choosing quality nonfiction

HOW TO CHOOSE QUALITY NONFICTION BOOKS

Judy Sweetman

Too Many Choices

You step into the library, ready to find a nonfiction book to share with your students. Wow! There are quite a few books here. Too many, in fact. And, you know you have to pick a good one. But, how can you know what is good? Let's look at some of the characteristics of quality nonfiction books.

Guidelines

Let's start with some overall guidelines. These guidelines are the first things to consider.

Guidelines

Authority Accuracy

Literary Artistry

AuthorityWhat type of research has the author conducted? Determine the breadth and depth of the research, and whether the author has consulted with experts in the field about what they are writing.

Guidelines

AccuracyYou will want to provide nonfiction books that are current. Check to see if the author is distinguishing between facts and theories or opinions. To determine if a book is accurate, read reviews and compare the information with that in other sources, such as an encyclopedia.

Authority Accuracy

Literary Artistry

Guidelines

Literary ArtistryEven though nonfiction differs from fiction, it is still literature. Therefore quality nonfiction will contain:• Voice, making the

subject matter come alive

• Style, complete with metaphors and similes and great hooks

Authority Accuracy

Literary Artistry

Types of

NonfictionWhat do you mean—types of nonfiction? I thought nonfiction was nonfiction! No, there are so many different types of nonfiction books. Nonfiction is the name for the large genre that encompasses all of the other sub-genres.

Types of Nonfiction

Purpose Scope

Depth

PurposeAs you are looking for nonfiction books for your students, think about your purpose in sharing them. Do you need:• Concept books• Photographic essays• Identification/handbooks• Life cycle books• Biography• Experiment/activity/how-to • Survey• Document/journal/diary• Specialized books• Reference books• Informational picture storybooks

Types of Nonfiction

Purpose Scope

Depth

ScopeNonfiction writers present information at different levels. Some authors introduce the concept, whereas other authors discuss large aspects of the topic. You might think about this in terms of breadth.

Types of Nonfiction

Purpose Scope

Depth

DepthDepth refers to the amount of details an author has provided. If the nonfiction book is for younger children, both the scope and depth will be limited. If the book is for older students, either the scope or depth will increase—or both.

Analyzing Rigor

You will want to think about the rigor, or complexity of the text you choose. You can use a Lexile level to do this. Type in the title of the book at https://lexile.com. But rigor also has to do with relevance and interest of the students—not just difficulty.

https://lexile.com/

Analyzing Rigor

RigorRigor is more about increasing the transaction and the engagement of the text, than increasing the difficulty.

Rigor Relevance

Interest

Analyzing Rigor

Rigor Relevance

Interest

RelevanceRelevance is a necessary component for rigor in nonfiction. Don’t confuse relevance with interest. Relevance is personal—it’s what really matters to the reader.

Analyzing Rigor

Rigor Relevance

Interest

InterestInterest is about something outside of the reader—something out in the world. Interest is often short-lived. Interest doesn’t always mean relevant.

Connections

You will want to choose books to which students will connect You want them to be excited about learning, about reading, about discovering. Just the right book can do this!

Choose Books that Will

Connect to Kids’ Lives

Preference Background

TeacherObservations

PreferenceTo determine students’ preference in nonfiction materials, an interest inventory can be given. Be sure the questions and prompts will actually assess preferences for nonfiction topics, rather than fiction.



BackgroundEach student brings his/her own background knowledge to a concept/topic. Students need to make connections in the following ways:• Text to self• Text to text• Self to world


TeacherObservations



Teacher ObservationsMake notes as you observe your students. • Who are their friends? • What do they discuss? • In which

topics/concepts do they show interest?

• About what do they ask questions?


TeacherObservations

Visual Literacy

Visual literacy is an important component of the Iowa Core ELA, as well as a necessary 21st-Century skill. Choosing books with quality visuals is as important as choosing books with quality information!

Choose Books that

Contain High-Impact

Visuals

Types ofVisuals

Visual LiteracySkills

Types of VisualsThere are many different types of visuals that students will need to become adept at reading in order to interpret our complex society:Charts GraphsMaps TablesPhotographs DiagramsCut-aways VideoGraphic novels Posters Cartoons EditorialsInfographics Comparisons

Photographs

Choose Books that

Contain High-Impact

VisualsVisual Literacy Skills

Just as in learning to read text, there are many skills associated with visual literacy. Some of the most important are:• Collect data• Draw inferences• Arrive at conclusions• Evaluate/critique

Types ofVisuals


Photographs

Choose Books that

Contain High-Impact

VisualsPhotographs

Students are generally drawn more to nonfiction books that contain high quality photographs, as opposed to drawings or paintings. Historical photographs help to enhance students understanding of the text, as well.

Types ofVisuals


Photographs

Conclusion

ConclusionChoosing quality nonfiction can be a daunting task. Enlist the help of your students. They can recognize quality nonfiction easily, as they will be attracted to what interests them, what speaks to them, and what enhances their understanding.

References

References• Beers, K. & Probst, R.E.

(2016). Reading nonfiction: Notice & note stances, signposts, and strategies. Portsmouth, NH: Heinemann.

• Kristo, J.V. & Bamford, R.A. (2004). Nonfiction in focus. New York, NY: Scholastic.

• Moss, B. (2003). Exploring the literature of fact. New York, NY: The Guilford Press.

choosing quality nonfiction

Education