UNIVERSITY OF KENTUCKY
SCHOOL OF LIBRARY AND INFORMATION SCIENCE
LIS 510
CHILDREN’S LITERATURE AND RELATED MATERIALS
Spring 2006 Ireland
Instructor: Sandra Ireland Office: 518J, King Library South
Home phone: 266-2425 Office hours: Tues. & Thurs., 11:00-12:00,
Office phone: 257-5926 or by appointment
E-mail: sireland@uky.edu
Home: r.ireland@insightbb.com
1. To become aware of and familiar with a wide variety of authors, illustrators, and books in the field of
children’s literature.
2. To learn to select and evaluate books and materials to meet the various needs, interests, and developmental
characteristics of individual children.
3. To develop skills in the selection and presentation of stories, picture books, and book talks to motivate
children to enjoy listening and reading and to form a lifelong reading habit.
4. To acquire an understanding of the potential for utilizing children’s literature throughout the school
curriculum.
1. Extensive reading of books from a variety of genres and authors is essential. Students will be expected to
read a stipulated number of books from the recommended reading list and be able to evaluate them critically
and objectively during class discussions. Selections from the reading list will be as follows: 25 picture
books, 4 contemporary realistic fiction, 4 popular genres, 3 multicultural, 1 international, 4 historical fiction,
2 biographies, and 3 fantasy or science fiction. A summary card containing genre, bibliographic
information, a synopsis, literary evaluation, and personal response to the book is required for every picture
book and novel read. (See page 6 of the syllabus for more detailed instructions.) Students will also
read selections from traditional literature, for which a list, not summary cards, is required, as well as
assignments from the textbook. Graduate students are required to read four additional books, one each of
realistic fiction, historical fiction, multicultural or international, and fantasy or science fiction. Summary
cards are due Jan. 31, Feb. 7, 16, March 21, April 6, 20, and 25; traditional literature list, March 2.
2. Reading Autobiography – Each student will write a reading autobiography (approximately two pages,
typed or written in pen) in which s/he discusses the significance of books and reading throughout her/
his school years. This is only for my information and will not be graded. The following should be
included: if you were read aloud to as a child and by whom; first stories you remember; your attitude about
books and reading in elementary, middle, and high school and favorite titles during those years; your
current reading habits and favorite books you have read recently; and how you select the books you read.
Due January 17.
3. Picture Book Presentation – Each student will select a picture book to read aloud in small groups in class.
Choose a book with large, clear illustrations and a story that does not exceed ten minutes when read aloud,
preferably a hardcover rather than a paperback edition. Due February 14.
4. Thematic Unit – Each class member will choose a topic for a specific grade level, compile a selective
annotated bibliography, and plan a presentation to be given in class. The bibliography must contain a
a minimum of ten books, at least five of them nonfiction, and at least five published since 1995, one
audiovisual item, and at least two relevant web sites, if available. Students should consult book selection
aids and explore internet sources in selecting materials. In addition, plan an appropriate student activity to
correlate with the unit. Presentations should be planned to last a maximum of fifteen minutes; discuss and
item, and explain the student activity. (More detailed guidelines will be provided in a separate handout.)
Each student should sign up for a theme and presentation date: March 9, 23, 28, 30, or April 4.
5. Book talk or storytelling – A book talk or telling a story will be required of each member of the class.
For a book talk, select a novel you have read for this course (with the exception of titles that are required
reading) which you would like to promote to a group of young people. You want to entice them to read the
book without telling too much of the story or revealing the outcome, so your presentation should be two to
four minutes long, well planned and practiced. Graduate students will prepare and present a book talk on
two related titles for a specific grade level (for example, science fiction for sixth grade), four to six minutes
long. Instead of book talks, both undergraduate and graduate students may tell a story if they prefer.
Detailed guidelines for both types of presentations will be discussed in class. Due April 18.
6. Class participation – All students are expected to contribute to class discussions, some of which will take
place in small groups, others in the full class. You will be assigned to a small group on Jan.20; members of
each group will select a title all will read as part of their assignment for at least two different genres, each to
be discussed in depth in class. Groups will choose one book from contemporary realistic fiction and one
multicultural or international book; other topics will be determined by the instructor. The group will
designate a different leader and reporter for each discussion, the leader to direct the discussion and the
reporter to summarize the group’s opinions for the rest of the class. Small-group discussions will be Jan.
31, Feb. 7, March 21, and April 11.
7. Midterm and final examinations will be based on material discussed in class, as well as knowledge of books
read and evaluated. Some quizzes on required readings may be given occasionally during the semester.
