In addition, please choose TWO of the following to read and respond to the group about: How has the nonfiction book medium evolved? What trends do you see? What characteristics and elements of informational books are you starting to pay more attention to, as a result of your reading?
Week One Nonfiction Reading Response: How has the nonfiction book medium evolved?
What trends do you see?
Book publishing for children was affected by the movement towards universal education in middle 1900s. Most children's books were published by religious groups, followed by "wholesome adventure stories" . Publishers discovered a market for more children's books. Authors and illustrators were encouraged to produce works for children. Increasing numbers of middle class families had resources to purchase books produced in quantity by new technologies. Topics moved from moral tales to fairy stories, fantasy, adventure and school stories.
Then came the move from instructional and natural history to more comprehensive topics. Biography and history began to be more prominent in the early 20th century. Natural history invited children to explore rather than just present facts. More emphasis was placed on engaging children in thoughtful reading and discovery rather than presenting facts. Authors of adult books on nonfiction topics used literary style in writing for children, improving quality.
In the 1960s and 1970s the focus on improving education led to more didactic titles again. A group of authors writing for children responded to the desire for more exciting books with higher literary quality. Adult authors wrote about their youth, for youth. Other adult authors were deliberate in addressing a younger audience with ideas and knowledge they thought important for them.
Next, adult authors changed their adult books to be relevant to a younger audience by title changes, length, artwork, design, and reading level. Works are edited to be more concise and focusing on the aspect of the work that will most interest young people. While retaining the lure of the topic, the background information that provides more.
Something that concerns me the plethora of series books. Quality can vary from title to title. They are expensive. I understand from publishers that they are responding to the increasing emphasis on test scores and rigid instructional methods being used. I worry about children finding pleasure in learning through books when they all are so similar.
What characteristics and elements of informational books are you starting to pay more attention to, as a result of your reading?
I look for Topic to be treated in a manner that engages the child in wonder, discovery, and desire to know more. Appropriate design and use of illustrations that balance accuracy with ease of understanding. Appropriate content for intended age. Is there too much background that a child might not be able to integrate into the essence of the story told. Literary quality that provides an enjoyable reading experience for the child. Reading should be fun. Accuracy! Documentation is nice. Absence of stereotypes and one-sided viewpoints. Organized in a manner that leads the reader easily from one concept to another.
Ellen Reynolds Pioneer Library System Canandaigua, NY
On May 7, 5:31 pm, "Beth Gallaway" <informationgoddes...@gmail.com> wrote:
> In addition, please choose TWO of the following to read and respond > to the group about: > How has the nonfiction book medium evolved? > What trends do you see? > What characteristics and elements of informational books are you > starting to pay more attention to, as a result of your reading?
> Week One Nonfiction > Reading Response: How has the nonfiction book medium evolved?
> What trends do you see?
> Book publishing for children was affected by the movement towards > universal education in middle 1900s. Most children's books were > published by religious groups, followed by "wholesome adventure > stories" . Publishers discovered a market for more children's books. > Authors and illustrators were encouraged to produce works for > children. Increasing numbers of middle class families had resources to > purchase books produced in quantity by new technologies. Topics moved > from moral tales to fairy stories, fantasy, adventure and school > stories.
> Then came the move from instructional and natural history to more > comprehensive topics. Biography and history began to be more prominent > in the early 20th century. Natural history invited children to > explore rather than just present facts. More emphasis was placed on > engaging children in thoughtful reading and discovery rather than > presenting facts. Authors of adult books on nonfiction topics used > literary style in writing for children, improving quality.
> In the 1960s and 1970s the focus on improving education led to more > didactic titles again. A group of authors writing for children > responded to the desire for more exciting books with higher literary > quality. Adult authors wrote about their youth, for youth. Other > adult authors were deliberate in addressing a younger audience with > ideas and knowledge they thought important for them.
> Next, adult authors changed their adult books to be relevant to a > younger audience by title changes, length, artwork, design, and > reading level. Works are edited to be more concise and focusing on > the aspect of the work that will most interest young people. While > retaining the lure of the topic, the background information that > provides more.
> Something that concerns me the plethora of series books. Quality can > vary from title to title. They are expensive. I understand from > publishers that they are responding to the increasing emphasis on test > scores and rigid instructional methods being used. I worry about > children finding pleasure in learning through books when they all are > so similar.
