JOURNAL BROWSE
Search
Advanced SearchSearch Tips
The Availability of Access Features in Children's Non-Fiction
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Availability of Access Features in Children's Non-Fiction
Ladd, Patricia R.;
  PDF(new window)
 Abstract
This study analyzes the availability of access features in children's non-fiction as compared to their prevalence in adult non-fiction because such features are an important part of the research process increasingly demanded of younger and younger students in schools. Access features studied include: table of contents, index, bibliography, endnotes/footnotes, glossary, and suggestions for further reading list. This study found that children's non-fiction books were less likely to include bibliographies or endnotes, but more likely to include glossaries or suggested reading lists. Tables of contents and indexes were the two most popular access features in each section. Results are divided by Dewey Decimal Classification classes.
 Keywords
Children's Literature;Non-fiction Books;Information Books;Access Features;
 Language
English
 Cited by
 References
1.
Bamford, R. A. & Kristo, J. V. (Eds.). (2003). Making facts come alive: Choosing & using nonfiction literature k-8 (2nd ed.). Norwood, MA: Christopher-Gordon Publishers.

2.
Broadway, M. D. & Howland, M. (1991). Science books for young people: Who writes them?. School Library Journal, 37(5), 35-38.

3.
Carlson, K. (2005). Reading science. Science Scope, 28(6), 40-41.

4.
Doiron, R. (2003). Motivating lifelong reading habits through a balanced use of children's information books. School Libraries Worldwide, 9(1), 39-50.

5.
Donovan, C. A. & Smolkin, L. B. (2011). Supporting informational writing in elementary grades. Reading Teacher, 64(6), 406-416. crossref(new window)

6.
Dreher, M. J. (2003). Motivating struggling readers by tapping into the potential of information books. Reading and Writing Quarterly, 19(1), 25-38. crossref(new window)

7.
Duke, N. K. (2003). Reading to learn in the very beginning: Information books in early childhood. Young Children, 58(2), 14-20.

8.
Ediger, M. (2010). Children's literature and the science curriculum. Journal of Instructional Psychology, 37(2), 117-119.

9.
Galat, J. M. (2011). Curiosity catches fire. Canadian Children's Book News, 34(1), 14-17.

10.
Hopwood, J. (2012). Initiating STEM learning in libraries. Children & Libraries: The Journal of the Association for Library Service to Children, 10(2), 53-55.

11.
Inan, H. Z. (2010). Examining language of information books for children. Education, 130(3), 399-403.

12.
Ladd, P. R. (2011). A study on gendered portrayals in children's picture books with mathematical content. International Journal of Knowledge Content Development and Technology, 1(2), 5-14. crossref(new window)

13.
Larkin-Lieffers, P. A. (2010). Images of childhood and the implied reader in young children's information books. Literacy, 44(2), 76-82. crossref(new window)

14.
Nevett, M. S. (2003). Evaluating nonfiction. Book Links, 13(2), 8-11.

15.
OCLC Incorporated (2012). Dewey Decimal Classification/Linked Data. Retrieved from .

16.
Pappas, C. C. (2006). The information book genre: Its role in integrated literary research and practice. Reading Research Quarterly, 41(2), 226-250. crossref(new window)

17.
Richgels, D. J. (2002). Informational texts in kindergarten. Reading Teacher, 55(6), 586-596.

18.
Russell, M. (2004). Not fiction, not interesting? Public Library Journal, 19 (2), 11-13.

19.
Weisman, K. (2012). A new look at information books. School Library Monthly, 29(1), 8-10.

20.
Yopp, R.H. & Yopp, H. K. (2012). Young children's limited and narrow exposure to informational text. Reading Teacher, 65(7), 480-490. crossref(new window)