2013 Newbery & Caldecott Winners Announced

The Newbery & Caldecott awards for children's literature were announced on January 28th of this year. The Newbery Medal was named after the eighteenth-century British bookseller John Newbery.  It is presented to the author of the book judged to have made the most distinguished contribution to American literature for children. A committee of librarians and literary experts is chosen each year to select the winner and the runners up on behalf of the Association for Library Service to Children (ALSC). The books can be works of fiction, non-fiction and poetry. The author must be a citizen or resident of the United States and the work written for children up to 14 years of age.

The Caldecott Medal was named in honour of nineteenth-century English illustrator Randolph Caldecott. It is awarded annually to the artist of the most distinguished American picture book for children. The awards commenced in 1938.

There are also a number of other specialist awards for fiction and non-fiction that were announced on the same day and are outlined at the end of the post.

1. Newbery Medal 2013

The 2013 Newbery Medal winner is 'The One and Only Ivan' by Katherine Applegate, published by HarperCollins Children's Books.

Ivan is a very laid back gorilla. He lives at Exit 8 of the Big Top Mall and Video Arcade. He doesn't really miss his life in the jungle and has become used to people staring at him. He spends his life thinking about his favourite TV shows and his friends Stella (who is an elderly elephant), and Bob (a stray dog). But he also thinks about art and how to get the right colours or create the taste of a mango or the sound of leaves with line and colour.

One day he meets Ruby, a baby elephant taken from her family. Ivan is changed and sees his home and his art in a new way. Ruby changes everything, including Ivan. This is wonderful tale about friendship, art and hope. Through the narrative voice of Ivan Katherine Applegate creates a memorable story.

The Newbery Committee chair commented:

“Katherine Applegate gives readers a unique and unforgettable gorilla’s-eye-view of the world that challenges the way we look at animals and at ourselves.”

Three honour books were also announced.

'Splendors and Glooms' by Laura Amy Schlitz, published by Candlewick Press.

Lizzie Rose, Parsefall and Clara are caught in the clutches of a wicked puppeteer and a powerful witch in this deliciously dark and complex tale set in Dickensian England, where adventure and suspense are interwoven into nuanced explorations of good versus evil.

'Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon' by Steve Sheinkin, published by Flash Point, an imprint of Roaring Brook Press.

Balancing intersecting threads of scientific discovery, political intrigue and military strategy, “Bomb” is a riveting historical nonfiction drama. Sheinkin’s engaging narrative explores the complex series of events that led to the creation of the ultimate weapon and introduces many memorable personalities involved in the pursuit.

'Three Times Lucky' by Sheila Turnage, published by Dial Books for Young Readers, a division of Penguin Young Readers Group.

In the rich tradition of Southern storytelling, rising sixth-grader Mo LoBeau leads the eccentric residents of Tupelo Landing, North Carolina, on a rollicking journey of mystery, adventure and small-town intrigue as she investigates a murder and searches for her long-lost mother.

2. Caldecott Medal 2013

The 2013 Caldecott Medal winner is 'This Is Not My Hat', written and illustrated by Jon Klassen, published by Candlewick Press.

When a tiny fish shoots into view wearing a round blue topper (which happens to fit him perfectly), trouble could be following close behind. So it's a good thing that enormous fish won't wake up. And even if he does, it's not like he'll ever know what happened. . . . Visual humour swims to the fore as the best-selling Jon Klassen follows his breakout debut with another deadpan-funny tale.



This darkly humorous tale is brilliant. The simplicity of language and image is its secret.  Klassen was also the illustrator of another book named as an honour book in the Caldecott, 'Extra Yarn' (see below). This is a rare double. What's his secret? When asked about his work recently Klassen commented:

"What I like best is boiling a story down to something really simple."

Using the subtle changes in image and supporting words, Klassen creates humour and tension. The Big fish wants his hat back and it seems that he knows just what has happened. We follow the fish and imagine what the outcome will be.

The chair of the Caldecott judging panel commented:

“With minute changes in eyes and the slightest displacement of seagrass, Klassen’s masterful illustrations tell the story the narrator doesn’t know."

The judges also announced four honour books.

'Creepy Carrots!', illustrated by Peter Brown, written by Aaron Reynolds and published by Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division.

Jasper the rabbit loves carrots until he notices they are everywhere. He is convinced they’re coming for him! Pronounced shadows, black borders and shaded edges enhance this ever so slightly sinister tale with a distinctly cinematic feel. This is one serving of carrots children will eagerly devour.

'Extra Yarn', illustrated by Jon Klassen, written by Mac Barnett and published by Balzer + Bray, an imprint of HarperCollins Publishers.

A selfish archduke threatens to halt a little girl's transformation of a colourless town and steal her box of magical yarn.  Klassen's innovative digital technique results in shifts of colour that signal character change and critical turns of plot -all done with just the right stitches of humour.

'Green', illustrated and written by Laura Vaccaro Seeger and published by Neal Porter Books, an imprint of Roaring Brook Press.

In this original concept book, Seeger engages all the senses with her fresh approach to the multiple meanings of “green.” Using thickly layered acrylics, word pairings and cleverly placed die cuts, she invites readers to pause, pay attention and wonder.

I just love this book. As with all beginning books that deal with concepts, its strength is its simplicity and meticulous use of the right words, images and of course, colours.

'One Cool Friend', illustrated by David Small, written by Toni Buzzeo and published by Dial Books for Young Readers, a division of Penguin Young Readers Group.

Energetic line and dizzying perspective combine for a rollicking tale of Father, Elliot and a highly improbable pet (or two). Buzzeo’s text, brimming with sly wordplay, earns its perfect counterpoint in Small’s ink, watercolour and pencil illustrations with chilly details and visual jokes that invite many repeated readings.

'Sleep Like a Tiger', illustrated by Pamela Zagarenski, written by Mary Logue and published by Houghton Mifflin Books for Children, an imprint of Houghton Mifflin Harcourt Publishing Company.

Surrounded with dreamlike images of crowns, ornate patterns and repeated visual motifs, her parents coax her into bed. Using mixed media artwork on wood enhanced with computer illustrations, this is a whimsical story with universal appeal.

Other major awards

3. The 'Pura Belpre Award

This is an award to a Latino or Latina writer and illustrator whose work best portrays the Latino cultural experience in a work of literature for children or youth. The judges made an award to an author and illustrator.

Award to an author

'Aristotle and Dante Discover the Secrets of the Universe', by Benjamin Alire Sáenz, published by Simon & Schuster Books for Young Readers, an imprint of Simon & Schuster Children’s Publishing Division.

'Aristotle and Dante Discover the Secrets of the Universe' brings readers the tale of 15-year-old loner Aristotle Mendoza and his friendship with Dante Quintana. Sáenz exquisitely captures the story of two boys on the edge of manhood. By addressing issues of identity, friendship, family and love, Sáenz pushes beyond geography, sexuality and cultural identity to create a truly universal novel.

