Schroeder, MeadowMcKeough, Anne M.Graham, SusanStock, Hayli R.Bisanz, Gay L.2020-05-192020-05-192008-01Schroeder, M., McKeough, A. M., Graham, S. A., Stock, H. R., & Bisanz, G. L. (2009). The Contribution of Trade Books to Early Science Literacy: In and Out of School. "Research in Science Education". 2009: 39. pp. 231-250. http://dx.doi.org/10.1007/s11165-008-9082-0http://hdl.handle.net/1880/11209610.11575/PRISM/43707Lifelong science literacy begins with attitudes and interests established early in childhood. The use of trade books (i.e., a literary work intended for sale to the general public) in North American school classrooms to support the development of science literacy invites an examination of the quality of science content disseminated to students. A total of 116 trade books were examined to: (a) determine the degree to which science trade books complement expected science knowledge outcomes outlined in school curricula, and (b) compare trade book content to the goals of scientific literacy. Analysis across four science topics, Dinosaurs, Space, Inheritance, and Growth and Life Properties, revealed that this body of children’s literature is inconsistent in its coverage of curricular goals and elements of scientific literacy. Because trade books represent children’s first exposure to science, these shortcomings should be addressed if these books are to be maximally effective in promoting science literacy. Implications for using trade books in the classroom are discussed.engUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.https://creativecommons.org/licenses/by/4.0journal articlehttp://dx.doi.org/10.1007/s11165-008-9082-0