Children's Literature and Learning Literary Study Across the Curriculum

ISBN-10: 0807748234

ISBN-13: 9780807748237

Edition: 2007

Authors: Barbara A. Lehman, Janet Hickman, Rahima C. Wade

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Literary study should benefit both children's pleasure and skill in reading. In this engaging book, Barbara Lehman shows how to create meaningful, intellectually stimulating programs of literary study that are developmentally appropriate for students' needs, interests, and experiences (ages 5-12). Drawing on her extensive scholarship in the fields of children's literature and literacy instruction, she offers practical ideas for creating programs that accomplish curricular goals in literary ways. Featuring a usable overview of important literary theories as well as many practical teaching ideas, this book will help classroom teachers become more knowledgeable and self-assured about creating their own literature programs for children.
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Book details

List price: $28.95
Copyright year: 2007
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 2/22/2008
Binding: Paperback
Pages: 160
Size: 6.25" wide x 9.00" long x 0.50" tall
Weight: 0.748
Language: English

Barbara A. Lehman is Professor of Teaching and Learning at The Ohio State University, where she teaches graduate courses in children's literature and literacy at the Mansfield Campus. Her scholarly interests focus on multicultural and global children's literature and child-centered literary criticism. She co-edited Teaching with Children's Books: Paths to Literature-Based Instruction (National Council of Teachers of English [NCTE], 1995) and co-authored with Evelyn Freeman Global Perspectives in Children's Literature (Allyn & Bacon, 2001). Her third title, Children's Literature and Learning: Literary Study Across the Curriculum, was published by Teachers College Press (2007). She has had articles published in ChLA Quarterly, Children's Literature in Education, and the Journal of Children's Literature, among others. She has co-edited the Journal of Children's Literature (Children's Literature Assembly of NCTE) and Bookbird: A Journal of International Children's Literature for the International Board on Books for Young People. She has served on and chaired book and author award committees, such as NCTE's Award for Excellence in Poetry for Children Committee, the Children's Literature Assembly's Notable Books in the Language Arts Committee, the Hans Christian Andersen Award U.S. nominating committee, the USBBY's Astrid Lindgren Memorial Award nominating committee, the International Reading Association's Arbuthnot Award Committee and the Notable Books for a Global Society Committee, and the ChLA Article Award Committee. She is president-elect of USBBY (to be president in 2011). She was a Fulbright Scholar in South Africa during 2004-2005, and the 2009 recipient of the Arbuthnot Award from the International Reading Association.

Jesse Morse is a Creative Doctoral Candidate at the University of Denver. He spends a lot of time outside with his Labradane Hank. His chapbook “Rotations” was published by C-L Press. His work recently appeared in Mudthroat and he will have forthcoming work in With + Stand. Jesse also runs the Smorg Reading Series.

Theory and Framework for Literary Study with Children
The Case for Theory
Theories Underlying My Practice
A Cycle of Literary Study
Purpose and Overview of the Book
Literary Learning and Children's Literature
The Relationship Between Reader and Text
Children and Literary Learning
Response and Comprehension
Instructional Methods for Literary Teaching
Reading Aloud
Book Talks
Revisiting Texts
Leading Discussions
Encouraging Response Through Meaningful Activities
Using Teachers' Guides
Creating Small Groups
Literature Circles and Instructional Groups
Skills Instruction and Children's Literature
The Importance of Literacy Skills Instruction-and Links to Literary Growth
Closing the Literary-Literacy Gap
The Place of Basal Readers and Other Textbooks in a Literary Classroom
Literary Learning and the Whole Curriculum
Literary Qualities in Nonfiction
Thematic Units
Multicultural and Global Education
The Classroom Environment and Literary Learning
Physical Classroom Arrangement
Classroom Library Center
Other Literature-Related Materials and Equipment
Schedules and Use of Time
The Social Climate
Parent Involvement
The Teacher's Role
The Locus of Control
Making Decisions About Instruction
Being a "Curator" of Literature
Getting Started, Moving Ahead
Developing and Articulating a Philosophy of Literary Study
Setting Goals
Starting Small, Building Gradually
Dealing with Concerns and Frustrations
Making These Ideas Work for You
Glossary of Literary Terms
Literary and Child Development Theories
Children's Books Cited: An Annotated List
About the Author
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