The judging panel chair said of this book:

“Sáenz demonstrates superb use of language and character development, while gently exploring important aspects of identity without straying into gender or cultural stereotypes.”

Award to an illustrator

'Martín de Porres: The Rose in the Desert', illustrated by David Diaz, written by Gary D. Schmidt, and published by Clarion Books, an imprint of Houghton Mifflin Harcourt Publishing Company.

Capturing both historical fact and legend, 'Martín de Porres: The Rose in the Desert' is the illustrated biography of the first African-heritage saint of the Américas. Diaz’s luminous mixed-media illustrations complement and expand the story.  Diaz expertly uses colour, perspective and contrast to portray Martín’s gentle spirit and miraculous abilities.

The committee chair said that the panel was "...impressed with Diaz’s ability to capture and expand Schmidt’s text, while including references to traditional South American artisan crafts, word carvings and textiles."

4. The 'Theodor Seuss Geisel Award'

The winner of this award was 'Up, Tall and High!', written and illustrated by Ethan Long. The book is published by G. P. Putnam’s Sons, a division of Penguin Young Readers Group.

A bevy of birds perform a play in three acts, while teaching the concepts of up, tall and high. The large font, word repetition, occasional rhyming and simple, but clever illustrations support the very beginning reader’s effort to read independently.  Children will delight in reading additional words hidden beneath thick flaps.

The Geisel Award Committee chair said of the book: “Using few words, Ethan Long has created a book that children will enjoy on multiple levels. The humorous drawings and interactive story will have children raising flaps and reading their first words with confidence and delight."

Honour books

'Let’s Go for a Drive!', written and illustrated by Mo Willems, and published by Hyperion Books for Children, an imprint of Disney Book Group.

In 'Let’s Go for a Drive!' good friends Elephant and Piggie, sharing their high spirits through song and dance, prepare for a drive. Best plans go awry when they realize they have no car. Text clues in color-coded speech bubbles, white backgrounds and bold mixed-media illustrations add to the book’s appeal for beginning readers.

'Pete the Cat and His Four Groovy Buttons', written by Eric Litwin, created and illustrated by James Dean and published by HarperCollins Children’s Books, a division of HarperCollins Publishers.

In a picture book format accessible to beginning readers, a blue mellow-eyed feline keeps losing his groovy buttons in 'Pete the Cat and His Four Groovy Buttons.'  But does he cry? Goodness no! Bold backgrounds and rhyming refrains encourage beginning readers to look for the bright side of every situation. For after all, it’s all good!

5. Notable Lists

Each year a committee of the Association for Library Service to Children (ALSC) identifies the best of the best in children's books. According to the Notables Criteria, "notable" is defined as: Worthy of note or notice, important, distinguished, outstanding. As applied to children's books, notable should be thought to include books of especially commendable quality, books that exhibit venturesome creativity, and books of fiction, information, poetry and pictures for all age levels (birth through age 14) that reflect and encourage children's interests in exemplary ways. The lists are organised in four categories

Younger Readers – Preschool-grade 2 (age 7)
Middle Readers – Grades 3-5, ages 8-10
Older Readers – Grades 6-8, ages 11-14
All Ages – These have appeal and interest for children in all of the above age ranges

You can find the lists for each category HERE

Chapter Books for Girls & Boys to Get Them Reading

* This is a revised version of a post I wrote in 2011

I'm asked by many parents just when they should start reading chapter books to their children. All that I will say in this post should be balanced against what I said in my recent post on picture books (HERE). If he or she won’t sit still long enough to hear a chapter through, then it’s too early. But, then again, you might just be choosing books that are dull or those that are just too hard and complex as narratives. You might also need to sharpen up your story reading.

Here are some quick questions that you might think about in assessing whether your child is ready:

• Can your son or daughter listen for 20 minutes plus of reading aloud from picture books?
• Do they seem to enjoy the text as much as the pictures?
• Do they seem to relate to the characters and can they follow more complex picture books?
• Do they ask you to read favourite books over and over?
• Are they showing growing understanding of written language and asking questions about it (e.g. “What does calamity mean?” “Why does it say….?).
  

If you answer yes to most of these questions then they are probably ready. Children who have been read to constantly during the preschool years are typically ready to listen to chapter books from age 5 years and up (some even earlier). I also add that some children will be ready before 5 years. My two daughters and my two oldest grandchildren all started to love chapter books before 5 years of age. The starting time will reflect their maturity, language proficiency and the depth of the literary and narrative experiences that they have had in the early years.

Why read chapter books to younger readers?

In a post I wrote in 2008 on ‘Guiding children’s learning’ (here) I talked a little about Jerome Bruner’s concept of “scaffolding”. He identified scaffolding as a process where an adult helps children to learn in advance of their developmental level. The adult does this by doing what the child cannot do by themselves; allowing students to slowly take over parts of the process as they are able to do so. In many ways, this is the most fundamental reason to read chapter books to your children once they have become avid listeners to stories and beginning readers themselves. They can listen to more complex stories than they can read themselves as emerging readers.

In practical terms, chapter books offer children:

• More complex narrative forms and plot development
• Richer and more complex language
• New areas of knowledge about their world and the human condition
• Different literary devices
• They train your children to be able to sustain longer periods of reading

As well as the above, chapter books will enable you to build an even richer shared literary history with your children. Shared books will become part of your literary common ground within the family, and more broadly, they will help to connect your children to a literary culture that others will share with them.

A couple of warnings

Having said all of the above, there are a couple of warnings that I’d give:

• Don’t push your children too quickly; all learning requires periods of consolidation before moving on to more difficult terrain.
• Be aware that while your children might be able to follow the story line, relate to the characters and so on, they may not be emotionally ready for some of the content.
• Be prepared to offer support - with chapter books you may need to explain new words, discuss new concepts, offer new knowledge etc.
• Don’t forget, that reading a chapter book still needs to be interesting and enjoyable and that it will be harder to achieve this without pictures so you’ll need to work harder on varying your character voices (see my earlier post on reading to and with your children HERE).

One final warning. Don't assume that once you commence chapter books that picture books no longer have a place (again, see my recent post). Young children still need to read picture books and hear them read to them. They continue to have an important role in children's literacy development throughout the primary years of schooling.

Some Chapter Books to try

The list below is not meant to be extensive, just illustrative. It has a particular Australian flavour (but not entirely). I preface the following suggestions by saying that individual children will handle these books at different ages. For the very youngest readers it is best to start with books that have some illustrations to maintain interest until they develop more 'stamina' for harder books. The age guide that I have given is meant to be a ‘group age’ guide for teachers sharing such books with larger groups. Parents reading to a single child will perhaps find that their child can deal with books I’ve listed at an earlier stage. Conversely, your child might not be ready for some of these books as suggested. You may also find that they can handle even more difficult books not on the list (but don’t forget the warnings above).

