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Narrative in children's science books
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From: Barbara Scotto <Barbara_Scotto>
Date: Fri, 22 Nov 1996 17:44:03 -0500
Since this is the first time I've posted to ccbc-net, let me introduce myself. My name is Barbara Scotto, and I'm a sixth grade teacher (of all subjects) in a public school in Brookline, MA.
I am finding this discussion about the way children read the Magic Schoolbus books a fascinating one. Most of us grew up with books, science or otherwise, that had a fairly straightforward linear narrative. In the eighties more and more books, largely nonfiction, began to be published that had a narrative section on each page, but also contained many illustrations with substantial captions. The British company Usborne published many of these titles. When the Eyewitness Books first appeared, they were hailed for their wonderful graphics and their wealth of information, but in fact, they were simply superior versions of this pattern that had already become popular.
As I watch children read in my classroom, I am aware of a subset of students who do not immediately choose books with more traditional narrative structures, but who gravitate to the Eyewitness-type books. Sometimes these are perfectly competent readers, many of whom have difficulty finding books they enjoy. Often they are children who have trouble focusing - and I am seeing more and more of them. It seems to me that this kind of text serves these children who focus in bursts, in sound bites, but who have trouble sustaining concentration for a longer period. I am not sure, however, that this text serves them well.
The Magic Schoolbus books combine the two kinds of structure. The sustained narrative is there, but some children may ignore it in favor of the short bites of information that they can more easily access. Other children move back and forth between linear narrative and bites of information, reading everything on the page. I know this works well for some children, but I wonder if it is a good trend.
Barbara
Received on Fri 22 Nov 1996 04:44:03 PM CST
Date: Fri, 22 Nov 1996 17:44:03 -0500
Since this is the first time I've posted to ccbc-net, let me introduce myself. My name is Barbara Scotto, and I'm a sixth grade teacher (of all subjects) in a public school in Brookline, MA.
I am finding this discussion about the way children read the Magic Schoolbus books a fascinating one. Most of us grew up with books, science or otherwise, that had a fairly straightforward linear narrative. In the eighties more and more books, largely nonfiction, began to be published that had a narrative section on each page, but also contained many illustrations with substantial captions. The British company Usborne published many of these titles. When the Eyewitness Books first appeared, they were hailed for their wonderful graphics and their wealth of information, but in fact, they were simply superior versions of this pattern that had already become popular.
As I watch children read in my classroom, I am aware of a subset of students who do not immediately choose books with more traditional narrative structures, but who gravitate to the Eyewitness-type books. Sometimes these are perfectly competent readers, many of whom have difficulty finding books they enjoy. Often they are children who have trouble focusing - and I am seeing more and more of them. It seems to me that this kind of text serves these children who focus in bursts, in sound bites, but who have trouble sustaining concentration for a longer period. I am not sure, however, that this text serves them well.
The Magic Schoolbus books combine the two kinds of structure. The sustained narrative is there, but some children may ignore it in favor of the short bites of information that they can more easily access. Other children move back and forth between linear narrative and bites of information, reading everything on the page. I know this works well for some children, but I wonder if it is a good trend.
Barbara
Received on Fri 22 Nov 1996 04:44:03 PM CST
