Non-fiction (or nonfiction) is any document or media content that attempts, in good faith, to convey information only about

the
real world, rather than being grounded in imagination.[1] Non-fiction typically aims to present topics objectively based on
historical, scientific, and empirical information. Based on the author's intention or the purpose of the content, the main genres of
non-fiction are instructional, explanatory, discussion-based, report-based (non-chronological), opinion-based (persuasive) and
relating (chronological recounting) non-fiction.

Censorship : Social Issues

Children’s Literature or juvenile literature includes stories, books, magazines, and poems that are enjoyed by children.

Censorship – suppressing altering or boycotting works of juvenile or young adult literature due to their content or their appropriateness for
intended readers. It could be harmful, inconvenient, and sensitive to young readers.

Why do people want to ban books?

When people challenge books it is generally out of a concern that the contents of the book will be harmful to the reader. According to the ALA,
there are four motivating factors:

*Family Values

*Religion Political Views

*Minority Rights.

SOME EXAMPLES OF ISSUES AND CONCERNS

Taboo-An activity or behavior that is forbidden. Prohibited, or otherwise outside of what is considered acceptable in society. Example: Flyaway
Boy by Jane de zusa

It is a story where the boy not able to show himself in the outside world, he has a limited time in outside world. He doesn’t fit in, in the school or
in the town he lives in.

Alcoholism-Term used to describe the most serious form of problem drinking at a level that causes harm to your health. Example: Wishes and
Worries

MAGGIE Who wishes her birthday party will go better than it did last year. What a mess that was! Her father had been drinking and totally
embarrassed her in front of her friends. Over the year, Maggie begins to get answers to some of her questions as she talks to her teacher, her
school counselor and her parents about her father’s problem with alcohol and how it affects everyone in the family. She learns that she is not
responsible for her father’s drinking, that it’s OK to reach out for help, and that there are people in her life that she can trust and talk to about her
feelings.

Violence-It could be war, killing, or abuse

Example: Mockingjay by Suzanne Collins (district ²)

Death-It could be illness, Sufferings ,Complex and problematic issue

Example: Jim’s Dog Muffins (died his dog)

Human Sexuality-About your sexual feelings, thoughts, attractions and behaviors towards other people.

Example: it’s so amazing by Robie H. Harris

It’s about the pregnancy and childbirth book-Ecology

Such extinction of species, deforestation and overfishing. Example: The Watcher

Jane from her childhood where she spent a lot of time watching the animals around her. After graduating she left home and live in the jungle area
and people their start to threaten the animals their so Jane become their voices.

Single parent family -A parent who lives with a child or children and no husband, wife, or partner. Example: Forever Rhen by sandhra athans

Rhen’s parents are getting a divorce, and she’s worried about what all will change and what that means for her. One thing is certain―her parents
love her very much. Find out what changes and what will stay the same.

SPECIFIC ISSUES

Changing image of the family-Nuclear to extended family

Example: just the way we are by

We have Anna who lives with her parents and her Grandpa, Chiara who has two dad’s and a pet, Henry whose parents are separated and he has
two homes, Izzy who has guardians and is fostered by a big loving family with kids from similar situations, and Jack who lives with just his
Mum.

Sexism-Prejudiced or discrimination based on sex.

Example : Peppapig

Racism-The primary determination of human traits and capacities.

Example: The story of Ruby Bridges by Robert Coles

Ruby, a young African-American girl, entered a whites-only school in New Orleans. Even though she had to pass through crowds of angry
protesters, Ruby bravely walked into the school. Every day for months, Ruby persevered. White parents pulled their children out of the school,
and Ruby and her teacher were alone in the classroom. Still, Ruby and her family would not give in.

PEOPLE CONCERNED

The children, parents, teachers, and author.

HOW TO DEAL?

•Evaluate the literacy works

•Developmentally appropriate practice does not mean making things easier for children. Rather, it means ensuring that goals and experiences are
suited to their learning and development and challenging enough to promote their progress and interest.