I'd love to have your suggestions for other books to add to the list.

a) Suitable for 5 year-olds

‘Aurora and the little blue car’, by Anne-Cath Vestly, 1969
‘Arlo the dandy lion’, by Morris Lurie, 1971
‘Charlotte’s Web’, by E. B. White, 1952
‘Fantastic Mr Fox’, by Roald Dahl, 1970
‘Morris in the apple tree’, by Vivian French, 1995
‘Pippi Longstocking’, by Astrid Lindgren, 1945
‘Snugglepot and Cuddlepie’, by May Gibbs, 1940
‘The Complete Adventures of Blinky Bill’, by Dorothy Wall, 1939
‘The Littlest Dragon Goes for Goal’, by Margaret Ryan, 1999
‘Winnie-the-Pooh’, by A.A. Milne, 1926

b) Suitable for 6 year-olds

‘The BFG’, by Roald Dahl, 1982
‘Billy Fishbone King of the kid’, by Dianne Bates, 1997 (Bushranger series)
‘Bud Buster’, by Sofie Laguna, 2003 (Aussie Nibbles series)
‘Dragon ride’, by Helen Cresswell, 1987 (Colour Young Puffin series)
‘Elephant in the kitchen’, Winsome Smith, 1980
‘Grandma Cadbury’s Trucking Tales’, Di Bates, 1987
‘James and the Giant Peach’, by Roald Dahl, 1961
‘Hazel the Guinea Pig’, by A. N. Wilson, 1989
‘Mr. Popper's Penguins’, by Richard & Florence Atwater, 1939
'My Naughty Little Sister', by Dorothy Edwards, 1950
‘Rabbit Hill’, by Robert Lawson, 1944.
‘Superfudge’, by Judy Blume, 1984
‘Tashi and the Genie’, by Anna Fienberg, 1997, (series)
‘The Shrinking of Treehorn’, by Florence Parry Heide, 1971
‘The 27th Annual African Hippopotamus Race’, by Morris Lurie, 1969
‘The Wind in the Willows’, by Kenneth Grahame, 1908

c) Suitable for 7 year-olds

‘Boss of the Pool’, by Robin Klein, 1986
‘Bottersnikes and Gumbles’, by S. A. Wakefield, 1969
‘Boxer’, by Ian Charlton, 1999
‘Boy’, by Roald Dahl, 1984
‘Callie’s castle’, by Ruth Park, 1974
‘Charlie and the Chocolate Factory’, Roald Dahl, 1964
‘Charlie up a gum tree’, by E. A. Schurmann, 1985
'Darius Bell and the Glitter Pool', by Odo Hirsch, 2009
‘Dear writer’, by Libby Gleeson, 2001
‘Dog tales’, by Emily Rodda, 2001
‘Foggy’, by Allan Baillie, 2001
‘Frog thunder’, by Jill Morris, 2001
‘Hating Alison Ashley’, by Robin Klein, 1984
‘James and the giant peach’, by Roald Dahl, 1961
‘Jodie’s Journey’, by Colin Thiele, 1997
‘Just So Stories’, by Rudyard Kipling, 1902
‘Let the Balloon Go’, by Ivan Southall, 1968
‘Little House on the Prairie’, Laura Ingalls Wilder, 1935
‘Little Old Mrs Pepperpot’, by Alf Prøysen, 1959
‘Matilda’, by Roald Dahl, 1989

'Matty Forever', by Elizabeth Fensham, 2009 
‘Mike’, by Brian Caswell, 1993
‘Misery Guts’, by Morris Gleitzman, 1991
‘Onion Tears’, by Diana Kidd, 1989
‘Over the top’, by Ivan Southall, 1972
‘Penny Pollard’s Diary’, by Robin Klein, 1983
‘Selby’s Secret’, by Duncan Ball, 1985
‘Storm Boy’, by Colin Thiele, 1976
‘The adventures of Stuart Little’, by Daphne Skinner, 2000
‘The amazing adventures of Chilly Billy’, by Peter Mayle, 1980
‘The borrowers’, by Mary Norton, 1958
‘The Eighteenth Emergency’, by Betsy Byars, 1973
‘The Iron Man’, by Ted Hughes, 1968
‘The enemies’, by Robin Klein, 1985
‘The lion, the witch and the wardrobe’, by C.S. Lewis, 1950
'The Mostly True Adventures of Homer P. Figg', by Rodman Philbrick
‘The penguin friend’, by Lucy Sussex, 1997 (Collins Yellow Storybook series)
‘The Twits’, by Roald Dahl, 1980
‘The turbulent term of Tyke Tiler’, by Gene Kemp, 1977
'The Wish Pony', by Catherine Bateson, 2008
‘Wiggy and Boa’, by Anna Fienberg, 1988
‘Wendy’s whale’, by Colin Thiele, 1999

Book series

I’ve written about book series in another post (here) and offer a detailed lost for many ages. There are a number of book series that children aged 5-7 years will enjoy, here are just some:

Alf Prøysen’s ‘Mrs Pepperpot’ series
Anna Branford's 'Violet Mackerel' series
Arnold Lobel’s ‘Frog and Toad’ books
Astrid Lindgren’s ‘Pippi Longstocking’ books
Dick King-Smith's 'Sophie' series
Donald Sobol's 'Encyclopedia Brown' series
Dorthy Edwards' 'My Naughty Little Sister' series 
Emily Rodda's 'Rowan of Rin' and 'Deltora Quest' series 
Enid Blyton's 'Faraway Tree' series
Hugh Lofting's 'Dr Dolittle' series
Jeff Brown's 'Flat Stanley' series
Laura Ingalls Wilder's 'Ingalls family' series
Mairi Hedderwick's 'Katie Morag' series 
Michael Bond’s ‘Paddington Bear’ series
R.A. Spratt's 'Nanny Piggins' series
Sarah Pennypacker's 'Clementine/ series 
'The Chronicles of Narnia' by C.S. Lewis

Some related links

The importance of literature (here)
How to listen to your child reading (here)
Helping children to choose books (here)
The benefits of repeated reading of literature (here)
Why Older Readers Should Read Picture Books (here)

Developing Comprehension in the Preschool Years

Introduction

I've written a number of times about comprehension on this blog (see previous posts here), written a two books about it (here & here) and published a monograph in recent times for the Primary English Teaching Association in Australia (PETAA). In these publications I describe comprehension as the ability "to understand, interpret, appreciate and critique what they read, view, hear and experience." This might not sound like the things you see a 2-3 year old doing when they pick up a book, and in one sense it isn't.  Young children begin to make sense of their world and all that is in it from birth, but comprehension as we know it in school emerges over time in these early years.

As distinguished literacy researchers Ken and Yetta Goodman said many years ago (in 'Learning to read is natural', 1979):

"The beginnings of reading often go unnoticed in the young child".

For the young child meaning making occurs from birth, but reading comprehension as we recognise it emerges over the first 5 years of life, and in fact, for most children begins before they can decode print.


