Chapter i earning about Story and Literature4 pat Cotton sate ‘A child leans fran, ba cupped in hands, eyes wie with anticipation, lstoning 1a str. Whether that child essed beside an open fie nance times, on roogh bench ina medical fatground, oon the sory gina modern-day lssoom oe brary, thik image sgals the same message—chldrea love's 004 or, Definition of Children’s Literature ‘As you interact wih cilden, whether your role is that of a eacher, arian parent, you will hive ‘mary opportunities to invite cilden to engage with good books, This text wil help you become ‘count withthe hterture writen fr chile rom birth through eat adolescence, abd with the ex- ‘era to consider in selecting the best books for a paricular child ra speci cucular ned at just the Fight moment ‘Cle’s books, rst nd foremost ae iterate Literati ot wsten to teach something, bu illuminate what itmeans to be human at to make he most fundamental experiences of fe accessible— Jove, hope, loneliness, despa eat, and belonging. Literature is the imaginative shaping of experience and thought into the forms and suctresof language. Chea read erature to experience if, ad their ‘aperienes inside the world of sory challenge them o think in new ways bout the lives and weld. “More specially, children’ Meratre i defined as high-quaty dade books for children from birth to eay adolescence, covering topics of relevance abd interest to chen through prose and pot ton and nonfction. They ae the boks tht children sees reflecting their ie expences, understand: ings, and emesions. This dfnion conti ke concep that wll help you Had your way around tbe 380,00 children's tiles pblsed ia the last decade nd urentiin print (okt In Print, 2016) andthe ‘more than 29,000 new children’s ils published annually nthe US, (Library and Book Trade Almanac 2015), well as the many thousands of chiles books published worldwide each year In aon, childe’s books ae ow polished i a ange of laconic formats, including interactive digital books, {readers and apps fr smartphones ad tablet. These formas ae notin competition wit prin books but Insead fer diferent experiences and potential fr chile o connect with erat. Content Chile's boksinctudethe flange ofeildood eperences from the dficlto the extng, Whether these experiences ar set inthe past present, or ftir, they need to be relevant oelden toda. The coment of lde's books includes amazingly diverse abd ltrestngwpics, including global cultures, Space explosion, dinosaurs, and world record. This coment can be expressed in prose oe poetry If the trary works pros, ican be inthe form of fcon (an invented marti), nonfiion (a faecal naar tive), ora combination ofthe. "The way ia which this contents wean books matters to cles Childhood stories that ar fort Fight morous, or suspeasefl are appealing vo young readers: stories abou childhood tha ae nostalgic (or overy sentimental ae writen for adults ooking back fondly at chilthood. Content tat authentically refs uivere eur experiences avoids damaging steretypical images. And stores that show chi {re in the midst of eatr and human-made diastes contin some int of hope for a beter future, Instead of only depicting the hopelessness and despair ofthe moment An clmeat of hope des not mean that stores most contain “hap endings” whee alums oat wel Many etlden ave experienced i ‘eal ie situations and ow tht a happy ending i ct lays pole; the sane ine, some element of hope is essetal othe survival and wellbeing as human it the proces of “becoming” "Teacher and Warians distinguish hetween the ems febook and rade book textbook, by design nd content is forthe purpose of astucin, sch a the Basal ears and leveled books used ia many ‘lasrome for reading insrton othe content aa books wed in choos o teach selene ad history In comrast a tade bok, by design and content tls a story to engage and intrigue children as readers and encourage new understanding. Trae books ane often referred oa library hools oe “ea” books ‘The books highlighted in this txt are ade books, ot extboos Quality [Notall td hoks sie t young ers are worth close tention. Books ranging in quality fom excel- len to poor re eel valle in bookstores and vais aswell sone. Racks of chiens books ‘canbe found in department stores, drugstores, ad even grocery soe.Chapter aang sno Sry an