defining and valuing children’s literature defining and valuing children’s literature ele 616...

15
Defining and Valuing Children’s Literature ELE 616 Readings and ELE 616 Readings and Research in Children’s Research in Children’s Literature Fall 2009 Literature Fall 2009

Upload: claud-rich

Post on 18-Dec-2015

226 views

Category:

Documents


2 download

TRANSCRIPT

Page 1: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

Defining and Valuing Children’s Literature

Defining and Valuing Children’s Literature

ELE 616 Readings and Research in ELE 616 Readings and Research in Children’s Literature Fall 2009Children’s Literature Fall 2009

Page 2: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

What is Children’s Literature?What is Children’s Literature?What is Children’s Literature?What is Children’s Literature?

• Literature written Literature written forfor children? children?

• Literature written Literature written byby children? children?

• Literature Literature read byread by children, no children, no matter who it was written for?matter who it was written for?

• Literature written Literature written forfor children? children?

• Literature written Literature written byby children? children?

• Literature Literature read byread by children, no children, no matter who it was written for?matter who it was written for?

22

Page 3: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

C. S. Lewis C. S. Lewis C. S. Lewis C. S. Lewis • I am almost inclined to set it up as a I am almost inclined to set it up as a

canon that a children’s story that is canon that a children’s story that is enjoyed only by children is a bad enjoyed only by children is a bad children’s story.  The good ones last. children’s story.  The good ones last. 

• Those of us who are blamed when old for Those of us who are blamed when old for reading childish books were blamed when reading childish books were blamed when children for reading books too old for us. children for reading books too old for us. No reader worth his salt trots along in No reader worth his salt trots along in obedience to a time-table.obedience to a time-table.– From Lewis, C. S. “On Three Ways of Writing From Lewis, C. S. “On Three Ways of Writing

for Children.” for Children.” Of Other Worlds: Essays and Of Other Worlds: Essays and StoriesStories. 1952. Ed. Walter Hooper. San Diego, . 1952. Ed. Walter Hooper. San Diego, CA: Harcourt, 2002. 22-34. CA: Harcourt, 2002. 22-34. Quoted by David Quoted by David Beagley in Beagley in Discovering Children's Literature: A Personal Journey

• I am almost inclined to set it up as a I am almost inclined to set it up as a canon that a children’s story that is canon that a children’s story that is enjoyed only by children is a bad enjoyed only by children is a bad children’s story.  The good ones last. children’s story.  The good ones last. 

• Those of us who are blamed when old for Those of us who are blamed when old for reading childish books were blamed when reading childish books were blamed when children for reading books too old for us. children for reading books too old for us. No reader worth his salt trots along in No reader worth his salt trots along in obedience to a time-table.obedience to a time-table.– From Lewis, C. S. “On Three Ways of Writing From Lewis, C. S. “On Three Ways of Writing

for Children.” for Children.” Of Other Worlds: Essays and Of Other Worlds: Essays and StoriesStories. 1952. Ed. Walter Hooper. San Diego, . 1952. Ed. Walter Hooper. San Diego, CA: Harcourt, 2002. 22-34. CA: Harcourt, 2002. 22-34. Quoted by David Quoted by David Beagley in Beagley in Discovering Children's Literature: A Personal Journey

33

Page 4: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

What What ISIS children’s literature? children’s literature?What What ISIS children’s literature? children’s literature?