Emergent Patterns

Caitlin McMunn Dooley wrote an excellent article in The Reading Teacher (Oct 2010) in which she described her observations of a group of children aged 2-5+ years in an early childhood classroom over a three year period.  Her observations suggested four broad phases in their emerging comprehension. These are not neat stages (hence the use of the word phase):

Book as prop (<2 to 3) - When choosing books children pay minimal attention to the topic and content of the book and instead use books a prop and treating them like other play things. The book symbolises story time or is used to simulate reading.

Book as invitation (2+ to 3+) - Eventually, children begin to consider the book holistically as a complete unit of meaning. They begin to recognise the topic of the book mainly through images, colour, shape etc. They start to bring books to adults and expect them to read them. They might also volunteer to 'read' the book to others.

Book as script (3+) - Eventually, children begin to show an understanding that text carries meaning, as do the many features of the book.  Dooley found that many 3 year olds begin to treat the books more like "..scripts, memorising and calling out the texts in books..".  They point to the print and attend to text content, images and sound including voice intonation and inflection.

Book as text (4+) - Most four year olds begin to attend more to the print, pointing to the words and recalling (generally from memory) word by word what is on the page. They are still just as interested in content, images and sound, but there is an emerging sense of integrated comprehension where the reader can see consistencies and inconsistencies between print and other elements such as image and sound.

Comprehension emerges with other people

What needs to be understood about emergent comprehension is that the ability to make meaning as children encounter books, films, objects and experiences, develops as they try to make sense of their world. It also happens as an extension of their relationships within families and in other learning situations both informal (play with others) and structured (a preschool classroom or playgroup).

The following description of a preschool class gives some sense of what I mean:

Even when the teacher was not initiating reading or writing, the classroom was filled with literate behaviour. In the dress-up corner several children were including story reading in creative play. Children took turns as mother reading to her baby. Genevieve was asking her pretend mum to explain why the dog in I'll Always Love You (Wilhelm, 1985) had such a sad face (this is a book about death). Mum was doing a wonderful job explaining the relationships within the story. Another group playing shops was using a receipt book to record purchases. Receipt books were often referred to in the home corner. 'Mum' and 'Dad' were reading the newspaper and later flicking through the pages of the telephone book (Cairney & Langbien, 1989).

In is in varied social settings that children make meaning and begin to acquire a more sophisticated understanding of how written language works. Over time, the foundations of comprehension are laid.

What parents can do to help comprehension emerge?

Here are 10 simple tips.

• Read regularly (at least daily) to your children and talk about the things that you read.
• Try to read the book with emotion, with invented sound effects, with different voices for characters and the narrator, changes in voice volume and tone - much meaning is communicated this way.
• Support their emerging understanding of what they read or hear by encouraging them to look at pictures and images and relate these to the words that you read. Emphasise key words or repetitive patterns in the book “But don’t forget the bacon”, “But where is the Green Sheep?”
• Encourage them to relate ideas, language and knowledge that a book introduces to other areas of learning or life – “You’ve got a teddy too”, “His puppy is like Darren’s puppy”, “We saw an elephant like this one at the zoo”.
• Encourage them to draw, sing, talk about, act out, make things, dress up and so on, in response to the things that you read to them or they read themselves (creating meaning in response to books).
• Encourage them to use other tools to make meaning (playdough, toy animals, dress-ups, Thomas trains, drawing, craft etc) and relate these as appropriate to books (creating meaning leads to books).
• Encourage them to memorise and learn things from the books they read or listen to. You can’t read “Wombat Stew” without reciting over and over again “Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!”
• Encourage them to make connections between the things they read, view and experience – “This story is like in the television show Shaun the Sheep when he…..”.
• Read varied books – different story types, factual books as well as fiction, poetry and prose, different forms of illustrations and so on.
• Watch TV shows, videos and movies with your children and talk about them, explain things, try to make connections with stories they have read, encourage response with art, drawing, play dough, puppets, dressing up, acting out and so on.

Summing Up

Comprehension is ultimately the highest goal of reading, we read to understand things, to work things out, to make meaning.  Its foundations are laid in the first 5 years of life, not through structured activities, but through the use and experience of language and in particular, story.

Comprehension emerges over time as children are encouraged to encounter and use written language and to integrate this with other avenues they have for making meaning.

Other blog posts related to this topic

'Teaching and Supporting Children's Reading Comprehension' (HERE)
'Reading to Learn Using Text Sets' (HERE)
'Improving Comprehension: Sketch to Stretch' (HERE)
'Improving Comprehension: Map Making' (HERE)
'Improving Comprehension: Advance Organisers' (HERE)
'Why Kids Re-read Books' (HERE)
'Making Books Come Alive' (HERE)
'The Power of Literature' series (HERE)
All posts on 'Children's Literature' (HERE)
All posts on 'Comprehension' (HERE)


References cited in this Post

Cairney, T.H. (2010). 'Developing Comprehension: Learning to make meaning'. Sydney: e:lit (formerly Primary English Teaching Association).

Cairney, T.H. (1995). 'Pathways to Literacy', Cassell: London.

Cairney, T.H. (1990). 'Teaching Reading Comprehension: Meaning Makers at Work', Open University Press: London.

Cairney, T.H. & Langbien, S. (1989). Building Communities of Readers and Writers, The Reading Teacher, Vol. 42, No. 8, pp 560-567.

McMunn Dooley, C. (2010). Young children's approaches to books: The emergence of comprehension, The Reading Teacher, 64, 2, pp 120-130

Goodman, K.S and Goodman Y.M. (1979) Learning to read is natural. In L.B. Resnick and P.A. Weaver (Eds), Theory and Practice of Early Reading (Vol 1),  Hillsdale, N.J.: Lawrence Erlbaum Associates, p 137-154.

* This is a revised version of a post I wrote in November 2010

Why Older Readers Should Read Picture Books

I have often observed how keen some parents and teachers can be to move their children's reading on from picture books to chapter books. Many parents move their children on from picture books very quickly, encouraging their children to read chapter books almost as soon as they become proficient and fluent in reading. In an age when many parents are sold on the idea that 'Your Baby Can Read' from 6-12 months, there is an urge to move them quickly on to novels.

Some parents seem to move their children on too quickly in their often well-motivated quest to help their children succeed as readers. Julie Bosman note in an excellent article on this topic in 2010 that sometimes the motives are confused. She quoted the manager of a major children's department in Washington who said:

“They’re 4 years old, and their parents are getting them ‘Stuart Little,’....I see children pick up picture books, and then the parents say, ‘You can do better than this, you can do more than this.’ It’s a terrible pressure parents are feeling — that somehow, I shouldn’t let my child have this picture book because she won’t get into Harvard.”

These are tendencies that I have also observed and motivated me to write about this in 2010. This post is a revised version of the earlier post and highlights what I see as four myths about picture books.

