Thinking and Learning through Children's Literature

(Hardback)

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Description

Much of teachers attention these days is focused on having students read closely to ferret out the authors intended meaning and the devices used to convey that meaning. But we cannot forget to guide students to have moving engagements with literature, because they need to make strong personal connections to books of merit if they are to become the next generation of readers: literate people with awareness of and concern for the diversity of human beings around them and in different times and places. Fortunately, guiding both students personal engagement with literature and their close reading to appreciate the authors message and craft are not incompatible goals. This book enthusiastically and intelligently addresses both imperatives, first surveying what is gained when students are immersed in literature; then celebrating and explicating the main features of literature students need to understand to broaden their tastes and deepen their engagement, at the same time they meet external standards; then presenting a host of active methods for exploring all major genres of childrens books; and finally presenting suggestions for interdisciplinary teaching units grounded in literature. Created by noted leaders in the fields of childrens literature and literacy, the book is enlivened by recurring features such as suggested reading lists, issues for discussion, links to technology, and annotations of exemplary books.

Reviews

This succinct text offers preservice and practicing teachers a worthy overview of the importance of making thoughtful use of childrens literature in daily instruction and directions for doing so. Divided into five chapters, the book begins with a summary of research on childrens literature, including the goals of 21st-century reading and perspectives on the ways in which students make meaning from what they read. The authors then detail various literary genres, subgenres, formats, and elements. The remaining three chapters focus on engaging students with literature in the classroom and present practical strategies for fostering a culture of reading, building classroom libraries, reading aloud, incorporating storytelling, and exploring literature in depth. There are sample activities, discussion questions, graphic organizers, and ideas for lessons and units. Lists of references, resources, and reflective prompts follow each chapter, along with a thorough recommended reading list. These extensive booklists include both classic and contemporary titles in a variety of formats and genres; diverse cultures are also represented. Full-color picture book excerpts and technology tips and expert interviews are featured throughout. Verdict: While much of the content is likely to be a review for practicing teachers and school librarians, this selection is an excellent resource for those preparing for student teaching and a useful addition to many professional collections serving elementary school educators. * School Library Journal *
Thinking and Learning through Childrens Literature provides a comprehensive approach to literature instruction.... Each chapter contains extensive bibliographies of childrens literature titles, discussion questions, and additional resources. The index provides a quick and convenient reference tool. This book serves as an excellent resource for literature instruction for teachers at all levels and in all disciplines. Each chapter provides logical how-to approaches grounded in academic research and literary theory to promote meaningful literature transactions to develop the love of reading. The titles discussed span elementary and secondary grade levels. The authors include extensive examples of ways to use childrens literature to model teaching techniques addressed throughout the text. Teachers at all levels could glean helpful information from this text to become more effective. * VOYA *
This new book by Martinez, Temple and Yokota expertly combines scholarly research, theory and practical application. At the university, literacy scholars and teachers of childrens literature will use this book to guide their courses in practical ways. The straightforward explanations of scholarly work, followed by charts summarizing these studies will lead to deep understandings of complex theories about how children and books are intertwined. That alone would make me go out and purchase Thinking and Learning through Children's Literature. However, these wise authors follow such precise and easily understood discussions of scholarly work with a practical application for both young children and middle grade students. They do not stop there. These authors list a multitude of high quality childrens book titles that can be used to apply these scholarly concepts. A new syllabus unfolded for me with both childrens books and scholarly studies on the reading list for my graduate and undergraduate students. -- Sharon ONeal, associate professor, Texas State University
This succinct yet wonderfully accessible touchstone of a book offers teachers a resource that will be treasured, trusted and used. It provides an insightful selection of broadly applicable, substantive and teacher-proven strategies for engaging students with the riches of childrens literature. Acknowledging the challenges presented by the ever-shifting informational/digital/entertainment context that engulfs us all, the authors seek ways to ensure our students are not simply surfing the text, but are able to dig below the surface to read a wide range of different types of books with understanding, critical sensibility, and the pleasure of discovery. Warmly invitational, this book never overwhelms. Theoretical frameworks are clearly explained and discussion always returns to the question: So what does this mean for those who work with children Different genres are defined and differentiated, key aspects and elements are made plain and illuminated by examples from childrens books, and model questions are provided to help teachers highlight those features for their students. Charts offer at-a-glance overviews that teachers will find invaluable go-to refresher-references. Links are made to the relevant curricular standards. Throughout, readers are gently reminded why it matters so profoundly that our students are able to read well, and read widely, and that they choose to do so. The point, purpose and benefits to be gained through the acquisition and application of the strategies are spelled out, as are the implications for the learner and the larger community. This is a gem of a resource. Distilled to essentials, this book respects the crafting of literature, the artistry of teaching, and the potential for bringing them together in our classrooms. -- Alison Preece, Professor Emerita, Language and Literacy,Faculty of Education, University of Victoria, BC. Canada
The authors obviously know literature, know teachers and know kids. I loved that the descriptions of the books themselves as well as the activities made ME want to go out, read. They make the sharing ideas feel visceral. A perfect book for pre-service teachers as well those of us who wish to bone up on what's new. Would love to use this with a group of teachers who are trying out ideas and bringing back their experiences for further discussion and reflection. The book makes you itchy to get into a classroom and try out the good books and good ideas described. The lively writing imbues a "can do" attitude. A book for those who care about classrooms rich in literature and conversation. It responds to standards, but is never mechanical or overly technical. It invites teachers to seamlessly blend literary, developmental and pedagogical concerns. -- E. Wendy Saul, Shopmaker Chair of Education, University of Missouri St Louis, St. Louis, Missouri

Author Bio

Miriam G. Martinez teaches reading and childrens literature courses at the University of Texas at San Antonio. She is actively involved in the Childrens Literature Assembly, the National Council of Teachers of English, the International Literacy Association, and the Literacy Research Association. Her research and publications have focused on the nature of childrens literary meaning-making, childrens responses to literature, and their understanding of various literary genres and formats. She also conducts content analyses of childrens books. Junko Yokota directs the Center for Teaching through Childrens Books and is a professor emeritus of National Louis University in Chicago. Her research focuses on visual narratives in picture books, multicultural and international literature, digital storytelling, and literacy instruction through quality literature. She has held research fellowships at the International Youth Library in Munich, the Prussian Heritage Foundation at the Staatsbibliothek in Berlin, and a Fulbright Fellowship at the University of Wrocaw in Poland. She has served on numerous awards committees such as the Caldecott, Newbery, and Batchelder; and she has served on international juries such as Bologna, Nami, and the Hans Christian Andersen. She lives in Evanston, Illinois with her husband William Teale. Charles Temple teaches children's literature, storytelling, writing for children, and international education at Hobart & William Smith Colleges in upstate New York. He is active in the International Literacy Association, the National Storytelling Network, the Society of Children's BOOKWRITERS and Illustrators, and the Comparative and International Education Society. Besides works for children, he has co-authored many books in the literacy and children's literature fields. He promotes children's book development and teaching for critical thinking in many countries AROUND THE WORLD, currently in Liberia, Sierra Leone, and Tanzania. HE lives with his wife Codruta Temple in Geneva, New York. They have five children, two grandchildren, and a spirited Springer Spaniel named Jackie.