• This is the nub of the Fascination This is the nub of the Fascination [with children’s literature][with children’s literature]– What makes one book a What makes one book a

children’s book and children’s book and another an adult book?  another an adult book?  When I read the one, must When I read the one, must I read as a child while the I read as a child while the other must be seen only in other must be seen only in adult terms? adult terms? • Beagley, Beagley,

Discovering Children's Literature: A Personal Journey

• This is the nub of the Fascination This is the nub of the Fascination [with children’s literature][with children’s literature]– What makes one book a What makes one book a

children’s book and children’s book and another an adult book?  another an adult book?  When I read the one, must When I read the one, must I read as a child while the I read as a child while the other must be seen only in other must be seen only in adult terms? adult terms? • Beagley, Beagley,

Discovering Children's Literature: A Personal Journey

44

Page 5: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

Another view of children’s litAnother view of children’s litAnother view of children’s litAnother view of children’s lit• Gerald Early::

– ““I firmly believe there is no such I firmly believe there is no such thing as children's literature,” thing as children's literature,” Early writes. “Children's literature Early writes. “Children's literature exists as an idea in the adult mind exists as an idea in the adult mind about the ways one speaks to about the ways one speaks to children, about how we adults children, about how we adults configure childhood. Children’s configure childhood. Children’s literature celebrates the literature celebrates the imagination we think is necessary imagination we think is necessary for us to engage childhood as for us to engage childhood as adults. It is a way for adults, in adults. It is a way for adults, in short, to distinguish children from short, to distinguish children from adults.” adults.”

• Quoted by Liam Otten in “Quoted by Liam Otten in “More mainstream than ever, children's literature remains hard to define, poorly understood and frequently underestimated.”.”

• Gerald Early::– ““I firmly believe there is no such I firmly believe there is no such

thing as children's literature,” thing as children's literature,” Early writes. “Children's literature Early writes. “Children's literature exists as an idea in the adult mind exists as an idea in the adult mind about the ways one speaks to about the ways one speaks to children, about how we adults children, about how we adults configure childhood. Children’s configure childhood. Children’s literature celebrates the literature celebrates the imagination we think is necessary imagination we think is necessary for us to engage childhood as for us to engage childhood as adults. It is a way for adults, in adults. It is a way for adults, in short, to distinguish children from short, to distinguish children from adults.” adults.”

• Quoted by Liam Otten in “Quoted by Liam Otten in “More mainstream than ever, children's literature remains hard to define, poorly understood and frequently underestimated.”.”

55What Is Children's Literature? Belles Lettres, Vol. III, no. 3

[Original article no longer online]

Page 6: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

A “safe” definition?A “safe” definition?A “safe” definition?A “safe” definition?

• Laura Laffrado:Laura Laffrado:– It is probably most It is probably most

useful to define useful to define children’s literature children’s literature broadly, as literature that broadly, as literature that doesn't exclude children, doesn't exclude children, family literature, literature family literature, literature for a number of for a number of generations.generations.• Teaching American Children's Literatur

e in in The Heath Anthology of American Literature Newsletter Number XII, Fall 1995

• Laura Laffrado:Laura Laffrado:– It is probably most It is probably most

useful to define useful to define children’s literature children’s literature broadly, as literature that broadly, as literature that doesn't exclude children, doesn't exclude children, family literature, literature family literature, literature for a number of for a number of generations.generations.• Teaching American Children's Literatur

e in in The Heath Anthology of American Literature Newsletter Number XII, Fall 1995 66

Page 7: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

What is the value of children’s literature?What is the value of children’s literature?What is the value of children’s literature?What is the value of children’s literature?

• John Cech: John Cech: Inspiring Children With Words (3(3rdrd article down!) article down!)

–““Children’s books represent our Children’s books represent our first encounters with literature, in first encounters with literature, in which we hear words used which we hear words used beautifully and tune ourselves to beautifully and tune ourselves to the rhythms of our language. One the rhythms of our language. One can’t overstate the value of can’t overstate the value of children's literature. Millions of children's literature. Millions of people who will never read Tolstoy people who will never read Tolstoy or Shakespeare will read or Shakespeare will read Charlotte’s Web Charlotte’s Web - and never forget - and never forget the experience. Einstein kept a the experience. Einstein kept a volume of volume of Grimm’s Fairy TalesGrimm’s Fairy Tales on on his night table throughout his life his night table throughout his life because he said they sparked his because he said they sparked his imagination.”imagination.”