Myth 1 - 'Picture books are easier than chapter books'. While some are simple, they can have very complex vocabulary and syntax.  For example, the text of 'Where the Wild Things Are' is a single sentence that is extremely complex, with a mix of embedded clauses, direct speech, unusual verbs and rich metaphor. Good picture books often use complex metaphors to develop themes, and the limitations of the number of words used requires the author to use language with an economy and power that many chapter books simply don't attain. The subtle use of image, word, page layout, colour, and text layout variations can create sophisticated texts. Graphic novels and electronic picture books like 'The Fantastic Flying Books of Mr. Morris Lessmore' which I've reviewed previously (here) are taking this to a completely new level.

Myth 2 - 'Illustrations make it easy for children to read and reduce the demands on the reader'. While illustrations do work in harmony with the words and can make 'stripped down' language make sense, the interplay of illustration and words is often extremely complex, allowing the reader to discover new meaning each time they re-read the book, often over a period of many years.  So a child can read John Burningham's classic book 'Granpa' as a simple story about a little girl and her grandfather, but can revisit it years later and discover that it tells of the death of the little girl's Grandfather. And many adults may never see the underlying themes in children's books, like that of death in 'John Brown, Rose and the Midnight Cat'.

Myth 3 - 'Getting children reading longer texts earlier will maximise their reading growth'. Not necessarily! While having the chance to consolidate reading skills by reading lots of similar chapter books is good, pictures still have a place. In fact, pushing a child too quickly into long chapter books isn't necessarily best for young readers. At the point where readers 'take off' and want to read everything, to give them a series of books is satisfying for them and reinforces their knowledge of the world and knowledge of language. But this can offer less stimulation than good picture books and less challenge in terms of developing comprehension ability (see my post on 'Emerging Comprehension'). Picture books present multiple sign systems in one text. The parallel use of language, image and many other devices (e.g. colour and print layout), stimulates creativity and the imagination in ways that chapter books cannot. A book like Graeme Base's 'The Sign of the Seahorse' uses language, brilliant illustrations, a play text structure and other devices (including a map and hidden clues), to offer a complex text to be explored, read, enjoyed, 'worked out' and revisited many times.

Myth 4 - 'Picture books are just for children'. Not so! While the majority of picture books are designed for readers under the age of 7 years, more and more are written for much wider readerships and the rapidly developing genre of the 'Graphic Novel' (see previous post here) because they allow the author to use word, image and other modes (including related audio, video and music) to create more complex tellings of the story the author has in mind.  For example, books like 'My Place' and 'Requiem for a Beast' and 'When the Wind Blows' were never meant just for little children. In fact, Matt Ottley's book was actually meant for high school readers. The great thing about picture books is that children and adults can both enjoy them, sometimes separately, and sometimes together. The latter is an important way to grow in shared knowledge and understanding as well as a key vehicle for helping children to learn as we explore books with them.

Summing up

It is good to encourage younger children to progress to chapter books as they become proficient in reading but we shouldn't simply discard picture books once they can do so.  The stimulation and challenge of the mixed media opportunities that picture books offer are very important for language stimulation and development as well as creativity and the enrichment of children's imaginations. Picture books are a vital way in which children can draw on 'multiple intelligences' at the same time (see my post on this topic here), including linguistic, spatial, logical-mathematical, bodily-kinaesthetic (e.g. 'The Very Hungry Caterpillar') and even musical intelligence' if it integrates early rhyme and music (Matt Ottley integrates a complete original musical in 'Requiem for a Beast'!). David Almond's book 'Slog's Dad' which I reviewed recently (here) offers two parallel story journeys in the one book, one in words, and the other in pictures. Arguably, every form of intelligence can be potentially integrated into the picture book. This is not to suggest that chapter books only emphasize 'linguistic Intelligence' - for example, 'spatial intelligence' includes abstract, analytical abilities that go beyond simply seeing images - but their potential to do this is more limited for the young child.

Picture books are important for children aged 0-12 years, so don't neglect them or discard them in a perhaps well-intentioned but misguided desire to improve your children as readers. Remember, books are foundational to language, writing, knowledge, thinking and creativity as well. They represent one of the best ways to offer children multimodal experiences with text.
 
Other reading

Julie Bosman's article in the New York Times (20th October, 2010) HERE

Previous post on 'Requiem for a Best' and graphic novels HERE

Previous post on 'Emerging Comprehension' HERE
 
All my posts on picture books HERE

10 Exciting New Books for Independent Readers

In my last post I reviewed 12 new picture books (HERE) that I wanted to commend. In this post I review new books for more independent readers aged 8 to 12 years.

'Chook Chook: Mei's Secret Pets' by Wai Chim (University of Queensland Press, 2012)

This is a lovely novel for younger readers that tells the story of Mei, a Chinese girl whose father has died. She now lives with her mother and brother. One day she finds two small chickens and tells no-one except her brother. As the chickens grow older it becomes more difficult to maintain the deception and eventually the inevitable happens. Her mother finds the chooks (Australian for chickens!) and eventually they are sold to a frightening man at the markets. Mei is convinced she will never see her chickens again. But she discovers that they are still alive and available for sale, so she sets out to earn enough money to buy them back. A surprising twist at the end leads to an equally surprising resolution.

The author, Wai Chim drew her inspiration from a traditional Cantonese nursery rhyme and the rich memories and stories of her parents growing up in Hong Kong and mainland China, Wai Chim. It is a wonderful story with warmth and joy that takes the reader into the daily lives of a Chinese village, a small family, and the characters and life of a Chinese marketplace. Children aged 6-9 will enjoy reading this excellent novel from a first time author.

'Diary of a Rugby Champ' and 'Diary of a Taekwondo Master' by Shamini Flint & illustrated by Sally Heinrich (Allen & Unwin, 2012)

Children aged 6 to 9 years might already have discovered Shamini Flint's very funny series of diary books. Each is based on the life experiences of Marcus who, while a whiz at maths, is not so great at sport which others (mainly his Dad) seem to think is important. The titles in this series of 100 page illustrated books are easy to read for most newly independent readers, and children seem to find them to be very funny. This new title begins as follows:

Okay - I get it.
I really do.
I'm not a complete idiot.
Sport is dangerous.
VERY DANGEROUS
VERY, VERY DANGEROUS!!!

Rugby is the latest sport that Dad feels will help to make Marcus the complete kid. As in each of the diaries, Marcus quickly assesses the game and sees at once the problem for him:

Anyway, Dad's lost it. He wants me to play rugby.
Rugby is different to soccer and cricket.
In soccer and cricket, you get hurt by accident.
In rugby, they hurt you on purpose!
On purpose!!
ON PURPOSE!!
ON PURPOSE!!!

Sally Heinrich's multiple line drawings that feature on every page add to the fun and make the books even more readable. Boys who are reluctant readers will love these books.

