This content reflects work done as part of the Indigenous Perspectives in School Librarianship (IPSL) grant funded by IMLS (RE-246303-OLS-20). Actual assignments may vary.

Module 1: History of Children’s Literature

The readings for module 1 are focused on grounding yourself in the history and evolution of children’s literature. The goal is to use this background information to begin to form an understanding of and mission for your school community / library.

Module Objectives

  • Identify ways in which the history of children’s and young adult literature might influence your instruction and reading promotion strategies

Think

Additionally, choose one or more of the following:

Create

Assignment: Annotated Booklist.

By the end of the course, you should have 20-25 books listed. For each book, include the title, author, age/interest level, a short summary, a purchasing source, and current price, at least one way to use the book in instruction or appeal to learners, and any possible issues you might encounter in the use of that title. For example, has the book been challenged? Are there references to religion or sexuality that teachers should be aware of? It is expected that you will read 3-5 books in their entirety. The rest you may add to your list based on reviews, recommendations, summaries, etc. If you can skim the book, that is recommended.

Additionally, you list must include a variety of books: different genres, age levels, perspectives, small and large publishers, award winners and new releases. Your list should celebrate diversity and inclusion. At the end of the course, your list will be evaluated based on the following rubric.

Annotated Booklist Rubric

Component

Emerging

Basic

Proficient 

The annotated booklist contains titles that articulate and model cultural competence and respect for inclusiveness, supporting individual and group perspectives (ALA/AASL/CAEP 1.2, 1.3; AK CSforE C & E; IEFA EU1, 6)

The list includes few books that represent diverse needs and interests.

The list has less than 6 titles representing diverse needs and interests.

The list contains a wide variety of titles representing many diverse needs and interests.

The list includes book suggestions that demonstrate knowledge of children’s and young adult literature that address the diverse developmental, cultural, social, and linguistic needs of all learners. Candidates use strategies to foster learner motivation to read for learning, personal growth, and enjoyment (ALA/AASL/CAEP 3.1; AK CSforE A; IEFA EU 2)

The list includes few references to or alignment with the candidate's school community’s demographics and needs.

The list includes a minimum or incomplete reference to or alignment with the candidate's school community’s demographics and needs.

The list includes a complete list of books in reference to or in alignment with the candidate's grade range, and school community’s demographics and needs.

Booklist suggests strategies to foster learner motivation to read for learning, personal growth, and enjoyment (ALA/AASL/CAEP 3.1, AK CSforE E; IEFA EU 6)

The booklist gives few suggestions for use by teachers. The fails to identify student interest by grade band, reading level, or interest or does so inconsistently. The list does not include how the book will be displayed, promoted, or embedded into instructional lessons.

The booklist includes limited or incomplete suggestions for use by teachers. The list provides limited reference to student interest by grade band, reading level, or interest. The list includes some ideas on how the book will be displayed, promoted, or embedded into instructional lessons.

The booklist includes extensive suggestions for use by teachers. The list references student interest by grade band, reading level, or interest.  The list includes a variety of ideas on how the book will be displayed and promoted within the library, or embedded into instructional lessons.

Overall Score

One or more criteria are scored at the emerging level.

Two or more criteria are scored at the basic level. All criteria are scored at the basic level or above.

Two or more criteria are scored at the proficient level. All criteria are scored at the basic level or above.

 

Annotated Booklist Template

Picture Books

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Chapter Books / Novels

Intermediate Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Middle Grade Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Young Adult Fiction

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Non-Fiction

Developing Readers

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Intermediate Grades

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Middle-Grade

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Young Adult

Title, Author, Age/Interest Level

Short Summary

Source, Price

Reading Motivation / Curriculum Use Idea(s)

Possible Issues

 

 

 

 

 

 

Book Reviews / Lists

Book Review & Collection Websites

Book Review Journals available through the MSU Library for students.

  • Horn Book Guide
  • School Library Journal
  • Booklist

Share

Post at least twice in the #1history channel in response to the following prompt. Cite evidence from the module reading(s) to support your assertions.

Share the article you choose from the Think and briefly summarize it for your classmates. Then, reflect on several ways that children’s and young adult literature has changed from its beginnings. In what ways might this influence how you instruct your learners?

Grow

Complete the self-assessment checklist.