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Teaching Children's Literature: It's Critical! 2nd edition [Pehme köide]

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(Indiana University-Bloomington (Emeritus), USA), , (Indiana University-Purdue University, USA)
  • Formaat: Paperback / softback, 300 pages, kõrgus x laius: 254x178 mm, kaal: 560 g, 23 Tables, black and white; 9 Line drawings, black and white; 16 Halftones, black and white; 25 Illustrations, black and white
  • Ilmumisaeg: 15-Nov-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138284262
  • ISBN-13: 9781138284265
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Teaching Children's Literature: It's Critical! 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 300 pages, kõrgus x laius: 254x178 mm, kaal: 560 g, 23 Tables, black and white; 9 Line drawings, black and white; 16 Halftones, black and white; 25 Illustrations, black and white
  • Ilmumisaeg: 15-Nov-2017
  • Kirjastus: Routledge
  • ISBN-10: 1138284262
  • ISBN-13: 9781138284265
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781138284265.html
Märksõnad:
Inviting multiple ways of critically engaging with literature, this text offers a fresh perspective on how to integrate childrens literature into and across the curriculum in effective, purposeful ways. Structured around three "mantras" that build on each otherEnjoy; Dig deeply; Take actionthe book is rich with real examples of teachers implementing critical pedagogy. The materials and practical strategies focus on issues that impact childrens lives, building from students personal experiences and cultural knowledge to using language to question the everyday world, analyze popular culture and media, understand how power relationships are socially constructed, and consider actions that can be taken to promote social justice.

Written for teachers and teacher educators, each chapter opens with three elements that are closely linked: classroom vignettes showcasing the use of literature and inviting conversation; three key principles elaborating the main theme of the chapter and connecting theory with practice; and related research on the topics and their importance for curriculum. Other chapter features include key issues in implementation, suggestions for working with linguistically and culturally diverse students, alternative approaches to assessment, and suggestions for further reading. A companion website to enrich and extend the text includes an annotated bibliography of literature selections, suggested text sets, resources by chapter, and ideas for professional development.

Changes in the Second Edition:











Voices from the Field vignettes include examples from inspiring educators who use trade books to promote critical thinking and diversity





Updated chapters include information on new technology and electronic resources





New references in the principles sections and new resources for further study







New childrens books added throughout the chapters as well as to the companion website

Arvustused

"If you are searching for a childrens literature text that speaks to issues beyond what is effective literature, this is the text that you should include in your teaching. Leland, Lewison and Harste have created a text that is practical and relies on sound research to provide a pathway to building connections with literature."

Kevin Cordi, Ohio Northern University, USA

"This text celebrates the potential of childrens literature to encourage readers to engage in the reading process, to think critically, to sort through ideas, and act on them. Theory and practice are grounded in pedagogy that puts the reader at the center of the process, enjoying the adventure with high quality literature across the curriculum."

Denise H. Stuart, The University of Akron, USA

"Teaching Childrens Literature: Its Critical! is a must read. The authors cleverly combine research, theory, and strategies that support classrooms filled with students who love reading, read critically, and use knowledge to advocate for equity."

