From: Lionel Bender <lionheart.brw_at_btinternet.com>
Date: Fri, 23 Mar 2012 11:05:00 +0000

I too have found this month's discussion fascinating. I'd like to share some thoughts and observations. They are based on my experience

of writing and, as part of a book packager or creation house, producing mostly illustrated information books for children. These I am referring to as "school and library" books.

Reading this discussion has highlighted a much bigger divide between "trade" and "school and library" books than I had ever imagined. It is a divide that I feel is not healthy when looking at the importance

of nonfiction books for children.

By "trade" nonfiction books I mean mainly picture books with humorous, narrative, and poetical texts that many of you have been citing and waxing lyrical about. These generally start as a manuscript with a distinct voice or a storyboard or set of illustrations from an illustrator. They are labors of love that publishers take on very much as gambles. The publishers believe the storylines or visuals are so strong that librarians and parents will buy the books because they — the adults, not the child readers — think they have a great message, are beautifully illustrated, and are

fine examples of the genre.

"School and library" nonfiction books are those produced by publishers to provide libraries, homes, and schools with books that children need to do their schoolwork. These books are not gambles: they are published to satisfy a known market, and are often pre-sold before they are produced. The storylines and visual structures are determined first: the authors and illustrators are practically told what to write and paint. However, these too can be labors of love.

Trade book authors and illustrators are almost household names: they win awards; they give talks and lectures to teachers and librarians about identifying and using good trade books; and are invited by the media to speak about children's nonfiction (trade only) publishing. Trade authors and illustrators may write or illustrate a handful or tens of books in their careers. Educationalist and librarians classify and categorize these books: K or L texts, lyrical, humorous,

narrative, and so on.
 Trade books primarily inspire and enthuse children, and help them gain an insight into the real world.

School and library authors are rarely household names; there are far fewer awards for them to win; they give talks and workshops at schools, to children, about writing and illustrating nonfiction and about their specialist subjects. They talk about trade and school and

libary books. School and library book authors and illustrators may write or paint tens or hundreds of books in their careers. Educationalists, librarians, and publishers classify them as "information books" and categorize these books by grade level, interest level, and compliance with curriculum standards. School and library books primarily educate children, and help them understand, comprehend, and write about the real world.

Children are reading nonfiction all the time. They probably don't categorize it as nonfiction, but that is what it is. They read magazines and online articles about fashion, music, sport, tv, movies, and celebrities. They probably don't consider this as reading, or concern themselves that it is nonfiction. Many of these kids say they "don't read books" and are criticized by many as "not interested in reading". But they read.
 And most of this reading is of the school-and-library information genre. So this discussion should embrace school and library books.

Yes, these are the books often criticized for being formulaic and non-

creative. But an equal understanding of this type of publishing will,

I hope, explain why they are formulaic and how they can be just as creative as picture books. A formula is needed to produce so many titles quickly; for teams of authors and illustrators to work together with one voice; and to work to a fixed budget and tight schedule. The creativity comes in getting information across in a clear, simple, straightforward, and engaging manner, and integrating words and images — photos or illustrations—in an attractive way. The

skills needed by authors and illustrators are no less than those needed by picture book authors. Different skills yes, but skills none

the less. And it is these skills that are far more important for the average child to learn, whatever profession they take up. To be able to research, write, and present information clearly, logically, and succinctly are basic skills. From there one can go on to write "creative nonfiction" and fiction.

As others have said: children should be exposed to all kinds of nonfiction. Schools and libraries should not buy only the award- winning trade books. Purchasing only recommended books excludes many children, teachers, librarians, and parents from discovering and exploring the range of nonfiction and finding out for themselves which books they like.

Many school and library books are far more popular with children, librarians, teachers, and parents than trade books because they do have lots of photographs and illustrations with captions; sidebars and amazing-fact panels; introductions; glossaries; further reading lists and recommended websites; indexes; quizzes; bibilographies. Many adults wanting to gain new knowledge and understanding of unfamiliar subjects invariably turn to these books, and to good textbooks, as the best explanations and discussions available. No adult books offer the same straightforward learning experience.

So, if it is not too late, let's have some discussion of school and library books too. How can they be improved and better used alongside

trade books?

Lionel Bender Editorial Partner Bender Richardson White London, England email: lionel_at_brw.co.uk websites: www.brw.co.uk www.nibweb.co.uk/lionelbender.htm
Received on Fri 23 Mar 2012 11:05:00 AM CDT