College of Information Studies
University of Maryland, Shady Grove
LBSC 645
Instructor: Edith Ching Fall 2012
Email: edie.ching@verizon.net
; h: 301-622-7780
Office hours ½ hour after each class or by appointment
Children’s Literature and Materials
Course description: This course surveys literature and other materials for children and youth as they relate to the needs, interests, reading abilities and other capabilities of readers through middle school (grade 8) . Criteria for evaluating and using such materials will also be discussed.
A driving question that we will continually revisit throughout this course is:
Is children’s literature defined by the act of children reading it or are there specific characteristics that make this a unique literature?
Learning Objectives:
 Understand the history of children’s literature and how it impacts the development of the audience it serves and their reading enthusiasm and development

Survey the range of literature and materials available to and /or published for children (defined as birth through age 14)

Appreciate, evaluate and then apply appropriate criteria to evaluate the literature of various genre for those in collection development as well as personal use
Attendance Policy
Attendance and in-class participation are required since the primary structure of this class will be shared group discussion. However, “it is the policy of the University to excuse the absences of candidates that result from the following causes: illness of the candidate, or illness of a dependent as defined by the Board of Regents policy on family and medical leave; religious observance (where the nature of the observance prevents the candidate from being present during the class period); participation in

university activities at the request of University authorities; and compelling circumstances beyond the candidate’s control.” (Source: http://www.testudo.umd.edu/soc/atedasse.html
, accessed 8/08).
Emergency Closings
Check the University’s inclement weather number (301-405-SNOW[7669]) or the University’s website: http://www.umd.edu.umnews.weatherprocedures.cfm
Academic Integrity
The University of Maryland and the iSchool adhere to a strict policy of academic integrity. All exams and major papers (unless otherwise instructed) turned in by candidates should include the signed, handwritten honor pledge:
I pledge on my honor that I have not given or received any unauthorized assistance on this assignment/examination.
For more information, please see the website of the Office of Judicial
Programs & Candidate Ethical Development: http://www.jpo.umd.edu
Class assignments
Reading annotations will be required at many classes and there will be several short papers (averaging 2 pages each). To try to keep this as paperless as possible, please try to email me your assignments by the due date as a word attachment. I will email graded comments. My email is:
Edie.ching@verizon.net
The final project (in lieu of a final exam) will be due and presented in class.
Please bring enough copies of the final project to share with your classmates or post it to our discussion board.
Final Project Description
Each candidate will prepare a summer reading list of 20 books ( up to
2audio books may be included) for an age range of your choosing. This list should include non-fiction as well as fiction. Please do not include books that you have previously written annotations for, but you may choose books that your classmates presented . You should be sure that your books are currently in print, available in local libraries and note whether they

are in paperback or hardback only. The list should have a diversity of materials, fiction and non-fiction and also appeal to a diverse audience. It should be arranged around a theme that will relate to the curriculum of a school system of your choosing.
The assignment will include:
Part I:
An overview of the importance of summer reading, based on your research on this topic and consultation of at least two recent journal articles on the subject.
An overview of the reading habits/interests of the age group that you have chosen, again based on your research and again at least two recent journal articles on this age group. .
Part II:
An overview of the reason you chose your theme and its appeal to your audience. Also, how this list can be implemented into the school curriculum for the following year (so you will need to be familiar with the curriculum of the county for which you are preparing this list). Choose one book to be read in common and explain how that could be the basis for a year long reading program in the school/public library. Consultation with a school or public librarian would be very helpful here.
Part III
A short annotation for each book chosen, focusing on your reader audience, meant to generate their interest in the book. Remember that your audience for these annotations are the potential young readers and you want to entice them into choosing every book on your list!
A question for each book that could be used in a possible Battle of the
Books program.
Start saving web sites, blogs of interest, to share with your classmates and to use for book selection, professional development, etc. One to check out is the Novelist Newsletter, a free subscription.
1) Go to www.ebscohost.com/novelist and click on the "Novelist Newsletter" tab.
2) Under "Choose Your Newsletter," check "NoveList School News."
3) Enter Account Information (name, email, password).
Another is Reading Rockets: http://www.readingrockets.org/books
All papers should be in font of 14 and single spaced, with double spacing between paragraphs.
Exemplary completion of this project will include all of the standards listed below;

1.Bibliographic information for each of the articles mentioned and for each of the books on your reading list. Consult the MLA standards.
2. Correct use of grammar, including punctuation and spelling
3. Evidence of that each materials selection has been thoroughly read and evaluated, both through the annotation and the battle of the books question.
4. Evidence of research into the curriculum of the school system for which your reading list is intended.
5. An oral presentation that is enthusiastic and promotes the inclusion of this reading list in a summer program.
Annotations: Worth 30 %
Longer papers: Worth 30%
Class participation and attendance: Worth 10%
Final Project: Worth 30%
98-100 = A+
97-95 = A
94-93 = A-
92-90 = B+
87-90=B
All papers are expected to be handed in by the due date, which is the beginning of the class meeting time. If you need an extension, please let me know before the date that the paper is due. Unexcused late papers will be penalized one grade based on the scale above.
Week #1 Sept.4
Creation of our personal Reader’s Profile (interviews) and possible recommendations.
What are the books we remember from our childhood?
What made them distinct?
A brief look at the history of children’s literature

