For discussion: Reading Response: What makes a good nonfiction book? Do you have a favorite title, publisher, or series? Where do you look for nonfiction reviews? How do you select?
How important are credits and citations when reviewing nonfiction for youth?
Aronson article Writing NF for children is an art that entails knowing the subject manner and designing a work that conveys the intended ideas and information. Requires originality, which is found in the organization of the book. How the author relates a key idea or factual event to what surrounds it and makes it fascinating to read. Information is not just made available to the reader; the author is creative in making the work enticing to readers. Authors and publishers want to create books that fit the curriculum niche. High quality works demonstrate the author's original thinking about the subject. Another indicator of originality is voice. The author seeks to use a voice that carries authoritativeness (to trust the facts) as well as leading the reader to understanding. An author's research strategy is revealed in the format used to present the information perhaps through diaries, interviews, captioned illustrations, maps, timelines, charts, photographs. Effective design pulls all these components together.
Isaacs's article Isaacs calls into question using fictional content in a nonfiction book for children. One of the strongest reasons to avoid this is a child's trust. If told the book is true, and then to learn later that parts of it isn't, is a extreme disservice to the child. A child could easily be embarrassment upon using the "information" that is found to be fiction. As one who does cataloging, I see the dilemma too often of putting a book where it will be used with disregard to whether it is completely factual.
"Writing Nonfiction for Children" mentions additionally that book should be age appropriate in design and literary style, as well as size, font size, and illustrations.
Reading Response: What makes a good nonfiction book? The author/illustrator must know the information, as well as ideas, concepts, history, etc and form a base from which to present the material in a manner suitable for the audience. There must be some passion for the subject to engage the reader in not only learning facts, but doing critical thinking and wanting to know more. Appropriate illustrations, design and format are necessary. Accuracy and a respect for presenting facts to young readers is critical. Good organization includes informative table of content and captions, and an index that identifies critical pieces of information. A glossary is helpful if there is a special vocabulary for the topic as are timelines, maps and diagrams.
Do you have a favorite title, publisher, or series? As a child, I loved the "Childhood of Famous Americans. " biography series. It was like learning there wasn't an Easter Bunny to discover that they were fiction.
For series, I lean toward DK titles. Information is laid out well, the illustrations are easily understood and for some purposes, they present "just the right amount" of information.
Where do you look for nonfiction reviews? Booklist, SLJ. I used to use Science Books and Films until we had to make cuts in our periodical budget.
How do you select? I look in the reviews for indication of accuracy, writing style, index, glossary, illustration quality, format, age level, and how the book will interest readers. When I examine the book, I look for the above characteristics as well as reading a bit of it. I look closely at how the illustrations are integrated with the text. In reading it, I look for clarity of language. I consider what a reader might need to already know before coming to the work. I look for background material that helps in making sense of the main topic. I check for a bibliography.
How important are credits and citations when reviewing nonfiction for youth? I want to know that the author has a good understanding of the topic.
The readings for this week were interesting in that although originality in nonfiction is important to capture the reader, truth in information is the basic element of a "good nonfiction book". Kathleen Isaacs makes a good point that, "young readers do not have the breadth of experience to put information in context." Whereas adults might read cover to cover with nonfiction, most students do not and tend to only look up what they need to know and skip the rest. When chosing nonfiction books for our collection, I rely on many sources. I pay a lot of attention to what other librarians are saying on the list serves and in review publications. I also tend to have several formats available for the same topic using various websites to review the materials. I also like to have the books in hand to review them so I will often have a rep visit or view a box of books before purchasing them. While I have the books in hand I allow students and teachers to comment on the books as well. Although time consuming, I have found this a helpful way to include learning styles, personal preferences and student perspectives. I really don't have a "favorite" series, although I am partial to any nonfiction that can give opposing viewpoints with valid research to back up the author's opinions. I think it is valuable to have several styles of nonfiction on hand to allow students to compare and evaluate. Our world is not simple - students as well as adults are bombarded with "sensationalized" information daily in our newspapers, tv, radio and day to day dealings with other people. So, although Kathleen Isaacs, in "Truth in Information Books", has valid opinions against fictionalizing nonfiction; this is an aspect of our world that does exist in daily life. Perhaps we should focus on creating effective evaluators of information instead of adding more guidelines and censoring to nonfiction for children. I agree with the points that Marc Aronson makes in "Originality in Nonfiction" stating that the "essence of the best nonfiction is originality". Aronson uses Kurlansky's "Cod" and "Salt" as examples of this. Having read "Cod", I also think that it is important to blend original ideas and forms of presentation. I am quite sure I would not have picked up an "informational" book on Cod. Kurlansky adds in the story behind the cod and the people and places that were/are affected by the fish, thereby allowing the reader to make personal connections to the topic as in fictional writing. Although I do look for more original types of nonfiction I do agree that credits, citations and background are also an improtant part of chosing nonfiction for children.
