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Relevant bibliographies by topics / Newberry Medal

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Academic literature on the topic 'Newberry Medal'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Newberry Medal"

1

Schreiber, Mary. "And the Newbery Goes To . . . A Picturebook?" Children and Libraries 15, no. 2 (2017): 29. http://dx.doi.org/10.5860/cal.15n2.29.

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In 2016, the top prize for the most distinguished contribution to American literature for children went to a picturebook: Last Stop on Market Street by Matt de la Peña. Previously, only one other picturebook had won the Newbery Medal.As a member of the 2016 Newbery Award Committee, I had a voice in selecting a picturebook for the coveted Newbery Medal. But after the announcement, I started to wonder just how many picturebooks had received either the medal or the honor title in the past.

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Verbeten, Sharon. "A Decade of The Underneath: A Conversation with Kathi Appelt." Children and Libraries 16, no. 4 (2018): 32. http://dx.doi.org/10.5860/cal.16.4.32.

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If you were like me, you likely hooted with excitement when you heard that Kathi Appelt’s The Underneath had received a Newbery Honor in 2009. My enthusiasm was tempered only by the fact that it didn’t win the Newbery Medal itself.It’s hard to believe it’s been a decade since the notable book was published—garnering much praise (including being a 2008 National Book Award finalist) but also trigger warnings about its graphic depictions of animal abuse.

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McCleary, Melissa A., and Michael M. Widdersheim. "The Princess and the Poor Self-Image: An Analysis of Newbery Medal Winners for Gender Bias and Female Underrepresentation Leading into the Twenty-First Century." Pennsylvania Libraries: Research & Practice 2, no. 1 (2014): 6–26. http://dx.doi.org/10.5195/palrap.2014.55.

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This study analyzes how 12 recent (2000-2011) Newbery Medal-winning books represent gender. The study counts how many of the books’ characters represent progressive or traditional gender roles, how many male and female characters represent each character category (protagonist, antagonist, major, and minor), how many strong female characters are accepted or rejected by their peers, how many characters hold stereotypical gender beliefs about themselves or their peers, and how many works contain balanced feminist perspectives. The study finds equitable female representation, but the study also finds a bias toward traditional male stereotypes. The results indicate a general acceptance of strong female characters and a balanced representation of females, regardless of a historical fiction classification. These results suggest that characters in Newbery Medal-winning books represent gender more equally and less stereotypically compared to characters in works of earlier decades.

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Kuznets, Lois R. "Two Newbery Medal Winners and the Feminine Mystique:." Lion and the Unicorn 15, no. 2 (1991): 1–14. http://dx.doi.org/10.1353/uni.0.0170.

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Zhai, Yu, and Bin Xu. "A corpus-based study of embellishment in translations of the Newbery Medal Awards." Corpus-based Translation Studies (CBTS) 11, no. 2 (2023): 125–40. http://dx.doi.org/10.32714/ricl.11.02.07.

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Embellishment is a stylistic feature of translated children’s literature. In recent years, children’s reading choices and experiences have been truly thought highly of and, today, the idea that lexical enrichment is good for children ––either for their writing or reading experience–– is prevailing among children’s literature translators and book editors. With this in mind, a small corpus composed of translations of the Newbery Medal Awards was built to figure out whether the phenomenon of embellishment exists in English-Chinese translations of children’s literature and, if so, what are the motivations for it. The corpus includes six books selected on four criteria. The study suggests that embellishment is a typical feature of selected translations of the Newbery Awards and that it can be related to both book editing and the translator’s own choices.

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Horning, Kathleen. "One Hundred Years: A Timeline of the Newbery Medal." Children & Libraries 20, no. 1 (2022): 12. http://dx.doi.org/10.5860/cal.20.1.12.

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Sableski, Mary-Kate. "A Tale of Two Katherines: Newbery Medal Winners Who Collaborate." Children & Libraries 20, no. 1 (2022): 34. http://dx.doi.org/10.5860/cal.20.1.34.