POLITICAL CORRECTNESS IN TALES AND FABLES

Political correctness (political correctitude) - avoidance of expressions or actions that can be perceived to exclude or marginalize or insult
people who are specially disadvantaged or discriminated against. PC language avoids direct "offensive" reference to gender, sexual orientation,
race, religion, occupation, vices, nationality, social class, physical appearance or condition and abilities. When the stories below were first
written, the stories on which the following tales are based certainly served their purpose to entrench the patriarchy, to estrange people from their
own natural impulses, to demonize "evil" and to "reward" an "objective" "good". However, we cannot blame the Brothers Grimm for their
insensitivity to women's issues, minority cultures, and the environment. Likewise, in the self-righteous Copenhagen of Hans Christian Anderson,
the inalienable rights of mermaids were hardly given a second thought. The famous fables and fairy tales that earlier generations of children grew
up with are being rewritten or are completely falling out of favor with those who aspire to "Political Correctness". What people don't realize is
that many of these tales have been "sanitized™ repeatedly over the years, having started as truly gruesome stories. In early versions of the
"Cinderella" tale, the two cruel sisters mutilated themselves in order to fit into the slipper, and the two of them ended up as blind beggars when
birds pecked out their eyes.

Most stories and lore evolve over time, and fairy tales are no different. Here are some examples of old stories that have come under the modern
microscope.

1. Rapunzel - This grim tale from the brothers Grimm is too dark, say many people today. They point out that this story contains violent imagery,
blatant sexism, and criminal child abuse. Imagine, a little girl being given up for adoption by thieving parents, only to find that the poor child is
then placed in solitary confinement, and only a man can save her.

2. Cinderella In a corrected version, Cinderella might not be burdened by cruel sisters and the sexist drudgery of menial housework. Instead, she
might end up stuck in a dead-end office job, just like everyone else.

3. Goldilocks and the Three Bears Another potential "Amber Alert" situation, though there does not appear to be any great hue-and-cry over a
missing girl's whereabouts. Didn't anyone in the olden days have any parents (historical note: when some of these tales were first written,
lifeexpectancies were only in the 30s, so there probably were a lot of parent-less children)?

4. Jack and the Beanstalk - Why is it never "Jane and the Beanstalk"? Well, it is probably just as well. Jack turns out to be a little thief who
doesn't follow his mother's instructions very well. He steals from an ogre, and then kills the poor guy to boot. In today's version, Jack might have
just gone out to get a job so he could help his poor mom out, and he certainly wouldn't have jeopardized his future by stooping to thievery and
murder.

5. Sleeping Beauty - Another motherless story, this one also involves probable nudity. When the king forbade the spinning of all materials in
order to thwart a witches curse, the realm probably ran out of clothing for the citizenry. This is another one where it's a guy rescuing a girl in
trouble, instead of maybe the other way around.

6. Hansel and Gretel - Wrong in so many ways, this tale involves child-abuse, spousal abuse, inhumane treatment of captives and poor nutrition.
The modern version might have the cottage windows made of Splenda rather than clear sugar.

7. Snow White and the Seven Dwarfs The term "dwarf" has come under fire in recent years, but "Frozen Caucasian Water and the Seven Altitude
Challenged People" isn't a title the folks over in Marketing are looking for.
8. Red Riding Hood - "Sam 'The Sham' and the Pharaohs" admonished Red, singing that she shouldn't", go walking in these spooky old woods
alone". Good advice for a small child who was sent, unattended by a parent, to visit an aging relative who was probably in need of 24-hour
inhome care. Of course, there is also the wolf, a stalker and an abuser of the elderly.

9. The Pied Piper - The Piper of the tale was obviously a cult-leader who had lured not only the rats, but also the children of the beleaguered
township of Hamelin. The Pied Piper obviously had anger-management issues, which might have been addressed with classes and counseling in a
modern version of the story.

10. The Emperor's New Clothes - This tale has a pair of swindling tailors hoodwinking a vain emperor into thinking that the "nothing" they have
made for him is a fine suit. of clothing. A little kid busts the scam wide open, but the emperor is held out as the selfish patriarch that he is.