Lunetta Williams, University of North Florida, USA

Preface xi
Acknowledgments xv
1 Introduction: Enjoy! Dig Deeply! Take Action!
1(16)
Why Trade Books Matter
3(2)
A Purist Approach vs. a Critical Approach
5(1)
Our Conceptual Framework
6(2)
Turning Children and Young People on to Reading: The Basics
8(2)
Why We Wrote This Book
10(1)
What Makes This Book Special
10(4)
Why This Book and Your Beliefs Are Important
14(1)
Children's and Adolescent Literature
14(1)
Professional Publications
15(2)
2 Why Reading Aloud Is Crucial
17(24)
Principle #1 Good Books Lead to Good Conversations
19(3)
Principle #2 Reading Aloud Supports a "Readerly Identity"
22(4)
Principle #3 Don't Apologize for Having Fun
26(2)
Key Issues in Implementation
28(4)
Working With Linguistically and Culturally Diverse Students
32(1)
Technology Extensions and Electronic Resources
33(1)
Assessment
34(1)
Voices from the Field
34(3)
Children's and Adolescent Literature
37(1)
Professional Publications
37(4)
3 Teaching Reading with Literature
41(28)
Principle #1 Not All Emergent Literacy Practices Are Equal
42(6)
Principle #2 A Critical Transactional Model Explains How Reading Works
48(6)
Principle #3 Reading and Writing Go Together
54(3)
Key Issues in Implementation
57(2)
Working With Linguistically and Culturally Diverse Students
59(1)
Technology Extensions and Electronic Resources
60(1)
Assessment
61(1)
Voices from the Field
62(2)
Children's and Adolescent Literature
64(1)
Professional Publications
65(4)
4 Choosing Books: Diversity Counts
69(28)
Principle #1 Books About Social and Political Issues Open Up New Curricular Spaces
71(2)
Principle #2 Authentic Multicultural Literature Matters
73(4)
Principle #3 Using International Literature Matters
77(6)
Key Issues in Implementation
83(2)
Working With Linguistically and Culturally Diverse Students
85(3)
Technology Extensions and Electronic Resources
88(1)
Assessment
89(1)
Voices from the Field
89(3)
Children's and Adolescent Literature
92(1)
Professional Publications
93(4)
5 Language Study: Lingering in Text
97(22)
Principle #1 There Is Always Another Perspective
99(3)
Principle #2 Critical Readers Recognize Frames and Stereotypes
102(3)
Principle #3 Language Study Helps Readers Unpack Texts
105(2)
Key Issues in Implementation
107(2)
Working With Linguistically and Culturally Diverse Students
109(1)
Technology Extensions and Electronic Resources
110(1)
Assessment
111(1)
Voices from the Field
112(2)
Children's and Adolescent Literature
114(1)
Professional Publications
115(4)
6 Supporting Literature Discussions
119(30)
Principle #1 Literature Discussion Groups Support Reading as a Social Event
122(2)
Principle #2 Text Sets Support Powerful Conversations
124(3)
Principle #3 There Are Multiple Goals and Multiple Strategies for Literature Study
127(8)
Key Issues in Implementation
135(3)
Working with Linguistically and Culturally Diverse Students
138(1)
Technology Extensions and Electronic Resources
139(1)
Assessment
139(1)
Six-Box Literature Response Strategy
140(1)
Voices from the Field
141(3)
Children's and Adolescent Literature
144(1)
Professional Publications
144(5)
7 Books across the Curriculum: Focused, Author, Illustrator, and Genre Studies
149(24)
Principle #1 Focused Studies Open New Possibilities for Inquiry
152(4)
Principle #2 Author and Illustrator Studies Connect Kids With Writers and Artists
156(5)
Author Studies
156(3)
Illustrator Studies
159(2)
Principle #3 Genre Studies Encourage Digging Deeply
161(3)
Key Issues in Implementation
164(1)
Working With Linguistically and Culturally Diverse Learners
165(1)
Technology Extensions and Electronic Resources
165(1)
Assessment
166(1)
Voices from the Field
167(3)
Children's and Adolescent Literature
170(1)
Professional Publications
170(3)
8 Responding to Literature through the Arts
173(22)
Principle #1 The Arts Provide New Access to Literacy
175(5)
Principle #2 Drama Supports Digging Deeply
180(1)
Principle #3 The Arts Support Readers in Taking a Critical Stance
181(3)
Key Issues in Implementation
184(1)
Working With Linguistically and Culturally Diverse Learners
185(1)
Technology Extensions and Electronic Resources
186(1)
Assessment
187(1)
Voices from the Field
188(3)
Children's and Adolescent Literature
191(1)
Professional Publications
192(3)
9 Challenging the Challengers
195(24)
Principle #1 Why Censorship Threatens Democracy
196(5)
Principle #2 Even Troublesome Books Have Potential
201(4)
Principle #3 Book Awards Are More Complicated Than They Seem
205(3)
Key Issues in Implementation
208(1)
Working With Linguistically and Culturally Diverse Students
208(1)
Technology Extensions and Electronic Resources
209(1)
Assessment
