In this lively discussion Kim Reynolds looks at what children's literature is, why it is interesting, how it contributes to culture, and how it is studied as literature. Providing examples from across history and various types of children's literature, she introduces the key debates, developments, and people involved.
Introducing Children's Literature is an ideal guide to reading children's literature through the perspective of literary history. Focusing on the major literary movements from Romanticism to Postmodernism, Thacker and Webb examine the concerns of each period and the ways in which these concerns influence and are influenced by the children's literature of the time. Each section begins with a general chapter, which explains the relationship between the major issues of each literary period and the formal and thematic qualities of children's texts. Close readings of selected texts follow to demonstrate the key defining characteristics of the form of writing and the literary movements. Original in its approach, this book sets children's literature within the context of literary movements and adult literature. It is essential reading for students studying writing for children. Books discussed include: *Louisa May Alcott's Little Women * Charles Kingsley's The Water-Babies *Lewis Carroll's Alice in Wonderland *Frank Baum's The Wizard of Oz *Frances Hodgson Burnett's The Secret Garden *P.L.Travers' Mary Poppins *E.B.White's Charlotte's Web *Philip Pullman's Clockwork.
This work provides students of children's literature with a comprehensible and easy-to-use analytical tool kit, showing through concrete demonstration how each tool might best be used to examine aesthetic rather than educational approaches to children's literature. Contemporary literary theories discussed include semiotics, hermeneutics, structuralism, narratology, psychoanalysis, reader-response, feminist, and postcolonial theory, each adjusted to suit the specifics of children's literature.
Reading Children’s Literature offers insights into the major discussions and debates currently animating the field of children’s literature. Informed by recent scholarship and interest in cultural studies and critical theory, it is a compact core text that introduces students to the historical contexts, genres, and issues of children’s literature. A beautifully designed and illustrated supplement to individual literary works assigned, it also provides apparatus that makes it a complete resource for working with children’s literature during and after the course. The second edition includes a new chapter on children’s literature and popular culture (including film, television, and merchandising) and has been updated throughout to reflect recent scholarship and new offerings in children’s media.
Machine generated contents note: Foreword, Elfrieda H. Hiebert -- 1. Introduction: Beliefs about Children's Literature -- 2. What Is Purposeful Teaching with Literature? -- 3. What Matters When Teaching with Literature in the Classroom? -- 4. What Do Books Have to Offer? -- 5. How Can We Help Students Understand the Books They Read? -- 6. How Can We Encourage Students to Read Widely? -- 7. How Can We Incorporate Expository Text Purposefully? -- 8. How Can We Use Writing and Discussing to Make Sense of Reading? -- 9. How Can We Encourage Reading Beyond the Classroom? -- 10. How Do We Put It All Together? -- Appendix A. Books to Support Student Agency -- Appendix B. Books to Talk about Visioning with Students -- Appendix C. Books by Genre -- Appendix D. Book Awards -- Appendix E. Popular Series Books -- Appendix F. Book Club Choices -- Appendix G. Children's and Teen Choice Awards -- References -- Children's Literature -- Children's Literature by Appendix -- Index -- .
Pre-service and in-service teachers alike benefit from the experience of renowned authors Charles Temple, Miriam Martinez, and Junko Yokota as they share a wealth of richly illustrated, practical ideas for sharing literature with children. The authors focus on creating an understanding of how literature works and how children respond to literature, they provide a wide range of good books to use with children, and they suggest ways to guide children into books and help them enjoy the experience. Dozens of new authors and books have been added to this new edition of Children's books in Children's Hands: An Introduction to Their Literature, 4e, making it interesting and current, and the continued emphasis on cultural diversity includes a new chapter on international books.
“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.
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