SELECTOR’S QUALIFICATIONS essay

SELECTOR’S QUALIFICATIONS

Knowledge of the genres and literary elements that are inherent in quality books

helps adults who select children’s literature to choose outstanding and appropriate

literature for children. They must be aware of the biopsychosocial development of

the children for whom they are making their selections, in order to ensure a good-

ness-of-fit between the book and the child.

 

Sources for Book Reviews

Many literacy resources are available to teachers, librarians, and parents to aid them

in their selection of the best children’s book. Teachers, librarians and others who

are responsible for selecting children’s books should become acquainted with out-

standing books that have been recognized nationally and internationally and are

listed in the Appendix of Children’s Literature: A Developmental Perspective. The

following journals will also keep professionals informed about what is current and

up-to-date:

 

Book Review Journals

• School Library Journal(www.slj.com)
• The Horn Book(www.hbook.com)
• The Bulletin of the Center for Children’s Books (University of Illinois;

www.lis.uiuc.edu/puboff/bccb)

• Booklist(www.ala.org/booklist)

 

Annual lists of outstanding books are reviewed in:

 

• Notable Children’s BooksandBest Books for Young Adultschosen by American Library Association committees are available on the web (www.ala.org).

These may also be ordered in pamphlet form from the ALA offices: 50 Huron

Street, Chicago, IL and are found in Booklist(March edition).

A SELECTOR’S QUALIFICATIONS When addressing the issue of selecting

books for children, one should remember that book selection involves problem

solving and deserves the same thought and attention that educators, philosophers,

and psychologists devote to critical thinking, decision making, and problem solving. In book selection, several topics should guide adults in their decision making:

 

• Is thisbook appropriate for thisstage of the child’s development? In Chapter One we promised our readers that three themes would integrate our work: the

search for the best children’s literature (both classical and contemporary), the

discussion of this literature within a developmental framework, and the use of

biopsychosocial interactions to help us in making age-appropriate selections. For

adultscharged with the responsibility of selecting books for children, these should

be only the firstof their considerations. They must understand the biological and

psychosocial characteristics of children.

 

• The second step selectors must take is to understand, clearly and with creditable knowledge, the cultural context of the children for whom they are making

this choice. Is it for the typical middle school student, who has a normal but wide

range of intelligence? Or is it for a unique group of children who have many and

varied problems? Adults must also weigh issues such as diversity, socioeconomic

status, reading levels, and emotional maturity, among others. Once they have

reached decisions based on these factors, they must turn their attention to key ideas

such as the literary elements we have identified in this chapter. For example,

would the disappearance of Winn-Dixie appeal to the animal loving nature of children? Would they understand the role the dog plays in the story?

 

• Next, selectors must step back and evaluate their choices in light of the nature of the story and the characteristics of its potential readers. Is the match between story and readers appropriate? Will children understand, enjoy, and find

comfort in the unfolding of the plot?

 

• Finally, selectors should discuss their conclusion with each other and be

open to any overlooked ideas that would help ensure the best possible choice for

their readers.

 

Reference (textbook)

Travers, B. E., & Travers, J. F.  (2008). Children’s literature: A developmental perspective (1st ed.).  Hoboken, NJ: John Wiley & Sons, Inc.