Children's Literature, Briefly - Softcover

Several students over the years have told me it was one of the few texts they took with them to their first year of teaching. It contained the criteria for making good judgments. They could quickly apply the principles outlined to other books. l find this one of the primary strengths of the text and it is one reason why I keep using it.

Jean Stringam, Missouri State University

This text provides a clear and concise overview of children’s literature. It does not overwhelm the students with too much information. The strengths are clear and concise information and the reading lists.

Rhonda L. Truitt, Catawba College

The concise and clever writing style works so well with the students taking this course.

Marianne Baker, James Madison University

I love the first chapter and how it positions the reader in seeing the value of reading. I also love the color insert that makes illustrations come alive.

Diane Barone, University of Nevada, Reno

Michael O. Tunnell teaches children's literature at Brigham Young University.  He has published several professional books, including Children’s Literature, Briefly (with Jim Jacobs) and The Story of Ourselves:  Teaching History Through Children’s Literature (with Richard Ammon)–as well as a variety of journal articles about children’s books and reading.  He also writes for young readers.  Some of his titles include The Children of Topaz (Holiday House, 1996), Mailing May (Greenwillow, 1997), Wishing Moon (Dutton, 2004), andCandy Bomber: The Story of the Berlin Airlift’s “Chocolate Pilot” (Charlesbridge, 2010).

James S. Jacobs began his career happily teaching English, all grades 7-12 and next at a junior college where he surprisingly, and unhappily, was assigned to teach a childrenıs literature course. Discovering a new love and life path, he returned to graduate school for a degree in childrenıs literature and has since taught it at Brigham Young University in Provo, Utah. He interrupted his university life to gain experience in an elementary classroom, teaching fourth grade for two years at a U.S. Army school in Germany.  He has produced enough academic writing, specializing in Lloyd Alexander, to keep his job plus one picture book for children.

Terrell A. Young teaches courses in children’s literature and reading at Washington State University and serves as a member of the Board of Directors of the International Reading Association. He has served on numerous book award committees. Terry has published many articles and books about reading and children’s literature. His most recent books are Creating Lifelong Readers through Independent Reading (with Barbara Moss) and Matching Books and Readers: Helping English Learners in Grades K-6 (with Nancy Hadaway). He was the 2006 recipient of the International Reading Association Outstanding Teacher Educator in Reading Award.

Gregory Bryan is a member of the Faculty of Education at the University of Manitoba (Winnipeg, Manitoba, Canada). His duties include teaching children’s literature and early and middle years literacy courses. Greg’s research interests revolve around notions of reading engagement. In 2009, he completed his PhD from the University of British Columbia, having previously completed his undergraduate and Master's degrees at Brigham Young University in Utah. Greg was born and raised in Australia and returns home as often as possible.