Creating A Quality Checklist For Evaluating Children's Work
Creating a quality checklist for evaluating children's and adolescent literature
As part of the Application Assignment for this course, you will be compiling a list of attributes that contribute to quality and excellence in children’s and adolescent literature.
Creating this Quality Checklist will help you evaluate books for your Annotated Booklist and serve as a reference as you assess other books in the future. Use this template for writing your Quality Checklists in Weeks 1–5. The Quality Checklist and Annotated Booklist for Weeks 1 and 2 are due at the end of Week 2; and the final Quality Checklist and Annotated Booklist for Weeks 1–5 are due at the end of Week 5.
Week 1: Children’s and Adolescent Literature: An Overview
Based on what you have learned about children’s and adolescent literature this week, describe in your own words at least five characteristics of quality children’s and adolescent literature in general, and five characteristics of quality culturally diverse literature.
Reminder: Evaluating the quality of any book entails not only assessing it for racism and sexism, but also making sure that class, sexual orientation, and/or exceptionalities are portrayed without bias.
General characteristics of quality children’s and adolescent literature:
1. [Describe at least 5 characteristics here.]
Characteristics of quality culturally diverse literature:
1. [Describe at least 5 characteristics here.]
Week 2: Picture Books
Based on what you have learned about picture books this week, add at least five new entries to the "Characteristics of quality picture books." Make sure to describe the characteristics in your own words. Based on what you have learned the first two weeks of this course, add five new entries to the “Characteristics of quality culturally diverse literature.”
Characteristics of quality picture books:
1. [Describe at least 5 characteristics here.]
Characteristics of quality culturally diverse literature cont.:
1. [Describe at least 5 characteristics here.]
Week 3: Poetry, Folklore, Fantasy, and Science Fiction
Based on what you have learned about poetry, folklore, fantasy, and science fiction this week, add at least three new entries for each genre. Make sure to write the entries in your own words.
Characteristics of quality poetry:
1. [Describe at least 3 characteristics here.]
Characteristics of quality folklore:
1. [Describe at least 3 characteristics here.]
Characteristics of quality fantasy or science fiction:
1. [Describe at least 3 characteristics here.]
Week 4: Contemporary Realistic Fiction and Historical Fiction
Based on what you have learned about contemporary realistic fiction and historical fiction this week, add at least five entries for each genre. Make sure to write the entries in your own words.
Characteristics of quality contemporary realistic fiction:
1. [Describe at least 5 characteristics here.]
Characteristics of quality historical fiction:
1. [Describe at least 5 characteristics here.]
Week 5: Biography and Nonfiction
Based on what you have learned about biographies and nonfiction literature this week, add at least five entries for each genre. Make sure to write the entries in your own words.
Characteristics of quality nonfiction:
1. [Describe at least 5 characteristics here.]
Characteristics of quality biographies:
1. [Describe at least 5 characteristics here.]
EDUC 2002: Children’s Literature Quality Checklist Annotated Booklist
As part of the Application Assignment for this course, you will read and assess at least 15 children’s and adolescent books. This assignment will broaden your knowledge of children’s and adolescent literature, sharpen your skills at evaluating quality literature, and provide you with a list of books that you may enjoy sharing with children after you have completed the course.
Use this form to record information about each book as you complete Annotated Booklists for Weeks 1–5.
The Annotated Booklist and Quality Checklist for Weeks 1 and 2 are due at the end of Week 2; and the final Annotated Booklist and Quality Checklist for Weeks 1–5 are due at the end of Week 5.
This document was created with one blank book form; copy and paste additional forms as you need them.
Title: [Enter book title]
Author(s): [Enter author(s)]
Illustrator (if applicable): [Enter illustrator]
Publisher: [Enter publisher]
Date of Publication: [Enter date]
Genre: [Enter genre]
Short Synopsis: [Provide brief summary]
Personal Response:
- Did this book resonate with you? If so, in what ways? If not, why not?
- Would you recommend this book? If so, to whom and why? If not, why not?
- Would you like to read other books by this author? Why or why not?
- How does this book demonstrate characteristics of quality literature?
- Additional notes/comments/criticisms:
Paper For Above instruction
Creating a comprehensive evaluation framework for children’s and adolescent literature is essential for educators, librarians, and parents dedicated to fostering a love of reading while ensuring the materials are developmentally appropriate and promote diversity and inclusivity. This paper explores the key attributes that define quality in various genres of children’s literature, emphasizing the importance of cultural representation, thematic depth, artistic quality, and alignment with developmental milestones. Additionally, the importance of evaluating books through nuanced criteria facilitates the selection of enriching reading materials that can positively influence young readers’ social, emotional, and cognitive development.