> What characteristics and elements of informational books are you > starting to pay more attention to, as a result of your reading?
> I look for > Topic to be treated in a manner that engages the child in wonder, > discovery, and desire to know more. > Appropriate design and use of illustrations that balance accuracy with > ease of understanding. > Appropriate content for intended age. Is there too much background > that a child might not be able to integrate into the essence of the > story told. > Literary quality that provides an enjoyable reading experience for the > child. Reading should be fun. > Accuracy! Documentation is nice. > Absence of stereotypes and one-sided viewpoints. > Organized in a manner that leads the reader easily from one concept to > another.
> Ellen Reynolds > Pioneer Library System > Canandaigua, NY
> > In addition, please choose TWO of the following to read and respond > > to the group about: > > How has the nonfiction book medium evolved? > > What trends do you see? > > What characteristics and elements of informational books are you > > starting to pay more attention to, as a result of your reading?
Hi Beth, I needed to think about your questions. I may be lumping all series together and not being fair. My overall impression of series is that they present information, often in a visually pleasant manner, that interests children who want facts. And children like to learn facts, so these books have a place. But they lack a narrative voice. I think nonfiction writers like those who have written the award-winning books present an idea and build the book around that, using facts to build their case, to tell a story. I see series books outnumbering the narrative type nonfiction that can engage a reader to think beyond the facts and draw their own conclusions.
As will all nonfiction, if sources of information aren't cited, I am more likely to check the facts elsewhere. I may have some doubt about the accuracy. I think it is very important that children be able to trust what they read in books, especially in these times when Google and Wikipedia, for good or bad, are common methods of locating information, which still needs to be evaluated. I won't exclude an excellent book that doesn't have documentation as long as I have assurance that it is accurate.
Ellen
On May 17, 1:45 pm, "Beth Gallaway" <informationgoddes...@gmail.com> wrote:
> How do others feel about series? Ellen, do you think series written by > the same author are inconsistent, or different authors, or just in > general?
> How likely are all of you to buy an entire set or series?
> You mention documentation is "nice" -- what happens when the book is > excellent, but the documentation isnt' there?
> Beth
> On 5/16/07, ellen...@gmail.com <ellen...@gmail.com> wrote:
> > Week One Nonfiction > > Reading Response: How has the nonfiction book medium evolved?
> > What trends do you see?
> > Book publishing for children was affected by the movement towards > > universal education in middle 1900s. Most children's books were > > published by religious groups, followed by "wholesome adventure > > stories" . Publishers discovered a market for more children's books. > > Authors and illustrators were encouraged to produce works for > > children. Increasing numbers of middle class families had resources to > > purchase books produced in quantity by new technologies. Topics moved > > from moral tales to fairy stories, fantasy, adventure and school > > stories.
> > Then came the move from instructional and natural history to more > > comprehensive topics. Biography and history began to be more prominent > > in the early 20th century. Natural history invited children to > > explore rather than just present facts. More emphasis was placed on > > engaging children in thoughtful reading and discovery rather than > > presenting facts. Authors of adult books on nonfiction topics used > > literary style in writing for children, improving quality.
> > In the 1960s and 1970s the focus on improving education led to more > > didactic titles again. A group of authors writing for children > > responded to the desire for more exciting books with higher literary > > quality. Adult authors wrote about their youth, for youth. Other > > adult authors were deliberate in addressing a younger audience with > > ideas and knowledge they thought important for them.
> > Next, adult authors changed their adult books to be relevant to a > > younger audience by title changes, length, artwork, design, and > > reading level. Works are edited to be more concise and focusing on > > the aspect of the work that will most interest young people. While > > retaining the lure of the topic, the background information that > > provides more.
> > Something that concerns me the plethora of series books. Quality can > > vary from title to title. They are expensive. I understand from > > publishers that they are responding to the increasing emphasis on test > > scores and rigid instructional methods being used. I worry about > > children finding pleasure in learning through books when they all are > > so similar.
> > What characteristics and elements of informational books are you > > starting to pay more attention to, as a result of your reading?
> > I look for > > Topic to be treated in a manner that engages the child in wonder, > > discovery, and desire to know more. > > Appropriate design and use of illustrations that balance accuracy with > > ease of understanding. > > Appropriate content for intended age. Is there too much background > > that a child might not be able to integrate into the essence of the > > story told. > > Literary quality that provides an enjoyable reading experience for the > > child. Reading should be fun. > > Accuracy! Documentation is nice. > > Absence of stereotypes and one-sided viewpoints. > > Organized in a manner that leads the reader easily from one concept to > > another.
