1. Trends in Children’s Literature Trends in Children’s Literature

2. Learning Objectives Explore issues and trends related to contemporary children’s literature. Be able to select popular reading materials for children from several genres. Be familiar with contemporary authors who currently write for children. Develop strategies for keeping up with current children’s literature. Be able to identify major awards in children’s literature. Learn methods for sharing information about new children’s books with teachers and other school staff.

3. Defining Children’s Books What attracts readers to books? What makes a book a “children’s book?”

4. Preschool children like books that… Include familiar objects and everyday experiences. (Good Night, Pillow Fight by Sally Cook) Explore concepts, such as counting, letters, and opposites. (The Deep Blue Sea: A Book of Colors by Audrey Wood and Robert Wood) Repeat familiar nursery rhymes and songs (If You’re Happy and You Know It by Raffi) Have bright colors and clear pictures (Max’s ABC by Rosemary Wells)

5. Kindergarten and Early Readers like books that: Tells a story (My Kindergarten by Rosemary Wells) Provide basic information about the world around them (Last Day Blues by Julie Danneberg) Have patterns and repetition that allow them to practice reading (Way Up High in the Tall Green Tree by Jan Peck) Show growth and independence (Leonardo the Terrible Monster by Mo Willems)

6. Younger Elementary Grader Readers like books that: Have chapters (The Possum Always Rings Twice by Bruce Hale) Center on exploration or adventure (The Adventures of Vin Fiz by Clive Cussler) Include complex characters who face realistic challenges (Any Shane And The Very Bossy Dolores Starbuckle by Jennifer Richard Jacobson) Can be re-read multiple times (SkippyJon Jones by Judith Byron Schachner)

7. Older Elementary Grade Readers like books that: Have more complicated plots (The Lightening Thief by Rick Riordan) Use literary devices such as flashback, foreshadowing, and symbolism (The Wright 3 by Blue Balliett) Include characters from their own and different cultures (Safe at Home by Sharon Robinson) Have characters who face challenges, test their independence, and handle dilemmas (Each Little Bird That Sings by Deborah Wiles)

8. Historical Context Books that most scholars consider to be true children’s literature were first published in the eighteenth century in England. In 1744, John Newbery, for whom the Newbery Medal is named, opened the first bookstore and printing house specifically to create and sell books written for children. Little Goody Two Shoes was the first book written.

9. Historical Context: Contemporary Values Literature reflects contemporary morals, interests, and values. Those interests and values change over time, of course, leading some adults, who may be remembering their own childhood reading selections, to question what is being published or to express concern about whether the books should be read by children. Since social development is a major part of the rationale for encouraging children to read, it’s reasonable to expect that social values and interests will be reflected in children’s literature.

10. Historical Context: Classics Classics, such as Charlotte’s Web, are great books because they help a child learn, take risks, and explore emotions. What makes White’s books outstanding, according to critic Edward Sampson, “is that he has written them in the classical tradition of children’s stories…What the child-and what children learn from the other fine children’s books—is a great deal about loyalty, honesty, love, sadness, and happiness.” Also, like most outstanding writers for children, White did extensive reading and took voluminous notes on spiders before writing the book so that Charlotte’s actions and, to the extent possible, emotions ring true for an arachnid.

11. How Has Literature Changed In 1998, Chicago Journal interviewed Zena Sutherland whose textbook, Children and Books, became a standard for many library and education schools. She expressed her thoughts on how children’s literature had changed during her career. “Unpleasant things such as child abuse, homelessness…can be found in today’s literature.” “Today there are good books and bad books on almost every subject you can think of.” “…depiction of active females, young and old…” “…very narrow view of other countries…”

12. Current Trends Packaging and Licensing Adult Authors Genre Art Styles and Unusual Media Primary Source Documents Poetry and Verse Musical Books Who’s Writing What Now?

13. Keeping Up with All That is New Keeping up with all of the new stuff Publishers Journals Websites and Blogs

14. Best of the Best Awards National Awards State Awards Best Lists

15. Learning Objectives Explore issues and trends related to contemporary children’s literature. Be able to select popular reading materials for children from several genres. Be familiar with contemporary authors who currently write for children. Develop strategies for keeping up with current children’s literature. Be able to identify major awards in children’s literature. Learn methods for sharing information about new children’s books with teachers and other school staff.