SELECTOR’S QUALIFICATIONS essay

SELECTOR’S QUALIFICATIONSKnowledge of the genres and literary elements that are inherent in quality bookshelps adults who select children’s literature to choose outstanding and appropriateliterature for children. They must be aware of the biopsychosocial development ofthe 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 themin their selection of the best children’s book. Teachers, librarians and others whoare responsible for selecting children’s books should become acquainted with out-standing books that have been recognized nationally and internationally and arelisted in the Appendix of Children’s Literature: A Developmental Perspective. Thefollowing journals will also keep professionals informed about what is current andup-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 HuronStreet, Chicago, IL and are found in Booklist(March edition).A SELECTOR’S QUALIFICATIONS When addressing the issue of selectingbooks for children, one should remember that book selection involves problemsolving 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: thesearch for the best children’s literature (both classical and contemporary), thediscussion of this literature within a developmental framework, and the use ofbiopsychosocial interactions to help us in making age-appropriate selections. Foradultscharged with the responsibility of selecting books for children, these shouldbe only the firstof their considerations. They must understand the biological andpsychosocial 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 makingthis choice. Is it for the typical middle school student, who has a normal but widerange of intelligence? Or is it for a unique group of children who have many andvaried problems? Adults must also weigh issues such as diversity, socioeconomicstatus, reading levels, and emotional maturity, among others. Once they havereached decisions based on these factors, they must turn their attention to key ideassuch 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 findcomfort in the unfolding of the plot? Finally, selectors should discuss their conclusion with each other and beopen to any overlooked ideas that would help ensure the best possible choice fortheir readers. Reference (textbook)Travers, B. E., & Travers, J. F.  (2008). Children’s literature: A developmental perspective (1st ed.).  Hoboken, NJ: John Wiley & Sons, Inc.