Virginia Lee Burton program. How do we talk about picture books?
Sample annotations, using a book that you recall.
Sources of book advice and discussion: http://capitolchoices.communitypoint.org/
Week#2 Sept. 11
Read : The Chapter on Picture Books in From Cover to Cover; evaluating and reviewing children’s books by Kathleen Horning
(on reserve in the library). Then look at one of the books by author/illustrator Susan Stockdale who will be visiting our class this week. Note what qualities that Horning values appear in
Susan’s books, including pacing, choice of medium, text. These notes may be in bullet form. Be prepared to ask Susan a specific question about the choices she made in how she created the text and illustrations.
Also bring to class a picture book that you think well represents
Horning’s values. Be prepared to present it to the class.
Class discussion of readings and books presented
Presentation by Susan Stockdale This discussion moved to Sept.
25 but assignment remains the same.
Week #3 Sept. 18
Read “Picture Books No Longer a Staple for Children byJulie
Bosnman, The NewYork Times Oct. 7,2010 and two responses:
Tracy Grant in The Washington Post , June 2,2011,”The Picture
Book, Happily Ever After,” and Allyn Johnston and Marla Frazee,
“Why We Are Still in Love with Picture Books, the Horn Book
Magazine, May/June 2011.
Write a one page single spaced response to either article, either in support of, or in disagreement with the author’s premise and use at least 2 picture books to support your views (please do not use ones

discussed by Horning in her article). Please bring copies of the books to class.
Also bring to class one book that you feel is not successful as a picture book and be prepared to explain your opinion.
Read the Preface by David Weisner in Show Me A Story by
Leonard Marcus and then chose one of the authors/illustrators
(note your selection to the class so that most of the interviewees are covered) and briefly note the points that you think are most important in understanding and appreciating that creator’s work.
Then choose one book created by that figure and note the key points in the book that reflect those important points. Please bring the book to class. It is not necessary to write out the key points.
In class discussion of assignments.
Week #4 Sept. 25
Read, Me …Jane written and illustrated by Patrick McDonnell and The Watcher, Jane Goodall’s Life with the Chimps by Jeanette
Winter and in a one page single spaced paper compare their methods of story telling, both in text and through illustration. Who is the audience for each book (in terms of age level) and what expectation does the author/illustrator have in terms of what the audience will take away from this book. How do the pictures help tell the story or detract from the story and how does the illustration style work with the text. Finally, if you could purchase only one book for your library, which would it be and why?
Also read “Easy Readers and Transition Books in From Cover to
Cover. Bring to class one example of an easy reader that you think meets Horning’s criteria (and is not discussed in her article).
In class discussion of The Geisel Award
Also discuss “New Friends for New Readers” by Robin Smith in
Classroom Connections, Booklinks Magazine, June 2011, page
40 (handout)
Visit from Susan Stockdale moved to this date.

Week #5 Oct. 2
Reading are due for this class, the paper is due Oct. 16
Read: What Makes A Good Newbery Novel?” by Patricia Lee
Gauch in The Horn Book , July/August 2011 as well as “Has the
Newbery Lost its Way?” by Anita Silvey in
School Library
Journal, October 19, 2008.
Also read Tradition Literature in From Cover to Cover.
For the paper: Read one Newbery medalist (it can be an honor book or the winner) that Gauch does NOT discuss in her article and in a 2-3 page paper discuss how your book meets the criteria that Gauch suggests—a memorable character, a strong sense of place (stage), an important arc. Include what you think the reader appeal would be.
Discussion of traditional literature, classics, fairy tales.
Samples in class.
Week #6 October 9
Tonight we are honored to have author Valerie Tripp as our guest speaker. Please read one full length book by her(on reserve in our library) Please bring to class two questions for Valerie and an annotation for her book.
Presentation by Valerie Tripp . Discussion of historical fiction, research, evaluation.
Week #7 October 16
Read the section on Fantsy and Science Fiction in Chapter 2 of A
Critical handbook of Children’s Literature b Rececca J. Lukens (on reserve in the library). Be prepared to give examples of books you have read that fall into either category.
Also read “ What is Science Fiction Good for” by Ed Finn in The
Huffington Post, June 12, 2012.
Also read “Dystopian Novel?” by April Spisak in The Horn Book
Jay/June 2012, pg. 55 -60. While this article discusses Y/A literature, the topic is pertinent.

