, 10012, 212 800 1090. Additional credits are listed om page S79, which constitutes a continuation of the copyright pageTo my sons, Alea, Garth, and Matt, and my grandson, Logan. (C.L-B.) To my sisters, Ashley, Dorian, and Leisa. (C.M.0)Preface xv part one CHILDREN AND LITERATURE L Learning about Children and Their Literature Definition of Children’s Literature Content 2 Quality 3 The Personal Value of Literature to Children Enjoyment 3 Imagination and Inspiration 3 Vicarious Experience 4 Understanding and Empathy 4 Heritage 4 Moral Reasoning 4 Literary and Artistic Preferences 4 The Academie Value of Literature to Children Reading 5 Writing 7 Content Area Subjects 8 Ast Appreciation 8 Approaches to Studying and Interpreting Literature Choosing Books for Children Know the Child 9 Know the Books 10 Consider the Mode of Delivery 10, Censorship Reliable Sources for Book Titles Literature for the Developing Child AgesOto2 16 Ages2tod 16 Agesdto7 If Ages7to9 IT Ages9to12 18, Children's Reading Preferences Children's Reading Interests Research in Children’s Literature Trends in Children’s Literature References 10 uu ir 19 19 at a2 222 Learning about Books Elements of Fiction Plot — 25 Characters 28 Setting 30 ‘Theme 30 Style 81 Visuat Elements Line 33. Color 88. Shape 33 Texture 84 Composition 34 Artistic Styles Artistic Media Book Format Balance and Variety in Book Selections Categories of Literature References panttwo CATEGORIES OF LITERATURE 3 Poetry Definition and Description Types of Poetry Books ‘Mother Goose and Nursery Rhyme Books 41 Nursery and Polk Songbooks 42 Anthologies of Poetry 42 Specialized Poetry Books — 42, Single Illustrated Poems 42 Elements of Poetry Evaluation and Selection of Poetry Childer's Poetry Preferences 48 Historical Overview of Poetry Poetry Types and Forms Postry in the Classroom ‘Students’ Listening to and Saying Poems 68 ‘Students' Reading and Writing Poems 55 References Notable Poets Recommended Poetry Books 25 26 32 ey 35 36 38 38 39 40 41 41 2 45 46 48 58. 58 58 59covtante ix Picture Books 67 Definition anit Description 68 Bualuation and Selection of Picture Books 68 Historical Overview of Picture Books 70 Types of Picture Books "1 Baby Books 71 Interactive Books 13, Toy Books 73, Alphabet Books 73 Counting Books 73, Concept Books 14 Wordless Books 74 Picture Stoybooks 14 Easy-to-Read and Pattern Books 15 Picture Books for Older Readers 75 ‘Transitional Books 15 References 76 Notable Authors and Illustrators of Picture Books 76 Recommended Picture Books 8 Traditional Literature Definition and Description Evaluation and Selection of Traditional Literature 4 Historical Overview of Traditional Literature 9 Types of Traditional Literature or Myths 98, Epics 99 Legends and Tall Tales 99 Polktates 99 Pables 101 Religious Stories 101 References 7 101 Notable Retellers and ltustrators of Traditional Literature 108 Recommended Traditional Literature 102 Modern Fantasy UL Definition and Description 1g Evaluation and Selection of Modern Fantasy ue Historical Overview of Modern Fantasy ug Types of Modern Fantasy MS Modern Folktales 115,Animal Fantasy 117 Personified Toys and Objects 118 Unusual Characters and Strange Situations 118 Worlds of Little People 118 Supernatural Events and Mystery Fantasy 118 Historical Fantasy 119 Quest Stories 119 Seience Fiction and Science Fantasy 120 References 121 Notable Authors of Modern Fantasy 181 Recommended Modern Fantasy Books 128 Realistic Fiction . 129 Definition and Description 130 Bvaluation and Selection of Realistic Piction 131 Historical Overview of Realistic Fiction 133 Types of Realistic Fiction 186 Painilies 138 Peers 136 Adolescent issues 137 Survival and Adventure 137 People with Disabilities 137 Cultural Diversity 138 Sports Stories 138 Mysteries 138 Animal Stories 188 References 139 Notable Authors of Realistic Fiction 139 Recommended Realistic Fiction Books 140 Historical Fiction, Definition and Description Evaluation and Selection of Historical Piction Early Books and Trends in Historical Fiction Topics in Historical Fiction "Themes in Historical Fiction 194 Periods of History in Fiction 155 References 158 Notable Authors af Historical Fiction 158 Recommended Historical Fiction Books 159contents x 9 Nonfiction: Biography and Informational Books 166 Definition and Description 167 Bvaluation and Selection of Nonfiction 168 Historical Overview of Nonfiction 170 Types of Biographies 12 Authentic Biography 172 Fictionalized Biography 178 Biographical Fiction 174 Topics of Informational Books It Biological Science 174 Physical Science 175 Social Science 175 Applied Science 175 Humanities 176 References 176 Notable Authors of Nonfiction 176 Recommended Nonfiction Books uy 10 Mutticulturet and International Literature 187 SECTION ONB: Multicultural Literature 188 Definition and Description 188 Values of Multicultural Literature for Children 188 Evaluation and Selection of Multicultural Literature 189 Historical Overview of Multicultural