• John Cech: John Cech: Inspiring Children With Words (3(3rdrd article down!) article down!)

–““Children’s books represent our Children’s books represent our first encounters with literature, in first encounters with literature, in which we hear words used which we hear words used beautifully and tune ourselves to beautifully and tune ourselves to the rhythms of our language. One the rhythms of our language. One can’t overstate the value of can’t overstate the value of children's literature. Millions of children's literature. Millions of people who will never read Tolstoy people who will never read Tolstoy or Shakespeare will read or Shakespeare will read Charlotte’s Web Charlotte’s Web - and never forget - and never forget the experience. Einstein kept a the experience. Einstein kept a volume of volume of Grimm’s Fairy TalesGrimm’s Fairy Tales on on his night table throughout his life his night table throughout his life because he said they sparked his because he said they sparked his imagination.”imagination.”

77

Page 8: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

What is the function of literature?What is the function of literature?What is the function of literature?What is the function of literature?

• Nina Bawden:Nina Bawden:• Nina Bawden:Nina Bawden:

88

From the inaugural Dorothy Briley Lecture,

delivered at the third IBBY Regional Conference in Madison, Wisconsin, on

October 8, 1999

Page 9: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

Why do children read?Why do children read?Why do children read?Why do children read?

• Many reasons:Many reasons:– reading can provide a safe reading can provide a safe

environment for environment for experimenting with moral and experimenting with moral and psychological risk.psychological risk.

– reading may provide a safe reading may provide a safe haven in a world of real-life risk.haven in a world of real-life risk.

• Either way, the reader needs to feel Either way, the reader needs to feel a sense of control over his or her a sense of control over his or her reading matter reading matter

• Many reasons:Many reasons:– reading can provide a safe reading can provide a safe

environment for environment for experimenting with moral and experimenting with moral and psychological risk.psychological risk.

– reading may provide a safe reading may provide a safe haven in a world of real-life risk.haven in a world of real-life risk.

• Either way, the reader needs to feel Either way, the reader needs to feel a sense of control over his or her a sense of control over his or her reading matter reading matter

99

• Margaret Mackey, “Risk, Safety, and Control in Young People's Reading Experiences.” School Libraries Worldwide 9 no1 50-63 Ja 2003

Page 10: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

Controlling readingControlling readingControlling readingControlling reading

• Margaret Mackey:Margaret Mackey:–““. . . too many adults want children . . . too many adults want children to read, and read with enthusiasm, to read, and read with enthusiasm, without conceding to them any without conceding to them any vestige of the sense of real control vestige of the sense of real control that is one of the social and that is one of the social and psychological triumphs of reading. psychological triumphs of reading. Children, who are trying to “win at Children, who are trying to “win at growing up” as Beverly Cleary’s growing up” as Beverly Cleary’s (1984, p. 182) Ramona so succinctly (1984, p. 182) Ramona so succinctly expresses the challenge, are being expresses the challenge, are being given a false passport that lets them given a false passport that lets them only into a fenced-off field.”only into a fenced-off field.”

• ““Risk, Safety, and Control in Young People's Reading Experiences.”.”

• Margaret Mackey:Margaret Mackey:–““. . . too many adults want children . . . too many adults want children to read, and read with enthusiasm, to read, and read with enthusiasm, without conceding to them any without conceding to them any vestige of the sense of real control vestige of the sense of real control that is one of the social and that is one of the social and psychological triumphs of reading. psychological triumphs of reading. Children, who are trying to “win at Children, who are trying to “win at growing up” as Beverly Cleary’s growing up” as Beverly Cleary’s (1984, p. 182) Ramona so succinctly (1984, p. 182) Ramona so succinctly expresses the challenge, are being expresses the challenge, are being given a false passport that lets them given a false passport that lets them only into a fenced-off field.”only into a fenced-off field.”

• ““Risk, Safety, and Control in Young People's Reading Experiences.”.”