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Franklin, John. "Graphically Contrasting Cultures: A Review of Jerry Craft's New Kid." Kansas English 104 (June 30, 2023): 80–81. http://dx.doi.org/10.62704/ems7w551.

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Jerry Craft's 2019 Coretta Scott King and Newbery Medal-winning novel New Kid is a thought-provoking, aesthetically pleasing study in comparison-and-contrast between protagonist Jordan Bank's home life in his neighborhood (Washington Heights, near the George Washington Bridge in New York City) and his school life where he is a new 7th grader (Riverdale Academy, an elite and exclusive prep school) that benefits from the medium: graphic literature.

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Donelson, Ken, James Blasingame, and Alleen Pace Nilsen. "The 2005 Honor List: A Wealth of Books to Compare." English Journal 96, no. 1 (2006): 90–96. http://dx.doi.org/10.58680/ej20065698.

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The eight books on the 2005 Honor List were chosen by the authors of this article from those that had won prizes, including the Printz Award or the Newbery Medal, and that were most frequently listed as “best books” by committee members of the Young Adult Library Services Association and book review editors of such publications as the New York Times, School Library Journal, Book List, and Horn Book.

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FLEMING, KIMBERLY, and KAREN PARKER. "Character Traits Depicted in Newbery Medal Books from the 1920s Through the 2000s." Journal of Research on Christian Education 22, no. 3 (2013): 264–82. http://dx.doi.org/10.1080/10656219.2013.850994.

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Dissertations / Theses on the topic "Newberry Medal"

1

Bryant, Julie Beth. "Character Traits in Newbery Award Literature 1997-2007." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Morton, Tami Butler. "Identity of African American Characters in Newbery Medal and Newbery Honor Award Winning Books: a Critical Content Analysis of Books From 1991 to 2011." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177233/.

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The purpose of this study was to conduct a critical content analysis of the African American characters found in Newbery Medal award winning books recognized between the years of 1991 and 2011. The John Newbery Medal is a highly regarded award in the United States for children's literature and esteemed worldwide. Children's and adolescents' books receive this coveted award for the quality of their writing. Though these books are recognized for their quality writing, there is no guideline in the award criteria that evaluated the race and identity of the characters. Hence, there are two overarching research questions that guided this study. The first question asked: To what extent are the African American characters in each award winning book represented? Foci in answering this question were the frequency of African American characters and the development of their ethnic identities. The second question asked: How are the African American characters' intergroup attitudes and interactions represented? Foci in answering this question examined the frequency of intergroup interactions and the characters' attitudes within the context of each book. The theoretical framework that undergirded this study is critical literacy, which encourages adults and youth to examine issues of diversity and social justice through their reading. Eighteen books met the criteria for the study, which provided 98 African American characters for investigation through content analysis. The qualitative methodology used frequency counts, anecdotal notes and questionnaires to analyze the characters. Findings revealed two key themes: the characterization of ethnic identity as a reflection of society and African American characters as models of agency. Further themes became evident in this study as well: the evolution of cultural authenticity, strong African American female characters, importance of the African American family and the acknowledgement of African American involvement in history. These findings are significant because they provided evidence of the potential of these Newbery award winning books to be the catalyst for critical classroom conversations on identity and agency. Findings also provided increasingly strong examples of ethnic role models within these notable titles.

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Bones, Gail Nelson. "The six pillars of character in 21st century Newbery Award Books." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Pehrson, Casey Lin. "Portrayal of Characters with Disabilities in Newbery Books." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2821.

