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Michael O. Tunnell teaches children's literature at Brigham Young University. He has published several professional books, including Children’s Literature, Briefly (with Jim Jacobs) and The Story of Ourselves: Teaching History Through Children’s Literature (with Richard Ammon)–as well as a variety of journal articles about children’s books and reading. He also writes for young readers. Some of his titles include The Children of Topaz (Holiday House, 1996), Mailing May (Greenwillow, 1997), Wishing Moon (Dutton, 2004), and Candy Bomber: The Story of the Berlin Airlift’s “Chocolate Pilot” (Charlesbridge, 2010).
James S. Jacobs began his career happily teaching English, all grades 7-12 and next at a junior college where he surprisingly, and unhappily, was assigned to teach a children¹s literature course. Discovering a new love and life path, he returned to graduate school for a degree in children¹s literature and has since taught it at Brigham Young University in Provo, Utah. He interrupted his university life to gain experience in an elementary classroom, teaching fourth grade for two years at a U.S. Army school in Germany. He has produced enough academic writing, specializing in Lloyd Alexander, to keep his job plus one picture book for children.
Terrell A. Young teaches courses in children’s literature and reading at Washington State University and serves as a member of the Board of Directors of the International Reading Association. He has served on numerous book award committees. Terry has published many articles and books about reading and children’s literature. His most recent books are Creating Lifelong Readers through Independent Reading (with Barbara Moss) and Matching Books and Readers: Helping English Learners in Grades K-6 (with Nancy Hadaway). He was the 2006 recipient of the International Reading Association Outstanding Teacher Educator in Reading Award.
Gregory Bryan is a member of the Faculty of Education at the University of Manitoba (Winnipeg, Manitoba, Canada). His duties include teaching children’s literature and early and middle years literacy courses. Greg’s research interests revolve around notions of reading engagement. In 2009, he completed his PhD from the University of British Columbia, having previously completed his undergraduate and Master's degrees at Brigham Young University in Utah. Greg was born and raised in Australia and returns home as often as possible.
part one: The Magic of Books
Chapter one: Why Read?
The Rewards of Reading
Unengaged and Engaged Reading
Why Do So Few People Read?
Reading Is Personally Motivating
Engaged and Unengaged Reading
Chapter two: What Is a Good Book?
Choosing Children’s Books
Judging a Book: Literary Quality Versus Personal Taste
Quality
Taste
Chapter three: How to Recognize a Well-Written Book
Choosing the Right Words
Precise Vocabulary
Figurative Language
Dialogue
Music in Language
Understatement
Unexpected Insights
Elements of Weak Writing
Chapter four: How to Recognize a Well-Illustrated Book
Visual Literacy: Developing the Ability to “See”
Functions of Illustrations in Picture Books
Style and Media in Picture Book Illustrations
Visual Elements
Additional Illustration Criteria: Action and Detail
Depicting Action
Creating Depth with Detail
Care Given to Bookmaking
part two: The Books Themselves
Chapter five: Children’s Books: History and Trends
Early Books for Children
Children’s Books Come of Age
The 1800s
1900—1950
1950—Present
New Realism
Minority Books
The Changing Trends in Genres and Formats of Children’s Books
A Changing Marketplace
The 21st Century
Chapter six: Organizing Children’s Literature by Genre
The Genres
The Book Lists
Chapter seven: Picture Books
Categories of Picture Books
ABC Books
Counting Books
Concept Books
Participation Books
Wordless Picture Books
Predictable Books
Beginning Reader Picture Books
Picture Storybooks
Engineered Books
Baby/Board Books
Picture Books Available in Audiovisual Formats
Chapter eight: Poetry
Why Children May Learn to Dislike Poetry
Building Appreciation for Poetry
The NCTE Poetry Award
Forms of Poetry
Building a Poetry Collection
Chapter nine: Traditional Fantasy
Traditional Fantasy: A Part of Every Culture
Peculiarities of Traditional Fantasy
The Universal Nature of Traditional Fantasy
The Values of Fantasy
Types of Traditional Fantasy
In Defense of Traditional Fantasy
Psychological Fantasy
Violence
Frightening for Young Children
Waste of Time
Chapter ten: Modern Fantasy
A Definition of Modern Fantasy
Categories of Modern Fantasy
Six Basic Fantasy Motifs
Science Fiction
The Truth in Fantasy
Chapter eleven: Contemporary Realistic Fiction
Importance of Story
Identifying with Contemporary Realistic Fiction
Contemporary Realistic Fiction and Society
Common Categories of Contemporary Realistic Fiction
Chapter twelve: Historical Fiction
History Textbooks Versus History Trade Books
History Textbooks Cover Too Much
The People Are Missing!
Historical Fiction: Presenting Multiple Perspectives
What Makes Good Historical Fiction?
History Should Not Be Sugarcoated
Historical Accuracy Is Required
The Historical Period Should Come to Life
The History Usually Is Revealed through the Eyes of a Young Protagonist
Avoid Too Much Attention to Historical Detail
Types of Historical Fiction
Reviewing the Values of Historical Fiction
Chapter Thirteen: Biography
Typical Personalities in Biographies
Types of Biographies
Judging Biographies for Young Readers
Chapter Fourteen: Informational Books
The Purpose of Informational Books
Finding Good Informational Books
Attractive Design
Compelling Details
Fascinating Comparisons
Unusual Subjects or Viewpoints
Personalized Content
Accuracy
Types of Informational Books
Chapter Fifteen: Multicultural and International Books
Multicultural Literature
The Need for Multicultural Books
Judging Multicultural Literature
The Growth of Multicultural Literature
International Books
part three: Books in the Classroom
Chapter Sixteen: Controversial Books
The First Amendment
Predictable and Unpredictable Controversy
Intellectual Freedom and Individual Choice
Handling Book Challenges
Materials Selection Policy
Grievance Procedure
Steps to Reduce Emotional Tension
Chapter Seventeen: Motivating Students to Read
Helping Students Find the Books They Like
Learning from Motivated Readers
Getting Students Quickly into Books
Reading Incentive Programs
Organizing the Classroom to Get Children into Books
First: Set an Example
Second: Provide Books
Third: Make Time for Books
Fourth: Create a Reading Atmosphere
Fifth: Work with Parents
Sixth: Choose Meaningful Activities and Assignments
Chapter Eighteen: Teaching with Children’s Books
Opening Doors with Books
The Strengths of Trade Books
Research Support for Using Trade Books to Teach Reading
Using Trade Books in the Reading Curriculum
Talking about Books
Written and Creative Responses
Using Trade Books in the Other Subject Areas
The Individual Reading Approach
The Large-Group Reading Approach
The Small-Group Reading Approach
Three Principles of Using Trade Books to Teach Subject Matter
The Last Word
Appendix A
Guidelines for Building a Classroom Library
Appendix B
Book Selection Aids
Appendix C
Magazines for Children
Appendix d
Children’s Book Awards
Appendix E
Publishing Children’s Books
Index
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