handbook of research on children's and young adult literature pdf

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Handbook of Research on Children's and Young Adult Literature

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This landmark volume is the first to bring together leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science. Distinguished by its multidisciplinary approach, it describes and analyzes the different aspects of literary reading, texts, and contexts to illuminate how the book is transformed within and across different academic figurations of reading and interpreting children’s literature. Part one considers perspectives on readers and reading literature in home, school, library, and community settings. Part two introduces analytic frames for studying young adult novels, picturebooks, indigenous literature, graphic novels, and other genres. Chapters include commentary on literary experiences and creative production from renowned authors and illustrators. Part three focuses on the social contexts of literary study, with chapters on censorship, awards, marketing, and literary museums. The singular contribution of this Handbook is to lay the groundwork for colleagues across disciplines to redraw the map of their separately figured worlds, thus to enlarge the scope of scholarship and dialogue as well as push ahead into uncharted territory.

Table of Contents

Shelby A. Wolf is Professor of Education at the University of Colorado at Boulder. Karen Coats is Professor of English and Director of English Education at Illinois State University. Patricia Enciso is Associate Professor of Literature, Literacy, and Equity Studies at The Ohio State University. Christine A. Jenkins is Associate Professor at the Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign.

Critics' Reviews

"Overall, this is an indispensible collection for any educator, scholar, librarian, reader, or writer who is looking to expand her understanding of the varied perspectives of children’s and young adult literature." — Children's Literature in Education  "The editors of this useful volume successfully bridge the disciplinary divisions that run through much of the scholarship on children’s literature. The volume includes essays by scholars in education, English, and library and information science; these diverse contributors stress the value of taking an interdisciplinary approach to the study of children’s literature." —Children’s Literature Association Quarterly "There is absolutely no valid reason not to own this book or have ready access to it at your institution." --The Learning Assistance Review "Wolf and her fellow editors present a great deal of excellent material that will prove helpful to those embarking on their own study of the subject. Highly recommended." -- Choice

