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SCOPE
     Whether you are a teacher who plans storytelling events and readings; a librarian searching for information on the values and implications of successful programs; a parent hoping to get your child excited about reading; or if you are just interested in the topic of storytelling and reading to children, we hope you discover some exciting resources on our web site.

     This pathfinder was developed as a group project for a class in the University of North Carolina School of Information and Library Science by: Susan Bartone, graduate nursing student; Adina Lack, library student; and Claire Basney, library student and storyteller. For this reason, our listed resources are surely, but by no means exclusively, to be found in the academic libraries on this campus. Because this is an educational site for academic and professional research, we are not emphasizing graphics and multimedia. Our page indexes reference tools, journals, and books on our topic, and links to our recommended web sites. We also have a list of our group's top ten recommended picture books.




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REFERENCE


  1. Leeming, David Adams, ed. Storytelling Encyclopedia: Historical, Cultural and Multiethnic Approaches to Oral Traditions around the World. Phoenix, AZ: Oryx Press, 1997. LC Classification: GR72.S7 1997.
          The articles in this work treat the significance of special elements in storytelling (for example, "unicorns" has an entry). Most articles include suggestions for further reading. Storytelling traditions of various nationalities and cultures are discussed.

  2. MacDonald, Margaret Read. The Storyteller's Sourcebook: A Subject, Title, and Motif Index to Folklore Collections for Children 1st ed. Detroit: Neal-Schuman, 1982. LC Classification: GR74.6.M3 1982.
          For the storyteller or researcher who wants to develop or discover stories, this is a key reference. The book indexes 556 folktale collections and 389 picture books. After looking up a motif, subject, or title (directions on how to use the reference book are provided), the user is referred to a collection or single edition listed in the bibliography in the back of the book.

  3. Something About the Author: Facts and Pictures about Authors and Illustrators of Books for Young People. Detroit: Gale, 1971- . LC Classification: PN 451.S6v1-104.
          Provides comprehensive and readable introductions to authors and illustrators of children's literature. Each article includes key biographical information, addresses of author or agent, overview of career, awards/honors and bibliographical information. About 4 new volumes are added to the series each year, making this an excellent reference for contemporary authors and illustrators. Does not have scholarly/analytical essays on the author's work; rather it is intended for a more general audience.

  4. West, Mark I. Everyone's Guide to Children's Literature. Fort Atkinson, WI: Highsmith Press, 1997. LC Classification: PN 1009.A1 W37 1997.
          If the field of children's literature seems vast and unwieldy, this is the bibliography for you. This slim volume is a handy guide on key reference works in children's literature. Also includes a list of children's literature professional associations and lists of books that have garnered major awards in children's literature (Caldecott and Newbery Medals).Some of the Internet resources listed may already be out of date, but the rest is very current.




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BOOKS


  1. Baker, Augusta and Ellin Greene. Storytelling: Art & Technique. 2nd. ed. New York: R.R. Bowker, 1987. LC Classification: LB1042.B34 1987.
          Have you ever been captivated by a storyteller weaving a magical tale? The age-old oral tradition of storytelling is increasingly popular in schools and libraries today. This book is a well-written introductory text for anyone who wants to start telling stories to children. It also includes discussion of the many values of storytelling and how storytelling complements "reading aloud to children" in education.

  2. Beaty, Janice J. Picture Book Storytelling: Literature Activities for Young Children. Fort Worth, TX: Harcourt Brace, 1994. LC Classification: LB1042.B42 1994.
          This book outlines techniques for adults who want to tell or read stories to young children. The author discusses ways for adults to "tell" a picture book. Summarizes the benefits both of storybook reading and storytelling, and how one method may be preferred over the other depending on the situation.