210(1)
Voices from the Field
211(3)
Children's and Adolescent Literature
214(1)
Professional Publications
214(5)
10 Literature Response Strategies
219(28)
30-Second Book Talks
219(1)
Art Trading Cards
219(1)
Materials and Procedures
219(1)
Other Notes
220(1)
Extensions
220(1)
Author Wall of Fame
220(1)
Materials and Procedures
221(1)
Other Notes
221(1)
Becoming a Text Analyst
221(1)
Materials and Procedures
222(1)
Big Books
222(1)
Materials and Procedures
222(1)
Other Notes
223(1)
Book Brochures
223(1)
Buddy Reading (see Literature Circles: Extensions)
223(1)
Chart-a-Conversation
223(1)
Materials and Procedures
223(1)
Conscience Circle (see Process Drama)
224(1)
Counter Narratives (see Emancipatory Fairy Tales)
224(1)
Cultural X-Rays
224(1)
Materials and Procedures
224(1)
Other Notes
224(1)
Deconstructing Fairy Tales
224(1)
Developing a Miscue Ear
224(1)
Discourse Analysis for Kids
225(1)
Materials and Procedures
225(1)
Other Notes
226(1)
Draw and Write in Role (see Process Drama)
226(1)
Emancipatory Fairy Tales
226(1)
Materials and Procedures
226(1)
Extensions
227(1)
Environmental Print Books (see Literature Logs: Extensions)
227(1)
Frames and Stereotypes
227(1)
Graffiti Board
227(1)
Materials and Procedures
227(1)
Other Notes
227(1)
Hot Seat (see Process Drama)
228(1)
Ink Shedding (see Say Something: Extensions)
228(1)
Interpretive Stances
228(1)
Materia Is and Procedures
228(1)
Other Notes
229(1)
I-Statement Charts
229(1)
Materials and Procedures
229(1)
Other Notes
229(1)
Key Ideas (see Quotable Quotes: Extensions)
229(1)
Language at Work
229(2)
Materials and Procedures
230(1)
Other Notes
230(1)
Learning Wall (see
Chapter 6: Assessment)
231(1)
Literature Circles
231(1)
Materials and Procedures
231(1)
Extensions
232(1)
Literature Logs
232(1)
Materials and Procedures
232(1)
Extensions
233(1)
Literature Response Little Books (see One-Page Stapleless Books: Extensions)
233(1)
Little Books (see One-Page Stapleless Books: Extensions)
233(1)
Mantle of the Expert (see Process Drama)
233(1)
Mini-Inquiries into Challenged or Banned Books
233(1)
Mini-Inquiry Books (see One-Page Stapleless Books: Extensions)
233(1)
Musical Conversation (see Written Conversation: Extensions)
233(1)
One Observation, One Connection, One Question, One Surprise
233(1)
Materials and Procedures
234(1)
Other Notes
234(1)
One-Page Stapleless Books
234(1)
Materials and Procedures
234(1)
Extensions
234(1)
Partner Reading (see Literature Circles: Extensions)
235(1)
Open-Ended Questions
235(1)
Patterns & Surprises (see Quotable Quotes: Extensions)
235(1)
Picture This (see Sketchbooks: Extensions)
235(1)
Postcards of the Mind (see Say Something: Extensions)
235(1)
Process Drama
235(2)
Materials and Procedures
236(1)
Other Notes
237(1)
Quotable Quotes
237(1)
Materials and Procedures
237(1)
Extensions
238(1)
Roles in Literature Circles (see Literature Circles: Extensions)
238(1)
Save the Last Word for Me (see Quotable Quotes: Extensions)
238(1)
Say Something
238(1)
Materials and Procedures
238(1)
Other Notes
238(1)
Extensions
239(1)
Six-Box Literature Response Strategy
239(1)
Sculpting (see Process Drama)
239(1)
Sketchbooks
239(1)
Materials and Procedures
239(1)
Extensions
239(1)
Sketch to Stretch (see Transmediation: Extensions)
240(1)
Soundscape (see Process Drama)
240(1)
Student in Role (see Process Drama)
240(1)
Subtext Strategy
240(1)
Materials and Procedures
240(1)
Other Notes
240(1)
Tableau (see Process Drama)
241(1)
Taking Inventory
241(1)
Materials and Procedures
241(1)
Tapping In (see Process Drama)
241(1)
Target, Perpetrator, Ally, Bystander
241(1)
Materials and Procedures
241(1)
Other Notes
242(1)
Teacher in Role (see Process Drama)
242(1)
Text Sets
242(1)
Materials and Procedures
242(1)
Other Notes
243(1)
Three Pluses and a Wish
243(1)
Materials and Procedures
243(1)
Other Notes
243(1)
Through the Cracks
244(1)
Transmediation
244(1)
Materials and Procedures
244(1)
Extensions
244(1)
What If (see Emancipatory Fairy Tales)
245(1)
Written Conversation
245(1)
Materials and Procedures
245(1)
Extensions
245(1)
Zentangles (see Art Trading Cards: Extensions)
245(1)
Children's and Adolescent Literature
245(1)
Professional Publications
246(1)
About the Authors 247(4)
Bibliography: Children's and Adolescent Literature 251(7)
Bibliography: Professional Publications 258(11)
Index 269
Christine H. Leland is Professor of Literacy, Culture, and Language Education at Indiana University-Purdue University, Indianapolis, USA.

Mitzi Lewison is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, USA.

Jerome C. Harste is Distinguished Professor Emeritus of Language, Literacy, and Culture at Indiana University, Bloomington, USA.