You can also read the attempts by Marcus to succeed (or is that survive?) soccer, cricket and taekwondo. All four books in the series are priced at $AUD 9.99

3. 'LOLs Best Jokes for Kids', by June Factor and illustrated by Mic Looby (Allen & Unwin, 2012)

Joke books are a great addition to any collection of books. Children of all ages will pick up a good joke book and read it. And what's just as good, they will involve others in their reading, 'Hey, listen to this one'... This is 110 page book is an excellent collection of Australian jokes brought to us by June Factor, who is an academic and writer who will be known perhaps best for her wonderful series of books she wrote in the late 1970s until the early 1990s based on children's playground rhymes and chants (HERE). Titles like 'Far Out, Brussel Sprout!', 'Unreal, Banana Peel!', 'Out of Sight, Vegemite!' and 'Roll Over, Pavlova' entertained children and adults alike (and still do). This book is just as funny and an entertaining addition to her previous work. Mic Looby's wonderful line drawings also add to the fun and readability of the book. Suitable for children aged 6-10. Boys and girls will love it. It's also available in a Kindle edition (here).

4. 'Kizzy Ann Stamps', by Jeri Watts (Candlewick Press, 2012)

Kizzy is a nine year old living in the 1960s who is about to start school an integrated school for white and African Americans. It is 1963, a year of monumental change in American life as the first key steps are taken to dismantle segregation. Kizzy is not keen to be at the integrated school, as she struggles to be in a place where many still don't want her. The story is told through her letters and journal entries written for her new teacher, who believes in integration and encourages Kizzy. It is a moving story that offers a child's perspective and experience of prejudice, intolerance and discrimination. A challenging book for readers aged 9-12.

5. 'Whirlwind: The Grimstones 3', by Asphyxia (Allen & Unwin, 2012)

This book is the third book in a series of gothic fairy tales that are the work of Australia’s premier Deaf artist, Asphyxia. Asphyxia established her internationally acclaimed performing arts company of the same name in 1999. She is a circus performer who branched out into puppetry and tours Australia presenting theatrical productions where she tells stories 'physically and with sign language'. Asphyxia is supported by a team of creative artists and arts administration professionals. The story is a delightful tale of friendship, family life and responsibility. This is a gothic fairy tale without sinister happenings, dark characters or scary events. It follows 'Hatched: The Grimstones 1' and 'Mortimer Revealed: The Grimstones 2'.

Martha Grimstone has inherited her father's gift for music and can play notes that will bring sunshine, breezes and rain, and send clouds scudding across the sky. But she can't yet turn back a storm. She believes that if she can convince Grandpa Grimstone that she can be trusted to leave the valley, that she might just be able to work this out.  She knows just where she needs to go, but after a disaster with some precious fabric she is in trouble.  Perhaps two angora rabbits that she has named Tillipilli and Ziphwort will help her. But how will she conquer the whirlwind? The 120 page story of Martha's latest adventure is presented in diary form with illustrations based on the puppets and miniature home that Asphyxia has created for her shows. Children aged 7-11 will enjoy this simple and wholesome fantasy. 

6. 'Slog's Dad' by David Almond & illustrated by David McKean (Walker Books, 2012)

This is an unusual book that isn't easily classified. It is a 60 page book that is graphic novel and conventional novel all in one. It deals with the pain of a boy who loses his dad after a terrible battle with disease, that ends with gangrenous parts of his body being progressively removed. First one leg, then another, then arms, then...death. It is a deeply metaphysical short work for readers aged nine to perhaps thirteen. The boy's dad has died, and the boy struggles with his death. We see this in the illustrations that parallel the text ,which could stand alone. In the illustrations we see boy dealing with loss. Slog misses his dad, and then one day, he seems to appear again. But is it his Dad, because he doesn't seem quite the same person?

Slog is convinced that the old scruffy man who sits outside the pork shop is his dad come back to visit him for one last time.  He had said that he'd do this just before he died. But could it really be him? Slog's mate Davie isn't convinced. This is a haunting and intriguing book that leaves the reader wondering, was this Slog's dad? Or is there a simpler explanation. A story of painful loss, a boy's efforts to deal with the horror and the emptiness this causes, and how he seeks to reconcile himself to the reality and finality of death.

7. 'The Adventures of Scarygirl', by Nathan Jurevicius (Allen & Unwin, 2012)

This book is a 200+ page graphic novel based on the cult character Scarygirl made famous by the online comic, game and collectable items of the same name. It is full colour and looks very much like the online world of Scarygirl, without the movement, sound and interactivity. The book has much less to offer the reader without an awareness and experience of the online world. With the online experience, the graphic novel is another entry into the world and adventures of this online character. It is suitable for children 8-12 years in age.

Scarygirl is abandoned on a remote beach and doesn't know who she is or where she's come from. No-one knows who she is and where she comes from. Blister, a kind of intelligent giant octopus, rescues her and tries to keep her safe. But Scarygirl has many dreams that contain scary visions. Who is the strange man haunting her dreams? Will Bunniguru help her unlock the mysteries of her past? Can she trust the wily forest dwellers? She has to leave the safety of Blister's protection and travel over the mountains to a distant city to discover the secrets of her past. Perhaps Dr Maybee's laboratory will offer some answers. Or will his dark forces be the end of her?

8. 'The Grunts in Trouble' by Philip Ardagh and illustrated by Axel Schaffler (Nosy Crow, 2012)

This is the fifth book written by Philip Ardagh about a rather unusual family, the Grunts. It follows 'The Grunts in Trouble', 'The Grunts all at Sea', 'The Grunts on the Run' and 'The Grunts in a Jam'.  Mr and Mrs Grunt are a disgusting and unsavoury couple that live with their son Sunny who they abducted when they saw him pegged on a clothes line.  If you loved Roald Dahl's outrageous exploits with the Twits, then you will enjoy the Grunts. Their 'adopted' son is an odd-looking boy, with his left ear higher than the other (probably from the clothes peg) and spiky hair which never goes flat. This weird and improbable family ends up in numerous equally improbable situations.

9. 'Fair Dinkum War' written and illustrated by David Cox (Allen & Unwin, 2013).

This is a picture book for older readers aged 7 to 12. It is a narrative recount that tells the story of a child and his family who move from a sheep station to the city to live during World War II. This simple narrative tells of the day-to-day challenges and experiences. He watches from the school grounds as American soldiers, tanks and equipment roll by, and he sees men dig zigzag trenches across the school playground for shelter from bombings. He speaks of the challenges of food coupons, blackout curtains, late night air raid sirens, collecting rubber and metal for the war effort, and also the daily experiences of deliveries by horse and cart.

David Cox is a Walkley Award winning illustrator who has had a long career in newspapers. His picture books delight readers of varied ages with their cartoon-like illustrations and descriptive text. This book is a companion to 'The Road to Goonong' (2011) that was named as a Notable Book in the CBCA awards in 2012.