REWRITING/DECONSTRUCTION OF CLASSICAL TALES

What is Rewriting/Deconstruction of classical tales?

‐ addresses the political and social issue surrounding several book challenges among children and adolescent literacy pieces. As a
review, conservative groups, minority groups, or individuals challenge certain books based on culturally or socially offensive
content, brutality and violence matters. Hence, the conduct of the censorship process, later paved the formulation of the Political
Correctness (PC) ideology.

- Deconstruction does not stop at pointing out binary oppositions and interventing the values and meanings; it advances towards
exploring countless interpretations at every rhetoricity of the context.

Gender bias is one of the things that deconstruction seeks to dismantle to foster growth and development in meaning making and
perceiving the world.

Examples:

• The way classical tales portray or present women has persisted for decades, mainly on how princess always need saving and
how beauty goes with the excellent character.

• Tales present women as weak and passive, incapable of defending themselves, and great at possessing exceptional beauty.
Many even accuse the concept of beauty propagated in the tales as the contributing factor to the insecurities among young adults
nowadays.

TEACHING CHILDREN AND ADOLESCENT LITERACY THROUGH APPROPRIATE BOOKS AND STRATEGIES IN
LITERATURE

MULTICULTURALISM is the co-existence of diverse cultures, where culture includes racial, religious, or cultural groups
and is manifested in customary behaviors, cultural assumptions and values, patterns of thinking, and communicative styles.

MULTICULTURAL LITERATURE - texts that reflect the racial, ethnic, and social diversity that is characteristic of our
pluralistic society and the world (Bishop, 1997)

ADVANTAGES OF MULTICULTURAL LITERATURE

Reading multicultural realistic fiction can increase student engagement in literacy activities (Tyson, 1992)

Multicultural literature is a catalyst for improved reading acheievement among students who are culturally and linguistically
diverse (Callins, 2006)

Children's books have the potential to support diversity in the curriculum and raise

consciousness on cultural issues that have been historically ignored.

Excellent opportunity to integrate social studies and language arts.

Multicultural literature can help create classrooms where all students are valued.
CHOOSING QUALITY MULTICULTURAL LITERATURE

Use already existing resources.

Accuracy (Are the portrayals accurate? Are they up-to-date? Are you sure?)

Portrayal of Characters (Unique not stereotypes? Enriched and guided by their cultural backgrounds?)

Language (Free of demeaning, offensive words, and images? Character language fit the place, social situation?)

Perspective (Is cultural diversity an asset? Are characters viewed as part of larger culture or as outsiders? Is it clear you don't
have to give up nonmainstream culture to be successful?)

Illustrations (are images culturally accurate? Are there a variety of physical features? Are cultural aspects specific, not
generic?)

Overall effect (does the book contribute to self-esteem of members of the culture portrayal? Can others learn from it? Does it
allow multiple perspectives and avoid preaching?)

TEACHING MULTICULTURAL LITERATURE

 Present books throughout the year, not just at specific times

 Use multiple genres of books
 Group them with other books on the topic genre and with other kinds of books
 Ask a native speaker (student) to help you pronounce words in other languages.
 Allow students to respond and extend stories in multiple ways
 Use critical literacy; address power
 Art-Based Response
• Trans meditation moving from one mode or language art to another
•Multiple knowledge sources Makes interpretations visible
•Students work together to construct meaning

STORY TELLING AND READING ALOUD

STORYTELLING, like singing, is an art that can be cultivated. It is a creative art. Storytelling is one of the most valuable
activities in school or at home. Parents can begin to take their children from six to eighteen months on their laps and read or tell
stories to them. This will lead children to take books on their own, look at the pictures, and talk about the pictures.

VALUES OF STORYTELLING TO CHILDREN:

1. Storytelling introduces children to the world or written language. They hear new words and varied language structures from
which they can model their own language.