  3. Kimmel, Margaret Mary and Elizabeth Segal. For Reading Out Loud! A Guide to Sharing Books with Children. New York: Delacorte Press, 1983. LC Classification: Z1037.K495 1983.
          The ultimate handbook for "adults who already read aloud to children and those who, with a little help, are willing to try" (p. 4). Intended for a general audience, as is Family Storybook Reading, but with a specific focus on school-aged children rather than preschoolers. Included is a list of recommended books, the majority of which are enjoyable and popular to this day.

  4. Reid, Rob. Family Storytime: Twenty-Four Creative Programs for All Ages. Chicago: American Library Association, 1999. LC Classification: Z718.3 R45 1999.
          Written by a children's librarian, this book discusses how and why the entire family can be included in storytime at the library. For librarians and teachers who want to "jazz up" story programs, the author presents fun ways to incorporate music and crafts with storytelling and ways to get teenagers and parents involved.

  5. Taylor, Denny and Dorothy S. Strickland. Family Storybook Reading. Portsmouth, NH: Heinemann Educational Books, 1986. LC Classification: Z1037.A1 T38 1986.
          This slender book explains how today's busy families can integrate reading stories aloud to children with their daily activities. The authors succinctly discuss the benefits and joys of storybook-sharing, and also present strategies and case studies of families who start and keep up the reading-aloud habit. The focus of the book is on pre-school children. Illustrated with photos of real families who read aloud together, this introductory manual provides recommendations that teachers, parents, and caregivers will find valuable.




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JOURNALS
  1. Discourse Processes. LC Classification: P302.D55
         Though first and foremost a scholarly journal devoted to the mechanics of language and discourse, Discourse Processes also calls itself a "multidisciplinary" journal where diverse disciplines can "share a common interest in discourse." The searches of storytelling and reading to children that support this pathfinder brought up more than one mention of this journal and as such it is a valuable tool.

  2. Early Childhood Education Journal. LC Classification: HV854.D38
         From its name, this journal practically needs no recommendation, especially as one of its articles was chosen as a first-rate resource for this site (see ARTICLES.) As an aid to the children's educator--in whatever field--, this journal provides information on "outstanding early childhood programs from around the world" as well as reviews of children's books and other resources.

  3. Reading Improvement. LC Classification: LB1050.5 R39
         This journal might be quintessential in its solicitation of "investigations" and creative papers on "every aspect of reading improvement." It provides information and research for all levels and types of instruction with the primary goal of better understanding in the teaching of reading.

  4. Reading Research Quarterly. LC Classification: LB1050.R43
         The Quarterly is provided by the International Reading Association as a service to its members and all its readers to encourage and exemplify theory, research, and practice in reading. With its goals of stimulating new thinking and enriching literacy, this more scholarly journal promises to be an excellent resource.

  5. School Library Journal. LC Classification: Z671.L7
         Though its cover declares the intended readers for this journal as "children's, young adult, and school librarians," what is between the covers shows this to be a top-notch source for anyone working with children in storytelling or reading. It emphasizes articles on children's literature and study (see ARTICLES) and provides helpful book and electronic resource reviews.



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ESSAYS


    On the Value of Books and Reading to Children


  1. Del Negro, Janice M. "For Story's Sake: Reading as its own Reward." Story: From Fireplace to Cyberspace Ed. Betsy Hearne, Janice M. Del Negro, Christine Jenkins, and Deborah Stevenson. Champaign, IL: The Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign, 1998. 96-105.
          In her essay, Ms. Del Negro applauds storytellers and "storytimes" at libraries. She credits them for stimulating childrens' minds and building an inner enthusiasm for reading as well as triggering powerful imaginations. She insists that by telling stories and setting good examples of picking up books to read ourselves, children will wish to read...just because !!

  2. Srygley, Sara Krentzman. "The Reasons for Reading." The Reading of Children: A Symposium Ed. Doris Cole. Syracuse N.Y.: School of Library Science, Syracuse University, 1964. 27-35.
          In this essay, the author emphasizes the reasons for the importance of reading children's books and implementing reading programs in formal education. Although written over three decades ago, her arguments remain valid. Her points are well-written and clear. She also offers her recommendations for helping teachers and parents to maintain their focus on the importance reading holds for their children.