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Commonly practiced in school settings, bibliotherapy promotes healing and problem solving. In schools, bibliotherapy should be utilized to educate and empower students and to enhance the classroom experience. In order to achieve this purpose, teachers need a variety of books to specifically target students' unique needs. Award-winning books, such as those receiving the prestigious Newbery Medal, are important resources for teachers. This study examined the portrayal of characters with disabilities in 249 Newbery Medal and Honor books published between 1922 and 1974. From this sample, 20 books featured a combined total of 21 characters with a disability, as defined by the 13 disability categories (Individuals with Disabilities Education Act, IDEA). The majority of characters were portrayed with orthopedic impairment (43%; n = 9). Other disabilities represented in this sample of books included visual impairment (19%; n = 4); emotional disturbance (14%; n = 3); mental retardation (9%; n = 2); speech or language impairment (5%; n = 1); multiple disabilities (5%; n = 1); and other health impairment (5%; n = 1). Overall, according to the language and customs of the time period that reflected the settings of the books, characters with disabilities were sensitively portrayed. However, when judged by today's standards, these portrayals were considered insensitive.

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Martin, Kimberly Bartels. "A descriptive view of the portrayal of Jewish and Christian lifestyles in award-winning children's books from 1960 to 1990 using content analysis." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722242.

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The extent to which Jewish and Christian lifestyle actions were portrayed in 62 children's books of accepted literary worth was studied. The researcher read the Newbery award book and one Newbery honor book for each year in search of actions that Jewish and Christians active in their faiths deemed important. The sample consisted of the Newbery award book and one Newbery honor book for each year from 1960 to 1990. A content analysis of 13 action categories found that the five most common actions were (1) compassionate/ charitable deeds, (2) telling others about God, (3) prayer, (4) worship attendance and (5) reading the Bible. No significant change in the frequency of the 13 actions was found over time. However, the researcher found that Jewish and Christian lifestyles were portrayed only nominally in the Newbery books. The sample distribution shows that 65 percent of the sampled books contained fewer than the mean of 4.9 actions per 100 pages. Only six books contained strong Jewish or Christian characters - that is, main characters whose faith in God was portrayed as playing an important role in everyday life. Jewish characters of any kind (prominent or obscure) were found in only three books. Of the eight books that contained more than 10 actions per 100 pages, only one was about people in a contemporary setting: The Great Gillv Hopkins (1979). Actions were recorded regardless of which character committed them. In four books, characters' actions seemed inconsistent with the rest of the character's portrayed lifestyle. Some books contained a large number of actions contrary to Judeo-Christian lifestyles, with portrayals of hate and cruelty far outweighing portrayals of Jewish or Christian lifestyle actions. The most extreme of these wereThe Tombs of Atuan (1972) and The Witches of Worm (1973). Other studies have asserted that multicultural literature should be preferred because children need positive exposure to all cultures. This study concludes that portrayal of the cultures of committed Jews and Christians has not been common of the Newbery books since at least 1960.<br>Department of Journalism

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Despain, Shannon Marie. "A Content Analysis of Family Structure in Newbery Medal and Honor Books, 1930 -- 2010." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3648.

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Newbery books are a reliable representation of quality children's literature. They have not previously been formally evaluated by the family structures represented in the books. This content analysis considered 87 contemporary realistic fiction Newbery winner and Honor books since the 1930s that portray families in English-speaking, western settings. The family structures portrayed in these books were compared with the family structure categories of the decade in which each book is set. Percentage comparisons revealed that the 1930s, 1940s, and 1950s do not represent the actual family structures of their time period. After the Age of New Realism began in the mid 60s, the family structures in the books more closely matched the family structures of their decade, but several discrepancies remained.

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Griffin, Melanie. "Once Upon a Genre: Distant Reading, the Newbery Medal, and the Affordances of Interdisciplinary Paradigms for Understanding Children’s Literature." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7160.