2. It gives children an opportunity to become acquainted with the best of children's literature.

3. It increases a child's knowledge and experiences.

4. It creates in children a desire to know about the lives of other people and know their culture.

5. It develops the ability to be good listeners and it stirs their imagination and become creative.

6. It gives pleasure and enjoyment to children.

7. When telling a story himself, the child leams to organize and express himself clearly, at the same time, building confidence in
his ability to face an audience.

The STORYTELLER must have imagination, insight, spontaneity and concentration. He must live the story as he tells it
directly and sincerely with freedom and ease. Whatever movements or gestures are used, they must be the teller's natural way of
expressing himself, must be characteristic of the story and must fit the audience.

STEPS IN STORYTELLING:
1. Selection of a story to tell

The story must have a good plot, a well-defined conflict, a good beginning. middle and ending. The choice of a story should also
be governed by its appeal to the storyteller.

2. Preparation of the story

After a choice of the story has been made, try to find out why you like the story. Is it the plot? Is it about animals? Is it an
adventure story? Is the story humorous or nonsensical? Read the story over and over and then close the book. See if you can tell
the sequence of the story in the proper order. Try to imagine the setting and the scenes of the story so that you will be able to tell
the story as though it has happened to you.

3. Practice telling the story aloud to yourself.

Take note of the proper pauses, the places of suspense, the climax. Refer to the book when you forget. Go through the story once
or twice until you have thoroughly mastered it. Do not memorize the story word for word. Mastery of the story is important. The
beginning of the story establishes the mood of your story. Practice telling the whole story without any lapses.

4. Announce your story informally in many ways.

A. Today we are going to hear about our old friends, "The Three Little Pigs."

B. I have a new story for you today and it is called "The Monkey and the Turtle."

C. You have all heard stories about "Jack and the Beanstalk. Do you know that there is a little girl and her name is "Molly
Whupple?

D. Show pictures of certain characters in the story you are going to tell. Describe each of the characters. Then you can say
"Would you like know more about them?"

5. At the end of the storytelling, do not give any checkup questions or tests.

Do not ask the children if they liked the story or not. They may not like the story at all because of the way it was told, so it may
be embarrassing.

READING ALOUD

Many feel that good literature must be heard to be appreciated fully and for children to agree with them. One of the greatest
delights enjoyed by children of all ages is the experience of listening to a book, a story, or a poem read aloud to them in a
pleasant voice.

There are stories that are better read aloud just as there are stories more suitable for telling. The types of books and stories for
reading loud are the following:

1. Picture-story Books The picture-story book is one with pictures as integral part of the text. The pictures or illustrations are as
important as the text. These stories should be read as intimately and comfortably by the mother with the child on her lap or when
she puts her baby to sleep. Children from 2½ to five years old enjoy listening to the sound of words and looking at the pictures
too.

2. Read stories which depend on the exact words of the author for their charm and meaning. No work of the author should be
altered and the style of the writer should not be tampered with. Stories of this type are not for storytelling. If telling is to be done,
the story should be completely memorized. It is always better to read the story that requires the exact words of the writer.

3. Stories with clear-cut themes and plenty of action.

4. Stories which help children understand their own world today.

5. Stories which build strength and steadfastness in the child.

6. Stories which develop his faith in the essential decency and nobility of life.

7. Stories which give him a feeling for the wonder and goodness of the universe.
8. Stories that have characters who are real children like themselves or who are understandable people they might know
anywhere.

9. Stories that have mystery.

10. Stories that have fantasy.

PREPARATION FOR READING ALOUD

1. The teacher must acquaint himself with the material to be read in advance. She must also consider how much is to be allocated
in reading. A teacher should provide a daily read-aloud period. These reading periods. may come about during the day for periods
of from 5 minutes to about 8 minutes.

2. The teacher should define or explain new words from the book or story that is to be read by listing the words on the board in
advance of the reading and then define them or let the words define themselves in context.

3. Give the title and author of the book or story so that children who may wish to read to read it themselves or have it read to
them again may do so.

