Activity 5: Analyse a peer-reviewed journal article

Image source: Encyclopedia Britannica Kids

My final task required me to analyse a peer-reviewed journal article relating to the field of library services for children and young adults. I decided to look for an article that dealt with the topic of young people’s book awards. The article I chose, “Prizing Children’s Literature: The Case of Newbery Gold by Kenneth Kidd”, provides an analysis of children’s literature (CL) prizing, looking at its evolution over the years and considering the positive and negative aspects of prizing by using the John Newbery Medal as a case study (Kidd, 2007, p. 166-167). As a university student, I have analysed many journal articles for past assessment tasks, so I was aware of the basic considerations when evaluating peer-reviewed sources (i.e. purpose, intended audience, potential for bias, and research methods etc.). For my analysis, I set myself a 2000 word limit, employing a standard essay structure, including an introduction, three discussion points, and a conclusion. The first discussion point outlined Kidd’s intentions—identifying his arguments, his intended audience, analysing the title, abstract and introduction. The second discussion point provided a background analysis of other studies in this field and Kidd’s engagement with other literature. The final paragraph summarised the strengths and weaknesses of Kidd’s article in terms of the scope of research, the effectiveness of the structure, and his overall arguments and conclusions.

Overall, I argued that Kidd’s had written a strong article, raising the following points in my analysis:

• Kidd has engaged in extensive research, displaying a critical understanding of literature relating to the Newbery Medal, CL prizing, and book prizing in general
• The article contributes to the field of children’s literature studies by demonstrating how the prizing of children’s literature intersects and differs from the prizing of adult’s literature; considering not just the social and cultural context of prizing, but also the academic context; comparing various CL awards and considering their value and contribution to children’s literature. As Kidd himself notes, “the study of prizing can help us better grasp the origins, current status, and future possibilities of our profession.” (Kidd, 2007, p. 184)
• The article is well structured, with a clear introduction and conclusion. Kidd’s intentions were to consider the functions of CL awards and look at the evolution of prizing in socio-cultural and academic contexts. This is achieved by discussing the culture of critique in CL prizing
• By tracing the evolution of the Newbery Medal, the oldest prize for children’s literature, Kidd creates a linear structure that proves effective in providing readers with a clear understanding of how CL prizing has evolved in response to social and cultural change.

In assessing the relevance of CL prizes to library services, it is clear that prizing plays a significant role in the selection and acquisition process. Awards have been cited as an important factor driving title selection decisions, with selectors and library patrons viewing awards as a symbol of a title’s merit (OMDC, 2006, p. 8). However, librarians need to view literature prizing with a critical eye. As Chance points out, given that prizes are awarded under a number of categories, it is important to understand what a prize is awarded for so as to ascertain its merit (Chance, 2014, p. 13). For example, some committees, such as NBGS, bestow awards to titles that promote understanding of cultural diversity (CLRSIG, 2015). Thus, selectors should assess the value of an award in relation to how it contributes to the objectives of the selection process.

Word count: 549.

Bibliography

Chance, R. (2014). Young Adult Literature in Action: A Librarian's Guide. Santa Barbara, CA: ABC-CLIO.
CLRSIG. (2015). About NBGS. Retrieved from http://clrsig.org/nbgs.php.
Kidd, K. B. (2007). Prizing Children’s Literature: The Case of Newbery Gold. Children's Literature, 35, pp. 166-190.
OMDC. (2006, February). Canadian books count: A Study of the Ontario School Library and Public Library Acquisition Process [Fact sheet]. Retrieved from http://www.omdc.on.ca/Assets/Research/Research+Reports/Canadian+Books+Count/Final_Report_January_31.pdf.

Activity 4: Learn how to use a new game

Image source: Go Animate

This task required me to “learn how to use a new tool, software, or game, and write about your experience.” Given the growing popularity of online games in recent years, I decided to review a new children’s game. Computer games can be great educational tools for children, fostering cognitive and social development using a fun and engaging platform. When selecting a game to trial, I imagined myself as a librarian given the task of designing a library program to teach young children about diversity. The two games I chose—Dora’s World Adventure and Dora’s Pony Adventure—both promote cultural diversity. They are based on the popular cartoon character Dora the Explorer, a multilingual Latina girl whose best friend is a monkey named Boots. The games were free to download through the Nick Jr. website.