Anita Cellucci Library Media Teacher Miscoe Hill School 148 North Avenue Mendon, MA 01756 508-634-1590 x246 acellu...@mu-regional.k12.ma.us <mailto:acellu...@mu-regional.k12.ma.us>
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From: mwnonfiction@googlegroups.com on behalf of Beth Gallaway Sent: Tue 5/15/2007 4:58 PM To: mwnonfiction@googlegroups.com Subject: {MW Nonfiction} Week 2: Reading Response
For discussion: Reading Response: What makes a good nonfiction book? Do you have a favorite title, publisher, or series? Where do you look for nonfiction reviews? How do you select?
How important are credits and citations when reviewing nonfiction for youth?
Sorry gang! didn't realize I was so behind - I think I have 400 messages in my gmail inbox.
Anita, re: effective guidelines for evaluating quality of content (versus the content itself), did you have other parameters to add to what I provided?
Beth
On 5/20/07, Cellucci, Anita <acellu...@mu-regional.k12.ma.us> wrote:
> The readings for this week were interesting in that although originality in nonfiction is important to capture the reader, truth in information is the basic element of a "good nonfiction book". Kathleen Isaacs makes a good point that, "young readers do not have the breadth of experience to put information in context." Whereas adults might read cover to cover with nonfiction, most students do not and tend to only look up what they need to know and skip the rest. > When chosing nonfiction books for our collection, I rely on many sources. I pay a lot of attention to what other librarians are saying on the list serves and in review publications. I also tend to have several formats available for the same topic using various websites to review the materials. I also like to have the books in hand to review them so I will often have a rep visit or view a box of books before purchasing them. While I have the books in hand I allow students and teachers to comment on the books as well. Although time consuming, I have found this a helpful way to include learning styles, personal preferences and student perspectives. > I really don't have a "favorite" series, although I am partial to any nonfiction that can give opposing viewpoints with valid research to back up the author's opinions. I think it is valuable to have several styles of nonfiction on hand to allow students to compare and evaluate. Our world is not simple - students as well as adults are bombarded with "sensationalized" information daily in our newspapers, tv, radio and day to day dealings with other people. So, although Kathleen Isaacs, in "Truth in Information Books", has valid opinions against fictionalizing nonfiction; this is an aspect of our world that does exist in daily life. Perhaps we should focus on creating effective evaluators of information instead of adding more guidelines and censoring to nonfiction for children. > I agree with the points that Marc Aronson makes in "Originality in Nonfiction" stating that the "essence of the best nonfiction is originality". Aronson uses Kurlansky's "Cod" and "Salt" as examples of this. Having read "Cod", I also think that it is important to blend original ideas and forms of presentation. I am quite sure I would not have picked up an "informational" book on Cod. Kurlansky adds in the story behind the cod and the people and places that were/are affected by the fish, thereby allowing the reader to make personal connections to the topic as in fictional writing. > Although I do look for more original types of nonfiction I do agree that credits, citations and background are also an improtant part of chosing nonfiction for children.