> > Ellen Reynolds > > Pioneer Library System > > Canandaigua, NY
> > > In addition, please choose TWO of the following to read and respond > > > to the group about: > > > How has the nonfiction book medium evolved? > > > What trends do you see? > > > What characteristics and elements of informational books are you > > > starting to pay more attention to, as a result of your reading?
> Hi Beth, > I needed to think about your questions. I may be lumping all series > together and not being fair. My overall impression of series is that > they present information, often in a visually pleasant manner, that > interests children who want facts. And children like to learn facts, > so these books have a place. But they lack a narrative voice. I > think nonfiction writers like those who have written the award-winning > books present an idea and build the book around that, using facts to > build their case, to tell a story. I see series books outnumbering the > narrative type nonfiction that can engage a reader to think beyond the > facts and draw their own conclusions.
> As will all nonfiction, if sources of information aren't cited, I am > more likely to check the facts elsewhere. I may have some doubt about > the accuracy. I think it is very important that children be able to > trust what they read in books, especially in these times when Google > and Wikipedia, for good or bad, are common methods of locating > information, which still needs to be evaluated. I won't exclude an > excellent book that doesn't have documentation as long as I have > assurance that it is accurate.
> Ellen
> On May 17, 1:45 pm, "Beth Gallaway" <informationgoddes...@gmail.com> > wrote: > > Thanks, Ellen!
> > How do others feel about series? Ellen, do you think series written by > > the same author are inconsistent, or different authors, or just in > > general?
> > How likely are all of you to buy an entire set or series?
> > You mention documentation is "nice" -- what happens when the book is > > excellent, but the documentation isnt' there?
> > Beth
> > On 5/16/07, ellen...@gmail.com <ellen...@gmail.com> wrote:
> > > Week One Nonfiction > > > Reading Response: How has the nonfiction book medium evolved?
> > > What trends do you see?
> > > Book publishing for children was affected by the movement towards > > > universal education in middle 1900s. Most children's books were > > > published by religious groups, followed by "wholesome adventure > > > stories" . Publishers discovered a market for more children's books. > > > Authors and illustrators were encouraged to produce works for > > > children. Increasing numbers of middle class families had resources to > > > purchase books produced in quantity by new technologies. Topics moved > > > from moral tales to fairy stories, fantasy, adventure and school > > > stories.
> > > Then came the move from instructional and natural history to more > > > comprehensive topics. Biography and history began to be more prominent > > > in the early 20th century. Natural history invited children to > > > explore rather than just present facts. More emphasis was placed on > > > engaging children in thoughtful reading and discovery rather than > > > presenting facts. Authors of adult books on nonfiction topics used > > > literary style in writing for children, improving quality.
> > > In the 1960s and 1970s the focus on improving education led to more > > > didactic titles again. A group of authors writing for children > > > responded to the desire for more exciting books with higher literary > > > quality. Adult authors wrote about their youth, for youth. Other > > > adult authors were deliberate in addressing a younger audience with > > > ideas and knowledge they thought important for them.
> > > Next, adult authors changed their adult books to be relevant to a > > > younger audience by title changes, length, artwork, design, and > > > reading level. Works are edited to be more concise and focusing on > > > the aspect of the work that will most interest young people. While > > > retaining the lure of the topic, the background information that > > > provides more.
> > > Something that concerns me the plethora of series books. Quality can > > > vary from title to title. They are expensive. I understand from > > > publishers that they are responding to the increasing emphasis on test > > > scores and rigid instructional methods being used. I worry about > > > children finding pleasure in learning through books when they all are > > > so similar.
> > > What characteristics and elements of informational books are you > > > starting to pay more attention to, as a result of your reading?
> > > I look for > > > Topic to be treated in a manner that engages the child in wonder, > > > discovery, and desire to know more. > > > Appropriate design and use of illustrations that balance accuracy with > > > ease of understanding. > > > Appropriate content for intended age. Is there too much background > > > that a child might not be able to integrate into the essence of the > > > story told. > > > Literary quality that provides an enjoyable reading experience for the > > > child. Reading should be fun. > > > Accuracy! Documentation is nice. > > > Absence of stereotypes and one-sided viewpoints. > > > Organized in a manner that leads the reader easily from one concept to > > > another.
