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...Choices from the list's inception in 1988 through 2004 were analyzed for trends, Based on our analysis, the storybook genre has decreased while informational books, particularly those classified as non-narrative informational books (Donovan & Smolkin, 2002), showed marked increases. Life science was the most prevalent content area. The implications of this increase in informational books are discussed in terms of integrating science and literacy.
In the era of No Child Left Behind legislation, content area instruction in science and social studies often seems to be relegated to the sidelines of elementary classrooms in order to provide more time and emphasis to reading and math (Douville, Pugalee, & Wallace, 2003; Smith & Trexler, 2006). The same legislation, however, required standardized testing in science beginning in 2007, therefore creating an increased awareness of the possibility of linking science and literacy instruction (Rice, 2002). As teachers struggle to find meaningful ways to integrate the two subject areas, the route of incorporating trade books in science instruction is increasing in popularity (Lundstrum, 2005; Rice, 2002). Research indicates many benefits associated with the practice, including increased knowledge of the world (Galda, Ash, & Cullinan, 2001) and exposure to the positive portrayals of women and minorities (Rice, 2002). Both Wellington and Osborne (2001) and Pappas (2006) emphasize the importance of learning the language of science. Ouzts, Taylor, and Taylor (2003) suggest that students adopt the language they hear and read; as such, the importance of carefully selecting materials to teach science is critical. In another study, Morrow, Pressley, Smith, and Smith (1997) found that children assigned to a classroom using a literature-based program integrated into literacy and science instruction scored significantly better on all literacy measures and on two of three science measures than either the literature only group or the control group. The students not only performed better, but expressed their enthusiasm for the program. Approximately 80% of those who took part in the integrated science and literacy program claimed that they liked science as opposed to only 40% in the other two conditions. Furthermore, using literature in conjunction with science can increase student motivation by allowing students more opportunity to connect science concepts to their own literary experiences (Casteel & Isom, 1994). Yet researchers caution that trade books--those books published primarily for the general public-are not necessarily written with educational standards in mind (Ford, 2006).
Mayer (1995) found that students who read stories containing factual information about science concepts were often influenced by the story or illustrations rather than the facts, often resulting in the transmission of incorrect information. Rice's (2002) work documented similar phenomena. Pappas (2006) and Akerson, Flick, and Lederman (2000) suggest the use of nonfiction children's literature can help develop understanding of science content without the mediating factors associated with fictional stories laced with science-related information. Their voices are among many calling for increased use of informational text in elementary classrooms (e.g., Christie, 1987; Hiebert & Fisher, 1990; Lemke, 1994; Pappas, 1991). Unfortunately, Duke's (2000) research documented the dearth of such informational texts in elementary classrooms, finding that they comprise less than 10% of books in classroom libraries, and that students spend, on average, a minimal 3.6 minutes per day interacting with such texts. The available research seems to suggest that teachers either have too little time (Sudol & King, 1996) or lack an adequate understanding of how to choose trade books that are appropriate for enhancing science instruction (Donovan & Smolkin, 2002).
Fortunately, a simple search of the Internet demonstrates that industrious elementary teachers have a wealth of resources at their disposal for identifying science-based trade books to use in their classrooms. Those familiar with the National Science Teachers Association (NSTA) are likely to access the list of Outstanding Science Trade Books (OSTB), which first appeared over 30 years ago as a result of the organization's collaboration with the Children's Book Council (CBC). This list has provided librarians, teachers, and parents with a resource for choosing exemplary science trade books for K-8 students since it was first published in 1973, and it has expanded to serve students and teachers from K-12 since 2002 (National Science Teachers Association [NSTA], 2007). The selection team reviews hundreds of science-based trade books. Of the nearly 250 books submitted for review in 2004, only 40 were chosen for publication in the annual OSTB list (Crowther, Venable, & Barman, 2005).
In addition to NSTA's list for exemplary science trade books, other resources exist for teachers to choose high-quality books for their classrooms, including the Caldecott Honor and Award winner lists; the American Library Association's Children's Notable Book list; the CBC's lists; and the International Reading Association's (IRA's) Choices lists, which specifically include the Children's Choices, Young Adult Choices, and Teachers' Choices lists. The Teachers' Choices (TC) list, published annually in the November issue of IRA's premiere practitioner journal, The Reading Teacher, is...
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