4. The children could be grouped in a semi-circle facing the floor to have a more informal setting.

5. The teacher should not hold the book so high to hide his face. He should not use too much gestures because they easily distract
children. Facial expressions and a minimum of gestures may prove effective, but they should not be overdone.

6. The teacher should keep eye contact with the children while reading aloud to them in order to get their attention. As he reads,
the teacher should glance up at the end of a sentence to look into the eyes of each child. This practice gives each child the feeling
that the interpreter is reading out the sentence just for him. This makes the story more meaningful.

7. The teacher should read aloud enough to be heard by every child with correct pronunciation and dramatic simplicity.

8. Give time to children to mull over the story, the talk to them about the parts they like best.

9. Do not give any test or checkup questions.

CHOICE AND TYPES OF BOOKS

TWO MAIN CATEGORIES OF BOOKS

Fiction- contain a made-up story that did not actually happen in real life.

Non-Fiction- contain factual information

DIFFERENT TYPES OR GENRES OF BOOKS

FICTION:

 Action and Adventure

 Classics

 Comic and Graphic Novel

 Crime and Detective

 Drama

 Fable

 Fairy Tale

 Fan-Fiction
 Fantasy

 Historical Fiction

 Horror

 Humor

 Legend

 Magical Realism

 Mystery

 Mythology

 Realistic Fiction

 Romance

 Satire

 Science Fiction (Sci-Fi)

 Short Story

 Suspense/Thriller

Media and Technology in Children and Adolescent Literature

• In the 21st Century, Children are regular and often active users of electronic media. (Thorn 2008; Addlington 2010)

• Media patterns establish in the early years of a child's development have long term implications for cognitive development
and future media use.

• Based on two successive Kaiser foundation reports, more than 80% of children aged 0 to 6 years use some form of screen
media in a day.

Types of Media

- Television

- Video games

- Internet

- DVD/Video

> Television is the most influential media a children used ages 3-4 years old.

NEGATIVE EFFECTS OF MEDIA

> POOR NUTRITION - Junk foods and unhealthy dietary practices may leads to obesity.

> LACK OF SLEEP - Media is related to having problems with sleep which includes bedtime resistance, sleeping
difficulties, sleep anxiety, right waking, sleep-onset delay and shortened sleep.

> VIOLENCE - It may leads children to aggressive behaviors. Video games with violent acts as well have harmful effects
on a Child's mental development.
> SEX, ALCOHOL, & SMOKING - Media shows adult sexual behaviours, usage of alcohol and cigarette smoking as if it's
normal thing to do.

POSITIVE EFFECTS OF MEDIA

> LEARNING - Television can be a powerful teacher wherein it can teach you valuable lessons which can improve the
reading and learning skills of a child. Also, the internet is a big help in getting information which can act like a huge home
library.

> DEVELOPMENT - Some video games may help in the development of fine motor skills & coordination. Also a literary
research documented the use of media in fantasy play and playground talk which is seen to enhance the child's social
development.

> AWARENESS - Children tend to be aware of things and understand its effect on them socially. In line with this are some
programs & a network which are beneficial.

> SOCIALIZATION - Children learn to cooperate through interactive television shows and online sites. Also, they are
taught on the proper use of social networking sites through these mediums.

TECHNOLOGY

• Is the application of systematic knowledge toward the development of a device, machine, or method of making or doing
things.

- It is a digital tool used to enrich and support student learning.

THE IMPACT OF TECHNOLOGY ON CHILDREN

> SOCIAL SKILLS - Increased online interaction reduces face-to-face conbersation. A lack of personal communication may
cause a dip in emotional sensitivity.

> DEVELOPMEMT ISSUES - Mood disorders, ADHD and poor sitting postures, ayesight and sleep habits have been
linked to the duration a child spends on digital devices.

> PSYCHOLOGICAL WELLBEING - Internet Addiction Disorders (IAD) arising from excessive internet use leads to poor
social skills, grades and health.

> FITNESS ISSUES - Child obesity, unhealthy eating habits, cyber motion sickness and neck pains are linked to long hours
on electronic devices.