Prizing Children's Science Information Books: The Text, Reading and the Reader

Autor/inn/en	Alexander, Joy; Jarman, Ruth
Titel	Prizing Children's Science Information Books: The Text, Reading and the Reader
Quelle	In: Literacy, 49 (2015) 3, S.123-131 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12060
Schlagwörter	Foreign Countries; Children; Adolescents; Nonfiction; Books; Textbooks; Textbook Content; Science Instruction; Reading Materials; Reader Text Relationship; Attitude Measures; Childrens Literature; Adolescent Literature; Awards; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Non-fiction; Nichtfiktionaler Text; Book; Buch; Monographie; Monografie; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; 'Children''s literature'; Kinderliteratur; Adolescents; Literature; literatur; Award; Auszeichnung; Großbritannien
Abstract	The Royal Society Young People's Book Prize is awarded annually in the United Kingdom for the best science information book, and the winning book is chosen by panels of young people. This article discusses the findings of a study of the responses to the books and to their judging experience of young people who participated on panels in the 2011 Royal Society Young People's Book Prize. Interviews were conducted with 46 young people, aged from 8 to 14 years, from across the United Kingdom. The nature of contemporary non-fiction books is discussed, specifically science information books. The impact of their design and format on reading is explored, as is the social nature of reading, which was a consequence of the judging panel context. The young people had opinions on the age range for which each book was most suitable, but they generally did so in such a way as to include themselves. It was found that their judging responsibilities contributed to these young people displaying a positive reading identity and sense of self-efficacy. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01