School Library Journal Top 100 Picture Books
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The Impact of Animated Books on the Vocabulary and Language Development of PreschoolAged Children in Two School Settings
The Impact of Animated Books on the Vocabulary and Language Development of PreschoolAged Children in Two School Settings Amy D. Broemmel, Mary Jane Moran, and Deborah A. Wooten University of Tennessee Abstract With the emergence of electronic media over the past two decades, young children have been found to have increased exposure to video games, computerbased activities, and electronic books (ebooks). This study explores how exposure to animated ebooks impacts young children’s literacy development. A stratified convenience sample (n = 24) was selected from four mixedage classrooms at two sites: a Head Start center and a university learning center. Each site included one experimental classroom using both electronic books and traditional picture books and one control classroom using only traditional picture books. The authors noted children’s increased use of new related vocabulary after multiple exposures to the books, whether participants were in the control or the experimental group. Children’s comprehension scores also improved after multiple exposures to books in both groups. However, children’s use of “book language,” (that is, retelling with language patterns that mirror those used in the book’s text) showed variations based on school site rather than control or experimental group. Researchers noted that in some cases, the ebooks themselves seemed to mediate the children’s interactions with the text similarly to the way adults facilitate interactions with traditional picture books. Overall, results suggest that animated electronic books have the potential to positively affect the literacy development of young children. Introduction During the past two decades, young children’s exposure to technology and electronic narratives has increased exponentially (Roberts & Foehr, 2008). -
New England Reading Association
Volume 46 • Number 1 • 2010 New England Reading Association Mural in response to children’s and young adolescent literature N news E education R research A article The New England Reading JOURNAL Association Journal Volume 46 • Number 1 • 2010 EXECUTIVE BOARD DELEGATES Editor: Helen R. Abadiano PRESIDENT CONNECTICUT NEW HAMPSHIRE Judith Schoenfeld James Johnston Jennifer McMahon Associate Editors: Jesse P. Turner Rhode Island College Central CT State University The New Hampton School Lynda M. Valerie Providence, RI New Britain, CT New Hampton, NH Department Editors PRESIDENT-ELECT Linda Kauffmann Margaret Salt Spring Hermann Eileen B. Leavitt Capitol Region Education Council Plymouth Elementary School Julia Kara-Soteriou Institute on Disability/UCED Hartford, CT Plymouth, NH Diane Kern Durham, NH Sandip LeeAnne Wilson Miriam Klein Gerard Buteau 1st VICE PRESIDENT Sage Park Middle School Plymouth State University Editorial Board Kathleen Itterly Windsor, CT Plymouth, NH Margaret Salt, Chair Westfield State College Kathleen Desrosiers Westfield, MA MAINE RHODE ISLAND Miriam Klein Linda Crumrine Courtney Hughes Barbara Lovley 2nd VICE PRESIDENT Plummer Motz School Coventry Public Schools Nancy Witherell Lindy Johnson Falmouth, ME Coventry, RI Literacy Coordinator Journal Review Board East Montpelier, VT Barbara Lovley Kathleen Desrosiers Julie Coiro Fort Kent Elementary School Warwick Public Schools Ellen Fingeret PAST PRESIDENT Fort Kent, ME Warwick, RI Carol Reppucci Catherine Kurkjian Margaret Salt Central CT State University Jane Wellman-Little Lizabeth Widdifield Janet Trembly New Britain, CT University of Maine Coventry Public Schools Kenneth J. Weiss Orono, ME Coventry, RI Nancy Witherell SECRETARY _________________________ Subscription rate for Association members Angela Yakovleff MASSACHUSETTS VERMONT and institutions is $35.00 per year; Whitingham Elementary School Cynthia Rizzo Janet Poeton Retired educator membership is $20.00 Wilmington, VT Wheelock College Retired Classroom Teacher per year; Single issues are $20.00 each. -
Margaret Wise Brown and Bedtime Parody Sand