In Dora’s World Adventure, players can visit four different countries using a virtual map for navigation. The countries include France, Russia, China, and Tanzania. By clicking on a country, Dora invites the player to join her in saying hello in each country’s language (e.g. “nǐ hǎo” in Chinese, or “bonjour” in French). The player is then transported to a new scene which reflects the theme of the country. Players must collect friendship bracelets dispersed throughout the scene while avoiding running into a themed animal. After visiting a country, players receive a stamp on their passport representing a landmark of each country. Nick Jr. encourages parents to print off the passport at the end of the game and discuss with their children the different countries visited. Overall, this game encourages children to discover and explore, while developing their mouse skills and teaching them about different cultures. Cultural diversity is also promoted in Dora’s Pony Adventure, in which Dora refers to objects in both English and Spanish. The game involves picking a pony and competing at an equestrian tournament, with actions carried out using both keyboard and mouse. The game is designed to develop a child’s ability to make independent decisions, overcome specific obstacles, and take responsibility for their virtual pony. 

The games themselves were very easy to use—my intention was not to improve my game playing skills, but to assess each game’s suitability for young children and its value as a tool to promote cultural diversity. Both games were simplistic yet stimulating, which made them perfect for a younger age bracket. As both games are played using an online platform, libraries do not face the access and licensing issues presented by console games (provided they abide by the Nick Jr. Terms of Use agreement). In addition to incorporating such games into library programs and online resource pages, libraries can provide parents with independent access to these games via the library wifi. Overall, I think these games would prove highly effective as activities to educate children about cultural diversity. Dora’s role in promoting cultural awareness is nicely summarised by Chappell and Haraway, who describe Dora as “a guide whose purpose is to introduce her own language to outsiders, and to translate for them when they encounter unfamiliar contexts” (Chappell & Haraway, 2010, p. 16). The use of multilingualism and exploration of global borders in these games not only teaches children about different cultures, but also acts as a motivator for parents to further develop their child’s knowledge of other languages and cultures.

Word count: 538.

Bibliography 

Chappell, D., & Haraway, D. (2010). “Better Multiculturalism” Through Technology: Dora the Explorer and the Training of the Preschool Viewer (s). Red Feather Journal, 1 (2), pp. 11-25.

Activity 3: Engage in a forum thread

Image source: Modern Farmer

The third task of my professional development blog involved engaging in a comment thread and reviewing its value and content. The comment thread was attached to an online article by the National Review Online titled, “Oxford University Press: Authors Shouldn’t Talk about Pork In Case They Offend Others” (Cooke, 2015). This task addresses the topic of censorship, as it involves assessing public opinion on censorship measures taken by Oxford University Press. In the article, journalist Charles Cooke reports that Oxford University Press has banned authors from mentioning pork products in its publications, including textbooks for children. I looked into this further, and as it turns out, OUP does not have a blanket ban on pork products, which was stated in a Guardian article by OUP publishing director Jane Harley (Harley, 2015). Harley explained that “if animals are depicted shown in a background illustration, we would think carefully about which animals to choose. In doing so we are able to ensure children remain focused purely on their learning, rather than cultural characteristics” (Harley, 2015). Given the recent terrorists attacks in Paris, in which two Muslim gunmen killed 17 people at the satirical magazine Charlie Hebdo, the topic of cultural sensitivity is a popular and contentious issue at the moment. The majority of responses to this article were critical of OUP, believing that such censorship measures are excessive, with one reader commenting “the PC stupidity just keeps getting dumber.” Another commenter wrote, “so much for Charlotte's Web, Babe, Animal Farm (which Oxford publishes), the Three Little Pigs, Warners Bros. cartoons with Porky Pig, not to mention other bestsellers like Storey's Guide to Raising Pigs.” Indeed, pigs feature in many popular children’s titles—should such materials be published in countries with large Muslim and Jewish populations? I believe that in this instance, OUP are ultimately underestimating the ability of Jewish and Muslim cultures to deal with certain materials that may conflict with their religious beliefs. As one Jewish commenter noted, “we Jews aren't offended by pigs (or any other non-Kosher animals), we just don't eat them.”

My comment was as follows:

Engaging in this forum thread provided me with an insight into public expectations and perceptions of censorship in the publishing industry, as well as popular attitudes towards multiculturalism. Different voices were shared, including those of Jews, Muslims, teachers, individuals working in the book publishing industry, and everyday readers of OUP publications. In an increasingly multicultural society, I believe that the question of whether or not authorities should censor culturally sensitive publications is an issue that is highly relevant to the library industry. As a public institution, it is important for the library to cater for a variety of cultural groups, but it can be difficult to maintain a balance between intellectual freedom and censorship (Lipu, 2014). According to Asheim, this balance can be achieved by engaging in a process of selection rather than censorship (Asheim, 1953). He explains that while censors look for reasons to ban a book, selectors consider reasons for keeping a book. Thus, “given such a guiding principle, the selector looks for values, for strengths, for virtues which will over shadow minor objections” (Asheim, 1953). Indeed, I think this is a valuable approach that should be adopted by all librarians working in collection management so that selection policies are in the best interests of the community served.

