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Narrative in children's science books
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From: Kathleen Horning <khorning>
Date: Tue, 12 Nov 1996 11:48:25 -0600
This month on CCBC-Net we plan to discuss writing in children's science books. It is a topic that has been suggested by a couple of CCBC-Net subscribers who feel that narrative in children's science books gets little attention from critics; that writing in science books is being overshadowed by illustrations, and, in the most extreme cases, writing is being reduced to captions.
What are some examples of good science writing for children? A book that I frequently book talk to children is "Being a Plant," (Crowell, 1983) by Laurence Pringle, an introduction to botany that, above all, communicates the dynamic nature of science and gives children a sense, not only of how plants work, but how scientists work, as well. On the surface, this slim volume with its occasional black-and-white line drawings would have a hard time competing with some of the flashy books being published today, but the text makes science seem much more exciting and adventurous than the boldest pictures could ever do. But it needs a teacher or librarian to call it to the attention of children (who are, indeed, interested, once they know what the book is like).
In a provocative article called "Science Is What Scientists Do, Or, Wetenschap is wat Wetenschappers doen" (Horn Book, March/April 1996), scientist Diana Lutz makes the distinction between "informational books" and true science, noting that the former are presented as organized recitations of facts, whereas true science is based on an authentic connection to science and/or scientists; tells a story; and give children a sense that most scientists love being scientists.
How about you? Do you make similar distinctions as you think about or evaluate books? Which writers do you find to be consistently reliable when it comes to children's science books? Do you see evidence of children becoming more dependent on pictures and less responsive to narrative? Tell us what you think!
KT Horning Cooperative Children's Book Center University of Wisconsin-Madison School of Education 4290 Helen C. White Hall 600 North Park St. Madison, WI 53706 USA 608&3930/FAX 608&2I33 email: khorning at facstaff.wisc.edu
Received on Tue 12 Nov 1996 11:48:25 AM CST
Date: Tue, 12 Nov 1996 11:48:25 -0600
This month on CCBC-Net we plan to discuss writing in children's science books. It is a topic that has been suggested by a couple of CCBC-Net subscribers who feel that narrative in children's science books gets little attention from critics; that writing in science books is being overshadowed by illustrations, and, in the most extreme cases, writing is being reduced to captions.
What are some examples of good science writing for children? A book that I frequently book talk to children is "Being a Plant," (Crowell, 1983) by Laurence Pringle, an introduction to botany that, above all, communicates the dynamic nature of science and gives children a sense, not only of how plants work, but how scientists work, as well. On the surface, this slim volume with its occasional black-and-white line drawings would have a hard time competing with some of the flashy books being published today, but the text makes science seem much more exciting and adventurous than the boldest pictures could ever do. But it needs a teacher or librarian to call it to the attention of children (who are, indeed, interested, once they know what the book is like).
In a provocative article called "Science Is What Scientists Do, Or, Wetenschap is wat Wetenschappers doen" (Horn Book, March/April 1996), scientist Diana Lutz makes the distinction between "informational books" and true science, noting that the former are presented as organized recitations of facts, whereas true science is based on an authentic connection to science and/or scientists; tells a story; and give children a sense that most scientists love being scientists.
How about you? Do you make similar distinctions as you think about or evaluate books? Which writers do you find to be consistently reliable when it comes to children's science books? Do you see evidence of children becoming more dependent on pictures and less responsive to narrative? Tell us what you think!
KT Horning Cooperative Children's Book Center University of Wisconsin-Madison School of Education 4290 Helen C. White Hall 600 North Park St. Madison, WI 53706 USA 608&3930/FAX 608&2I33 email: khorning at facstaff.wisc.edu
Received on Tue 12 Nov 1996 11:48:25 AM CST