Lunar Perturbations – How Did We Get from Goodnight Moon to Go the F**k to Sleep?: Margaret Wise Brown and Bedtime Parody Sandy Hudock Colorado State University-Pueblo From an Audi commercial to celebrating the end of the second Bush presidency to the ghost of Mama Cass presiding over a dead Keith Moon, to the ubiquity of the iPad, Good Night Moon has been and no doubt will continue to be parodied or invoked for generations to come. Songwriters reference it, the television show The Wire gives an urban twist to its constant refrain of “good night-----“ with “good night, po-pos, good night hoppers, good night hustlers…” What makes this story so much a part of the collective consciousness, a veritable cultural meme? How did Margaret Wise Brown’s life and her influence in children's publishing result in the longstanding enchantment of Good Night Moon? Recent political and cultural parodies of the go to bed genre all ultimately hearken back to this one simple story painted in green and orange, and the intrinsic comfort it provides to children as a go to bed ritual. Born in New York in 1910 to a wealthy family, Brown was a middle child whose parents’ many moves within the Long Island area required that she change schools four times while growing up, including a stint at a Swiss boarding school. As a child, she made up stories (in her family, a polite way of saying she told lies) and then challenged her siblings to look up the answers in the multi-volume Book of Knowledge, for which she later penned two entries on writing for small children. -
BRBL 2016-2017 Annual Report.Pdf
BEINECKE ILLUMINATED No. 3, 2016–17 Annual Report Cover: Yale undergraduate ensemble Low Strung welcomed guests to a reception celebrating the Beinecke’s reopening. contributorS The Beinecke Rare Book and Manuscript Library acknowledges the following for their assistance in creating and compiling the content in this annual report. Articles written by, or adapted from, Phoenix Alexander, Matthew Beacom, Mike Cummings, Michael Morand, and Eve Neiger, with editorial guidance from Lesley Baier Statistics compiled by Matthew Beacom, Moira Fitzgerald, Sandra Stein, and the staff of Technical Services, Access Services, and Administration Photographs by the Beinecke Digital Studio, Tyler Flynn Dorholt, Carl Kaufman, Mariah Kreutter, Mara Lavitt, Lotta Studios, Michael Marsland, Michael Morand, and Alex Zhang Design by Rebecca Martz, Office of the University Printer Copyright ©2018 by Yale University facebook.com/beinecke @beineckelibrary twitter.com/BeineckeLibrary beinecke.library.yale.edu SubScribe to library newS messages.yale.edu/subscribe 3 BEINECKE ILLUMINATED No. 3, 2016–17 Annual Report 4 From the Director 5 Beinecke Reopens Prepared for the Future Recent Acquisitions Highlighted Depth and Breadth of Beinecke Collections Destined to Be Known: African American Arts and Letters Celebrated on 75th Anniversary of James Weldon Johnson Collection Gather Out of Star-Dust Showcased Harlem Renaissance Creators Happiness Exhibited Gardens in the Archives, with Bird-Watching Nearby 10 344 Winchester Avenue and Technical Services Two Years into Technical -
100 Most Popular Picture Book Authors and Illustrators
Page i 100 Most Popular Picture Book Authors and Illustrators Page ii POPULAR AUTHORS SERIES The 100 Most Popular Young Adult Authors: Biographical Sketches and Bibliographies. Revised First Edition. By Bernard A. Drew. Popular Nonfiction Authors for Children: A Biographical and Thematic Guide. By Flora R. Wyatt, Margaret Coggins, and Jane Hunter Imber. 100 Most Popular Children's Authors: Biographical Sketches and Bibliographies. By Sharron L. McElmeel. 100 Most Popular Picture Book Authors and Illustrators: Biographical Sketches and Bibliographies. By Sharron L. McElmeel. Page iii 100 Most Popular Picture Book Authors and Illustrators Biographical Sketches and Bibliographies Sharron L. McElmeel Page iv Copyright © 2000 Sharron L. McElmeel All Rights Reserved Printed in the United States of America No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Libraries Unlimited, Inc. P.O. Box 6633 Englewood, CO 801556633 18002376124 www.lu.com Library of Congress CataloginginPublication Data McElmeel, Sharron L. 100 most popular picture book authors and illustrators : biographical sketches and bibliographies / Sharron L. McElmeel. p. cm. — (Popular authors series) Includes index. ISBN 1563086476 (cloth : hardbound) 1. Children's literature, American—Biobibliography—Dictionaries. 2. Authors, American—20th century—Biography—Dictionaries. 3. Illustrators—United States—Biography—Dictionaries. 4. Illustration of books—Biobibliography—Dictionaries. 5. Illustrated children's books—Bibliography. 6. Picture books for children—Bibliography. I. Title: One hundred most popular picture book authors and illustrators. -