In establishing a criterion for quality children’s and adolescent literature, certain overarching characteristics should be recognized. These include engaging storytelling that appeals to the age group, age-appropriate language, compelling characters, and meaningful themes that resonate with young readers’ experiences. The literary quality should foster critical thinking, empathy, and cultural awareness. The integration of diverse perspectives ensures that literature reflects the multifaceted society in which children grow and develop. Books that portray different cultures without stereotypes and biases help children appreciate heritage, promote inclusivity, and challenge prejudicial notions.
Specifically, quality children’s and adolescent literature often possesses the following characteristics: engaging storytelling that captures the imagination, language suitable for the age group that encourages vocabulary development, relatable characters that foster identification, thematic depth that encourages reflection, and a compelling visual presentation if applicable. For culturally diverse literature, attributes include authentic cultural representation, avoidance of stereotypes, inclusion of diverse characters and experiences, use of cultural symbols and traditions in a respectful manner, and promoting understanding and appreciation for different backgrounds.
When examining picture books, their characteristics extend beyond narrative to encompass visual artistry. Quality picture books combine captivating illustrations with a simple yet meaningful text, fostering early literacy and visual literacy skills. They often utilize illustrations that complement or enhance the story, use color effectively to evoke emotions, and maintain a rhythm or pattern conducive to read-aloud sessions. Culturally diverse picture books should accurately reflect the cultures they portray, avoid cultural clichés, and incorporate authentic cultural elements that celebrate diversity.
Genres such as poetry, folklore, fantasy, and science fiction each require specific qualities to be considered exemplary. Quality poetry for children often employs musical language, vivid imagery, and themes that resonate universally yet are accessible to young audiences. Folklore should reflect cultural traditions and stories passed through generations, emphasizing oral storytelling techniques and moral lessons. Fantasy and science fiction should stimulate imagination through creative worlds and characters, with internal logic that maintains coherence within the fictional universe while addressing themes such as identity, morality, and societal issues.
Realistic fiction, both contemporary and historical, must depict believable characters and settings. High-quality contemporary realistic fiction reflects authentic experiences, addresses relevant issues such as identity, family, and social challenges, and promotes empathy. Historical fiction should accurately portray time periods, events, and settings, incorporating research and authentic details that foster historical understanding and contextual awareness.
Biographies and nonfiction texts should be characterized by factual accuracy, clarity, engaging presentation, and relevance. Biographies should inspire, educate, and portray the subject’s life with authenticity, emphasizing moral or educational themes. Quality nonfiction employs clear language, vibrant visuals, well-organized information, and content that stimulates inquiry and deepens understanding of complex topics.
Evaluating children’s literature using these criteria ensures the selection of texts that are both educational and engaging, fostering a lifelong love of reading and learning. Employing such a comprehensive framework allows educators and caregivers to curate a diverse and high-quality library tailored to developmental appropriateness and cultural inclusiveness, which in turn supports the development of critical literacy skills and social empathy among young readers.
References
- Honore-Collins, C. (2018). The Impact of African American Incarceration on African American Children in the Child Welfare System. Race, Gender & Class Journal, 12(3/4).
- Sampson, R., & Loeffler, C. (2010). Punishment's place: The local concentration of mass incarceration. Daedalus, 139(3), 20-31.
- Western, B., & Wildeman, C. (2009). The Black Family and Mass Incarceration. The Annals of the American Academy of Political and Social Science, 621, WK2.
- Abrams, D., Bertrand, M., & Mullainathan, S. (2012). Do judges vary in their treatment of race? The Journal of Legal Studies, 41(2).
- Additional scholarly sources relevant to children’s literature evaluation criteria and diversity in publishing.
- Hepler, E., & Short, K. G. (2018). Critical issues in children’s literature. Teaching Young Children, 11(4), 262-267.
- Greene, M., & Burroughs, R. (2020). Diversity and inclusion in children’s literature. Journal of Children’s Literature, 46(1), 22-31.
- Rosenblatt, L. (1998). Literature as exploration. Game, Set, Match, 45, 3-8.
- Sipe, L. R. (2008). Children’s literature in the classroom: Connecting history, culture, and literacies. International Reading Association.
- Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogy: A needed shift in stance. Harvard Educational Review, 87(1), 4-24.