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LS 358, Week 5 Lecture Notes

by: Bronwyn L

LS 358, Week 5 Lecture Notes LIS 358

Bronwyn L

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About this Document

Hi, all! Week 5's notes cover the chapter on Picture Books. This chapter was quite long so the document is longer than the other ones. Hope they help!
Media For Children
Dr. Rhonda Clark
Class Notes
Library Media, children's literature, Children's Book, #illustrations, studysoup, Media, Art, Literature, Lecture Notes, Weekly notes
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This 8 page Class Notes was uploaded by Bronwyn L on Friday September 30, 2016. The Class Notes belongs to LIS 358 at Clarion University of Pennsylvania taught by Dr. Rhonda Clark in Fall 2016. Since its upload, it has received 13 views. For similar materials see Media For Children in Library Science at Clarion University of Pennsylvania.


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Date Created: 09/30/16
LIS 358 Media for Children Dr. Rhonda Clark Week 5: Picture Books Week 5 Lecture Notes: Picture Books 1. Picture books:  Picture books are stories that can alternate between text and illustrations, or merely be comprised of only drawings. However, most alternate between words and pictures. See a full definition of picture books on page 158 of the textbook, paragraph 1, under “What a Picture Book Is.”)  Picture books can have more or less dependency on illustrations depending on the type of story it is to the age/reading level the book is meant for.  Unlike other children’s books, the writer and illustrator of a picture book can be the same person, and well-known artists usually create picture books. 2. Evaluating Picture Books:  See the Evaluation Criteria chart on page 159 to read the 9 questions to consider for “Selecting High-Quality Picture Books.”  The first interactions of a child with picture books are primarily physical as they become familiar with shape, texture, and size. With the help of parents or another adult figure, children will learn to connect elements such as drawings, words, sounds, and quickly learn that books contain stories within them.  See paragraph 5 on page 159 under “Literary Criticism: Evaluating Picture Books” for the four major factors that define how children observe and evaluate illustrations in picture books. Additional journalists that review children’s books include The Horn Book, School Library Journal, Publishers Weekly, and Booklist. 3. Types of Children’s Books and Collections  Mother Goose: o Mother Goose nursery rhymes are often the first exposure children have to picture books. Rhyming creates a sort of rhythm that children are urged to respond to, perhaps by clapping or bouncing up and down. Rhyming also encourages children to join in the verses or make up their own rhymes. o Themes of rhyme, repetition, and hyperbole are common in Mother Goose and very entertaining for little kids. o See “Collections” on page 161 for various editions that include Mother Goose tales. Also see Chart 5.1 on page 163 for “Responses to Maurice Sendak’s We Are All in the Dumps with Jack and Guy.  Toy Books: o Toy books include pop-up books, board books (made from hard cardboard), flap books, cloth books, and plastic books. These books are highly interactive and develop cognitive and personal skills in children. o Pop-up, flap, and other mechanical books can hold an element of surprise that draw children to the story’s text and illustrations in multi-dimensional ways. o See the section on “Toy Books” on pages 164-165 for other examples of toy books and the authors/artists who create them.  Alphabet Books: o As indicated in the name, alphabet books are meant for helping young children identify letters, sounds, and words. Illustrations should be simple to understand and not clutter the pages so as not to confuse a child with letter/sound identification. o Alphabet books may become more detailed and involve more objects and words for older children. o Animal themed alphabet books are very popular. Some can be very simple, others more complex, and some form rhymes and whole stories. See “Animal Themes” and “Other Alphabet Books” on pages 165-166 for more details on the animal theme and other well-known alphabet picture books.  Counting Books: o Similar to alphabet books, counting books are designed to help children count, and are usually for educational purposes. An affective counting book will teach a child to identify numbers and learn to count independently. Again, counting books range from simple to complex depending on the child’s age range. See “Counting Books” on pages 166-167 for more details.  Concept Books o Concept books, in short, are designed to develop a child’s cognitive skills and recognize common and abstract concepts. Themes in concept books can include colors, shapes, foods, and nature. See “Concept Books” on pages 168-169 for more details.  Wordless books: o As the name suggests, wordless books are picture books with only illustrations telling the story—no text. These can help children develop their oral, writing, and problem-solving skills by encouraging them to make up stories to go along with the drawings. Like other picture books, they can range from simple to more detailed, and can have straightforward plots or more interpretive plots. o Young children can get frustrated if wordless books are too abstract to interpret. Additionally, parents and adults need to evaluate the complexity of certain wordless books and see if they’re appropriate for the child’s age and reading level. o See the Evaluation Criteria chart on page 171 for the five questions to consider when “Selecting High-Quality Wordless Books.” 