eatee Quatty in writing and iusration bas odo wit cxginality and importance of ideas, imaginative use of language and image, and beauty of hear and artiste syle that enable a work to emai rsh, interesting, and meaning! fr many yeas. The best chlden’s books fer enjoyment a well as memo ‘ble characters and situations sn valuable insights no the humaa candn. These books have perme nent value and stay in our memories. ‘This smo to say that books oF good bu-not- great qui, sich 3 series Boks, donot have vale ‘These boks do noc win ear prizes, bt they ar enjoyed by young readers ad encourage more read ing andthe developmeat of lacey. Tey are excellent choices for independent resin Dt ot fo eal ing aloud to ctlden. Rea-aloods should challenge readers to consider new poste rather than focus fn the easy and enjoyable books they ar already reading oe thei "Many recent so-called hidren's books ae nothing more han advertisements fr fl and tele sion characters and associated product, sucha ean, clothing and toys. These books repress the Tow end ofthe quality spectrum apd focus onthe child as «consumer, rather than asa feader and human beng. The Value of Story in Making Meaning of Our Livi ‘Although this ext focuses on lear, Books connect to broader notions of sory ax meanng-making. Stories ofall ins are woven so ig into the fais four everyday ves that its xy toanerlok their Spniicance in framing how we think aboot ourselves andthe world. Tey fl every patie as weak shout events and people, reid books, browse online news reports, rend txt merase, Hist fo musi, ‘wach videoclips, checkin With fens 09 Facebook, and catch up oma fivorite television show, We tn Tovid res, ‘Stross thas much more than» book-thy ae the way our minds make sense of cu Hives and worl, Stories allow us to move fom the chante“ of ay ent understanding (Rosen, 1986). An nis low of experiences suroupds us on daily has, so we create srs o impose order and coher tence on those experenes and to werk ot thee significance. Stories provice a means of srctring and ‘reflecting on or experiences We ll oo stores to vite thers to consider ou mesnigs and constrct thei om meanings swell sto beter underand thse experienesourcves, Westen t0 ohe' st ries to ty on aot: perspective or Way of thinking abou the word (Short, 2012). Story this mode of knowing--one of the primary ways in which we think and construct meaning from our experiences (Gotschall, 2012), Our views ofthe world are a Web of interconnected Sores: 8 stilton ofall he stories we have shared. This Web of sores bacomes our nterrtve lens for ne” ‘experiences andi cltrally based. Our Raman ced to story about our experiences may be universal but there ino one way ttl sores, Our store are lays fterwoven withthe tore tht exist within four own communities, bots in catet and in he spe snd sratre ofthe telng Al children come to eho! wit stories although the types of tries hat the are fair with the way ia which they ell vis maybe quite diferent from stool noms. ‘We aso consruct stories to make sense of infermation. Theories are just bigger stores. Scents create a theory by using cusent information 1 tll sory tha provides a explanation of nae p= omenoa, sch seasons fr black holes in outer space. Those stove change over ime as new informs tion and perspectives become available A story is this theory of something what We tll and ow we tell itreneals what we believe Brune, 1950). ‘Story is atthe heart of who we each areas human beings and whose might become, Books for ‘young children are often viewed a “cus” or as instructional lesson ue than ecoghizng tee broader ‘ole vies that children we to understand themselves andthe word, The values of erature for chile re re interwoven wih soy a8 meaning making. ‘The Value of Literature in Children’s Lives Descriptions of tildens trate in elementary schools antares ypicaly focus on how tus hi sre’ hooks to teach something che. Literatures vewed a9 material thats sed o each eading math, Science, soca stds, or comprehension kills and writing sates, We are te Tocased on using literature tenance academic learing that we lose ight of Tterature a having Value ia and fil for tildes ives (Wol, Cots, Enis Jenkins, 2011,Enjoyment Fit and foremost, good books offer enjoyment. Thos of you who read widely as cilen will