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• PART 1-THE READER
• Introduction to Part 1
• 1. Children Reading at Home: An Historical Overview, Evelyn Arizpe & Morag Styles
• 2. Questioning the Value of Literacy: A Phenomenology of Speaking and Reading in Children, Eva-Maria Simms
• 3. The Book as Home? It All Depends. Shirley Brice Heath
• 4. Reading Literature in Elementary Classrooms, Kathy G. Short
• 5. Readers, Texts, and Contexts in the Middle: Re-imagining Literature Education for Young Adolescents, Thomas P. Crumpler & Linda Wedwick
• 6. Reading Literature in Secondary School: Disciplinary Discourses in Global Times, Cynthia Lewis & Jessica Dockter
• 7. Imagining a Writer's Life: Extending the Connection Between Readers and Books, Elizabeth Dutro & Monette C. McIver
• 8. Theoretical and Pedagogical Possibilities in the Teaching of Latina/o Children's Literature in Multicultural Contexts, Maria E. Franquiz, Carmen Martinez-Roldan, & Carmen I. Mercado
• 9. School Libraries and the Transformation of Readers and Reading, Eliza T. Dresang & M. Bowie Kotrla
• 10. Public Libraries in the Lives of Young Readers: Past, Present, and Future, Kathleen Weibel, Virginia A. Walter, & Paulette M. Rothbauer
• 11. Becoming Readers of Literature with LGBT Themes In and Out of Classrooms, Mollie V. Blackburn & Caroline T. Clark
• 12. Immigrant Students as Cosmopolitan Intellectuals, Gerald Campano & Maria Paula Ghiso
• PART 2-THE BOOK
• Introduction to Part 2
• 13. History of Children's and Young Adult Literature, Deborah Stevenson
• Point of Departure, Lois Lowry
• 14. Dime Novels and Series Books, Catherine Sheldrick Ross
• Point of Departure, Candice Ransom
• 15. Folklore in Children's Literature: Contents and Discontents, Betsy Hearne
• Point of Departure, Julius Lester
• 16. African American Children's Literature: Researching Its Development, Exploring Its Voices, Rudine Sims Bishop
• Point of Departure, Jacqueline Woodson
• 17.The Art of the Picturebook, Lawrence R. Sipe
• Point of Departure, Chris Raschka
• Point of Departure, David Wiesner
• 18. Comics and Graphic Novels, Robin Brenner
• Point of Departure, Gareth Hinds
• Point of Departure, Raina Telgemeier
• 19. A Burgeoning Field or a Sorry State: U.S. Poetry for Children, 1800-Present, Laura Apol & Janine L. Certo
• Point of Departure, Janet S. Wong
• 20. Nonfiction Literature for Children: Old Assumptions and New Directions, Barbara Kiefer & Melissa I. Wilson
• Point of Departure, Penny Colman
• 21. Genre as Nexus: The Novel for Children and Young Adults, Mike Cadden
• Point of Departure, Philip Pullman
• 22. Young Adult Literature: Growing Up, In Theory, Karen Coats
• Point of Departure, Markus Zusak
• 23. Reading Indigeneity: The Ethics of Interpretation and Representation, Clare Bradford
• Point of Departure, Joseph Bruchac
• 24. Literary Studies, Cultural Studies, Children's Literature, and the Case of Jeff Smith, Roderick McGillis
• Point of Departure, David Filipi
• Point of Departure, David Filipi, Lucy Shelton Caswell, & Jeff Smith
• 25. Ideology and Children's Books, Robyn McCallum & John Stephens
• Point of Departure, M.T. Anderson
• 26. The Author's Perspective, Claudia Mills
• Point of Departure, Phyllis Reynolds Naylor
• 27.Archives and Special Collections Devoted to Children's and Young Adult Literature, Karen Nelson Hoyle
• Point of Departure, Leonard S. Marcus
• PART 3-THE WORLD AROUND
• Introduction to Part 3
• 28. Where Worlds Meet, Ana Maria Machado
• Point of Departure, Katherine Paterson
• 29. Translation and Crosscultural Reception, Maria Nikolajeva
• Point of Departure, Tara F. Chace
• 30. The Implied Reader of the Translation, Petros Panaou & Tasoula Tsilimeni
• Point of Departure, Kostia Kontoleon
• 31. International Communities Building Places for Youth Reading, Michael Daniel Ambatchew
• Point of Departure, Jane Kurtz
• Point of Departure, Yohannes Gebregeorgis
• 32. Censorship: Book Challenges, Challenging Books, and Young Readers, Christine Jenkins
• 33. Reviewing Children's and Young Adult Literature, Michael Cart
• 34. Awards in Literature for Children and Adolescents, Junko Yokota
• 35. The Economics of Children's Book Publishing in the 21st Century, Joel Taxel
• 36. Spinning Off: Toys, Television, Tie-Ins, and Technology, Margaret Mackey
• 37. Listening for the Scratch of a Pen: Museums Devoted to Children's and Young Adult Literature , Elizabeth Hammill
• Contributor List
• Author Index
• Subject Index.
• (source: Nielsen Book Data)

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• DOI: 10.1080/13664530.2011.608522
• Corpus ID: 143658392

Handbook of research on children’s and young adult literature

• Clémentine Beauvais
• Published 1 August 2011
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Handbook of Research on Children's and Young Adult Literature

This landmark volume is the first to bring together leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science. Distinguished by its multidisciplinary approach, it describes and analyzes the different aspects of literary reading, texts, and contexts to illuminate how the book is transformed within and across different academic figurations of reading and interpreting children’s literature.

• Part one considers perspectives on readers and reading literature in home, school, library, and community settings.
• Part two introduces analytic frames for studying young adult novels, picturebooks, indigenous literature, graphic novels, and other genres. Chapters include commentary on literary experiences and creative production from renowned authors and illustrators.
• Part three focuses on the social contexts of literary study, with chapters on censorship, awards, marketing, and literary museums.

The singular contribution of this Handbook is to lay the groundwork for colleagues across disciplines to redraw the map of their separately figured worlds, thus to enlarge the scope of scholarship and dialogue as well as push ahead into uncharted territory.

• ISBN-10 0415965063
• ISBN-13 978-0415965064
• Publication date October 21, 2010
• Language English
• Dimensions 8.5 x 1.28 x 11 inches
• Print length 568 pages
• See all details

Products related to this item

Editorial Reviews

"Overall, this is an indispensible collection for any educator, scholar, librarian, reader, or writer who is looking to expand her understanding of the varied perspectives of children’s and young adult literature." ― Children's Literature in Education

"The editors of this useful volume successfully bridge the disciplinary divisions that run through much of the scholarship on children’s literature. The volume includes essays by scholars in education, English, and library and information science; these diverse contributors stress the value of taking an interdisciplinary approach to the study of children’s literature." ―Children’s Literature Association Quarterly

"There is absolutely no valid reason not to own this book or have ready access to it at your institution." --The Learning Assistance Review

"Wolf and her fellow editors present a great deal of excellent material that will prove helpful to those embarking on their own study of the subject. Highly recommended." -- Choice

About the Author

Shelby A. Wolf is Professor of Education at the University of Colorado at Boulder. Karen Coats is Professor of English and Director of English Education at Illinois State University. Patricia Enciso is Associate Professor of Literature, Literacy, and Equity Studies at The Ohio State University. Christine A. Jenkins is Associate Professor at the Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign.

