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RE: Books that Model/Books that Inspire
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From: Charles Bayless <charles.bayless_at_ttmd.com>
Date: Thu, 14 Mar 2013 15:49:47 -0400
Yes, descriptive not judgmental.
I am using didactic in its meaning of transmission of knowledge and I am contrasting that with cultivating the behaviors that develop that knowledge through the scientific method. I am emphasizing that both components (body of knowledge and the habits of scientific behavior) are critical but distinct from one another. There can be and often is overlap, but I am trying to make the point that there is a much broader range of books that can reinforce scientific behaviors even though they are not in themselves about a science topic. I am not criticizing books that have science content or books of science content that also accentuate the science process. Merely pointing out that there is science process in many other books that at first blush appear to have little to do with science at all.
CB
Message-----
From: Megan Schliesman
Sent: Thursday, March 14, 2013 3:15 PM To: ccbc-net_at_lists.wisc.edu Subject:
Books that Model/Books that Inspire
Charles Bayless wrote:
"We have identified numerous didactic books that tell us about the static portfolio of knowledge regarding biology or geology or electricity. And that is well and good. All knowledge acquisition has to start with some given body of knowledge and how and when we transmit that body of knowledge is important and can be done more or less effectively. "
Charles, I'm not clear if you re referring to the books already mentioned in this CCBC-net discussion, or if you are speaking broadly and generally. Because I would argue that many of the books already mentioned in this discussion, and the best trade books for children, are anything but didactic. However, I realize you might be using this in a descriptive rather than judgmental way, but it is a loaded word when it comes to children's literature, hence my need for clarification. There is purpose ("didactic" meaning providing information--not a problem at all) and tone ("didiactic" as in laboriously informative). I embrace the first in children's books, generally lament the second.
I do agree that books that model the scientific method are terrific, but so, too, are books that invite wonder and curiosity about and engagement with the world, whether or not they also model aspects of observation, analysis, etc.. These are just as valuable--they are what can spark minds and imaginations to want to observe and know more. Books like "Insect Detective" by Steve Voake or "Citizen Scientists" by Loree Griffin Burns or "The Humblebee Hunter" by Deborah Hopkinson offer wonderful models of observation in the context of engaging literature. But a book like Denise Fleming's underGROUND or Melissa Stewart's "Under the Snow" or Kate Messners' "Over and Under the Snow" describe what is found or is happening in these spaces and places, which can foster appreciation and wonder and encourage children to go out and be observers. To my mind, both kinds of books, when they are done well, are invaluable.
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/
Date: Thu, 14 Mar 2013 15:49:47 -0400
Yes, descriptive not judgmental.
I am using didactic in its meaning of transmission of knowledge and I am contrasting that with cultivating the behaviors that develop that knowledge through the scientific method. I am emphasizing that both components (body of knowledge and the habits of scientific behavior) are critical but distinct from one another. There can be and often is overlap, but I am trying to make the point that there is a much broader range of books that can reinforce scientific behaviors even though they are not in themselves about a science topic. I am not criticizing books that have science content or books of science content that also accentuate the science process. Merely pointing out that there is science process in many other books that at first blush appear to have little to do with science at all.
CB
Message-----
From: Megan Schliesman
Sent: Thursday, March 14, 2013 3:15 PM To: ccbc-net_at_lists.wisc.edu Subject:
Books that Model/Books that Inspire
Charles Bayless wrote:
"We have identified numerous didactic books that tell us about the static portfolio of knowledge regarding biology or geology or electricity. And that is well and good. All knowledge acquisition has to start with some given body of knowledge and how and when we transmit that body of knowledge is important and can be done more or less effectively. "
Charles, I'm not clear if you re referring to the books already mentioned in this CCBC-net discussion, or if you are speaking broadly and generally. Because I would argue that many of the books already mentioned in this discussion, and the best trade books for children, are anything but didactic. However, I realize you might be using this in a descriptive rather than judgmental way, but it is a loaded word when it comes to children's literature, hence my need for clarification. There is purpose ("didactic" meaning providing information--not a problem at all) and tone ("didiactic" as in laboriously informative). I embrace the first in children's books, generally lament the second.
I do agree that books that model the scientific method are terrific, but so, too, are books that invite wonder and curiosity about and engagement with the world, whether or not they also model aspects of observation, analysis, etc.. These are just as valuable--they are what can spark minds and imaginations to want to observe and know more. Books like "Insect Detective" by Steve Voake or "Citizen Scientists" by Loree Griffin Burns or "The Humblebee Hunter" by Deborah Hopkinson offer wonderful models of observation in the context of engaging literature. But a book like Denise Fleming's underGROUND or Melissa Stewart's "Under the Snow" or Kate Messners' "Over and Under the Snow" describe what is found or is happening in these spaces and places, which can foster appreciation and wonder and encourage children to go out and be observers. To my mind, both kinds of books, when they are done well, are invaluable.
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 Thu 14 Mar 2013 03:49:47 PM CDT