4. Picture Storybooks: o Picture storybooks integrate words and illustrations together to form a whole story. Unlike concept books, counting books, alphabet books, and wordless books, picture storybooks require the child to rely on both text and drawings rather than just drawings. o Elements that are essential to picture storybooks include: o Originality and imagination: Encourage a child to envision the story’s world and ask “What if?” o Plot: Simple, brief, and clear plots with only a few main characters keep a child’s attention on the story. Plots can also be based on fairytales and folklore, more realistic situations, and/or real-world events in history. o Characterization: Since picture storybooks are so short, it is vital that characters are developed and credible enough that children can quickly understand what the characters are going through emotionally and experientially. o Setting: Setting allows for a story’s location(s) to be established in a particular place and time. Picture storybooks rely heavily on illustrations for this element. o Theme: In picture storybooks, themes are meant to relatable to what children feel, experience, and understand. Themes can include family, safety, love, reading, friendship, socialization, important events in history, respect for others, and overcoming stereotypes. o Style: Much like characterization is vital to a short picture storybook, so is word choice and style because the author has a limited amount of pages to work with in order to keep a child’s attention. Authors will usually use vivid language that correspond to the illustrations to enhance the story. o Humor: Children are highly responsive to humorous books. Five elements that make for successful humor in stories are:  Word play and nonsense  Surprise and the unexpected  Exaggeration  The ridiculous and caricatures  Superiority of children over everybody else and overcoming challenges o See more details and examples for all of these book types and the specific elements of picture storybooks on pages 160-180 under their respective sections. 5. Typical Characters & Situations (pages 180-181): o People disguised as animals (pages 180-181): Children can easily identify with characters that have human-like experiences and emotions, even if the characters are animals, due to similar patterns of behavior. o Talking animals with human emotions (pages 181-182): Like the characters/situations above, children can relate to animals that talk and feel emotions like people do. o Personified objects (pages 182-183): Personification is a writing technique in which an author gives inanimate objects realistic traits. Children generally have no issue with this concept because it allows their imaginations to run free, especially if the object being personified has an appealing personality. o Humans in realistic situations (pages 183-185): Young children can easily identify and relate to stories about characters who have the same problems, joys, and concerns as they do, such as moving, losing and finding a beloved possession; dealing with conflicts, and going through stressful times. o Humorous and fantastical situation (pages 185-186): Children are also captivated by fantasy and humor, especially when absurd conflicts ensue. 6. Picture Storybooks for Middle Schoolers: o Picture storybooks are very popular in middle school curriculums. See page 186 under the section “Picture Storybooks for Middle School Students” for more details. 7. Teaching with Picture Books o Sharing picture storybooks, whether they are Mother Goose or wordless stories, encourage multiple skills for children as they learn by being read to. o The skills developed through sharing certain books include cognitive, language, and motivation in reading and writing. 8. Reading to Children: o Reading to children, whether you are a parent, educator, or other adult figure, introduces children to become interested in the wide world of books. o Choosing books that are appropriate for a child’s age, reading level, and interests are essential. o Reading aloud to children may seem unnecessary to some, but it can save a child the embarrassment of pronouncing words incorrectly or choosing an inappropriate book when left to their own devices. Read a book with them silently, then aloud. It is suggested to practice reading aloud on a recorder if you are not used to the process (page 190, paragraph 1 under “Preparing to Read Aloud. Books can be followed by discussions and other activities afterwards. o Story time can be significant or insignificant to a child depending on several factors, such as the adult’s knowledge of the book, and a child’s ability to be involved through certain interactions (eye contact, pointing to specific words and pictures, etc.) 9. Motivating Writing with Picture Books o Picture books provide lots of opportunity for children to start creating and writing their own stories. See pages 191-192 under the section “Motivating Writing with Picture Storybooks” for suggestions on books that can inspire children to write.


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