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An Approach to Authoring and Publishing Children's Literature A An Approach to Authoring and Publishing Children’s Literature A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Victoria Chillik Carter August 2007 2 This dissertation titled An Approach to Authoring and Publishing Children’s Literature by VICTORIA CHILLIK CARTER has been approved for the Individualized Interdisciplinary Program and the College of Education by Joan Scanlon McMath Professor of Teacher Education Renée A. Middleton Dean, College of Education 3 Abstract CARTER, VICTORIA CHILLIK, Ph.D., August 2007, Education An Approach to Authoring and Publishing Children’s Literature (234 pp.) Director of Dissertation: Joan Scanlon McMath This dissertation research explores the process of authoring and publishing children's literature, in particular children's picture books. The dissertation offers an overview of what an author might expect to encounter between the inspirational moment an idea occurs to her to the day her manuscript arrives at a publishing house. The dissertation research is supported with examples of practical application. The authoring process begins with market research. For this one needs to know her audience-the young child. The dissertation explains the importance of studying child psychology and understanding the developmental stages of childhood. Writing a board book for a one-year old is different from writing a poem for a four-year old. The young child is a keen observer and a vicious critic. If an author is ignorant as to the needs of her audience, no ideas will ever become books. Agents and publishers are professionals at spotting an author who has not done her homework, who is an amateur. Another aspect of market research is to be aware of what is currently being published. Books you see in libraries and bookstores are manuscripts publishers have accepted. Not only does an author want to know what is currently on shelves, but to study the classics. Studying the classics provides a foundation for writing. Understanding what has been written for children in the past that has been considered the finest in writing and illustrating is a prerequisite for any serious author of children's literature. The classics reveal the finest in storytelling. 4 This dissertation examines the scholarly work of Joseph Campbell on the theme of the monomyth-the one story told by all humans through all the ages. Understanding the roots of storytelling offers the author a platform from which she may begin to weave her own creative stories for her young audience knowing that the elements of heroes and quests and happy returns are all integral to the child's life. In this manner this research examines how books may nurture childhood needs. The dissertation provides a rationale of why aspiring authors need to stay abreast of contemporary cultural issues facing today’s youth, and explains the necessity of embracing the diversity of today’s multicultural audience. This aspect is both market research and a way to know ones audience. Writing and networking go hand in hand. The authoring-publishing process involves authors realizing the benefits of seminars, conferences, writing groups, and making personal contacts in the book industry. Once an author has produced a manuscript there are specific rules and regulations for submitting work and every agent or publisher has their own way of doing business. The dissertation explains that it is the author's responsibility to know submission etiquette of each prospective publishing company. Within this dissertation, one could find direction as well as real-world examples of how to take an idea for a children’s book, create a manuscript, and know how to approach the publishing world. Approved: _____________________________________________________________ Joan Scanlon McMath Professor of Teacher Education 5 Acknowledgments Though thousands of graduates write acknowledgements and dedications each June, I am certain that each and everyone is heart-felt and sincere as is mine. I know this because no graduate student could possibly accomplish what the Ph.D. demands without the encouragement, support, guidance, and inspiration freely given by professors, family, and friends. The requirements are rigorous. The demands are many. This is not a road to walk alone; it is a great collaborative effort. I wish to thank my doctoral committee for their professional and personal support. Thank you Dr. Joan McMath for fourteen years of inspirational mentoring, and exemplary teaching. Thank you Dr. Jackie Glasgow for your radiant spirit of enthusiasm and unending concern for world justice. And thank you Dr. David Owen Thomas for your friendship and twenty years of advice and encouragement in my academic pursuits. I also want to thank Erica Magnus for sharing her artistic abilities and professional expertise in the world of children’s literature. I am forever grateful for my daughters, Jessica and Sarah, who inspire me to reach higher, and for them I am strong. 6 Table of Contents ABSTRACT...................................................................................................................................................3 ACKNOWLEDGMENTS.............................................................................................................................5 LIST OF FIGURES ......................................................................................................................................8 CHAPTER 1: INTRODUCTION ................................................................................................................9 INTENT OF DISSERTATION: WRITING AND PUBLISHING CHILDREN’S LITERATURE .....................................9 CHAPTER TWO: WHO IS THE AUDIENCE FOR AUTHOR’S OF CHILDREN LITERATURE 18 A RATIONALE FOR CHILDREN’S LITERARY CLASSICS ...............................................................................18 CHILDREN’S LITERARY CLASSICS .............................................................................................................19 STEP ONE: FINDING A DEFINITION............................................................................................................20 STEP TWO: THE SELECTION PROCESS: HOW A BOOK BECOMES A “CLASSIC”..........................................23 STEP THREE: THE NEWBERY AND CALDECOTT STUDY .............................................................................31 STEP FOUR: WHAT ARE THE NEW “CLASSICS”?........................................................................................32 A RATIONALE FOR THE NURTURING NATURE OF CHILDREN’S LITERATURE.............................................36 CHILDREN’S LITERATURE: THE NURTURING NATURE OF EARLY CHILDHOOD LITERATURE.....................37 BOOKS FOR BABIES...................................................................................................................................45 BOOKS FOR THE FIRST YEAR.....................................................................................................................47 NEEDS OF THE ONE YEAR OLD .................................................................................................................47 BOOKS FOR THE ONE YEAR OLD ..............................................................................................................48 BOOKS FOR THE ONE YEAR OLD ..............................................................................................................50 NEEDS OF THE TWO YEAR OLD.................................................................................................................50 BOOKS FOR THE TWO YEAR OLD .............................................................................................................51 NEEDS OF THE THREE YEAR OLD..............................................................................................................52 BOOKS FOR THE THREE YEAR OLD ..........................................................................................................53 NEEDS OF THE FOUR YEAR OLD...............................................................................................................54 BOOKS FOR THE FOUR YEAR OLD ............................................................................................................55 NEEDS OF THE FIVE YEAR OLD ................................................................................................................56 BOOKS FOR THE FIVE YEAR OLD..............................................................................................................57 CHILDREN’S LITERATURE: MANUSCRIPT: ABSOLUTELY BEASTLY CREATURES: AN A TO Z OF TERRIFYING MONSTERS ................................................................................................................................................58 MANUSCRIPT: ABSOLUTELY BEASTLY CREATURES ..................................................................................59 ERLKING....................................................................................................................................................65 FRANKENSTEIN .......................................................................................................................................66 QUESTING BEAST....................................................................................................................................78 YETI.............................................................................................................................................................87
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