Student evaluation will be based on the degree of understanding, in-depth preparation, and creativity with which the above requirements are fulfilled. All work is expected to meet professional standards regarding
correct spelling, appropriate grammar, neatness, and clear expression of ideas. Written assignments should be typed or written legibly in ink; assignments written in pencil will not be accepted.
Summary cards, traditional literature list, and other evaluations 220 (gr. 236) points
Picture book presentation 20 points
Book talk or storytelling 40 points
Thematic unit 60 points
Class participation (small groups, in-class discussion, quizzes) 60 points Exams 100 points
Total--undergraduate 500 points
graduate 516 points
Undergraduate students Graduate students
460-500 points 474-516 points A
410-459 points 423-473 points B
360-409 points 372-422 points C
310-359 points 325-371 points D
309 points and below 324 points and below E
Please note: Late assignments and unexcused absences will be reflected in your grade.
TEXT: Lynch-Brown, Carol, and Carl M. Tomlinson. Essentials of Children’s Literature. (5th ed.) Allyn &
Bacon, c2005.
Contemporary Realistic Fiction (one of the following): Due Jan. 31 Paterson, Katherine BRIDGE TO TERABITHIA or
Paulsen, Gary HATCHET
Hesse, Karen OUT OF THE DUST or
Lowry, Lois NUMBER THE STARS or
Speare, Elizabeth THE SIGN OF THE BEAVER
Fantasy and Science Fiction (one of the following): Due Apr. 20
Babbitt, Natalie TUCK EVERLASTING or
Rowling, J. K. HARRY POTTER AND THE SORCERER’S STONE
CLASS SCHEDULE
PLEASE NOTE: SCHEDULE IS SUBJECT TO CHANGE AT THE INSTRUCTOR’S DISCRETION.
Jan. 12 Introduction to the course and discussion of the syllabus.
Jan. 17/19 1. Write a reading autobiography in which you discuss the significance of books and reading
during your school years. Please include the topics specified on page 1 of the syllabus.
2. Read text, chapter 1, pp. 24-31, 35-39, and chapter 7.
2. Begin reading books from the Contemporary Realistic Fiction list (p. 12 of the syllabus). Please note that you will read a total of 4 (graduate students, 5); one specific title is required, one will be your small group’s selection for discussion, others free choice.
3. Small groups will meet in class Jan. 19 to determine a Contemporary Realistic Fiction
book their group will read for in-class discussion, as well as leader and reporter.
4. Submit at least one realistic fiction summary card Jan 19. (Rough-draft form is okay.)
Jan. 24/26 1. Finish reading contemporary realistic fiction.
Jan. 31/ 1. Submit contemporary realistic fiction summary cards Jan. 31.
Feb. 2 2. Small groups meet Jan. 31 to discuss contemporary realistic fiction books.
3. Read text, pp. 31-35 and chapter 4.
4. Begin reading picture books. Read a total of 25 as follows: 20 from the Picture Storybook list on pages 7-8 of the syllabus (at least 8 Caldecott winners or honor books since 1980; Caldecotts may also be selected from the textbook list, pp. 282-284); one alphabet, one counting, one concept, one patterned/predictable, and one easy-to-read book from the lists on pages 9-10 of the syllabus. Option: Students may omit 2 free-
choice picture storybooks and instead read 1 additional title from the Contemp-
orary Realistic Fiction list on p. 12. (Graduate students read 25 picture books.)
4. Continue reading picture books.
Feb. 14/16 1. Read aloud picture books in small groups Feb. 14.
2. Finish reading picture books.
3. Submit remaining picture book summary cards (one card for a novel if you chose
that option) Feb. 16.
Feb. 21/23 1. Read text, pp. 98-107.
European, one American, and two others of your choice (no more than one American tall tale, please) – and one Greek or Roman myth, one Norse myth, one creation story, and one hero tale. Stories may be selected from either the class reading list (syllabus, pp. 10-12) or the textbook, pp. 107-114. Summary cards are not required for traditional literature. Instead compile a list of the stories you read with bibliographic information for each, annotation, and a brief evaluative comment. (Follow examples on page 6b of the syllabus for correct form of traditional literature list.)
3. Sign up topic and date of thematic unit presentation.
4. Bring a poem to read aloud in class Feb. 23. Select a poem from a book that you think would be especially appealing when read aloud to a group of children.
is required, and one may be selected from the fantasy section of Animal Stories (p. 13).
(A total of 3 for undergraduates, 4 for graduate students)
April 18/20 1. Book talks and storytelling April 19 and 21.
2. Finish reading fantasy and science fiction.
2. Submit summary cards for fantasy and science fiction April 20.
4. Read from the Popular Genres on the reading list (pp. 12-14) as follows: one animal
story, selected from either the realistic or fantasy section of Animal Stories; one each
from Humor, Mysteries, and Sports.
