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International Awards: The Batchelder

by Barbara C. Thompson Book, Indiana University Southeast

Last week we explored some of the countries represented in recently awarded Batchelder Awards by the American Library Association. Mildred Batchelder, for whom the award is named was a remarkable and adventurous woman. Born in 1901, she was raised on the Massachusetts coast in the family of a well off businessman. Sent to Mount Holyoke for college, she decided to become a librarian “because she liked seeing college catalogs addressed to “Mildred Batchelder, Librarian’ when she was helping in the high school library.” (Bader p. 16). Continue reading

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International Awards: Who’s Being Recognized

by Barbara C. Thompson Book, Indiana University Southeast

Recently the American Library Association gave out its awards for books for Youth and Young Adults at its Mid-Winter Convention in Dallas, TX. In the age of Twitter and other social networks, those of us not able to be in Dallas were able to participate in the announcements in real time. These awards are considered the Oscars of Children’s Literature in the United States, with the Caldecott winner (this year Chris Rascha) and the Newbery winner (this year Jack Gantos) appearing on the Today show the next day. There are so many children’s literature geeks in this country that the event “trended” on Twitter.
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Cambodian Children’s Literature: “Rising from the Ashes”

by Yuri Wellington, Ph.D.; Executive Director, Teach Cambodia, Inc.; Professor and Director, Cambodia International Pedagogical Institute

Book cover for Samnang and the Giant CatfishI recently read an article that described Cambodia’s literary traditions as “rising from the ashes.” In a country where nearly every author, teacher and intellectual was killed or driven out, literary traditions and genres are literally being recreated. Thus, the landscape of resources for children’ literature is very different from what we’ve come to expect in the USA, or in many other westernized countries. There are no “children’s” book authors or illustrators. Continue reading

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Cambodia: Children’s Literature?

by Yuri Wellington, Ph.D.; Executive Director, Teach Cambodia, Inc.; Professor and Director, Cambodia International Pedagogical Institute

“Cambodian Children’s Literature.” That’s the topic of my series for January, but what does it mean, exactly?  It could mean a number of things:  Children’s books written and published in the USA and western world about Cambodia – or – Children’s books written by Cambodians – or – Books written and published for children in Cambodia… hmmm… We’ll come back to this later….
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Giving New Life to the Classics

Connecting Themes, Characters, and Critical Issues across the Global Community

by Janelle Mathis, University of North Texas, Denton, TX

While I taught secondary English at both middle and high school levels during my early years of teaching, I soon focused more so on the middle school grades, and, in later graduate work with literature, elementary levels were a focus. However, in recent years teaching classes that include preservice secondary teachers, I have been forced to consider the classics and the ultimate goal of many of these—to teach the canon. Continue reading

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The Secondary Curriculum: Adolescent & Young Adult Novels Add . . .

by Janelle Mathis, University of North Texas, Denton, TX

Those who are familiar with the vast range of contemporary novels published today are aware of the diversity of topics, characters, and events that make these books significant and appealing to readers. However, as with the realm of picture books, many readers, adolescents and young adults, are not aware of the powerful contents of these books, and educators working with this population are often even less informed, or their perception is that YA literature is a bridge to the more difficult pieces traditional literature. Continue reading

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Picture Books in the Secondary Classroom: Personal Connections, Creative Engagements, Critical Responses

by Janelle Mathis, University of North Texas, Denton, TX

Picture books have been defined over the past few decades with great integrity and attention to the complex interaction that occurs for the reader through the visual aspects of such books—text, illustrations, total design; a commercial product; a social, cultural, historical document (Bader, 1976). Still, when secondary teachers are approached about using picture books in the classroom, many somewhat shun the idea or act surprised that anyone could think this a valid curricular resource for older students. A small number attest to the fact that picture books hold significant experiences for older readers and these teachers can share numerous reasons why picture books play an important role in their instruction. Continue reading

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They’re Not Just for Kids Anymore

by Janelle Mathis, University of North Texas, Denton, TX

At the beginning of each semester, many teacher educators are faced with the challenge of inviting secondary preservice teachers, as well as teachers already in classrooms, into the realization that picture books are not just for young readers and that many chapter books written for young adolescent readers can hold their own with the traditional literature of the cannon. The task is not an easy one since these individuals have entered their chosen field, frequently English Education, with a personal background that has focused on the traditional cannon. The majority of students I face have not read children’s or adolescent literature since they were in elementary or middle school and even those titles were limited. Continue reading

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Hesitations About Using Native Language in a Children’s Book

by Monique Storie, University of Guam

Question: When is it okay to use a native language in a children’s book?

This question has been sitting at the back of my mind for some time now. For about fifteen years, I have been working with a group who are passionate about preserving and promoting the indigenous cultures within the Micronesian region. I have participated in events, activities and projects to keep the Chamorro culture alive and the Chamorro language has been a crucial part of these efforts. The Chamorro language is an essential part of the Marianas archipelago’s cultural identity because language is one of the last distinctly Chamorro elements left. Because of that, I am moved by the sound of our elders singing and am filled with hope when I hear young children talking with each other or with their parents in Chamorro. I support publishing books, songs, and news articles in Chamorro. But despite all my pride and elation, despite all my advocacy and academic understanding, I find myself conflicted about using Chamorro for children’s books. Continue reading

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The Emergence of “Fantastic” in Chamorro Literature

by Monique Storie, University of Guam

Cover from The Duendes HunterDuring a discussion on multicultural children’s literature about a decade ago, a comment about modern fantasy shaped the way I watched the growth of Chamorro children’s literature. The comment was that modern fantasy was one of the more challenging genres to write authentically because the author’s need to suspend reality to allow the impossible can sometimes affect his or her ability to present a world that community members will recognize as their own. At the time of this discussion, Chamorro literature was emergent Continue reading