never forget the soi that were ro funny tht You laughed out Tow the poem hat vas so ing that you hanes rom memory. the mystery that Was so Scary that your bert thud With apprehension, and the characters who became your best fiends or fai. These positive early experiences often led 1.8 “fete of eaing fll personal purposes and enjoyment. Personal and Cultural Identity Stories that are embeded in our communis and th are handed dow frm one generation tothe next connect so our paso the root of oa cult enti, and to the human condition. Readers gow in their entity finding themselves andthe fales nd communes within books aed experng the ‘mulple conoctios oftheir identities, including ace, ent, nationality, gender, religion, language, ‘sabi region, fail sractares, pd soil cis. Stores azeaso the repositories of culture. Knowing the ts, characte, and expression that are part of our heiage suppor us in becoming culturally Irae. In addition, tore based on evens inthe pst provide a connection to the people, bth ordinary and extrodinr, who made he history hat til foflences us today Imagination and Transformation ‘By seing the world trough ew perspectives and considering ways of ving cer than their wn, chil: fren are encouraged to tink creatively and diverge. Stores can provide children wih alteraive pathways for understanding their pao maining thei tire. As hire enter a wood though stoves that fe from the present, they develop thei imaginations and are inspired to overcome obstacles, con sider different vewpoins, and ferme personal goals. They tansfonm their understandings of te pos "ibis for thomelves and the wort ‘Ofte, sory characters ar placed in situation tht require them to make dificult Me deisons. As ory unfolds and a character's decision atthe consequences of that choice become apparent readers can ‘cally consider tee decisions and develop their vn moral concepts ad ales. Knowledge and Insights Good books fe information and wisdom and so combine the beat and mind, esoa an emotion, Informs ‘ional ook rode fatal nome within ail conten sin raver To engage ear, wheres Seton and poetry offer sighs noe along wi ifomation, When a try sso coil writen that rears elas though hey hve lie through an experience or in he place and tne ofthat soy tha ook has given them aaa personal epericce tht takes them beyond the constrains of heir cent ves. ‘These experiences enoumgeeilren to iw station from perspectives oer thin the ow Understanding and Empathy Literature hops children gain an appreciation forthe wiverity of hamsn aeeds across history and lsc, which makes it posible fc thm to understand wha connects us as human Beings as wells What nak cach of us unighe Living somone else's ie trough story can el children develop a ens of Social justice anda greater pacity o empathize wih thers. Al hen ean beef from sores that immerse them nto the ves of churacters who tagele with dcal circumstances or whose les difler ftom this because of culture or seorapy. Literature plays an eset ole in bul inecalrat ‘understanding as children immerse themssves nthe ves ad hiking of caraces within gba ele tars Likewise, citren en clae on ore personal level withthe evens and people of history When reading bistrcal fiction tha focuser on characters who ae thei ownage Literary and Artistic Preferences Another valuable result of children’ interaction with trates that they Come recognize the teary and ati tle of many suthors and llastrators. Childon who real ely from a wide aay ofChapt Lanming stout Stary ant Liane 7 ‘books develop persoal preerenes for types of books nd favorite authors and illstratos. Personal Ierest as expressed through self-selection of roading materials eeates sense of engagement tht i tcl to becoming a ifelong reader. ‘The mae cen know shout their word the more they discover shout themscives—who they re, ‘what they value, and what they sand for. These insights alone ae sulicint to warrant making good ‘books an essential prof a hills experiences. ‘The Value of Literature for Children’s Learning ‘don wo thse roles within tlden’s personales, iterate i of tremendous vale for academic earning Literature provides intresting text that suppor chen in ering about ext suet, er ay elements, and eading/eting satcgies and in exploring concepts and perspectives i science nd