> > > Ellen Reynolds > > > Pioneer Library System > > > Canandaigua, NY
> > > > In addition, please choose TWO of the following to read and respond > > > > to the group about: > > > > How has the nonfiction book medium evolved? > > > > What trends do you see? > > > > What characteristics and elements of informational books are you > > > > starting to pay more attention to, as a result of your reading?
I'd like to chime in here! The informational series format works really well for our school (Minuteman Tech). The Opposing Viewpoints and Exploring Tech Careers series are two that we especially value. Our students spend a lot of time researching various current events and social science issues that concern teens. It's also important for them to be apprised of career opportunities and educational requirements for vocational classes. I find both of these series to be consistently complete with timely articles, up-to-date facts, and objective viewpoints. I find it helpful to use these books when I'm doing bibliographic instruction. The students become comfortable with the organization of the books and they learn to look for reference lists, indexes, author credentials and extention questions . The idea is that they will apply these same informtaion skills to other books and databases .
We have other quality examples of this in our science collection such as the Dangerous Weather Series and our Biomes Atlases series.
Terri
On May 17, 1:45 pm, "Beth Gallaway" <informationgoddes...@gmail.com> wrote:
> How do others feel about series? Ellen, do you think series written by > the same author are inconsistent, or different authors, or just in > general?
> How likely are all of you to buy an entire set or series?
> You mention documentation is "nice" -- what happens when the book is > excellent, but the documentation isnt' there?
> Beth
> On 5/16/07, ellen...@gmail.com <ellen...@gmail.com> wrote:
> > Week One Nonfiction > > Reading Response: How has the nonfiction book medium evolved?
> > What trends do you see?
> > Book publishing for children was affected by the movement towards > > universal education in middle 1900s. Most children's books were > > published by religious groups, followed by "wholesome adventure > > stories" . Publishers discovered a market for more children's books. > > Authors and illustrators were encouraged to produce works for > > children. Increasing numbers of middle class families had resources to > > purchase books produced in quantity by new technologies. Topics moved > > from moral tales to fairy stories, fantasy, adventure and school > > stories.
> > Then came the move from instructional and natural history to more > > comprehensive topics. Biography and history began to be more prominent > > in the early 20th century. Natural history invited children to > > explore rather than just present facts. More emphasis was placed on > > engaging children in thoughtful reading and discovery rather than > > presenting facts. Authors of adult books on nonfiction topics used > > literary style in writing for children, improving quality.
> > In the 1960s and 1970s the focus on improving education led to more > > didactic titles again. A group of authors writing for children > > responded to the desire for more exciting books with higher literary > > quality. Adult authors wrote about their youth, for youth. Other > > adult authors were deliberate in addressing a younger audience with > > ideas and knowledge they thought important for them.
> > Next, adult authors changed their adult books to be relevant to a > > younger audience by title changes, length, artwork, design, and > > reading level. Works are edited to be more concise and focusing on > > the aspect of the work that will most interest young people. While > > retaining the lure of the topic, the background information that > > provides more.
> > Something that concerns me the plethora of series books. Quality can > > vary from title to title. They are expensive. I understand from > > publishers that they are responding to the increasing emphasis on test > > scores and rigid instructional methods being used. I worry about > > children finding pleasure in learning through books when they all are > > so similar.
> > What characteristics and elements of informational books are you > > starting to pay more attention to, as a result of your reading?
> > I look for > > Topic to be treated in a manner that engages the child in wonder, > > discovery, and desire to know more. > > Appropriate design and use of illustrations that balance accuracy with > > ease of understanding. > > Appropriate content for intended age. Is there too much background > > that a child might not be able to integrate into the essence of the > > story told. > > Literary quality that provides an enjoyable reading experience for the > > child. Reading should be fun. > > Accuracy! Documentation is nice. > > Absence of stereotypes and one-sided viewpoints. > > Organized in a manner that leads the reader easily from one concept to > > another.
> > Ellen Reynolds > > Pioneer Library System > > Canandaigua, NY
> > > In addition, please choose TWO of the following to read and respond > > > to the group about: > > > How has the nonfiction book medium evolved? > > > What trends do you see? > > > What characteristics and elements of informational books are you > > > starting to pay more attention to, as a result of your reading?
