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Virginia Haviland. A Pioneer and Leader in Youth Services By: Danielle Todd. Brief Biography. May 21, 1911 – January 6, 1988. Born in Rochester, New York BA in Math and Economics from Cornell in 1933 Worked at Boston Public Library from 1933 to 1963

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Virginia haviland

Virginia Haviland

A Pioneer and Leader in Youth Services

By: Danielle Todd


Brief biography

Brief Biography

May 21, 1911 – January 6, 1988

Born in Rochester, New York

BA in Math and Economics from Cornell in 1933

Worked at Boston Public Library from 1933 to 1963

Reviewer and associate editor of Horn Book from 1952 to 1963

Served on chair of the Newbery/Caldecott Award Committee from 1953-1954

President of the International Hans Christian Anderson Award jury from 1972-1974.

Head of Children’s Literature at the Library of Congress in Washington D.C. from 1962 to 1981


Crazy fact

Crazy Fact:

She did all of these without ever getting a MLIS!


Guiding philosophy

Guiding Philosophy

“The right book for the right child at the right time”.

Select best material to encourage informational growth and imaginative potential.

Service children as individuals rather than groups.


Major achievements

Major Achievements

Children’s Book Reviewer

Fairytale Series

First head of Children’s Literature Center at the Library of Congress

Children’s Literature: A Guide to Reference Sources.


Book reviews

Book Reviews

Child centered approach.

All books reviewed were thought of in child friendly terms.

“I do think of the children and know that to overpraise a book does them a disservice” (Smith).


Favorite fairy tales told in

Favorite Fairy Tales Told In…

16 books, each focusing on a single country

Chose language and approaches that children could easily understand.

Believed fairy tales and folk lore to be an excellent way to development the imagination of youth.


Children s literature a guide to reference sources

Children’s Literature: A Guide to Reference Sources

“Legitimized” this area in a public context

Tool for individuals interested in the history and study of this field

Has served as both a reference and selection tool in the history of children’s literature.


Conclusion

Conclusion

Maximized the experience of children’s literature for the child.

Helped to establish children’s literature as a valid field of study.

“For her, childhood was that stage of life to be revered and encouraged. She felt that part of this reverence could be manifested through caring about a major artifact of childhood, namely, the child’s literature” (Smith).


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