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Typical critical patterns for studying children’s literature, defined in this study as a written text intended for a reader up to the age of 14, make it difficult to chart generic change across a large corpus of texts. Traditionally, criticism of children’s literature focuses on cherry picked archetypes, exemplars, and the standout extraordinary. This study employs interdisciplinary methods and data sources from library science, education, and literary studies to create a method for analyzing a sample corpus of children’s literature more holistically vis-à-vis distant, macroscopic reading techniques. In this dissertation, I macroscopically read the corpus of Newbery Medal-winning texts in order to identify patterns of change in the genre of prized 20th century American children’s literature, seeking to animate this corpus of texts in different ways than is possible through microscopic analysis alone. The resulting analysis foregrounds the shared conventions of the text set, including descriptive elements, including bibliographic information, author information, publisher information, illustrative content, and length; structural elements, point of view, literary form, and select measures of text complexity; and thematic elements, including book summaries and subject analyses from a range of library, publisher, and social media databases. In addition, I consider various metrics for assessing popularity of the corpus as a whole and the ways in which popularity changes as time passes. Ultimately, in this dissertation I distantly read the corpus in conversation with existing critical understandings of the Newbery Medal, which previous critics generated using microscopic, close reading techniques, in order to investigate what changes with the introduction of distant methods. Distantly reading this corpus in conversation with existing critical understandings of the Newbery reveal that a more holistic approach to analysis paints a broader, more complete picture of the genre of prized children’s literature than microscopic, close reading alone does. Further, distant reading underscores the critical importance of explicit attention to methodology. The results that distant reading uncovers are inextricably intertwined with the methodological decisions made.

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CHUN, YANG PEI, and 楊珮君. "Diaspora and Identity: Exampled with the Newbery Medal." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/42xs3x.

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碩士<br>國立臺東大學<br>兒童文學研究所<br>98<br>The literary works of Newbery Medal award、which also cover racial issues、are quite influential to Children’s Literature worldwide. This study、referring to the literature below: Roll of Thunder、Hear My Cry、Dragonwings、Dragon’s Gate、Hattie Big Sky、Penny from Heaven and Kira-Kira、is to explore how Children’s Literature represents the racial issue that has been controversial for a long time、and speeches for the vulnerable races through the form of the novel. This study intends to cite postcolonial theory to probe the ethnic minority writers and their diaspora plus identity of the texts. While thoroughly studying these texts、most novels were found they are related to the historical matters and writers use American Dream as the theme of text. The writers、the immigratory descents、aim to recall the history and memories with their texts、and get closed to the homeland by writing. And、in the ending chapter of the individual novel it has the same result: Returning to 「Family」. The plots should match the model "Home–Away–Home". This model displays that the family is the final belonging to the bicultural ethnic minority writers. Family is the one that offers the supportive power. The works among them has two common characters: Family and Love. Family is considered a starting point. Love is the mainstream surrounding every plot. Following by the globalization、new immigrants are worldwide and the issue of diaspora and identity exists among the races. Overall、leaving is to find a better life、to start a glorious new life.

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9

Chen, Yuh-Hwa, and 陳毓華. "Write China and Read China - Newbery Medal prize novels." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/55064264272854706089.

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碩士<br>國立臺東大學<br>兒童文學研究所<br>92<br>In history, the Chinese were almost negatively delineated and stereotyped in Western literature. According to Edward W. Said, the binary polarization is that the West is superior to the East in Western texts. Western writers are controlled by social ideology, represent consistent the Orient, and form the approbation to the culture of themselves through the Orient. As a researcher, I doubt whether there is similar phenomenon in Children’s literature or not? Did writers carry out latent Orientalism in the name of multicultural education? Since twenty century, realism was risen in America. Many writers of children’s literature have written novels about other culture in order to introduce multiculture. Take China for example, there are six ones about China in all Newbery Medal prize novels : Shen of the Sea, Young Fu of the Upper Yangtze, The House of Sixty Fathers, Dragonwings, Homesick: My Own Story,and Dragon’s Gate. The thesis adopts Edward W. Said’s theory “Orientalism” to discuss the image of China expressed in these novels. According to authors’ point of view, these texts show not only the common characteristic of human nature, but also the features of the Other. Moreover, I proceed from readers to study the interaction of characters, authors, and readers and reveal multi-faceted significance. In texts, because of the difference of characters, there are the clear contrast between the Western and the Chinese. Thus readers will have projection and get the identification of themselves. Due to the difference of author’s experience, it shows the diversity of texts. Readers have distinct response to the implied gaps of the text as a result of the readers’ background. Through the content of texts, I conclude the rules that writers form the similarities and differences, and ideology hidden among these novels.

