Evaluating and Selecting Li Tera Tu Re for Children

EVALUATING AND SELECTING LITERA TU RE FOR CHILDREN Illustration from Golem by David Wisniewski. Copyright © 1996 by David Wisniewski. Reprinted by permission of Clarion books/Houghton Mifflin Company. All rights reserved. ecause thousands of books have been CHAP TER OUTLINE published for children, selecting books appropriate to the needs of children can be difficult. Teachers and librarians, who share books with groups of children as well as with individual children, should select books that provide balance in a school or Standards, Literary public library. The objectives of literature programs also Elements, and Book affect educators’ selections of children’s books. A literature program should have five objectives. Selection First, a literature program should help students realize ■ that literature is for entertainment and can be enjoyed Standards for Evaluating throughout their lives. Literature should cater to chil- Books and Literary dren’s interests as well as create interest in new topics. Criticism Consequently, educators must know these interests and understand ways to stimulate new ones. ■ Standards for Evaluating Second, a literature program should acquaint chil- Multicultural Literature dren with their literary heritage. To accomplish this, literature should foster the preservation of knowledge and ■ Literary Elements allow its transmission to future generations. Therefore, ■ educators must be familiar with fine literature from the The Right Book for Each past and must share it with children. Child Third, a literature program should help students un- ■ derstand the formal elements of literature and lead them The Child as Critic to prefer the best that our literature has to offer. Children need to hear and read fine literature and to appreciate au- thors who not only have something to say but also say it extremely well. Educators must be able to identify the best Teaching With books in literature and share these books with children. Literary Elements Fourth, a literature program should help children ■ grow up understanding themselves and the rest of hu- Involving Children in Plot manity. Children who identify with literary characters ■ Involving Children in confronting and overcoming problems like their own learn ways to cope with their own problems. Educators should Characterization provide literature that introduces children to people from ■ Involving Children in Setting other times and nations and that encourages children to see both themselves and their world in a new perspective. ■ Involving Children in Theme Fifth, a literature program should help children evaluate what they read. Literature programs should extend ■ Involving Children in Style children’s appreciation of literature and their imaginations. ■ Therefore, educators should help students learn how to Webbing the Literary compare, question, and evaluate the books they read. Elements Rosenblatt (1991) adds an important sixth objective, encouraging “readers to pay attention to their own literary experiences as the basis for self-understanding or for comparison with others’ evocations. This implies a new, collaborative relationship between teacher and student. Emphasis on the reader need not exclude application of various approaches, literary and social, to the process of critical interpretation and evaluation” (p. 61). Children need many opportunities to respond to literature. Susan Wise Bauer (2003) presents a powerful objective for a literature study that encourages readers to understand, evaluate, and express opinions about what is read. This final objective of a literature program, as rec- ommended by Bauer, is to train readers’ minds by teach- www.prenhall.com/norton 75 ing them how to learn. To accomplish this objective, she recommends a study of literature that progresses from first reading a book to get a general sense of the story and the Evaluation Criteria characters; to rereading the book to analyze the story, dis- cover the author’s techniques, and analyze any arguments Literary Criticism: Questions to Ask Myself When I Judge a Book the author developed; and, finally, to deciding such questions as Did I sympathize with the characters? Why or why 1. Is this a good story? not? Did I agree or disagree with the ideas in the book? 2. Is the story about something I think could really If children are to gain enjoyment, knowledge of their happen? Is the plot believable? heritage, recognition and appreciation of good literature, 3. Did the main character overcome the problem, but and understanding of themselves and others, they must not too easily? explore balanced selections of literature. A literature pro- 4. Did the climax seem natural? gram thus should include classics and contemporary stories, fanciful stories as well as realistic ones, prose as well 5. Did the characters seem real? Did I understand the as poetry, biographies, and books containing factual infor- characters’ personalities and the reasons for their mation. To provide this balance, educators must know actions? about many kinds of literature. Alan Purves (1991) iden- 6. Did the characters in the story grow? tifies basic groups of items usually found in literature pro- 7. Did I find out about more than one side of the grams: literary works, background information, literary characters? Did the characters have both strengths terminology and theory, and cultural information. He and weaknesses? states that some curricula also include the responses of the 8. Did the setting present what is actually known readers themselves. about that time or place? This chapter provides information about numerous types of books written for children, and looks at standards 9. Did the characters fit into the setting? for evaluating books written for children. It presents and 10. Did I feel that I was really in that time or place? discusses the literary elements of plot, characterization, 11. What did the author want to tell me in the story? setting, theme, style, and point of view. It also discusses 12. Was the theme worthwhile? children’s literature interests, characteristics of literature found in books chosen by children, and procedures to help 13. When I read the book aloud, did the characters children evaluate literature. second like real people actually talking? 14. Did the rest of the language sound natural? Standards for Evaluating Books (Norton, 1993) and Literary Criticism According to Jean Karl (1987), in true literature, “there are ideas that go beyond the plot of a novel or ate the literary capabilities of the author and also be writ- picture book story or the basic theme of a nonfiction ten in an enjoyable style. The reviewer needs a sense of book, but they are presented subtly and gently; good the history of the genre and must be able to make com- books do not preach; their ideas are wound into the sub- parisons with past books of the author or illustrator. This stance of the book and are clearly a part of the life of the sense of genre also requires knowledge of contemporary book itself” (p. 507). Karl maintains that in contrast, adult literature, art, and film so that the reviewer is able mediocre books overemphasize their messages or they to place the book in the wider context of adult literature oversimplify or distort life; mediocre books contain visions and art. The review should also include a balance between that are too obvious and can be put aside too easily. If lit- a discussion of plot and critical commentary. A sense of erature is to help develop children’s potential, merit rather audience requires that the reviewer understand what the than mediocrity must be part of children’s experiences audience knows about books. Finally, Silvey recommends with literature. Both children and adults need opportuni- that a reviewer have a sense of humor; especially when ties to evaluate literature. They also need supporting con- evaluating books that are themselves humorous. text to help them make accurate judgments about quality. Silvey’s list of questions that the reviewer should con- Literary critic Anita Silvey (1993) provides both a sider is divided according to literary questions (How effec- useful list for the qualities of a reviewer and questions for tive is the development of the various literary elements?), the reviewer to consider. She first identifies the character- artistic questions (How effective are the illustrations and istics of fine reviewers and fine reviews; these include a the illustrator’s techniques?), pragmatic questions (How sense of children and how they will respond to the book as accurate and logical is the material?), philosophical ques- well as an evaluation that, if the book is good, will make tions (Will the book enrich a reader’s life?), and personal readers want to read the book. The review should evalu- questions (Does the book appeal to me?). 76 CHAPTER 3 Northrop Frye, Sheridan Baker, and George Perkins and materials already available in most collections and (1985) identify five focuses of all literary criticism, two or mention curriculum connections” (p. 84). more of which are usually emphasized in an evaluation of For example, the following analysis for Uri Schule- a literary text: vitz’s The Travels of Benjamin of Tudela: Through Three Continents in the Twelfth Century was written by Margaret (1) The work in isolation; with primary focus on its form, as opposed to its content; (2) its relationship to its own time and A. Chang (April 2005). As you read this analysis of a book place, including the writer; the social, economic, and intel-

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