A good book latches onto a child and won’t let go. What a child needs is to be exposed to the pleasures of reading and to have access to a large collection of books from which to choose when the child is ready to read. What a child does not need is to be pushed into reading or to have an adult force a child to read a certain book by insisting that it is a good book.
literature for children. Britannica Student Encyclopedia. Retrieved November 29, 2009, from Encyclopædia Britannica . < http://kids.britannica.com/comptons/article-203946/literature-for-children >
A children’s novel must do all that an adult novel does, but the hero and sensibility is that of a younger person. They are generally a bit leaner, though, less self-indulgent on the part of the author. The audience tends to have a shorter attention span.
No kid reads a book because of what the New York Times has to say. To them, it must sing.
Basically, a good book should be the best book it can be, in whatever manifestation fits best for its unique nature.
One of the main tasks of a K-5 teacher is to teach children to read. Reading is a skill that requires a great deal of practice. To practice, you need books. Thus, every elementary classroom needs its own library.
. . . when we look at the big picture -- the needs of the whole school -- it is obvious today’s limited funds must be spent for the global good of all. A centralized collection is the most economically viable solution to the heavy demands for learning resources in today's classrooms.
Books are only inanimate objects until their potential for learning is utilized by a teacher or teacher-librarian. If a book is perceived to be of use with only one student, in a particular grade, at a certain time of the year, to meet a specific need, then the potential of that book is being wasted. I have seen teachers put books away in a box until next year when they do the same theme again.
The classroom library: Are we returning to the 1950s, or developing better collaboration?
Do public libraries attempt to supervise the tastes of their readers by making it a fixed policy not to buy “objectionable” books? It is a simple expedient and has often been applied. The public librarian often has the plausible excuse that as the funds of a library are limited, he must pick and choose, and naturally the more “wholesome” books are to be preferred. He insists that he is exercising not censorship but the prerogative of free selection.
Morris L. Ernst and William Seagle, To the Pure . . . A Study of Obscenity and the Censor cited in Lester Asheim, Not Censorship But Selection , first published in the Wilson Library Bulletin, 28 (September 1953), 63-67.
The Harry Potter series is keeping company with such frequently banned classics as John Steinbeck's Of Mice and Men and J. D. Salinger's The Catcher in the Rye.
“ Perhaps teachers are self-censored because they felt the chill [from the controversy],” said Charles Suhor, a field representative for the www.ncte.org National Council of Teachers of English (NCTE).
Article by Diane Weaver Dunne Education World ® 04/10/2000
Original Request Sun 11/29/2009 8:18 PM : Hello all, Has anyone had a challenge or any parent complaints about the My Weird School series by Dan Gutman? I have the unusual situation of having one parent wanting the series removed and another parent wanting them to remain. Any help or comments would be appreciated. I’m in a K-3 school .
Reply Sun 11/29/2009 8:57 PM: One idea to help ally the fears of the parent wanting to remove the books, might be to show the author's web page: http://www.dangutman.com/ Perhaps if they knew a little more about the author and the award winning books they’ve done, it might give them a different perspective. Gutman mentions the series was inspired by his daughter and one of his goals as an author is to get kids to read. For reluctant readers, they are pretty engaging.
Self-censorship. It’s a dirty secret that no one in the profession wants to talk about or admit practicing. Yet everyone knows some librarians bypass good books—those with literary merit or that fill a need in their collections. The reasons range from a book’s sexual content and gay themes to its language and violence—and it happens in more public and K–12 libraries than you think.
Self-censorship is rampant and lethal , by Debra Lau Whelan -- School Library Journal, 02/01/2009
Four factors were associated with self-censoring practices: (1) being of the age 60–69, (2) holding no formal collegiate education degree (BSE or MS/MSE) with library media certification or licensure, (3) being at the secondary level school library, and (4) having 15 or fewer years of educational experience.
Just over half of respondents who were 60–69 had a mean score greater than 85. It does not indicate that most school librarians over the age of 60 practice self-censorship during the selection process.
Wendy Rickman in School Library Media Research , Volume 13 (2010)
Swearing in children’s books, and even in books for teenagers, used to be pure anathema.
Publishers are in general more likely now to choose inaction over excision, secure in the knowledge that great querulous waves are unlikely to result from a single rude word, or even a plethora of the same, providing it reads as “appropriate” rather than “gratuitous”. It’s probably easier to get away with a cuss word in a children's book than it is on the news .
The set of standards used by librarian s to decide whether an item should be added to the collection , which normally includes a list of subject s or field s to be covered, levels of specialization , edition s, currency , language s, and format s ( large print , nonprint , abridgment s, etc.). Selection criteria usually reflect the library’s mission and the information need s of its clientele , but selection decisions are also influenced by budget ary constraints and qualitative evaluation in the form of review s, recommended core list s, and other selection tools.