Literature 191 Types of Multicultural Literature 198 Altican-American Literature 193 ‘Asian-American Literature 195 Hispanic-American Literature 198 ewish-Arerican Literature 196 Native-American Literature 197 SECTION TWO: International Literature 197 Definition and Description 197 Values of International Literature for Children 198 Foaluation and Selection of International Literature 199 Historical Overview of International Literature 201 International Books by World Regions 208 References 208 Notable Authors and [lustrators of Multicultural Literature 205 Notable Authors, Illustrators, and Translators of International Literature ....206Ml courexts Recommended Muiticultwral Books, Recommended International Books rant ruace LITERATURE IN THE SCHOOL LL Planwing the Literature Curriculum The Literature Curriculum Organizing the Literature Curriculum Genre 225 Author or Illustrator 225 Literary Element and Device 226 Notable Book 227 ‘Theme or Topic 227 Literature in the Reading Program Literature-Based Reailing 228 Basal Reading Program Supplemented by Childron's Literature Developing the Literature Curriculum Designing a Casstcom Environment 232 Building a Classroom Library Collection 234 ‘Outlining a Year-Long Literature Curriculum — 235 Fleshing Out the Units of Study 238 Implementing a Schoolwide Curriculum in Literature Evaluating the Literature Program References 12 Developing Teaching Strategies Experiencing Literature Reading Aloud by Teachers 251 Silent Reading by Students 254 Booktalks 253, Storytelling 257 Shared Reading 268 Literature across the Currieulam 230 Bibliotherapy 260 Audiotapes and Videotapes 260 Responding to Literature Oral Response — 261 Writion Response 268, Graphic Arts Response 269, References 240 230 208 216 224 285 225 228 231 244 249 250 251 261 278APPENDIX APPENDIX APPENDIX APPENDIX INDEX TO SUBJECT 1 contents _xill Children's Book Awards 275 Professional Resources $11 Children’s Magazines 325 D Short Story Collections 929 CHILDREN'S BOOKS AND AUTHORS 333 ow NDEX 369OVE REFACE Bo Of Children’s Literature isa straightforward presentation on literature and sharing liter ature with childzen. This textbook is tallored to the beginning survey course in children’s literature and is suitable as the literature text in an integrated language arts course, The full collaboration be- ‘tween the two authors has continued. We have shared in all decisions and revisions RVYIEW ‘The two chapters in Part One cover the introductory material students need in order to begin select ing, reading, and evaluating children’s trade books. Chapter I defines children’s literature, discusses its values, explains its vulnerability to censorship, and provides researeh evidence supporting is use with children. Concepts about literature, elements of fiction, visual elements, and aspects of book format are treated extensively in Chapter 2. We mention well-known books as examples, when needed, but avold lengthy reviews. We believe that instructors and their students can conduct in-depth booklalks within the context of their college courses. A facts-only approach is taken in all chapters. Part Two: Categories of Literature Bach ofthe eight chapters in Part Two defines and deseribes a specific category and discusses the types of books that fall within that category. Following the narrative isa list of notable authors (poets, illus- trators, compilers, etc.) in the category. Within each chapter are two lists: recommended read-aloud books within the category, and recomimended books for students’ use in selecting books to read within ‘the category. These eight chapters include more than 2,000 recommended titles in end-of-chapter lists. Chapter 4 focuses on picture books ofall types and genres, and Chapter 10 treats the important topies of multicultural and international literature. tt should be noted that multicultural and interna- tional books are included throughout this textbook. Some might argue that a separate chapter for mul ticultural literature ceinforces the segregation that persists between cultures today. Our aim in providing a focus chapter for multicultural literature is to make this literature more visible (and eas- ier tofind and use) in a society where, until recent, it was all but nonexistent. Chapter 10 features thehistory and current status of multicultural and interttional literature in the children's book field and highlights notable writers and artists ofthis body of literature. Part Three: Literature in the School ‘The last two chapters focus on curriculum and teaching strategies. Step-by-step instructions are given. {for building and setting up a classroom library and Ilbrary corner, producing a crestive drama based on. ‘book, conducting booktalks, and selecting and directing choral poetry. Also discussed are the "basal- ination” of literature, the literary canon, and the efficacy of written book report. Appendices ‘Award lst, professional resources, children’s magazines, and short story