If you have ever stood in the children's section of a bookstore or library wondering how to go about matching a book to the age, abilities, and interests of a particular child, Choosing Children's Books is for you. Renowned children's librarian and children's book review editor Betsy Hearne offers practical guidance on sorting through the bewildering array of picture books, pop-up books, books for beginning readers, young adult titles, classics, poetry, folktales, and factual books. Each chapter includes an annotated list of recommended titles.
A gold mine of commonsense, sound advice, this newly revised and completely updated edition of Betsy Hearne's classic guide is an indispensable tool for choosing books for children of all ages.
Newly available in paperback, this revised and updated third edition of Betsy Hearne's classic guide stands as the lodestar for navigating through the bewildering array of books for young readers. Hearne surveys everything from picture books, pop-up books, classics, and books for beginning readers to young adult titles, poetry, folktales, and factual books, with an annotated list of recommended titles accompanying each chapter. A gold mine of common sense and sound advice, her guide remains an indispensable tool for choosing books for children of all ages.
By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of popular science books, primers, grammars, toys, manufacturing books, automata, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature.
Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.
During the nineteenth century, geography primers shaped the worldviews of Britain’s ruling classes and laid the foundation for an increasingly globalized world. Written by middle-class women who mapped the world that they had neither funds nor freedom to traverse, the primers employed rhetorical tropes such as the Family of Man or discussions of food and customs in order to plot other cultures along an imperial hierarchy.
Cross-disciplinary in nature, X Marks the Spot is an analysis of previously unknown material that examines the interplay between gender, imperial duty, and pedagogy.
Megan A. Norcia offers an alternative map for traversing the landscape of nineteenth-century female history by reintroducing the primers into the dominant historical record. This is the first full-length study of the genre as a distinct tradition of writing produced on the fringes of professional geographic discourse before the high imperial period.
READERS
Browse our collection.
PUBLISHERS
See BiblioVault's publisher services.
STUDENT SERVICES
Files for college accessibility offices.
UChicago Accessibility Resources
home | accessibility | search | about | contact us
BiblioVault ® 2001 - 2024
The University of Chicago Press