Picture books

S-LIS 13: LIBRARY LITERATURE FOR CHILDREN AND YOUNG ADULT
Prepared By: Jahlen M. Tuvilleja III - BLIS

Picture books
are very important for young
children whose appreciation and
interest level far surpass their
reading ability.
(Huck & Kuhn, 1968)
PICTURE BOOKS | S-LIS 13: LIBRARY LITERATURE FOR CHILDREN AND YOUNG ADULT
2

To read a picture book, the
child “reads” the picture as the
adult/reader reads the
accompanying text. The story
and illustrations are unified so
a child may get the “sense” of
the story through the pictures
alone.
3

4
picture book is a book whose content
is expressed through its images…
The story told with pictures has a
language all its own visual language.
Beni Montresor,
a 1965 Caldecott Awardee

DEFINITIONS
 A book in which the pictures are
designed to be an integral part of
the text. (Huck & Kuhn, 1968)
 A book in which text and illustrations
complement each other and work
together. (Tyson, 2013)

DEFINITIONS
 A book in which the illustrations are as
important as the words in telling the story.
Picture books are generally 32 pages
long. In picture books, there are
illustrations on every page or on one of
every pair of facing pages.
- Elizabeth Kennedy (2014)
Children’s books expert

DEFINITIONS
A book that essentially provides the child with a
visual experience. It has a collective unity of
story-line, theme, or concept, developed through
the series of pictures of which the book is
comprised. Also, it is one for which children are
an intended potential audience. The book
displays respect for children’s understandings,
abilities, and appreciations.
ALA’s (2008)

CHARACTERISTICS
Usually 32 pages
Pictures on almost every page
Text is relatively brief
Words & pictures share the
responsibility

TYPESBoard Books
For infants and young toddlers
often concept books (teaching colors,
names of animals, identifying body
parts, etc.), simple rhymes or counting
games, very simple stories, or wordless
books.

TYPESBoard Books
Typical lengths are 12-16 pages.
Lift-the flaps or novelty books are
common (books that make sounds, have
different textures, etc.)

TYPESEarly picture books
Very simple stories for ages 2-5 familiar to a
child’s everyday life, simple fairy tales,
cumulative rhyming books, or concept books
that are more sophisticated than board
books (such as counting within a story).

TYPESEarly picture books
Texts are short (generally 500 words or less).
Books average 32 pages with art on every
page.

TYPESStandard picture books
Traditionally, picture books are 32-page
books for ages 4-8 (this age may vary
slightly by publisher).
Manuscripts are up to about 1000 words.

Plots are simple (no sub-plots or
complicated twists) with one main character
who embodies the child’s emotions, concerns
and viewpoint.
The illustrations (on every page or every
other page) play as great a role as the text
in telling the story.

Occasionally a picture book will exceed 1000
words if the story is more complex; this is usually
geared toward the upper end of the age
spectrum. Picture books cover a wide range of
topics and styles. The list of School Library
Journal’s best picture books is a good place to
start your research.
Nonfiction in the picture book format can go up
to age 10, 48 pages in length, or up to about
2000 words of text.

THEMESFamily Stories
Familiar Everyday Experiences
Stories of the Country (Province) and City
Weather and the Seasons
Concept Books
Realistic/Fanciful Animal Stories
Humorous and Fanciful
Picture Books of Other Lands

Guides for Evaluating Picture Books
Factors Questions
The Content of the Book
 What is the story or content of the book?
 In what genre of literature does it belong?
 Where/When does it take place?
 What theme is presented?
 Is the text well written?
 For what age group does it seem most appropriate?
The Illustrations
 Are the pictures made an integral part of the text?
 Is the action in the text reflected by action in the
pictures?
 How do the pictures help create the mood of the
story?
 Are the pictures accurate and consistent with the text?
Authentic?

Factors Questions
The Media and Style of Illustrations
 What medium or combinations of media have
been used (watercolor, chalk, crayon, woodcut,
collage, ink)?
 Are the colors bright, soft, and varied?
 How would you describe the style of illustrating
(delicate, vigorous, realistic, stylized, and
decorative)?
The Format of the Book
 What is the size of the book?
 Does the cover design convey the spirit of the
book?
 Is the type design well chosen for the theme and
reader of the book?
 What is the quality of the paper?
 How durable is the binding?

Factors Questions
Comparison with others
 How is this work similar to or different
from other work of the artist? From other
books with the same subject or theme?
 What comments have the other reviewers
made about this book?
 What has the artist said about his work?

Why Picture Books?
Dr. Kimberly Tyson, 2013

BIBLIOGRAPHY ALSC. (2008). Caldecott Medal - Terms and criteria. Retrieved from
ALSC: Association for Library Service to Children:
http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmed
al/caldecottterms/caldecottterms
 Backes, L. (2014, February 6). WriteForKids - Children's Book
Insider. Retrieved from Understanding Children’s Book Genres:
http://writeforkids.org/2014/02/understanding-childrens-book-
genres/
 Hagar, R. (2013, April 14). Using picture books in the middle school.
Retrieved from http://www.slideshare.net/abseconmedia/using-
picture-books-in-the-middle-school
 Huck, C. S. & Kuhn, D. Y. (1968). Children's Literature in the
Elementary School. [New York, US]: Holt Rinehart and Winston, Inc.
 Tyson, K. (2013, February 14). {Infographic} 11 Benefits of Picture
Books. Retrieved from kimberlytyson:
http://www.learningunlimitedllc.com/2013/02/11-benefits-of-
picture-books/

Picture books

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