(ALSC) Caldecott Medal & Honor Books, 1938 to Present
Association for Library Service to Children (ALSC) Caldecott Medal & Honor Books, 1938 to present 2014 Medal Winner: Locomotive, written and illustrated by Brian Floca (Atheneum Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing) 2014 Honor Books: Journey, written and illustrated by Aaron Becker (Candlewick Press) Flora and the Flamingo, written and illustrated by Molly Idle (Chronicle Books) Mr. Wuffles! written and illustrated by David Wiesner (Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing) 2013 Medal Winner: This Is Not My Hat, written and illustrated by Jon Klassen (Candlewick Press) 2013 Honor Books: Creepy Carrots!, illustrated by Peter Brown, written by Aaron Reynolds (Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division) Extra Yarn, illustrated by Jon Klassen, written by Mac Barnett (Balzer + Bray, an imprint of HarperCollins Publishers) Green, illustrated and written by Laura Vaccaro Seeger (Neal Porter Books, an imprint of Roaring Brook Press) One Cool Friend, illustrated by David Small, written by Toni Buzzeo (Dial Books for Young Readers, a division of Penguin Young Readers Group) Sleep Like a Tiger, illustrated by Pamela Zagarenski, written by Mary Logue (Houghton Mifflin Books for Children, an imprint of Houghton Mifflin Harcourt Publishing Company) 2012 Medal Winner: A Ball for Daisy by Chris Raschka (Schwartz & Wade Books, an imprint of Random House Children's Books, a division of Random House, Inc.) 2013 Honor Books: Blackout by John Rocco (Disney · Hyperion Books, an imprint of Disney Book Group) Grandpa Green by Lane Smith (Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited Partnership) Me...Jane by Patrick McDonnell (Little, Brown and Company, a division of Hachette Book Group, Inc.) 2011 Medal Winner: A Sick Day for Amos McGee, illustrated by Erin E. -
Art – Reflexiones Acerca De La Gestión De La Calidad En
Alfonso SÁNCHEZ-TABERNERO Reflexiones sobre la gestión de la calidad en empresas de comunicación Al acabar la segunda guerra mundial, Japón había sufrido tal vez la mayor humillación de su historia; su rendición y posterior sometimiento a los aliados implicó la pérdida del liderazgo militar. Como recordaban los viejos samurais, la valentía, la lealtad y el honor eran las virtudes más admiradas en el imperio del sol naciente. La derrota milit ar podía hacer dudar de la valentía y de la lealtad de los japoneses, y sobre todo constituía una dolorosa afrenta a su honor. A partir de 1945, Japón comprendió que, cerradas las puertas a su expansión en Asia, su liderazgo debería concentrarse en el ámbi to comercial. Su cultura, con una fuerte influencia de la filosofía de Confucio, era particularmente apropiada para ese propósito. El confucianismo defiende la necesidad de guardar lealtad al Estado y al emperador, y de respetar a los mayores y las tradici ones familiares; destaca la importancia de la educación [1] , del sentido de la disciplina y de la planificación; y critica el individualismo. Estos principios configuraban un sustrajo social y cultural que encajaba correctamente en el tejido económico de los mercados más desarrollados: las empresas vivían procesos de cambio, de mayor internacionalización y de creciente complejidad. En esos años de posguerra, Estados Unidos disponía de muchas ventajas para consolidar su hegemonía económica: su liderazgo militar era incuestionable, así como su estabilidad política; poseía el mayor mercado interno; las principales multinac ionales del mundo eran de capital americano; el sistema político, económico y cultural sentaba las bases del "sueño americano": igualdad de oportunidades, apoyo a los emprendedores, y promoción del prestigio social de los que se arriesgan, trabajan y triunfan. -