  3. Stevenson, Deborah. "Narrative in Picture Books or; The Paper that Should have had Slides." Story: From Fireplace to Cyberspace Ed. Betsy Hearne, Janice M. Del Negro, Christine Jenkins, and Deborah Stevenson. Champaign, IL: The Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, 1998. 66-77.
          In her essay, Ms. Stevenson strongly argues the value of picture books. She writes:" To read a picture book aloud as most were intended is to dramatize it. One might also consider a picture book a variant of a play..." She continues by emphasizing picture books' great and positive influence on children. She states that these books are a wonderful art form with a valuable place in the world of reading.

  4. Viguers, Ruth Hill. "Children's Books: Yesterday, Today and Tomorrow." The Reading of Children: A Symposium Ed. Doris Cole. Syracuse N.Y.: School of Library Science, Syracuse University, 1964. 7-26.
          Although this essay was written more than 30 years ago, the subject Ms. Viguers speaks of is a very poignant one. That subject is the value of books. In this manual's Foreword, the editor reminds the reader that:"...all communication begins with the children's book.We need from time to time to remind ourselves that until people can read, the newer media have no meaning" p.5. In this first essay, Ms. Viguers provides a well-written document on the history of storytelling and folk tales. She continues with the value of books and stories in the present day as well as what the future holds. Although this was written many years ago, her points remain valid and current. She emphasizes that books and stories can have a tremendous and positive influence on children.


    On Storytelling


  5. Morgan, Karen. "Tangled in the Web: Storytelling, Communication and Controversy." Story: From Fireplace to Cyberspace(1998). Ed. Betsy Hearne, Janice M. Del Negro, Christine Jenkins, and Deborah Stevenson. Champaign, IL: The Graduate School of Library and Information Science, The University of Illinois at Urbana-Champaign. 11-19.
          This essay provides a useful "how-to" guide on utilizing the Internet to enhance one's storytelling. Ms. Morgan provides a clear explanation for the purpose of the Internet with relation to storytelling. She explains a well known fact- that the Internet is here to stay. Its influence on all of our lives will only increase in the future. With this essay, she successfully helps the readers find a starting point on-line.

  6. Shimojima, Anne. "Storytelling in the School Library Media Center." Story: From Fireplace to Cyberspace. Ed. Betsy Hearne, Janice M. Del Negro, Christine Jenkins, and Deborah Stevenson. Champaign, IL: The Graduate School of Library and Information Science, The University of Illinois at Urbana-Champaign, 1998. 4-10.
          This excellent essay begins by arguing for the use of storytelling as a powerful and effective educational tool. This author then provides the reader with concrete tips on "how to" do storytelling. Well-written and easy to read.




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ARTICLES
    These articles cover material on both reading aloud and storytelling, sometimes individually and sometimes together.


  1. Ewer, Hans Heino. "Children's Literature and the Traditional art of Storytelling." Poetics Today 13.1 (Spring 1992): 169-178. LC Classification: PN45. P56.
         In an intentionally scholarly but still understandable article, Ewer follows the history of storytelling. Linking it to literature and specifically children's literature, he claims that that literature is in great part responsible for oral technique continuing today in the form of reading aloud or storytelling based on books. A well-thought-out start for insights into this topic and its applications in education and research.

  2. Paterson, Katherine. "Confusion at the Crossroads: The Forces that Pull Children and Reading Apart." School Library Journal 44.5 (May 1998): 34-37. LC Classification: Z671.L7.
         In an article really the adaptation of her Anne Carroll Moore Lecture, Ms. Paterson gives her readers a perspective which is invaluable in great part simply because it is different from the usual scholarly or self-help type. Using a brief history of telling and books interspersed with personal anecdotes, Ms. Paterson exhorts us to act as "free seeker[s] after wisdom:" in this case, in encouraging reading and thinking everywhere, but most specifically in libraries, schools, and homes.