Reading and Writing Reading ike any cher process, improves by engaging inthe cua “doing” ofthat proves, ot jut eam- ing abou i Regular reading of excellent terstre can foster language development sin help young shilden Fear to read and vale reading. Reading is devalued if chilren ony read begining reading ‘materials tht arent wort the effort of eaing them and if we don't read alod rom Books that engage theirntere and ids Reading loud to cilden at home and in lsrooms an bares greatly benefits children's equi tion of reading strategies and her atitudes toward reading. The landmark study Becoming Nation of Readers (Anderson, Hiebert, Sot, & Wilkinson, 1985) feud thatthe mos important fact or building the knowledge that east access readings eading aloud to hien, This report alo note ha the seats gains in vocabulary fuen. and compression came rom independent reading by chile. So the two most important engagements we can provide on a daily basis arto ead excellent erature aloud auto schedule time for independent reading of ee choice materials and books. Table 1.1 provides & Summary of several landrk studies examining children’s engagement with erat. By listening to and reading exelent erature, children re exposed rch vocabulary an excellent writing sles, hich serve as good menor ext fr er own speaking an writing oes Boks tht Partiulr nary device such as dialogue and dete description provide demonstration of options for ‘tng. ‘Government policies havea tremendous effet onthe teaching of reading and wring and thas om he se ofteratre within tray insetion. The sei obs change over ime, wth the Common Core ‘State Sundards and new performance assesses moat ecely affecting clacrooms. Connections to ‘hese standards have boon intersted throughout the chapter inthis bok bit are adessed in depth a ‘art of text complet in Chapter 2 and he poitial context of eading in Chap 13, Literature across the Curriculum Literature across the curriculum cer owing tertare a teching mers in social ses and history, since el the as, and mathemati: Many trae books conti foro hati elevant to the topics, sues, and thems that are explored in school. Moreover this information is fen pre sented through captivating eauifllyilasvatednartves that are intresting and are more comprehes- {ible und memortble, When wing itrture aos the curtcalum, clea re oot confied ta dy dant textbook ste sole resoarce Using Several sources information provides lle actual cove "ee of topics and lads to more informe consideration fies and perspectives. Te abundance of well ‘writen informational books or hilden provides rch resources or inguin the ontent area at be ped with ton to engage children's interest an deepen thei conceptual undestandings and pro ‘ide them wih an explanation ofthe wy Behind fas Appreciation and Visual Culture stations in childrens books are apreited for tee naratve vale inline the story and for their ‘estheti vale asa. Books provide medas of understanding at asx meaning making process andRe eee ee Metaenaiss of | Reports on he poste impact ee reading on nguogo estudes equsion sn Yeading echavomertsrors 63 pulsed stu Mio schoo Study examined the influence of cura clear iterature on suger ‘he responses Aincan Amercan miso schod a's ow of recing clue vedo of howe. feadng material avalabity of Books and maga, ‘amy members who eed eloud, ce madels and pees whe salu rang, sharing and discussing books, ning books, ‘rolabtyo iran and ivarione ‘total 1.189 Use of cio’ tertre to teach reading has 2 aeatrpositve begining readersin | effcton eodg achievement ard tudes tan bas ads SO choo Fithgrade classroom | Patkipant absanaton na dlassroom o understand the comply of teacher moves and student responses fo Mertre ark 1986) ‘chicten whorees | Chiron who eames to rend bear sehool were reed reaunty before attending | frm te age of ad frequently were wring betore reading theo Kahn 201) ‘roots 2006 Carson & Shri (0988 Elsedge & Sutera 86) ican 1981) sppecitng at fo its cr sake. By calling atetion to sking ilstraton in reaing slow, you high- ede the value ofa as visual cate. Children gain an understanding of visual Images by discussing an atst’s style, medium (watercolor, pastel, ee), and use of coer. Hine, and shape. as well a by using books ax demonstrations of media and technics for heir om