April 25/27 1. Discuss fantasy and science fiction reading April 25.
2. Submit summary cards for Popular Genres April 25 or 27.
3. Discuss books from Popular Genres April 27.
MAY 2 (Tuesday) 8:00 a.m. FINAL EXAM – Please bring bluebooks and pens.
In selecting books from the reading lists, please do NOT read:
More than two books by the same author in a particular genre
More than two picture books by the same illustrator
More than one book from the same series
Consider all of the literary elements (as discussed in the text, pp. 25-31) and other criteria for evaluation. Try to be as objective as possible, include both strengths and weaknesses, and give examples from the book to support your opinions. The reporter should take notes during the group discussion so s/he can summarize the group’s assessment of the book for the rest of the class. Each student will serve once during the semester as the leader and once as the reporter.
Class participation is a significant part of the course. You are expected to contribute to class discussions based on your background and experience, as well as your reading for LIS 510. It is also your responsibility to listen respectfully to reports and presentations by other class members; that information and their analyses are part of your learning experience.
Summary cards for this course should contain the following information: genre of the book; biblio-
graphic information (full name of author, title of book -- in all caps, underlined, or in italics -- full name of the illustrator of a picture book if not the same as author, name of publisher, year of publication, number of pages –unp. if pages are not numbered); a concise, clearly written synopsis of the story (approximately 40 to 80 words); your literary evaluation, and personal response. All of this should fit on one side of a 4x6 card, or comparable format, although evaluation and response might continue on the back for some books. Please type or write legibly in ink (no pencil). Because these cards are intended to be a resource for your future use, you may add on the reverse side any other data that you would like to have on file. For example, you might want to note page numbers of excerpts that would enhance a book talk, names of all major characters, etc. Only the synopsis and evaluation will be graded. Please follow the form of the examples below and on pages 6a and 6b.
Synopsis – The synopsis should be written in complete sentences and consistent verb tense; use past or present tense in telling the major events of the story, but not a mixture. Write as clearly and concisely as possible; start telling the story with the first word, and avoid unnecessary words. For example, please do not begin with “This is a story about….” You should include the name of the protagonist, the main conflict/ problem on which the plot is based, two or three important events that lead to the climax and conclusion of the story, the setting (place and time period) if significant in the book, and the specific outcome of the story.
Literary Evaluation and Response – Following the synopsis, give your literary evaluation of the book.
Applying appropriate criteria, consider the most significant elements (at least plot, characters, and theme), strengths as well as weaknesses. Evaluate as objectively as possible, and try to use precise, meaningful adjectives, not vague, general ones, such as “good” or “cute,” but you may use phrases rather than complete sentences. Evaluations of picture books should include your assessment of both text and art. Separate your evaluation and response; the response should state why or why not you enjoyed the book. Be as subjective
as you like, but try to provide reasons for your opinions. Also, if you think you would want to utilize the book with a group of children, you might mention in what way(s).
Hoffman, Mary. Amazing Grace. Illus. by Caroline Birch. Dial, 1991. unp.
Grace, 9, loves stories and acting. When her class is scheduled to perform the play Peter Pan, Grace wants to try out for the lead. However, a few classmates tell her she cannot be Peter because she is female and black. After her mother and grandmother encourage her, Grace auditions, is chosen for the role, and is a great success.
Evaluation: Engaging protagonist, well integrated themes of perseverance and family support. Plot based on child-relevant conflict, realistic school setting with ethnically diversified class. Endearing, realistic illustrations bring Grace alive, show her personality and emotions clearly. Bright colors help convey happy mood.
Response: Very appealing, heartwarming story. Especially positive theme for multicultural use.
Realistic Fiction
Naylor, Phyllis. Shiloh. Atheneum, 1991. 144p.
In rural West Virginia, Marty Preston, 11, finds a young beagle on the road who follows him home. Marty’s father makes him return the dog to his owner, Judd Travers, even though Judd abuses his dogs. After Shiloh, as Marty names him, comes back, he secretly keeps him in a pen in the woods. When Shiloh is seriously injured, Marty’s parents and Judd discover Marty’s deception. After Shiloh recovers, Marty earns the dog by working two weeks for Judd after he has caught him poaching.
Evaluation: Compelling animal story with evenly paced, logically developed plot focused on Marty’s love of Shiloh. Universal themes of determining right and wrong when issues are not clearcut, facing consequences of one’s actions. Convincing characterizations in addition to Marty; his moral dilemma is realistically portrayed, his character growth convincing. Dialect and community attitudes reflect setting.
Response: Readers who love animals can relate to Marty’s emotions and behavior. Effective development of adolescent moral dilemma. Particularly satisfying ending for intended audience.