  3. Turner, Thomas N. and Tommy Oaks. "Stories on the Spot: Introducing Students to Impromptu Storytelling." Childhood Education 73.3 (Spring 1997): 154-157. LC Classification: LB1141.C5.
         Everyone is capable of telling a story. In an article designed to promote telling first but not only in the classroom, Turner and Oaks describe sole and impromptu storytelling giving children "ownership" of their learning. Specifically, educational value of this creativity shows itself in stories meaning more to children and an increased awareness of how stories are structured. As an added help, Turner and Oaks provide an "Educational Lead-In List" of potential impromptu story exercises: name stories, food stories, problem-solving stories, finish the plot, etc.

  4. Wilson, Paul T., Richard C. Fielding, and Linda G. Fielding. "Children's Book-Reading Habits: A New Criterion for Literacy." Book Research Quarterly 2.3 (Fall 1986):72-84. LC Classification: Z1003.B7175.
          In a well-thought-out and easily comprehensible argument, Wilson et. al. explore the importance of children's access to books and the social and educational implications of trends in reading: in other words, how reading can always be called "on the up" while adult illiteracy is also "up" and SAT scores disturbingly "down." Though the article is older, all of the points in it are realistic and current. And it is concluded with a useful list of suggestions not only for teachers and librarians but also parents, businesses, associations, even government. Reading is not enough--to acquire the habit is.

  5. Zeece, Pauline Davey. "Bringing Books to Life: Literature-Based Storytelling." Early Childhood Education Journal 25.1 (Fall 1997): 39-43. LC Classification: HV854.D38.
         Ms. Zeece provides a guide to the mutual advantages of reading and storytelling geared for people who work with children of all ages. In both written observations--books good for storytelling often have high literary merit as well--and in catchy lists--the five S's of storytelling--, she emphasizes that reading and telling are not in an either/or situation. Also helpful is a list of recommended books for reading aloud and telling.




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WEB SITES


  1. Helping Your Child Learn to Read
         This is a book on-line sponsored by the department of education. It is a non-graphical, text only site. It is full and comprehensive. It begins with an explanation of the importance of storytelling. It provides excellent resources on books, magazines and poems. It includes resources and activities for children, including those with special needs/ reading problems. Although written with children from infancy to 10 years old in mind, this book includes a page with tips for older children. Excellent.
    URL: http://www.ed.gov/pubs/parents/Reading/index.html

  2. Story Arts On-Line
         This is a beautifully designed site. Adorned with butterflies, this website begins with an answer to the question: why storytelling? It provides links to books, tapes and articles. It offers a link for lessons and activities as well as a one for idea exchange. It also offers the opportunity to subscribe to a newsletter.
    URL: http://www.storyarts.org/classroom/index.html

  3. Storytelling to Young Children
         This is an Australian site sponsored by the Australian Storytelling Guild.The site begins with a discussion of storytelling's significance. It offers fun graphics that lead the viewer to links to Australian stories,as well as articles and interviews about storytelling. An extra: an Australian site map. Click on any part of the map, and the viewer gets stories from that part of the country.
    URL: http://www.home.aone.net.au/stories/doc/young.htm

  4. The Kids' Storytelling Club
         This site is written primarily for children. However, it provides excellent resources for parents and educators. This is a fun site loaded with ideas for activities and crafts that promote the fun of storytelling. It also offers a "Junior Storyteller" newsletter. Fun and full packed with great ideas!!
    URL: http://www.storycraft.com/welcome.htm

  5. Listserv for Storytellers
          Anyone interested in subscribing should email:
    Listserv@venus.TWU.edu
    Leave the subject line blank. In the body of the text type "SUBSCRIBE" (not in quotation marks) and then your first name and your last name.



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Page Last Updated July 29, 1999


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