And bring to class the assignment given on Oct. 2.
The appeal of Harry Potter
The rise of Dystopian fiction
Newbery winners and their influence
Week #8, Oct. 23
Assignment: Read the articles found at http://www.education.wisc.edu/ccbc/books/graphicnovels.asp#reso urce .
Also, Graphic Novels 101 by Hollis Ruddiger in The Horn Book
Magazine, March/April, 2006
And Chapter I in Understanding Comics, the invisible art by Scott
McCloud.
Write a one paragraph definition of graphic novels, making sure to note your sources. In addition, create a list of a possible criteria for a potential graphic novel award to be given by the American
Library Associaiton. From the many lists given, read 2 graphic novels and write annotations for both. Check out the web site www.getgraphic.org
to help you establish your criteria. To look at
Art Spiegelman’s classic graphic novel Maus go to www.books.google.com
Choose one audio book on tape and listen to it for class November
6.
Visiting “experts” Karen MacPherson and Dave Burbank from
Takoma Park Library will discuss the history of the graphic novel, its appeal and library issues.
Introduction to the Graphic Novel
The Graphic Novel issues and suggestions
Where to shelve it in your library
Potential audiences
Potential critics
Week #9, Oct. 30 Non-fiction
Reading: The following articles in the March/April 2011 Horn
Book Magazine, focusing particularly on The Facts of the Matter

by Kathy Isaacs, The Extreme Sport of Research by Susan
Campbell Bartoletti, A Reason for the Picture by Matt Tavares,
New Knowledge by Mark Aronson, A Fine, Fine Line: Truth in
Nonfiction by Tanya Lee Stone.
Also read:
The Rising Star of Narrative Nonfiction by Kay Weisman,
Booklinks Magazine, June 2011
Read A Nation’s Hope by Matt De La Pena (on reserve in the library) and in a one page paper, using bullet points, note how it measures up to some of the standards mentioned in the articles listed here.
Read a nonfiction book by author Catherine Reef who will be visiting our class (several are on reserve in the library). Write an annotation and bring to class two questions for Catherine.
Bring in a non-fiction book not mentioned in the article that supports one of the points mentioned in one of the articles above.
Be prepared to discuss what your book reflects about research, readability, generating interest? If your book was to become an E book, what other sources could you include in it? Give some specific examples.
Discussion of non-fiction.
Week 10: November 6
Read any book by Fred Bowen and also check out his column in the Kids’ Post page of The Washington Post on Thursday. Please write an annotation of the book and bring to class two questions for
Fred about his writing.
Also read the Robert Lipsyte article: Boys and Reading is there any hope in The New York Times Review of Books (see Library reserve).
Also please try to attend the Ann MacLeod lecture being given on
Thursday at 6:15 p.m. at the College Park Campus as part of the
Diversity Symposium. The topic is an important one to all of us, diversity in literature for young people. If you attend you will receive a paper grade of A+.

Discussion of writing process, ways to engage the community in reading and the nature of boys as readers.
Week 11: November 13
Read Multicultural literature—literature changes lives at http://cltlblog.wordpress.com/2010/07/21/multicultural-literatureliterature-changes-lives/ and note the criteria for all of the Coretta Scott King Awards.
Also read Kadir Nelson’s CSK Author Award Acceptance speech
June 2012, The Horn Book, July/August 2012, pgs 69-73.
Chose two CSK winners, one picture book length and one chapter book length, read them and write annotations that focus on the value of these books for children of varying cultures.
Also read the criteria for ALA’s Schneider Family Award and it’s background http://www.ala.org/awardsgrants/awards/1/detail
Discussion of Multicultural literature. Who is still forgotten or under-represented?
Week 12: November 20
Begin discussion of audio books. Listen to one book for Nov. 27
Begin discussion of censorship and poetry.
Choose 2 children’s books that have been censored (your selection may come from experience or any on-line article that provides that information) and briefly (in bullet format) note what are the objectionable points). Look at the web site www.commonsensemedia.org (to see if it is helpful)
Also bring to class one sample of a poetry anthology that you would enjoy using in a class or library program.
Discussion of reasons for censorship and various approaches to issues of patron complaints.
Examples of how to use poetry with young patrons and best examples.

Week 13: November 27
Audio books and their value. Be prepared to share some portion of the audio book that you listened to with the class that you think reflects one of the strongest aspects of the experience.
Discussion of the Role of Librarian as Reading Teacher.
Where do audio books fit in?
Week #14 Dec 4
Read: P-books vs. Ebooks: Are There Education Issues by Stephen Abram,
MultiMedia & Internet @Schools , Nov./Dec 2010, Oct. 17, pg. 13-16.
Ebooks: The Good, the Bad and the Ugly http://blog.libraryjournal.com/tennantdigitallibraries/2010/08/19
Using the internet, explore at least 3 electronic resources that can help in your book selection, evaluation, and bring these web addresses to class with a brief annotation. Be prepared to share them with the class.
Be sure to look at the University of Maryland’s International
Children’s Digital Library http://en.childrenslibrary.org/
Blogs, list serves, book trailers, other electronic resources.
CCBC, Goodreads, Guysread, etc.
Sharing of internet sites
Where do we go from here? E books
E Books, Easy Readers
Begin Project presentations
Week #15 Dec. 11 Project presentation