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FuChing, Liu, and 劉馥菁. "Female Adolescence as Depicted in Novels Awarded the Newbery Medal." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15369072200314537888.

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博士<br>國立臺中教育大學<br>語文教育學系碩博士班<br>101<br>In the fictitious world of novels we can see certain truths of life. In this paper I take the feminist perspective supplemented with those of sociology and adolescent psychology to make a detailed textual analysis of the Chinese translations of several novels which have won the Newbery Medal. It was found that these novels do in fact provide a realistic depiction of female adolescence. In chapter 1 I explain the motivation and aim of the study, and the technical terms commonly used. I then present a review of the related literature, the methodology, and the scope and limitations of the study. In Chapter 2 I examine the difficulties typically faced by adolescent females due to family background, low self-esteem, and cultural constraints. In Chapter 3 I discuss the loss of personal autonomy which sets in motion the maturation process. In Chapter 4 I examine how adolescent women attain self-transcendence through transformations in self-image, self-awareness, and abilities. In Chapter 5 I discuss how adolescent women seek integration through subjective awareness, insight into life, emotional maturity, and overcoming alienation. In Chapter 6 I conclude by pointing out that in the process of growing up young women need to use both behavioral and psychological adaptation strategies to cope with the various types of challenges they meet in adolescence. Even though some of the characters don’t actually find a way out of their predicament, they are still able to come to terms with it on a psychological level. Finally, I emphasize that it is necessary for young women to give due consideration to both internal and external factors if they are to successfully complete the journey through adolescence.

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Books on the topic "Newberry Medal"

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Angeli, Marguerite De. Qiang liu men. Xing guang chu ban she, 1987.

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Russell, Roberts. John Newbery and the story of the Newbery Medal. Mitchell Lane Publishers, 2004.

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Coatsworth, Elizabeth Jane. The cat who went to heaven. 3rd ed. Aladdin Paperbacks, 2008.

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Coatsworth, Elizabeth Jane. The cat who went to heaven. Scholastic, 1987.

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Coatsworth, Elizabeth Jane. The cat who went to Heaven. Macmillan, 1985.

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Coatsworth, Elizabeth Jane. The cat who went to heaven. 2nd ed. Aladdin Books, 1990.

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Pavlos, Suzanne. CliffsNotes The 1990s Newbery Medal Winners. John Wiley & Sons, Ltd., 2000.

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DiCamillo, Kate. The tale of Despereaux: Being the story of a mouse, a princess, some soup, and a spool of thread. Candlewick Press, 2013.

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DiCamillo, Kate. La quête de Despereaux, ou, L'histoire d'un souriceau, d'une princesse, d'un bol de soupe et d'une bobine de fil. Éditions Scholastic, 2004.

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Gillespie, John Thomas. The Newbery companion: Booktalk and related materials for Newbery Medal and Honor books. Libraries Unlimited, 1996.

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Book chapters on the topic "Newberry Medal"

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Rickard Rebellino, Rachel L., and Rebekah May Degener. "Playing to Win the Newbery." In Dust Off the Gold Medal. Routledge, 2021. http://dx.doi.org/10.4324/9780367337223-14-15.

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Clark, Beverly Lyon. "The Most Scorned of the Newbery Medalists?: Daniel Boone (1940)." In Dust Off the Gold Medal. Routledge, 2021. http://dx.doi.org/10.4324/9780367337223-5-6.

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Ringel, Paul. "16The Dark Frigate (1924) and the Use of Masculinity in Early Newbery Culture." In Dust Off the Gold Medal. Routledge, 2021. http://dx.doi.org/10.4324/9780367337223-1-2.

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