ecllections can be found in the appendices. We indicate gente, type, or tope of the books in the Newbery and Caldecott Medal lists to assist students who may be seeking books of a particular type, topic, or genre for their free-choice read- {ngs o for their projects and term papers. Professional sources for the study of literature and pedagogy are included in Appendix B. Histories of children’ literature that served as references for the develop- iment ofthe historical overview sections are also included in that apwendix. Appendix C features mag ‘zines for children from preschool ta midlle grades. This important classroom resource is organized by contant area and provides addresses for subscriptions. Short stories, a valuable, yet often neglected ‘enre, are highlighted in Appendix D with recommended short story collections for reading aloud and for class study. PEDAGOGY re believe that the primary focus of a beginning survey course in children's literature should be reading children’s trade books, not reading an exhaustive textbook about children's books. Stu- dents need ditect experience with these trade books—teading them, reading them aloud to others, ‘writing about thera, comparing them, criticising them, evaluating them, applying them to their ovin lives, and thinking about using them with thetr future students, Bssentials of Children’s Literature provides a faller treatment of literature than is typically found fn language arts textbooks and can be an excellent choiee for a second textbook. The book's relative brevity, its affordability, and its comprehensive coverage of content lend themselves to this use a asec ‘ond textbook in a language arts or reading course. ‘One of cur goals is to awaken students to the joy of reading. At the same time, the body of knowl: ‘edge about literature and about teaching literature to children can be conveyed most efficiently through a textbook, freeing clas time for involvement with literature. Essentials of Children’s Litera ture presents this body of knowledge in a concise, direct narrative using brief lists, examples, figures, ‘and tables in combination with prose. Notable Features of the Third Edition '* -Author-title index of children’s books (including award books in Appendix A) © Suggested read-aloud list for each genrepeerace xvi * Updated and streamlined end-of-chapter book lists. Includes more than 2,000 recommensied book titles for students, categorized by gentes and subgenres with age levels noted ‘+ Extensive coverage of children's book awards from the United States, Canada, Great Britain, Aus- tralia, and New Zealand ‘Caldecott and Newbery books annotated for genre and age level to help students in selection Addition of two now awards: the Pura Belpré Award for Latino literature and the National Book ‘Award for Young People’s Literature * Updated appentices and! to new appendices, one on childten's magazines and one on shott story collections ‘© A thorough integration of multicultural and international children’s literature as well as a soparate chapter on these toples © Expanded coverage of censorship * Introductory poems for exch chapter to highlight the importance of introducing andl sharing poetry throughout the school year ‘+ Emphasis on the importance of cooperation between teachers and school and publi ibrarians in fostering children’s love of books ‘+ Anew section on current trends in children’s literature © More attractive interior design to increase reader interest ACKNOWLEDGMENTS lor their generous help, good advice, and valued opinions concerning this revision of Essentials of (Children’s Literature, we wish to express our appreciation to the following people Colleagues Donald Richgels and Donna Wiseman, Northern Iinots University, and Pamela Barron, Eliza Dresang, Marsha Gontarski, Judith Irvia, Jack Miller, Beth Quick, Diana Seott-Simmons, and Charles Wolfgang, Florida State University, for their wise counsels Our graduate students Judith Hughes, Regan Rancourt, and Susan Strauss for their enthusiasin and innovations in teaching childrens Iteature courses and our students Meiteyi Lagunas and Regan Rancourt for their help in organising and maintaining our children’s literature collections, Lisa Heal, for her assistanes in seeking permissions, Cynthia Robinson, Office of Intellectual Freedom, American Library Association, for her assistance in gathering information on censorship; ‘The librarians and children’s literature consultants who helped us to locate information and books and were alvays willing to discuss books with us: Sue Cnudde, Goldstein Library of Florida State University; Carol Fiore, State of Florida Library; Sharon Hartman, children's literature consultant, ‘Tallahassee, Florida; Charles Larry, Founders Memorial Library of Northern {inois University, Sally Walker, author and children’s literature consultant, DeKalb, Ilinois; and the children’s li- brarians‘and staffs at the DeKalb Public Library and the Leon County Public Library,