Picture Books for Older Readers in Public Libraries
Librarianship Is “E” really for everybody? Picture books for older readers in public libraries By Mikki Smith Abstract Picture books for older readers present challenges for libraries in terms of how best to provide access to them. These books often have an “E” on the spine to indicate that they are “easy” or for “everybody,” and share lower shelves with a far greater number of picture books geared for the preschool and primary grade audience. However, this classification by format might encourage older readers to pass over these materials. At the same time, questions remain about the effectiveness of housing these picture books with juvenile fiction, or of creating separate collections. This article looks at how the picture book as a format and picture book collections are defined, as well as the variety of ways in which a small sample of picture books for older readers are currently being managed in public libraries. Whether bedtime or cumulative stories, alphabet or range of five or six and up, it employs a rich vocabulary counting books, picture books help very young (“plantation,” “muslin,” “chokecherry”), and its context children to understand the world in which they live, to spans from slavery through the present day. On one develop a sense of the language and expand their spread, images of newspaper headlines and signs from the vocabularies, and to learn about expected behaviors. days of segregation (“Death to all race mixers!” and These books for young children are often synonymous “Heaven is crying for justice”) accompany the text. The with “picture books.” Take, for instance, the following fact that the book earned a Newbery Honor speaks to its description of picture books from Horning (1997): sophistication. -
Editorial Literacy:Reconsidering Literary Editing As Critical Engagement in Writing Support
St. John's University St. John's Scholar Theses and Dissertations 2020 Editorial Literacy:Reconsidering Literary Editing as Critical Engagement in Writing Support Anna Cairney Follow this and additional works at: https://scholar.stjohns.edu/theses_dissertations Part of the Creative Writing Commons EDITORIAL LITERACY: RECONSIDERING LITERARY EDITING AS CRITICAL ENGAGEMENT IN WRITING SUPPORT A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY to the faculty in the department of ENGLISH of ST. JOHN’S COLLEGE OF LIBERAL ARTS AND SCIENCES at ST. JOHN’S UNIVERSITY New York by Anna Cairney Date Submitted: 1/27/2020 Date Approved: 1/27/2020 __________________________________ __________________________________ Anna Cairney Derek Owens, D.A. © Copyright by Anna Cairney 2020 All Rights Reserved ABSTRACT EDITORIAL LITERACY: RECONSIDERING LITERARY EDITING AS CRITICAL ENGAGEMENT IN WRITING SUPPORT Anna Cairney Editing is usually perceived in the pejorative within in the literature of composition studies generally, and specifically in writing center studies. Regardless if the Writing Center serves mostly undergraduates or graduates, the word “edit” has largely evolved to a narrow definition of copyediting or textual cleanup done by the author at the end of the writing process. Inversely, in trade publishing, editors and agents work with writers at multiple stages of production, providing editorial feedback in the form of reader’s reports and letters. Editing is a rich, intellectual skill of critically engaging with another’s text. What are the implications of differing literacies of editing for two fields dedicated to writing production? This dissertation examines the editorial practices of three leading 20th century editors: Maxwell Perkins, Katharine White, and Ursula Nordstrom. -
What Makes a Good Picture Book