> Anita Cellucci > Library Media Teacher > Miscoe Hill School > 148 North Avenue > Mendon, MA 01756 > 508-634-1590 x246 > acellu...@mu-regional.k12.ma.us <mailto:acellu...@mu-regional.k12.ma.us>
> ________________________________
> From: mwnonfiction@googlegroups.com on behalf of Beth Gallaway > Sent: Tue 5/15/2007 4:58 PM > To: mwnonfiction@googlegroups.com > Subject: {MW Nonfiction} Week 2: Reading Response
> For discussion: > Reading Response: What makes a good nonfiction book? Do you have a > favorite title, publisher, or series? Where do you look for nonfiction > reviews? How do you select?
> How important are credits and citations when reviewing nonfiction for youth?
Hi Beth, To answer your question regarding quality of content; I think that documentation, reputable reviews and lack of bias are all very important parameters in evaluating the content of non fiction but I also think that there needs to be an element of personal response as well.
Anita Cellucci Miscoe Hill School
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From: mwnonfiction@googlegroups.com on behalf of Beth Gallaway Sent: Tue 5/29/2007 3:22 PM To: mwnonfiction@googlegroups.com Subject: {MW Nonfiction} Re: Week 2: Reading Response
Sorry gang! didn't realize I was so behind - I think I have 400 messages in my gmail inbox.
Anita, re: effective guidelines for evaluating quality of content (versus the content itself), did you have other parameters to add to what I provided?
Beth
On 5/20/07, Cellucci, Anita <acellu...@mu-regional.k12.ma.us> wrote:
> The readings for this week were interesting in that although originality in nonfiction is important to capture the reader, truth in information is the basic element of a "good nonfiction book". Kathleen Isaacs makes a good point that, "young readers do not have the breadth of experience to put information in context." Whereas adults might read cover to cover with nonfiction, most students do not and tend to only look up what they need to know and skip the rest. > When chosing nonfiction books for our collection, I rely on many sources. I pay a lot of attention to what other librarians are saying on the list serves and in review publications. I also tend to have several formats available for the same topic using various websites to review the materials. I also like to have the books in hand to review them so I will often have a rep visit or view a box of books before purchasing them. While I have the books in hand I allow students and teachers to comment on the books as well. Although time consuming, I have found this a helpful way to include learning styles, personal preferences and student perspectives. > I really don't have a "favorite" series, although I am partial to any nonfiction that can give opposing viewpoints with valid research to back up the author's opinions. I think it is valuable to have several styles of nonfiction on hand to allow students to compare and evaluate. Our world is not simple - students as well as adults are bombarded with "sensationalized" information daily in our newspapers, tv, radio and day to day dealings with other people. So, although Kathleen Isaacs, in "Truth in Information Books", has valid opinions against fictionalizing nonfiction; this is an aspect of our world that does exist in daily life. Perhaps we should focus on creating effective evaluators of information instead of adding more guidelines and censoring to nonfiction for children. > I agree with the points that Marc Aronson makes in "Originality in Nonfiction" stating that the "essence of the best nonfiction is originality". Aronson uses Kurlansky's "Cod" and "Salt" as examples of this. Having read "Cod", I also think that it is important to blend original ideas and forms of presentation. I am quite sure I would not have picked up an "informational" book on Cod. Kurlansky adds in the story behind the cod and the people and places that were/are affected by the fish, thereby allowing the reader to make personal connections to the topic as in fictional writing. > Although I do look for more original types of nonfiction I do agree that credits, citations and background are also an improtant part of chosing nonfiction for children.
> Anita Cellucci > Library Media Teacher > Miscoe Hill School > 148 North Avenue > Mendon, MA 01756 > 508-634-1590 x246 > acellu...@mu-regional.k12.ma.us <mailto:acellu...@mu-regional.k12.ma.us>
> ________________________________
> From: mwnonfiction@googlegroups.com on behalf of Beth Gallaway > Sent: Tue 5/15/2007 4:58 PM > To: mwnonfiction@googlegroups.com > Subject: {MW Nonfiction} Week 2: Reading Response
> For discussion: > Reading Response: What makes a good nonfiction book? Do you have a > favorite title, publisher, or series? Where do you look for nonfiction > reviews? How do you select?
> How important are credits and citations when reviewing nonfiction for youth?
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