Word count: 541.

Bibliography

Asheim, L. (1953). Not Censorship But Selection. Wilson Library Bulletin, 28, pp. 63-67.
Cooke, C. C. W. (2015, January 14). Oxford University Press: Authors Shouldn’t Talk about Pork In Case They Offend Others. National Review Online. Retrieved from http://www.nationalreview.com/corner/396356/oxford-university-press-authors-shouldnt-talk-about-pork-case-they-offend-others
Harley, J. (2015, January 16). No, we haven’t banned books on pigs – but sensitivity is key in global publishing. The Guardian. Retrieved from http://www.theguardian.com/commentisfree/2015/jan/15/books-pigs-global-publishing-oxford-university-press-children
Lipu, S. (2014). Library Services for Children and Youth [INF505 Module 6.4]. Retrieved November 27, 2014, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF505_201490_W_D/page/e404b92f-e53c-4c40-0009-46e9fe12b59e

Activity 2: Write a book review

For my second task, I decided to review the popular children’s book We’re Going on a Bear Hunt by Michael Rosen, illustrated by Helen Oxenbury (Rosen & Oxenbury, 1989). Originally published in 1989, this award-winning picture book is a classic for young children between 2-8 years. I chose this particular book because it was one of my favourites as a child and I noticed that it is still a staple in libraries and bookstores today. In sum, the plot consists of a family heading off on an adventure in pursuit of a bear. They travel through many different surroundings—wavy grass, a deep cold river, oozy mud—before finally reaching a cave in which the bear resides.

Image source: Indiebound

To approach the book review, I consulted Sutherland’s guide to children’s literature (Sutherland, 1986). She writes:

“The best books [for children] have that most elusive component, a distinctive literary style. A well-constructed plot; sound characterization with no stereotypes; dialogue that flows naturally and is appropriate to the speaker’s age, education, and milieu; and a pervasive theme”. (Sutherland, 1986, p. viii) 

I was also guided by Veitch Smith’s piece on the key elements to look for in children’s books (Veitch Smith, 2007). She lists a well constructed plot, quality writing, quality illustrations, originality and age appropriateness as factors which make a good children’s book (Veitch Smith, 2007).

When writing the book review, I envisioned myself writing for a library journal or media publication. It was therefore important that the review was concise and objective, and displayed a basic understanding of literary criticism. As Stoodt explains, there are three types of literary criticism: work-centred criticism (which focuses on the quality of a work), child-centred criticism (which focuses on a child’s response to a work), and issues-centred criticism (which focuses on the conveyance of social issues) (Stoodt, 1996, p. 60). In my review, I focused on the work-centred criteria such as plot, writing style, theme/concept interpretation, and artistic technique and pictorial interpretation (Stoodt, 1996, p. 64). I made note of the quality of the writing, with Rosen employing punctuation, descriptive language, onomatopoeia and alliteration to create an engaging and descriptively vivid tale. I also praised Oxenbury’s ability to create highly animated and expressive illustrations, which complements Rosen’s buoyant tone of writing.

Book reviews play an important role in shaping a library’s selection and acquisition process, providing librarians with a basic product description (such as age group, format, relevant awards etc.), plot overview, and analysis of the book’s quality (e.g. if it is well-written and illustrated, allegorical, thematic etc.). However, I think librarians need to look at reviews with a critical eye by considering the source of the review—is there potential for bias? (e.g. is the review authored by a publishing company that intend to market the book?) Furthermore, writers and readers of book reviews need to have a strong understanding of the target audience and ask the following questions:

• Is the book age appropriate? 
• Will the target audience find it appealing? 
• How will the book benefit the target audience? (child-centred criticism) 
• How will the book benefit the library? 
• What are the statistics in terms of the number of holdings for the book in major libraries and its sale rates in bookstores? 
• Is there a demand/ need for the book in the community that the library serves?

Word count: 527.