Product details

• Publisher ‏ : ‎ Routledge (October 21, 2010)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 568 pages
• ISBN-10 ‏ : ‎ 0415965063
• ISBN-13 ‏ : ‎ 978-0415965064
• Item Weight ‏ : ‎ 2.31 pounds
• Dimensions ‏ : ‎ 8.5 x 1.28 x 11 inches
• #475 in Library & Information Science (Books)
• #1,670 in General Library & Information Sciences
• #2,045 in Elementary Education

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Handbook of Research in Children's and Young Adult Literature

Professor Shelby Wolf School of Education  University of Colorado Boulder

Shelby A. Wolf, Karen Coats, Patricia Enciso, & Christine Jenkins

This multidisciplinary Handbook is the first to bring together in one volume the leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science. Perspectives on readers and reading literature in home, school, library, and community settings are considered in Section I. Section II introduces analytic frames for studying young adult novels, picturebooks, indigenous literature, graphic novels, and other genres. Accompanying each chapter in Section II are commentaries on literary experiences and creative production from renowned authors and illustrators including David Wiesner, Lois Lowry, Philip Pullman, Jacqueline Woodson, Markus Zusak, Joseph Bruchac, and M.T. Anderson. Section III focuses on the social contexts of literary study, with chapters on censorship, awards, marketing, and literary museums. Editors’ chapter introductions and section essays point academic and practitioner colleagues to each field's histories, contemporary concerns, and research methods, while outlining the potential for intersecting research and scholarship in all three fields.

Click here to download a brochure about the handbook

Report on Narrative Research

I have been asked to develop an advanced doctoral seminar on Narrative Research. Although it is still somewhat rare to see academic writing take on much of a narrative flair, this course will be inspired by Richardson's (1994) advice that research writing should "deploy literary devices to re-create lived experience and evoke emotional responses" (p. 512). When one thinks of narrative, one usually thinks of the three essential features that mark literary text: (a) the sound properties of words, (b) the weaving of words into metaphors, and (c) the structure of the text as a whole. Thus, authors of narrative research craft their articles and books to take full advantage of the sound properties of language. They look for the potential in metaphor to make their points, and they may structure their texts to follow a more narrative design with rising action and a climax leading to falling action and an ultimate denouement. Consider the opening passage from my latest book:

Once upon a crisp autumn day, I was in a classroom observing a group of children reading a short tradebook about maps. The text described the prevailing view of the populace who believed the earth was flat, but then explained how a few brave thinkers suggested the spherical shape of the planet. Finally, the tradebook summarized the voyage of Magellan who set out to prove new theory by circumnavigating the globe. The children--a group of confident, worldly nine and ten-year-olds--laughed over the image of the earth as flat. I suggested that even though the theory seemed amazing to us now, that they should try to imagine the courage of those who set out into their own unknown. I explained that in ancient times, people said: "At the edges of the earth, there be dragons." The boy sitting next to me immediately jerked around in his seat, looked me square in the eye, and exclaimed: "You talk just like a book!" (p. 1)

Phrases like "the prevailing view of the populace" and "spherical shape" allowed me to play with sound, especially alliteration. The idea that "At the edges of the earth, there be dragons" became a metaphor for the courage it takes to explore the unknown, as I later encouraged my readers (preservice and inservice teachers) to take courageous steps in teaching young children about literature. At the end of the prologue, I asked them to help children "discover the rich, round world of interpreting literature with children--a world that exists beyond traditional edges" (p. 6). And with regard to structure, it made sense that I began with the words "Once upon" letting the reader know right away that this is a book about children's literature and thus has strong links to fairy tales. And of course the last words of the book are "the end."