artwork Te addon, children ca er o cially read vista images Uxough traction with books and so develop ter knowledge of visual teary. Visual ltercy is eseutal to sequin the abit) to rique the pervasive images that round clea conta in commercials, fins, video gues and the Ineret So Why Is the Reading of Literature at Risk in Our Society? ‘Given the significant values of story and erature, an obvious assumption is that engaging in personal eligi valued in our society. Reser inca that the opposite is tre and that voluntary eaing is ‘risk: Newspaper beans puta spigh on ilieracy—the numberof people who cane wed snd ‘writ atthe eels peded to function in sciety—when the much bigger problem i aieacy the muber ‘of people who can ead and choose not 0. Tey read work elated mutes ut reading books for per ‘somal purposes i noc regal prt ofthe daily ivesVoluntary reading of ltrature inthe U.S. hs ben monitored bythe National Endowment forthe ‘Ans (NEA) since 1982 After years f stead decline ia voluntary reading sro al age soap, ten larly young ads ages 18-24, tbe NEA repor in 208 showed as in adults reading iterate, but that ‘number has agai decline in the 2012 repent. During 2012, 47 percent of American epee reading st Teast one work of Iersure and 54.6 peroent ead atleast one took of any type inleing informational, not elated shoo! or work. slight rie in reading books among 18-24-fearolds di occur between 2008 and 2012, and although the numbers declined for Hera texts, the overall numbers sow a ght ise indicating move reading fifermational books. The US. popuon now reas it alot eqully sized groups of readers and nonteaders, not because the noneaders enol red bat beste they are ‘hoosing not ead books, citer electronic orn. ‘On postive noe researcher atthe PEW Research Center (Zickahr, Rani, & Purcell 2013) found that although American ages 16-29 ae heavy technology wer, with lot all reporting that hey are ‘online on regular bass, they also ead and borow pied books and value Hare. Readers inthis ge stop rept increased use of e-books (25 pee) at heir print reading ema tai. Tey access the lone services of Wrais and re ash ike a olde also visit the brary, borrow pit books, browse the shelves and us research databases. Tey ae also mor likely task for asistance from b= tans and expres the nc for separate teen hangout paces in bras, ‘The NEA's 200 rept ound comeltion betwen the decline in reading ond ncressed participation inclecronc medi, including the Internet, video gates, an poabe digital devices, This comelaion ir ‘concer boeatse reading books supports the development ofthe fcused tention and contemplation ‘sent o complex communication and insight. The repr also meted thatthe percuage af 17-yeaokls ‘who sea nahin for pleasure dobled over 2 20,year period, wheres the amount tey read fr schoo (Us orfewer pages a diy) stayed the sume. There wa also significant decline fom cidhood oases. ‘enc rom St percent 22 percent for those who rad almost dil for pleasure Clleg attendance is 0 longer a guaran of active reading habits; oe in thee cole seniors rea nothing for pleases in ive week Many high school and colle students stop reading for personal pups because reading ‘becomes asosnted with textbooks and schoolwork hardly motivating reading! ‘The NEA 2007 report deal the consequences of the loss of reading for personal purposes, noting ‘hat volumay reading colts sirogly with academic achievement in reading and tit point read ers have more financially rewarding jobs and opportunities for career growth Liter reaer re three times more Hkely than nonreaders 1 visit museums, tend plays or concent, and eeate ato, sd ‘vie as likely 10 exercise, volunteer, and woe. The greater academic, profesional, and civic Benes sociated Wi higher levels of reading point othe significance of your role st parent eae, o Ht Jan inthe ves of hildren. Books do change ves forthe beter, bt you need o bea reader o engage children as reads. Many of you a kly among those cllege stents who toed reading benane of he ack of relevance in teachersleted realing materials, dll extbook, big insruioal paces, lack of ie, per pres: sure, pst falures, a prefereace fr electronic mda, nda perepion of reading as had work caus of the heavy lad of course work and textbook reading. you ae much more likely 1 