Bibliography

Rosen, M., & Oxenbury, H. (1989). We’re Going on a Bear Hunt. London: Walker Books.
Stoodt, B. (1996). Children’s Literature. South Melbourne, Vic: Macmillan Education Australia. Sutherland, Z. (1986). The Best in Children's Books: The University of Chicago Guide to Children's Literature 1979-1984. Chicago: UCP.
Veitch Smith, F. (2007). What makes a good children’s book? Retrieved from the Crafty Writer website: http://www.thecraftywriter.com/2007/08/15/what-makes-a-good-childrens-book/

Activity 1: Analyse and evaluate a website designed for children or young adults

For my first task, I analysed and evaluated a website designed for children and young adults. The website I chose—Cybersmart—related to the topic of digital materials/resources and emerging technologies. Cybersmart is an online cybersafety education program which provides parents, children and teachers with advice on online safety (ACMA, 2015a). With the growth of information and communication technology (ICT) in recent years, children are increasingly exposed to the new risks presented by online environments, such as cyberbullying, exposure to inappropriate materials, sexual predators and theft of personal information (Livingstone & Haddon, 2009, pp. 1, 8). Educational programs on cybersafety can help protect children from online dangers and teach them to become smart digital citizens. The Cybersmart website, an initiative by the Australian Communications and Media Authority (ACMA), provides users with resources such as fact sheets, games and activity programs which are free to download. To evaluate the website, I referred to the criteria outlined in the Cyberguide Ratings for Content Evaluation (McLachlan, 2012). Overall, the website was of high-quality, containing a large variety of resources that children and adults will find engaging and useful. The web layout allows for easy navigation, consisting of different sections categorised by user group (e.g. “young kids”, “kids”, “teens”, “parents”, “schools”).

The website opened my eyes to the types of issues children face in an increasingly digitised world. As someone who has never been a parent, I only had a vague idea of the types of activities children engage in online and the subsequent risks involved. The key message of Cybersmart is to stay involved with your child’s use of technology and provide ongoing education that aims to foster independence, personal responsibility and online awareness. I think the most useful part of the resources for parents and teachers are the “What Can I Do?” guides which provide information on the various security measures guardians can take (ACMA, 2015b). Additionally, the section designed for schools is a fantastic resource for librarians in designing cybersafety programs, as it invites interested parties to order free resources such as brochures, DVDs and program modules (ACMA, 2015c). Internet access is now an essential part of library services, so librarians need to ensure that the appropriate measures are put in place to protect children from online dangers. One of Cybersmart’s strengths as an educational program is that it is supportive of technology use by children, rather than discouraging parents from letting their child engage with new technology. As Spatariu et al. explain, new technologies can prove beneficial by promoting “motivation, self-directed learning, socialization and independence” (Spatariu, Peach & Bell, 2011, p. 28). They are a ubiquitous part of a young person’s life and are set to play an important part in their future (Lipu, 2014). Byron points out that “just like in the offline world, no amount of effort to reduce potential risks to children will eliminate those risks completely” (Byron, 2008, p. 5). Therefore, libraries should strive to deliver cybersafety initiatives that focus on building resilience and awareness, while fostering the skills needed to safely navigate online media.

Word count: 481.

Bibliography

ACMA. (2015a). About Cybersmart. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/About%20Cybersmart.aspx
ACMA. (2015b). Parent’s Guide to Online Safety. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/~/media/Cybersmart/Documents/Documents/Parents_guide_to_online_safety.pdf
ACMA. (2015c). Request brochures or resources. Retrieved from Cybersmart website: http://www.cybersmart.gov.au/About%20Cybersmart/Contact%20Us/Request%20brochures%20or%20resources.aspx
Bryon, T. (2008). Safer Children in a Digital World: The Report of the Byron Review. Retrieved from UK Department of Education website: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/DCSF-00334-2008.pdf
Lipu, S. (2014). Library Services for Children and Youth [INF505 Module 5.3]. Retrieved November 20, 2014, from Charles Sturt University website: http://interact.csu.edu.au/portal/site/INF505_201490_W_D/page/e404b92f-e53c-4c40-0009-46e9fe12b59e
Livingstone, S. M., & Haddon, L. (2009). Kids Online: Opportunities and Risks for Children. Bristol, UK: Policy Press.
McLachlan, K. (2012). Cyberguide Ratings for Content Evaluation. Retrieved from Cyberbee website: http://www.cyberbee.com/content.pdf
Spatariu, A., Peach, A., & Bell, S. (2011). Enculturation of young children and technology. In S. Blake, D. L. Winsor, & L. Allen (Eds.), Technology and young children: Bridging the communication generation gap, (pp. 24-48). Hershey, PA: IGI Global.

Informal introduction

This blog is designed to document my engagement with five different professional development activities relating to the profession of children and youth library services. As an individual who is not currently working in library services (but merely a student), attempting a professional development assignment might prove a challenge as I feel limited by the types of activities I can engage in. Additionally, I am not the most technologically literate person out there. However, I look forward to expanding my knowledge in children and youth library services and hopefully gaining some valuable experiences along the way. These activities will feature the following topics in the context of library services for children and young adults:

• Censorship
• Diversity
• Young people’s book awards
• Digital materials/resources and emerging technologies