10. 'I am Ivan Crocodile' by Rene Gouichoux and illustrated by Julia Neuhaus. English adaptation by Michael Sedunary from a French book (Berbay Publishing, 2012)

Ivan is a six year old who like many children finds he is not always understood at school. He's different alright, and feels it, but while he's loved at home and defended by his teacher, other children taunt him. The illustrator Julia Neuhaus uses a mix of drawn images and photographic collage to good effect. Real faces stare at Ivan as they jest and make fun of him.

As his fears and frustrations grow and Ivan creates an imaginary crocodile friend, and sees himself as a crocodile too. This is not a simple story about a child with an imaginary friend. Gouichoux invites the reader to consider difference, the way we see it, and how we treat those unlike ourselves. Children who see themselves as square pegs in round holes will relate to this book, as will their parents. With careful and sensitive treatment by primary school teachers significant discussions could be initiated about bullying and difference.

12 Exciting New Picture Books for the New Year

I'm a little behind in my reviews of children's books so I thought I'd start the year with two bumper posts. This week I review 12 new picture books that children of varied ages will enjoy. I have grouped them into two age categories (0-5 and 6-12 years). Next week I will review new books for independent and older readers.

1. Books for young children (0-5 years)

'Ruby Learns to Swim' by Phillip Gwynne & illustrated by Tamsin Ainslie (Allen & Unwin, 2012)

This very simply book is one I'd call a mixed genre. It has the form of a recount and yet, it is poetic at the same time. It follows Ruby as she learns to swim.

Splash the water

SPLASH the water

Learn to swim!

Floaties on

Floaties ON

Learn to swim!

Tamsin Ainslie's delightful illustrations take you on Ruby's big adventure.  This will work with all preschool children, especially if they've experienced the joy and challenge of learning to swim.

'Farmer John's Tractor' by Sally Sutton & illustrated by Robyn Belton (Walker Books, 2012)

Sally Sutton's wonderful picture book will resonate with anyone who has been on a farm or knows a farmer. There is often a 'rusty yet trusty and orangey-red' tractor tucked away in the shed of many farms, just waiting to be released for action. The simplicity of the verse, the clarity of the story and pull of the plot - like the rising flood waters themselves - will engage listeners and readers. When the VW is stuck in the rising floodwaters, and the jeep, the tow truck and the fire engine all become stuck, there is need of a rescuer. I can't wait to read this book to some children. Robyn Belton's line drawing and watercolour illustrations help this story to come alive. A great read for any child aged 1 to 5.

'Run Like a Rabbit' and 'Growl Like a Tiger' by Alison Lester (Allen & Unwin, 2012).

Allen & Unwin has published two more board books for toddlers by the acclaimed author/illustrator Alison Lester.  As always, the illustrations are simple, arresting, amusing and support the text perfectly. As we've come to expect from Lester, the language of the texts have their typical preciseness, simplicity, economy and elegance. See if your child can 'Run like a rabbit'?

I can...

run like a rabbit

jump like a frog

laze like a lizard

stretched out on a log

If not, perhaps you can read them 'Growl Like a Tiger.'

I can rumble like a lion

if I'm tired and grumpy

or growl like a tiger

when I'm wide awake

and jumpy

Enjoy these delightful books with babies and toddlers. My youngest granddaughter (aged 18 months) loved them!

'Mouse Mansion: Sam & Julia' created and written by Karina Schaapman, with photographs by Ton Bouwer (Allen & Unwin, 2012)

This is a lovely picture book that tells the story of two mice, Sam and Julia, who are best friends. They live in Mouse Mansion, a wonderful place with many rooms, and families. Sam is shy and well behaved, while Julia is curious and at times stubborn and naughty. Julia lives on the sixth floor with her mother, her only family member. Sam lives in the middle of the house with his very large extended family. The creator of Mouse Mansion made up the stories of daily life as she constructed the amazing miniature house, its furnishings and its mice. The details are extraordinary and Ton Bouwer's photographs capture the intricate details in every room and scene. The images of the Mouse Mansion alone will keep young readers returning time and again to this book to paw over every detail and imagine life in this place.

The model of Mouse Mansion, the setting for the book

The text itself is simple and is in recount form with each double page telling of yet another adventure in the daily and seasonal happenings of the mansion. Sam and Julia play in their cubby under the stairs, help to take out things for the ragman, cook pancakes with Sam's grandma, play the violin in the music room, visit Sam's cousin Sophie for her birthday, help to hoist preserved food in the loft and so on. I can't wait to show this book to my grandchildren who I know will just love it. Children aged 2-7 years will enjoy this book.

'Heather Fell in the Water' by Doug McLeod & illustrated by Craig Smith (Allen & Unwin, 2012)

Doug MacLeod is a well-known Australian writer of comedy for adults and children. Many will remember his best-selling book 'Sister Madge's Book of Nuns' that children find very funny and read again and again. As the title suggests Heather manages to fall into water wherever she finds it; or does it find her! She ends up wet in the park, on a farm, in the art gallery and so on. Eventually, her parents make her wear 'water wings' (we everywhere she went. She learns to hate the water, but her parents manage to encourage her to learn to swim, with a surprising outcome.

I love Craig Smith's watercolour drawings; they will make any reader want to splash in the water like Heather. MacLeod's text has the simplicity of a good picture book and an ending that will amuse the young reader. A good read or read along for children aged 2 to 6 years.

2. More challenging picture books for older readers (6-12 years)

The following new books are picture books that will work at different levels for children aged 6-12 years. All are more challenging books that can be enjoyed by adults as well as children. For example  'The Selfish Giant' is a classic tale that has depths that only adults will plumb, and yet, it will be enjoyed by children in the primary years.

'The Selfish Giant' by Oscar Wilde & illustrated by Ritva Voutila (Allen & Unwin, 2012)

This story by the Irish wit, playwright, poet and novelist Oscar Wilde was first published in 1888 in his first collection of fairy tales. The story has been a favourite with many for over a century. This new production of the story in picture book form is magnificently illustrated by Finnish born Australian artist Ritva Voutila. Every double page features a stunning oil painting with incredible detail and characters that ooze personality and emotion. A fitting set of illustrations for a great literary work.
  
The Selfish Giant was written by Wilde as a moral tale that deals with the themes of love and redemption. Every afternoon as they leave school, a group of children play in the Giant's garden. The giant has left and the children treat it as their own. But after seven years the Giant returns to his home, which has been the children's paradise and banishes them. "What are you doing here?" he asks. But without the children the garden descends into an endless season of winter.

One day the giant hears a small linnet bird singing a sweet song outside his window, he sees it as the spring arriving and as he looks out he sees that the garden has burst into blossoms and that in every tree there is a small child.  All except one that is. Underneath this tree is one who weeps. The Giant takes pity on him and lifts him into the tree, and knocks down the walls allowing the children to once again take possession of the garden.  Years pass and the Giant grows old and feeble. One winter's day he looks out the window and sees a single tree surprisingly in bloom. Underneath it stands the same little boy he had lifted up into the tree years before. He runs into the garden and to his shock and horror sees that the boy has wounds caused by nails, on his hands and feet.