1010

Page 11: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

A Canadian’s viewA Canadian’s viewA Canadian’s viewA Canadian’s view

• Russell Smith, a young Canadian Russell Smith, a young Canadian novelist:novelist:– ““. . . what turns off young . . . what turns off young

readers? A moral approach readers? A moral approach to literature. A lack of to literature. A lack of clever wickedness. And an clever wickedness. And an outdated belief in an outdated belief in an outdated version of Canada. outdated version of Canada. . . . Books that are good for . . . Books that are good for you. Canadian cultural you. Canadian cultural nationalism is the literary nationalism is the literary equivalent of Sunday school, equivalent of Sunday school, and young people won’t sit and young people won’t sit through it.” through it.”

• Russell Smith, a young Canadian Russell Smith, a young Canadian novelist:novelist:– ““. . . what turns off young . . . what turns off young

readers? A moral approach readers? A moral approach to literature. A lack of to literature. A lack of clever wickedness. And an clever wickedness. And an outdated belief in an outdated belief in an outdated version of Canada. outdated version of Canada. . . . Books that are good for . . . Books that are good for you. Canadian cultural you. Canadian cultural nationalism is the literary nationalism is the literary equivalent of Sunday school, equivalent of Sunday school, and young people won’t sit and young people won’t sit through it.” through it.”

1111

Quoted in Mackey, ““Risk, Safety, and Control in Young People's Reading Experiences.”.”

Page 13: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

What does literature teach?What does literature teach?What does literature teach?What does literature teach?

• Pauline Davey Zeece:Pauline Davey Zeece:• Pauline Davey Zeece:Pauline Davey Zeece:

1313

Page 14: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

Does educational value “cancel out” the personal Does educational value “cancel out” the personal value of a book?value of a book?

Does educational value “cancel out” the personal Does educational value “cancel out” the personal value of a book?value of a book?

• Comment on Amazon.com:Comment on Amazon.com:– ““. . . instead of intimidating a young . . . instead of intimidating a young

audience away, Harry Potter is audience away, Harry Potter is showing children as young as 8 that showing children as young as 8 that reading is one of the most wonderful reading is one of the most wonderful pastimes available to them. It’s pastimes available to them. It’s working! Please, as educators, working! Please, as educators, parents, and librarians, encourage parents, and librarians, encourage that. I read those “classics” in that. I read those “classics” in Middle School, Middle School, Johnny TremainJohnny Tremain and and The Moon is DownThe Moon is Down almost lost me as almost lost me as a reader forever. They were dry and a reader forever. They were dry and horrible and full of educational horrible and full of educational value.”value.”

• Spotlight Reviews: Literature Guide: Spotlight Reviews: Literature Guide: Harry Potter and the Chamber of Secrets (Grades 4-Harry Potter and the Chamber of Secrets (Grades 4-8) 8)

• Comment on Amazon.com:Comment on Amazon.com:– ““. . . instead of intimidating a young . . . instead of intimidating a young

audience away, Harry Potter is audience away, Harry Potter is showing children as young as 8 that showing children as young as 8 that reading is one of the most wonderful reading is one of the most wonderful pastimes available to them. It’s pastimes available to them. It’s working! Please, as educators, working! Please, as educators, parents, and librarians, encourage parents, and librarians, encourage that. I read those “classics” in that. I read those “classics” in Middle School, Middle School, Johnny TremainJohnny Tremain and and The Moon is DownThe Moon is Down almost lost me as almost lost me as a reader forever. They were dry and a reader forever. They were dry and horrible and full of educational horrible and full of educational value.”value.”

• Spotlight Reviews: Literature Guide: Spotlight Reviews: Literature Guide: Harry Potter and the Chamber of Secrets (Grades 4-Harry Potter and the Chamber of Secrets (Grades 4-8) 8) 1414

Page 15: Defining and Valuing Children’s Literature Defining and Valuing Children’s Literature ELE 616 Readings and Research in Children’s Literature Fall 2009

The EndThe End