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Re: Narrative and Information
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From: Gardow, Pamela <pgardow_at_ecasd.k12.wi.us>
Date: Thu, 15 Mar 2012 10:13:21 -0500
I think there is an additional aspect for older (and perhaps all) readers. What is the purpose for reading?
In my high school, teachers working with nonfiction will often bring their students to the library for book talks. Students are allowed to select the ir own books to read. In this case, the narrative style may well determine whether the student selects (and finishes reading) the book. Students are always free to return the book and select something else when they don't l ike their first choice. However, if the students are reading with the purp ose of finding specific information, the narrative style is much less impor tant than simply finding accurate information, clear instructions, etc. Th ey may also be looking for depth of information, point of view, and discuss ion of opposing positions.
Pam Gardow, School Librarian Memorial High School
As we transition from talking about books for younger readers to books for older readers (or perhaps expand our discussion to include books for older readers), I'm wondering to what extent, if any, how you think about non-fic tion and evaluate individual titles changes with the age of the audience wh en it comes to these two components--or any components. Obviously, non-fiction for older readers tends to be more comprehensive in terms of the amount of information it includes. But in my mind narrative s tyle still plays a huge role. But does it play less of a role than it does in books for younger readers? I don't have a simple answer. I do know a b ook that isn't written in a style I find engaging is one I'm hard-pressed t o finish,but I haven't sat down and thought about whether there are times t he subject itself is fascinating enough to carry me through.
Megan
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Received on Thu 15 Mar 2012 10:13:21 AM CDT
Date: Thu, 15 Mar 2012 10:13:21 -0500
I think there is an additional aspect for older (and perhaps all) readers. What is the purpose for reading?
In my high school, teachers working with nonfiction will often bring their students to the library for book talks. Students are allowed to select the ir own books to read. In this case, the narrative style may well determine whether the student selects (and finishes reading) the book. Students are always free to return the book and select something else when they don't l ike their first choice. However, if the students are reading with the purp ose of finding specific information, the narrative style is much less impor tant than simply finding accurate information, clear instructions, etc. Th ey may also be looking for depth of information, point of view, and discuss ion of opposing positions.
Pam Gardow, School Librarian Memorial High School
As we transition from talking about books for younger readers to books for older readers (or perhaps expand our discussion to include books for older readers), I'm wondering to what extent, if any, how you think about non-fic tion and evaluate individual titles changes with the age of the audience wh en it comes to these two components--or any components. Obviously, non-fiction for older readers tends to be more comprehensive in terms of the amount of information it includes. But in my mind narrative s tyle still plays a huge role. But does it play less of a role than it does in books for younger readers? I don't have a simple answer. I do know a b ook that isn't written in a style I find engaging is one I'm hard-pressed t o finish,but I haven't sat down and thought about whether there are times t he subject itself is fascinating enough to carry me through.
Megan
***************************************************************************
***
This email was scanned for viruses at the gateway of the Eau Claire Area Sc hool District (ECASD). ECASD is in no way responsible for the content of th is email or possible damage to your computer or network as a result of open ing it or any attachments associated with it. (PM2)
Received on Thu 15 Mar 2012 10:13:21 AM CDT