'Who hath dared to wound thee? cried the Giant; 'tell me, that I may take my big sword and slay them.'
'Nay!' answered the child; 'but these are the wounds of Love.'

The Giant asks 'Who art thou?' and he falls before the child in awe. And the child smiles at the Giant and says 'You let me play once in your garden; today you shall come with me to my garden, which is paradise.' That afternoon, the children find the Giant dead and covered in white blossoms.

Some reviewers find the Christian symbolism confronting in the story, but I would ask why, for children's stories are filled with symbolism, moral tales and even religious, philosophical and ideological comment of one form or another. Wild's story is brilliant, and should enjoy lasting use and popularity. The book is suitable for children aged 7-12 years.

'Can We Save the Tiger?' by Martin Jenkins & illustrated by Vicky White (Walker Books, 2011) 

This is a stunning book which was nominated for the Kate Greenaway Medal in 2012. Conservationist Martin Jenkins and Vicky White celebrate some of the world's most endangered species in this book and show us why we must try to save them. Martin is a conservation biologist and consultant for the UN conservation organisation WCMC. Vicky White had experience as a zookeeper at the Cheshire Zoo caring for great apes. This is Vicky's second book; her first was 'Ape'.

The book has stunning images and a punchy text that confronts the reader. It begins with the matter of fact reminder that some of the animals and plants we have shared the planet with "...have coped with the changes very well. But some haven't. In fact, some have coped so badly that they're not here any more. They're extinct". Jenkins then introduces us to five species that are extinct, the Dodo, Steller's Sea Cow, the Tasmanian Tiger (Marsupial Wolf), Great Auk and Broad-faced Potoroo, before another challenge, "and then there are all those species that are still around, but only just." Like the tiger!

This is without a doubt one of the best conservation picture books that I've seen. White's illustrations are fine-grained pencil sketches, some in colour and some simply black and white, and are wonderful. They invite you to gaze and browse for the pictures alone. Children aged 5 to 12 will love the book. 

'Wild Child' by Jeannie Willis & illustrated by Lorna Freytag (Walker Books, 2012)

This is a visually stunning book thanks to Lorna Freytag's illustrations that blend photography and drawing to form glorious collage-like images. But the text is equal to the images, and while deceptively simple verse, it carries a strong message. In this picture book we meet the 'wild child' who is fearless and free. She is living a fairy-like existence in a mystical world of rugged landscapes.  She shares her world with her brothers 'Bug and bear. And badger, bat and fox and hare'. And her sisters, deer and mole, skylark, squirrel, vixen, vole. Is this the very last child, left in the wild?

Willis takes us through the wild child's day of freedom, curious exploration, and (as she expresses it) no rules or grown ups 'to catch me and ruin my fun'. This she contrasts at the end to our domesticated children who we wash and dress with sensible shoes to be sent off to school 'to do sums'. Her book asks, could there be a wild child left? Maybe 'It's you!'

Children aged 4 to 7 will enjoy hearing or reading this beautiful book that ends with a punch!

'Unforgotten' by Tohby Riddle (Allen & Unwin, 2012)

Tohby Riddle is an incredibly talented illustrator and author. His latest picture book is a masterful blend of verse and haunting photographic collage. He manipulates and merges multiple photographs, drawn images and clever design, to create a haunting and mystical story of an angel who rather than being the helper and guardian, ends up needing the help of others. Using images from various archives and his own drawings, Riddle pricks our imaginations to consider who are the guardians of the guardians.

'Nobody knows where they come from.

But they come.

Impossible birds

of the big sky

with faintest whispers

and silky rustlings

no car can hear.

They come.'

As always, there are many layers to Riddle's latest work that will take you back to the stories and the images again and again. A single reading will simply not be enough. Bravo Tohby!

'The Fantastic Flying Books of Mr Morris Lessmore' by William Joyce & illustrated by Joe Bluhm (Atheneum Books, 2012)



Many of you will have met Morris Lessmore in eBook format on your iPad, or perhaps through the Academy award winning short film that inspired the book app version. But now we have the paper version. I hope dear readers that you appreciate the irony. An eBook that set the children's literature field abuzz with talk about the ground breaking potential of digital books, is now popular enough to sell as a paper book. I have reviewed the eBook on this blog before (HERE), but this time we have just the two dimensional images and words. No animation, no sound, no dramatic visual effects. Nothing to push and poke on screen. Does it still work? It certainly does, for now you concentrate far more on the text and the story. 'Morris Lessmore loved words. He loved stories. He loved books. His life was a book of his own writing, one orderly page after another. He would open it every morning and write of his joys and sorrows, of all that he knew and everything that he hoped for.'

Morris Lessmore is a solitary person who loves words and books. But his life is turned upside down (literally) by a storm of massive proportions - this was inspired in part by Hurricane Katrina.  Morris survives and is saved by books as he takes refuge in a library. But he finds that the books and their words give him so much more. He stays to look after the books, but is also looked after by them and their stories. Many years later as he ends the writing of his own story, his life ends and he is replaced by another who can find solace in all the books Morris had cared for. But now there is one more, the story of Morris that waits to be read.
 
Morris Lessmore is no less remarkable as a paper book than as an eBook. In fact, it is a reminder that in any reading there is movement, sound, animation and 3 dimensions. All of course, in the mind of the reader. In a strange way, the experience of the eBook and the video enriches the reading experience of the paper book, as memories of the past digital experiences of Morris Lessmore enriches the reading.

'Do Not Forget Australia' by Sally Murphy & illustrated by Sonia Kretschmar (Walker Books, 2012)

As an Australian this is a picture book that has special meaning. It tells the story of Villers-Bretonneux in France, and the role the Australian troops played in regaining the town on the 25th April 1918, just a day after it had been lost in the world's first tank battle between English and German forces. It tells the story through the eyes of two small boys, one from the French village, and the other, a son of one of the Australian troops in Villers-Bretonneux. It also tells of the fundraising after the war by Australian children that led to the rebuilding of the school in the French village.

But this is a story that is just as relevant for children of all nations for it says much about war and the sacrifice of men and women for the good of others, who are often strangers from different countries.  It also tells of the gratitude of the French people who swore at the end of the war that they would 'never forget Australia', and almost 100 years later they haven't. Today there is a memorial in this town to the 10,000 Australian soldiers who died on the Western Front, and every classroom in the school carries the sign 'Never Forget Australia'. It is a moving and powerful testimony to the bravery, service and sacrifice of many during war. Sally Murphy is a wonderful writer and Sonia Kretschmar's beautiful and 'earthy' slightly stylistic illustrations - in muted tones of grey, brown, green and yellow - are stunning. Great reading for individuals or for classes aged 6-10, especially at the time of memorial days in any country.