Q: Generally speaking, how are educators using biographies in the
classroom at present?
A: Biographies are regularly assigned in relation to curriculum
projects, especially history but also other subjects from music to
literature and science. Of course,
children read biographies for their own pleasure, as well, because a
good story about an interesting life is hard to resist. Both school and
public libraries stock their collections with biographies at all reading
levels.
Q: What are the trends in such texts?
A: We have had a major trend in the last decade of picture book
biographies, such as the 1999 Caldecott Medal winner Snowflake Bentley,
Don Brown’s Uncommon Traveler: Mary Kingsley in Africa, or Doreen
Rappaport’s Martin’s Big Words: The Life of Dr. Martin Luther King,
Jr. On the other hand, young adult biographies have burgeoned as well,
with titles such as Elizabeth Partridge’s Boston Globe/Horn Book
nonfiction winner This Land Was Made for You and Me: The Life and Songs
of Woody Guthrie, and Russell Freedman’s distinguished body of
award-winning work.
Q: What are educators and publishers looking for generally?
A: Accuracy, authority (source notes, research references), clear and
engaging writing, archival photographs or good illustrations, historical
context, inclusive of controversial issues.
Q: Are there general precepts for such books (other than that they are
accurate, sensitive to diversity, well-written, appropriate for kids,
etc)?
A: It’s important to steer clear of the adulatory tone that used to
dominate juvenile biographies; balanced, honest reporting is the current
mandate. Also, inclusion of ordinary people as a focus and sometimes as
heroes; see my own book, Seven Brave Women, as an example.
Q: Do you find that biographies lead youngsters to wider history or
other disciplines?
A: This is certainly the traditional goal of connecting youth with the
stories of others’ lives, from sports figures to political leaders.
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