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Non-Fiction: Rules of Engagement
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From: Megan Schliesman <schliesman_at_education.wisc.edu>
Date: Fri, 09 Mar 2012 09:24:46 -0600
I'm enjoying the many substantive comments on non-fiction--how we can think about it (e.g, K and L) which in turns helps us think about specific types of books we might look for to meet specific needs and develop readers' skills in reading for information and, also presenting it.
In light of the fact that our discussion the first half of this month is focusing on non-fiction for younger readers, I want to go back to something Erlene Bishop Killeen wrote regarding non-fiction and its emphasis in Common Core Standards:
"One of the reasons for this push is that each subject content area has its own type of reading -- reading scientific research, for example, and the thinking is that students need to be exposed and learn to read for information at a much earlier age. That those skills need to be steadily built so that in upper grades and beyond the student is able to independently 'read to learn.' "
And when I think about terrific non-fiction for those younger students (and, quite frankly, older) I have to say that I the books that really stand out to me stand out first and foremost because of the level of engagement they invite. I think I will continue to look for that first and foremost, before I even think about whether a book might be K or L.
We want to develop curiosity in students about the world around them, about the past, about what is happening around the world today, about the future. Of course we want that curiosity to be developed in the context of accurate information, but I believe the way in which that information is presented to children in trade books can make the difference in some cases between engagement and ennui.
My favorite books of non-fiction are those in which I am carried along not only by the fascinating information, but by the author's obvious fascination. This doesn't necessarily mean the author has inserted her or himself into the narrative (and in fact, I rarely find that appealing) but rather I sense they want to share amazing information with young readers.
I read April Pulley Sayre's "Stars Beneath Your Bed: The Surprising Story of Dust" to a class of second and third graders the other day. I never cease to find the information in this book fascinating, and so do kids. Who can resist the idea that "Old dust stays around . . . That dusty film on your computer screen / might have muddied a dinosaur" or ""The dust beneath your bed** might be from Mars . . . or a bit of the moon."
But Sayre's narrative is not only informative, it's artful. And this, too, is something the kids picked up on. One of them said when I finished, "That book had a lot of 's' sounds in it, which led to a discussion of alliteration, which in turn led to a discussion of choices writers make when they write.
My point is that terrific books--non-fiction and fiction alike--invite engagement and curiosity and myriad opportunities for thinking, learning, observing, reflecting. We can't always predict where that engagement and curiosity will lead. As we think about what goes into creating fine non-fiction, and it's growing importance in the curriculum in light of Common Core, I don't want to lose sight of it as a literary form. We are so lucky to have so many curious, creative, exacting (in terms of the facts!) people writing non-fiction for children and teens today. They all approach it differently, and what a gift that is. But I have a real fear that what we'll see instead of an infusion of wonderful, engaging trade non-fiction into the classroom, we will see in influx of formulaic books which are serviceable but not necessarily scintillating. I'm not worried about it in terms of teachers who are already children's literature enthusiasts, but rather among those are looking to meet this new directive handed down via
Common Core to states and to districts, not all of which will have personnel in place who understand the value and richness of trade literature, whether it's a comprehensive exploration of a topic as we find in many books for older readers, or an intriguing introduction that invites further exploration.
Several people have already shared examples of non-fiction for younger readers they find especially appealing and effective. What other books do you appreciate, and why?
Megan
-- Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, University of Wisconsin-Madison 600 N. Park Street, Room 4290 Madison, WI 53706
608/262-9503 schliesman_at_education.wisc.edu
www.education.wisc.edu/ccbc/
Received on Fri 09 Mar 2012 09:24:46 AM CST
Date: Fri, 09 Mar 2012 09:24:46 -0600
I'm enjoying the many substantive comments on non-fiction--how we can think about it (e.g, K and L) which in turns helps us think about specific types of books we might look for to meet specific needs and develop readers' skills in reading for information and, also presenting it.
In light of the fact that our discussion the first half of this month is focusing on non-fiction for younger readers, I want to go back to something Erlene Bishop Killeen wrote regarding non-fiction and its emphasis in Common Core Standards:
"One of the reasons for this push is that each subject content area has its own type of reading -- reading scientific research, for example, and the thinking is that students need to be exposed and learn to read for information at a much earlier age. That those skills need to be steadily built so that in upper grades and beyond the student is able to independently 'read to learn.' "
And when I think about terrific non-fiction for those younger students (and, quite frankly, older) I have to say that I the books that really stand out to me stand out first and foremost because of the level of engagement they invite. I think I will continue to look for that first and foremost, before I even think about whether a book might be K or L.
We want to develop curiosity in students about the world around them, about the past, about what is happening around the world today, about the future. Of course we want that curiosity to be developed in the context of accurate information, but I believe the way in which that information is presented to children in trade books can make the difference in some cases between engagement and ennui.
My favorite books of non-fiction are those in which I am carried along not only by the fascinating information, but by the author's obvious fascination. This doesn't necessarily mean the author has inserted her or himself into the narrative (and in fact, I rarely find that appealing) but rather I sense they want to share amazing information with young readers.
I read April Pulley Sayre's "Stars Beneath Your Bed: The Surprising Story of Dust" to a class of second and third graders the other day. I never cease to find the information in this book fascinating, and so do kids. Who can resist the idea that "Old dust stays around . . . That dusty film on your computer screen / might have muddied a dinosaur" or ""The dust beneath your bed** might be from Mars . . . or a bit of the moon."
But Sayre's narrative is not only informative, it's artful. And this, too, is something the kids picked up on. One of them said when I finished, "That book had a lot of 's' sounds in it, which led to a discussion of alliteration, which in turn led to a discussion of choices writers make when they write.
My point is that terrific books--non-fiction and fiction alike--invite engagement and curiosity and myriad opportunities for thinking, learning, observing, reflecting. We can't always predict where that engagement and curiosity will lead. As we think about what goes into creating fine non-fiction, and it's growing importance in the curriculum in light of Common Core, I don't want to lose sight of it as a literary form. We are so lucky to have so many curious, creative, exacting (in terms of the facts!) people writing non-fiction for children and teens today. They all approach it differently, and what a gift that is. But I have a real fear that what we'll see instead of an infusion of wonderful, engaging trade non-fiction into the classroom, we will see in influx of formulaic books which are serviceable but not necessarily scintillating. I'm not worried about it in terms of teachers who are already children's literature enthusiasts, but rather among those are looking to meet this new directive handed down via
Common Core to states and to districts, not all of which will have personnel in place who understand the value and richness of trade literature, whether it's a comprehensive exploration of a topic as we find in many books for older readers, or an intriguing introduction that invites further exploration.
Several people have already shared examples of non-fiction for younger readers they find especially appealing and effective. What other books do you appreciate, and why?
Megan
-- Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, University of Wisconsin-Madison 600 N. Park Street, Room 4290 Madison, WI 53706
608/262-9503 schliesman_at_education.wisc.edu
www.education.wisc.edu/ccbc/
Received on Fri 09 Mar 2012 09:24:46 AM CST