In addition to sound, metaphor, and structure, literature also relies on the unexpected. Burke calls it Trouble with a capital T: "a story (fictional or actual) requires an Agent who performs an Action to achieve a Goal in a recognizable Setting by the use of certain Means--his dramatistic Pentad.... What drives a story is a misfit between the elements of the Pentad: Trouble" (Bruner, 2002, p. 34). Thus narrative researchers--particularly in education--often take the reader through the pentad highlighting trouble and its potential resolution. Of course, not all research tales have a happily ever after ending, so trouble may prevail.

In developing this course, I'll be reading the work of a variety of narrative researchers to select the best texts for the doctoral students to read. In addition, I'll interview my colleagues in areas outside of my own emphasis in literacy, to see what seminal narrative research pieces they would recommend from their various fields of mathematics, science, philosophy, bilingual education, educational psychology, anthropology, etc. in order to meet the needs of all doctoral students in the school of education. Although I have not as yet designed key assignments for the course, I know that the students will not only read narrative research but try their hand at writing this kind of research as well.

Creating Powerful Pedagogy with Preservice Teachers

For well over a decade, I've shepherded the children's literature methods course for preservice teachers (EDUC 4311), and while myriad questions about my practice have occupied me over the years, one central query continues to tug on my thinking: how can I help preservice teachers learn to create powerful pedagogy? For me, the term "powerful pedagogy" means curriculum, instruction, and assessment that engage children deeply in literature, moving well beyond the basic comprehension of text and into opportunities for active and analytical reflection about literature. My interest in this question is hinged to a central assignment in which my preservice teachers work in teams to develop a literary unit of instruction for an elementary classroom of children. The facets of the assignment are multiple. How effective is their children's literature section, and do the trade books they choose link well to each other in critical ways? Do the preservice teachers provide a sound rationale for the importance of their unit choice? In other words, why will it be meaningful for children? What big curricular pieces will enable them to accomplish their goals? Will the children engage in literary discussion or in writing, and/or in the arts? How will the preservice teachers link their unit to state standards? In what ways will each of their individual lessons stay on the trajectory of the central unit goals? How will they evaluate how well their children are learning? And how will they adapt their instruction to meet the needs of all children?

To assist the preservice teachers in this endeavor, I've developed model units, collected exemplary units from previous students to showcase, and both lectured and conducted small group discussions of varying aspects of the unit assignment. I serve as a mentor and a partner to each team, offering suggestions, loaning trade books and academic articles, and pointing out places for fresh ideas. Finally, I evaluate the unit assignment in stages over the course of the semester from the proposal through the first, penultimate, and final drafts. But the dilemma remains the same. While some students quickly latch on to the idea of powerful pedagogy, others need much more help in learning to create curriculum, instruction, and assessment that will draw children deeper and deeper into literature.

In earlier studies of my practice, I've followed preservice teachers as they learned to engage individual children in literature (e.g., Wolf, Carey, & Mieras, 1996), and I've explored preservice teachers' evolving understandings of diversity (e.g., Wolf, Ballentine, & Hill, 1999). But I've never researched the unit assignment. The PTSP Project on Teaching and Learning offers me the opportunity of doing just that. At the end of fall semester, 2005, I'll have the final drafts as well as the revisions of all the units created by my 60 students. I'll select fifteen students - five whose understandings of powerful pedagogy came very quickly, five that took more time to come to such understandings, and five where the understandings came quite late or perhaps weren't well understood even at the end of the course. Then using the unit drafts in stimulated recall sessions (putting the unit on the table and going through each of the sections in turn), I'll interview the selected preservice teachers to hopefully uncover when and how their "Aha!" revelations occurred and when they didn't, concentrating in particular on what aspects of the unit creation were the easiest as well as the most difficult. After completing one round of audio-recorded, individual interviews, I'll transcribe and analyze the data for preliminary patterns. Then I'll conduct a second round of interviews to present the patterns to the individual preservice teachers to triangulate my preliminary findings. In addition, this second interview will help me tease out the nuances in the patterns.

Creating powerful pedagogy is hard but essential work. If preservice teachers fail to grasp the concept during their time at the university, when they become teachers it is likely that they will fall into the trap of following the advice of their textbooks lockstep or creating a series of disconnected activities that will ultimately fail to engage children in literature. And this is clear: If children are denied the opportunity to engage in reading, they will not become readers. Thus, this PTSP project will allow me to track very young teachers as they learn to discern between "fun" but often-silly activities for children, and serious teaching that will help children become thinking individuals. The results of this study will naturally fold back into my practice, helping me understand how to communicate more effectively how powerful pedagogy is essential to the art of preservice teachers' future teaching and, even more important, their children's future learning.

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