> day job: > Metrowest MA Regional Library System > 135 Beaver Street, Waltham MA 02452 > 781-398-1819 fax 781-398-1821http://www.mmrls.org- Hide quoted text -
> I'd like to chime in here! The informational series format works > really well for our school (Minuteman Tech). The Opposing Viewpoints > and Exploring Tech Careers series are two that we especially value. > Our students spend a lot of time researching various current events > and social science issues that concern teens. It's also important for > them to be apprised of career opportunities and educational > requirements for vocational classes. I find both of these series to > be consistently complete with timely articles, up-to-date facts, and > objective viewpoints. > I find it helpful to use these books when I'm doing bibliographic > instruction. The students become comfortable with the organization of > the books and they learn to look for reference lists, indexes, author > credentials and extention questions . The idea is that they will > apply these same informtaion skills to other books and databases .
> We have other quality examples of this in our science collection such > as the Dangerous Weather Series and our Biomes Atlases series.
> Terri
> On May 17, 1:45 pm, "Beth Gallaway" <informationgoddes...@gmail.com> > wrote: > > Thanks, Ellen!
> > How do others feel about series? Ellen, do you think series written by > > the same author are inconsistent, or different authors, or just in > > general?
> > How likely are all of you to buy an entire set or series?
> > You mention documentation is "nice" -- what happens when the book is > > excellent, but the documentation isnt' there?
> > Beth
> > On 5/16/07, ellen...@gmail.com <ellen...@gmail.com> wrote:
> > > Week One Nonfiction > > > Reading Response: How has the nonfiction book medium evolved?
> > > What trends do you see?
> > > Book publishing for children was affected by the movement towards > > > universal education in middle 1900s. Most children's books were > > > published by religious groups, followed by "wholesome adventure > > > stories" . Publishers discovered a market for more children's books. > > > Authors and illustrators were encouraged to produce works for > > > children. Increasing numbers of middle class families had resources to > > > purchase books produced in quantity by new technologies. Topics moved > > > from moral tales to fairy stories, fantasy, adventure and school > > > stories.
> > > Then came the move from instructional and natural history to more > > > comprehensive topics. Biography and history began to be more prominent > > > in the early 20th century. Natural history invited children to > > > explore rather than just present facts. More emphasis was placed on > > > engaging children in thoughtful reading and discovery rather than > > > presenting facts. Authors of adult books on nonfiction topics used > > > literary style in writing for children, improving quality.
> > > In the 1960s and 1970s the focus on improving education led to more > > > didactic titles again. A group of authors writing for children > > > responded to the desire for more exciting books with higher literary > > > quality. Adult authors wrote about their youth, for youth. Other > > > adult authors were deliberate in addressing a younger audience with > > > ideas and knowledge they thought important for them.
> > > Next, adult authors changed their adult books to be relevant to a > > > younger audience by title changes, length, artwork, design, and > > > reading level. Works are edited to be more concise and focusing on > > > the aspect of the work that will most interest young people. While > > > retaining the lure of the topic, the background information that > > > provides more.
> > > Something that concerns me the plethora of series books. Quality can > > > vary from title to title. They are expensive. I understand from > > > publishers that they are responding to the increasing emphasis on test > > > scores and rigid instructional methods being used. I worry about > > > children finding pleasure in learning through books when they all are > > > so similar.
> > > What characteristics and elements of informational books are you > > > starting to pay more attention to, as a result of your reading?
> > > I look for > > > Topic to be treated in a manner that engages the child in wonder, > > > discovery, and desire to know more. > > > Appropriate design and use of illustrations that balance accuracy with > > > ease of understanding. > > > Appropriate content for intended age. Is there too much background > > > that a child might not be able to integrate into the essence of the > > > story told. > > > Literary quality that provides an enjoyable reading experience for the > > > child. Reading should be fun. > > > Accuracy! Documentation is nice. > > > Absence of stereotypes and one-sided viewpoints. > > > Organized in a manner that leads the reader easily from one concept to > > > another.
> > > Ellen Reynolds > > > Pioneer Library System > > > Canandaigua, NY
> > > > In addition, please choose TWO of the following to read and respond > > > > to the group about: > > > > How has the nonfiction book medium evolved? > > > > What trends do you see? > > > > What characteristics and elements of informational books are you > > > > starting to pay more attention to, as a result of your reading?
