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Annotated Bibliography: Children’s Literature
Children’s literature plays an important role in the learning process. Through the literature, young children get the opportunity to learn new ideas, concepts, or practices that allow them develop new knowledge, attitudes, and behavior. This part of the study presents an annotated bibliography that identifies sources that are relevant to the research on children’s literature. The following are some of the key words that were used to help in identifying the sources. The words include; children’s literature, picture books, literacy meaning making, visual literacy, literacy read-aloud, novice readers, early childhood education, ethnic children’s literature, gender representation, and storytelling.
Annotated Bibliography
Grauerholz, Elizabeth, and Bernice A. Pescosolido. "Gender representation in children's literature: 1900-1984." Gender & Society 3.1 (1989): 113-125.
Gender representation is one of the factors considered in children’s literature. The article examines gender representation in children’s literature by focusing on the period between 1900 and 1984. It identifies that there has been an imbalance in presenting male and female characters. The article is suitable for the study of children’s literature because it can help in understanding the trends in the representation and position of males and females in the children’s literature, particularly the American children’s literature in the 21st century. The trends are vital for identifying some of the gender issues that are observed in society such as underrepresentation of women in some aspects of society or activities.
Labadie, Meredith, Kathryn Pole, and Rebecca Rogers. "How kindergarten students connect and critically respond to themes of social class in children's literature." Literacy Research and Instruction 52.4 (2013): 312-338.
The article presents a study on how literacy read-aloud can be used in early childhood situations by describing how children books allow the young readers to connect with experiences. The children use the books to identify and challenge inequalities and envisage social change. This is an appropriate article for the study of children’s literature because it examines how children can connect what they read in their books with their personal experiences to identify inequality and envision social change. The authors Meredith Labadie, Rebecca Rogers, and Kathryn Pole are associated with reputable institutions of higher learning University of Missouri St. Louis and University of Texas, Arlington respectively.
O'Neil, Kathleen Ellen. "Reading pictures: Developing visual literacy for greater comprehension." The Reading Teacher 65.3 (2011): 214-223.
The article provides various activities that can be implemented in the elementary classroom for the development of visual literacy with picture books. The author identifies that picture books can be used to tell children stories in both words and pictures. As they interact with the printed words, the technical elements of illustration used in the books such as shape, color, composition, and line help in enhancing the story. By providing additional description of characters and setting or challenging the realities of the text through ironic information, the illustrations offer essential hints for comprehension. The information provided in the article is relevant to the study having been published in 2011 by a reputable organization, the International Literacy Association.
Prior, Lori Ann, Angeli Willson, and Miriam Martinez. "Picture this: Visual literacy as a pathway to character understanding." The Reading Teacher 66.3 (2012): 195-206.
The article explores the kinds of pictorial information that young children use to understand the characters they find in fictional picture books and how their teachers can help the young children learn to comprehensively use the pictorial information. The authors have focused on the characters that young children meet in their books because characters are particularly important to literacy meaning making. This is a vital article for the study because it highlights the role of pictures in children’s literature and how the pictures can be used to help in creating meaning. The authors; Lori Ann Prior, Angeli Willson, and Miriam Martinez are renowned scholars in children’s literature having studied extensively at the University of Texas at San Antonio, USA.
Sackes, Mesut, Kathy Cabe Trundle, and Lucia M. Flevares. "Using children’s literature to teach standard-based science concepts in early years." Early Childhood Education Journal 36.5 (2009): 415-422.
Children’s literature can be used in teaching science among the novice readers. The authors discuss the advantages and limitations of using children’s literature to introduce science concepts to the young learners. The article also gives an overview of preschool science standards for various states and lists appropriate children’s literature that can be used for teaching science concepts in the identified preschool science standards. The article offers vital information on the role of children’s literature in learning sciences. It is suitable for the study on children’s literature because it highlights how the books can used in teaching to enhance early childhood education. Besides, the article is published in a relevant and respectable journal, Early Childhood Education Journal.
Smith, Katharine Capshaw. "Introduction: The landscape of ethnic American children's literature." Melus 27.2 (2002): 3-10.
The article focuses on ethnic children’s literature. The author proposes that children’s literature provides an avenue through which young readers re-conceptualize their relationship to their ethnic and national identities. Therefore, through ethnic children’s literature, telling stories to the young children is a conduit for social and political change or revolution. It is important to note that while children’s literature targets children as the audience, it also reaches adult mediators giving it a wider reach compared to adult literature. This is an important article for informing studies on children’s literature because it examines the role of children’s literature in effecting social and political change.
Works Cited
Grauerholz, Elizabeth, and Bernice A. Pescosolido. "Gender representation in children's literature: 1900-1984." Gender & Society 3.1 (1989): 113-125.
Labadie, Meredith, Kathryn Pole, and Rebecca Rogers. "How kindergarten students connect and critically respond to themes of social class in children's literature." Literacy Research and Instruction 52.4 (2013): 312-338.
O'Neil, Kathleen Ellen. "Reading pictures: Developing visual literacy for greater comprehension." The Reading Teacher 65.3 (2011): 214-223.
Prior, Lori Ann, Angeli Willson, and Miriam Martinez. "Picture this: Visual literacy as a pathway to character understanding." The Reading Teacher 66.3 (2012): 195-206.
Sackes, Mesut, Kathy Cabe Trundle, and Lucia M. Flevares. "Using children’s literature to teach standard-based science concepts in early years." Early Childhood Education Journal 36.5 (2009): 415-422.
Smith, Katharine Capshaw. "Introduction: The landscape of ethnic American children's literature." Melus 27.2 (2002): 3-10.