What Makes A Good Picture Book Lynn Chua Raneetha Rajaratnam OUTLINE: - What is a picture book - Elements of a good picture book - Q & A All rights reserved. National Library Board Singapore WHY DO CHILDREN NEED PICTURE BOOKS? •Pictures help children understand what they are reading and allow young readers to analyze the story •Picture books help develop story sense •Picture books are multi-sensory, which aids a child’s growing mind and stimulates their imagination •“and what is the use of a book,” thought Alice, “without pictures or conversations in it?” (Alice’s Adventures in Wonderland by Lewis Carroll) All rights reserved. National Library Board Singapore CHARACTERISTICS OF PICTURE BOOKS • Usually 32 pages • Pictures dominate text • Pictures integrate with the text to bring the story to a satisfying conclusion • Word count is generally less than 2000 words Reference: Schulevitz, U. “What is a Picture Book” . Five Owls, 1988 All rights reserved. National Library Board Singapore Pictures that are integral to understanding the text Pictures that Pictures that carry the provide a weight of the The different story Picture viewpoint Book Defined Pictures as visual Pictures and text tell representation of the text different stories Reference: Schulevitz, U. “What is a Picture Book” . Five Owls, 1988 CALDECOTT AWARD "A picture book for children, as distinguished from other books with illustrations, is one that essentially provides the child with a visual experience” The Caldecott Medal • Awarded annually by the American Library Association, to the artist of the most distinguished American picture book for children The Caldecott Honor • Caldecott “runner-ups” • Cited as other books worthy of attention 6 WHAT MAKES A GOOD PICTURE BOOK? ~ PICTURES • Pictures • Good use of visual elements to create literature The Napping House Adventures of Beekle Audrey Wood Dan Santat JP WOO JP SANAll rights reserved. -
Annotated Bibliography for Lower Elementary [Reading]: a Suggested Bibliography for Students Grades K-3
DOCUMENT RESUME ED 369 060 CS 011 678 AUTHOR Johnson, Lory, Comp.; And Others TITLE Annotated Bibliography for Lower Elementary [Reading]: A Suggested Bibliography for Students Grades K-3. INSTITUTION Iowa State Dept. of Education, Des Moines. PUB DATE 90 NOTE 74p.; For other bibliographies in this series, see CS 011 679-681. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Childrens Literature; Drama; Elementary School Students; Fiction; Folk Culture; Nonfiction; Poetry; Primary Education; *Reading Material Selection; *Recreational Reading IDENTIFIERS Iowa ABSTRACT Designed to expose young readers to a wide variety of literary genres, this annotated bibliography provides a list of over 700 recently published children's literature selections representative of the universal themes in literature. Selections are divided into sections of folklore, drama, poetry, non-fiction, and fiction (the most extensive). The annotated bibliography is designed to assist teachers and students in improving the breadth and quality of reading in Iowa's lower elementary grades. Many of the titles in the annotated bibliography were published in the 1980s.(LS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** ANNOTATE D BIBLIOGRAPHY FOR LOW ER ELEMENTARY U.S. DEPARTMENT OF EDUCATION Moe oi Educational -
'The Monster at the End of This Book' Is Still Selling — and Inspiring Authors
Democracy Dies in Darkness 50 years later, ‘The Monster at the End of This Book’ is still selling — and inspiring authors By Danny Freedman Jan. 27, 2021 at 8:00 a.m. EST As a 4-year-old, Brad Parks was so ravenous for “The Monster at the End of This Book” that his older brother — facing endless requests to read the story — finally recorded a version on an audio cassette. For Parks, now an accomplished author, the book was a formative introduction to suspense. “The fact is,” he says, “I am 46 years old, I write thrillers for adults, and in some ways all I’ve ever tried to do is replicate ‘The Monster at the End of This Book.’ There is a monster at the end of all of my novels, and I want you to feel this unbearable compulsion to turn pages and find out what it is.” Parks is far from the only one to get hooked on the story. The book, featuring Grover from “Sesame Street,” was published by Little Golden Books in 1971, and 50 years later nearly 13 million copies of various editions have been sold. “But that Little Golden Book — that classic, the way it first came out — is the one that continues to just sell and sell and sell,” says Mallory Loehr, a senior vice president at Random House who oversees its imprints for young readers. It’s one of the top-10 selling Little Golden Books of all time. A decade-old interactive app version has been downloaded more than half a million times and is among the most popular book apps.