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Full Description
In recent years an ever-broadening range of theoretical perspectives have been used to explore issues related to children's literature. In this edited volume, scholars teaching children's literature courses discuss the theoretical frames they draw on and how these frames shape their course and their students who are educators, librarians, and media specialists. Each chapter includes a discussion of the theory shaping the course as well as a theory-to-practice approach section. Student vignettes offer additional testimony to the success of the theoretical approach used for the course.
Chapters are organized into four sections aligned by course type: Children's Literature Survey Courses; Children's Literature Survey Courses with a Special Emphasis; Children's Literature Courses with Specialized Focus; and Education Courses with a Children's Literature's Foundation.
Contents
Introduction: Teaching Children's Literature: A Changing Landscape
Miriam Martinez, Jennifer M. Graff, and Lauren Aimonette Liang
Section I: Children's Literature Survey Courses
Chapter 1. Text Formats and Textual Response: Preparing EC-6 Educators as Readers and Teachers of Children Literature
Miriam Martinez and Rebecca Stortz, The University of Texas at San Antonio
Chapter 2. Preparing Teachers to Be Curriculum Designers in Literature Based Instruction
Xenia Hadjioannou, The Pennsylvania State University-Berks and Erika Thulin Dawes, Lesley University
Chapter 3. Finding our Footing: Children's Literature as a Foundation for Effective Practice
Mary-Kate Sableski and Jacqualine M. Arnold, University of Dayton
Section II: Children's Literature Survey Courses with a Special Emphasis
Chapter 4. Becoming Purposeful: Understanding Text Selection for Use in Schools and Libraries through an International Children's Literature Course
Lauren Aimonette Liang, University of Utah and Elizabeth Thackeray Nelson, Utah Valley University
Chapter 5. Fostering Social Justice and Navigating Censorship with Children's Literature in a (Re)Designed Undergraduate Course
Adam Crawley, University of Colorado-Boulder
Chapter 6. Teaching Graphic Novels from Transnational Perspectives
René M. Rodríguez-Astacio, Fresno State University and Suriati Abas, State University of New York-Oneonta
Chapter 7. Immigrant Conversations: Discussions in the Children's Literature Curriculum
Ruth McKoy Lowery, University of North Texas and Cheryl Logan, Ohio State University, Mansfield
Section III: Children's Literature Courses with Specialized Focus
Chapter 8. The Often-Overlooked Genre: Exploring Nonfiction Across the Curriculum K-12
Mary Ann Cappiello, Lesley University
Chapter 9. Exploring Complexity & Criticality through Multimodal Apprenticeships: Picturebook Courses for Educators
Jennifer M. Graff, University of Georgia
Chapter 10. Critical Race Theory and the Black Arts Movement as Theoretical Underpinnings for a Course on African American Children's Literature
Jonda McNair, The Ohio State University
Section IV: Education Courses with a Children's Literature Foundation
Chapter 11. Processing and Planning: Using Immigrant and Refugee Children's Literature for Informational and Liberatory Lesson Plan Writing
Grace Enriquez and Victoria Gill, Lesley University
Chapter 12. Engaging Families: Children's Literature in the Community
Denise Davila, The University of Texas at Austin
Chapter 13. Exploring Global Perspectives Through Children's Literature: An ESL Teacher's Journey in Argentina
Angela Wiseman, North Carolina State University, Mary Michaels Estrada, North Carolina State University, Michael P. Cook, Auburn University, Kevin M. Oliver, North Carolina State University, and Meredith Melragon, Durham County Public Schools
About the Editors
About the Author
