From The Reading Agency. Literature review: Impact of reading for pleasure and empowerment.
The Reading Agency. (2015, June). Literature review: The impact of reading for pleasure and empowerment. BOP Consulting. https://readingagency.org.uk/news/The%20Impact%20of%20Reading%20for%20Pleasure%20and%20Empowerment.pdf
geralt / Pixabay
Defining children’s literature is tricky.
Could be included:
A definition that includes all of these elements would be unwieldy and complicated. In some of the readings in this module, academics describe writing a definition as difficult. I’m not sure I would ever be satisfied with my own definition either. My simple attempt is: It is literature written for and enjoyed by children.
Mysticsartdesign / Pixabay
Haven (2007), reviewed many studies that focus on the skills improved via reading for pleasure and they all concluded that ‘storytelling enhanced literacy’ (p. 113). TL’s and teachers don’t need such studies to know this, however, we limit or reduce the time reading for pleasure time is allocated during school.
Gainman (2013), states that simply providing books students enjoy, allowing time to read and reading to students gives students the encouragement to read. Students can then discover the value of literature. We are a literate society and the ability to read and comprehend is an expectation and requirement. Reading for pleasure supports these reasons and offers social, emotional and cultural knowledge as well as pure enjoyment.
I have a student (6 yrs old) who is only allowed to borrow non-fiction. He says it’s because his mum says he needs to ‘learn stuff.’ This ignores the emotional, cultural and pleasurable side of reading as well the ability to comprehend and enjoy a story. As a consequence, he devours fiction at school and keeps the borrowed non-fiction for home.
readingagency. (2013, October 22). Neil Gaiman Reading Agency lecture 2013 [Video]. YouTube. https://youtu.be/yNIUWv9_ZH0
Haven, K. F. (2007). Story proof: The science behind the startling power of story. ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=329134
Two weeks ago I finished a book fair from a local company (Carnival Book Fairs). Initially, it was to be a virtual fair however it was changed to a traditional fair with the books on display for purchase in the library space. Mainly because covid cases in Sydney are very low and our students have missed out on so many other things this year. My contact at the company informed me sales would be down due to parents not able to visit and the general trend to more careful spending by families.
The 6 large silver cases arrived with all the goodies and I arranged the 3 fiction cases on one side and the non-fiction on the other. First impressions of the fiction selection saw more graphic novels, more series and new authors I didn’t recognise. First impressions of the non-fiction cases showed more products which were spin offs of television shows, computer games and movies. There were a few traditional texts on topics such as netball and trucks etc. Educational titles such as Maths in Nature and Stem topics were there too.
This time it was interesting to see what students went for first without parent influence.
Overwhelmingly, items connected with computer games, movies and television programs were the hot items. Everything Minecraft, Disney Frozen/Princesses, glittery unicorns and secret diaries sold out quickly and orders needed to be placed. The fiction side was slower to move and needed closer scrutiny before decisions were made. Blurbs were promoted and read by students and the first few pages were perused. Students took wishlists home and parents had more say and more books were included in purchases made.
I noticed:
Kathy Short (2018) in her article described all of these trends listed in the dot points above in children’s literature. Collection development policies are highlighted in school libraries as being essential to challenge the market (Short, 2018), particularly in the cultural diversity and indigenous content that is lacking in the commercial production of mainstream products. The focus in our library in the past year has been to seek out and include culturally diverse and indigenous narratives. Gradually more and more titles for primary school age children are available but not generally in mainstream bookshops. I need to seek them out in specialist bookshops.
My fair was the most successful ever! I sold the highest amount our school has ever sold and earned myself 35% in commissions.
Do you have a vision for the future of children’s literature?
I hope that children’s literature is valued and essential to growing up.
Who will be the drivers of change?
Readers of all ages
Technology innovations
Government and schools to broaden access
Publishing companies
Teacher librarians of course!
Short, K. (2018). What’s trending in children’s literature and why it matters. Language Arts, 95(5), 287-298. https://search-proquest-com.ezproxy.csu.edu.au/docview/2036727382?accountid=10344&rfr_id=info%3Axri%2Fsid%3Aprimo