watch television or ‘YouTube vides a sur te Ire, ais that oie pase piciain, when you hve fe ine (One of our gous is for yout sediscaver the jos of reading fo pleasure and gai night hough eading los of hildren’s books -grapie novels and noel in vers, fnary in new words ad ition aout the st infomation out he word and fiction about the stagees of ily ie IF yo re to immerse chile ‘re in eading good boks that ad to tha ives, you nee to find those books for your fea wel 'As you Iam about iterate inthis textbook be ure o immerse yousel in oaks you fad compel ling. Read pctrebooks and novels, Sion and nonfiction, srs and poems, reli these ales for ‘yourself an forthe children with wom you wil neract. We kept this textbook cone with nitations to encourage you to reli your reading He. We want you wo experience books a ading value othe quay of your ite Invitations for Further Investigation Document the stvies hat you tel aco single day and notte diferent way ia which you tell ‘hose sores. Share your dita wi sal group and crete ast of roles tht stores ply ia your Hives. + Crete a timeine of stories that you remember from Your sildhood at home ana schoo. What ‘ind of stories were signin (oa, writen, film, ei)? Wht species do you rememberinercting wih over and over? Were there memerable people with whom you intact around these ris? Why were hose tres import o you gs chil? Write daw one of Your teracy romero to share wih cas member + Reflect on your rein fe as anal, Wht types of boks cr materi do you curren ead as an adult fy dono rea for please, ae hy reading does no pay aol is your ie aod ‘when you stopped reading for pleasure + Read ane ofthe landmark statis and reflec onthe significance ofthis sty forthe role of Hieraure for children, Another option ove into small groups wilh each group eeading and discussing ‘one lndmick tay Ten form a newgroup with ne son representing cach study to examine insights acros suds. Brainstorm implications for your work ak pret, Bhar, o elactee. SA References Andenon, RC Miche. H Seot,J. A. & Wikison, TEAG. (1988) Becoming anaion of ade The report ofthe Canis on Reading. Wasingon, DC: Nainal atte of Eduction, Applets, AN C19) The chil ance of. Chico IL: Unive of Chicago AcellN (1987). he mide Ponsout, NH Heinemann. Bogart DE). (205) Larry and book rade atmanoe (Ge). Medford, NF: Information Toy ‘Books npn: 2016) mei, NY: Grey House Pubtnhing Boks W. 200). Realing representations of thamseles ‘Urn youth we cular and Afican American text feats a dveop Hear ndertaning Reading Research Quart, 19) 72-392 Bruner, (190) Aes of meaning. Cabri, MA: Harvard University Pres Case, GR, & Sheil, A (198), Wize of reader “ow we comet lve books. Un, IL: NCTE. Dove, (2013). The fst bok. IC, Kenney (EA), Poon 1 learn by heart NewYork: Hypeion. Darin D. (968). Children who rea cari Ne Yo: Columbia Teachers Calege Pres. ad, M-& Wels D. (1989) Grp comesaions An “plain meaning consrcton n erate tay {ups Research inthe Teaching of Englah, 240, op edge, JL Boer D, (1986). Alteatines © ‘aio eating instruction, The Reaing Teacher, lig LG, Wibo, PT. & Andetsa, RC. (1986).A ne fous on fe reading The rl of ae books ‘eaingittrcton. In Raphael (Ed), The comet of school based eracy (9p 149-160). New Yor: Random Howe. (Gousha. 2012). The soreling animal’ How stories ‘ma shaman. Boston Howton, Hickman, (981). Anew pepetve on response to erate: Reach nan leery school eng. Research inthe Teaching of Eels 15() 33-35, Krashen, 8 201), Fie voluntary reading. Chicas Tibrries Units "National Endowment for the As 2012). How o nation fenguge ith ar. Reve from was guste ‘saalleshighighom 2012 spp red “22015 pa "National Eedowneat forthe As (2008). Reading on he iv Reaievd tom bp ars ove ‘lesReadingonRise a ation Endowment forthe ts. 07-To rea or not "ead. Reseach Dison Report #47, Washington, DC ‘Nuon Endowmest fr the Ans Rosen H. (1986) Stories and meaning. London, Expand Shor. K. 2012) Str as wld making Language As, on), Sipe 08). Storing children’s erry ‘uertanding i th carom New ork Teaches College Pres WS Cots Enc, P Jenkin 2011 Handbook of ewan chien and young adult erate, New Yr: Role ‘ha, Kai, L. & Purell K 2013), Younger “Americans trary habs end expectations. ‘Waningtn, DC: PEW Research Cet hip aris powiterneL 201 308/25/y0ungeF neicans Hay service.