Profiles in Children's Literature: Discussions with Authors, Artists, and Editors (review)

2002 ◽  
Vol 27 (2) ◽  
pp. 112-113
Author(s):  
Petros Panaou
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literature Discussions

scholarly journals The Vulnerable Teacher: Working Towards Critical Consciousness in a Second Grade Bilingual Classroom

2018 ◽  
Vol 12 (1) ◽  
pp. 107-127
Author(s):  
Sandra L. Osorio
Keyword(s):  
Children's Literature ◽  
Critical Consciousness ◽  
Children’S Literature ◽  
Personal Narratives ◽  
Second Grade ◽  
Literature Discussion ◽  
Literature Discussions ◽  
English Bilingual ◽  
Bilingual Classroom

Telling your students that you are divorced and your two sons no longer live with their father is not the typical kind of conversation you would expect in a classroom, but in my second-grade Spanish–English bilingual classroom, it was the norm. I had decided to implement literature discussion around Latinx children’s literature. I found that in order for my students and I to develop a relationship built on trust and respect, I had to be vulnerable and willing to share some personal narratives. In the following article, I share how I, the teacher, was vulnerable with my students during our literature discussions around Latinx children’s literature in order to have conversations about critical topics, such as, immigration, bilingualism, and family. My ultimate goal was for my students to develop critical consciousness.

scholarly journals Exploring Issues of Disability in Children's Literature Discussions

2014 ◽  
Vol 34 (3) ◽  
Author(s):  
Donna Sayers Adomat
Keyword(s):  
Qualitative Research ◽  
Children's Literature ◽  
Elementary Education ◽  
Disability Studies ◽  
Children’S Literature ◽  
Read Aloud ◽  
Font Size ◽  
Literature Discussions ◽  
Multiage Classrooms ◽  
Literature Circle

<span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;">In this qualitative study, the author uses the theoretical lens of disability studies to examine how children in two multiage classrooms examine issues of disability through conversations during read-aloud and literature circle discussions. In this study, the author looks at how children build positive understandings of disability from children&rsquo;s literature but also how societal attitudes, beliefs, and stereotypes might play into their interpretations of literature. Student&rsquo;s talk before, during, and after literature discussions was audio- and videorecorded. Several themes emerged from a discourse analysis of the transcriptions, including: defining disabilities, questioning and critiquing notions of normalcy; idealizing disabilities; identifying with characters; developing an advocacy stance; and using imagination to open up perspectives towards people in the real world. Through exploring characters in books, children not only learned about various disabilities, but they came to understand characters with disabilities as full and complex beings, similar in many ways to themselves.</span></p><p class="MsoNormal" style="margin: 0in 0in 0pt;">&nbsp;</p><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;">Keywords:&nbsp;children's literature, literature discussions, disability studies, elementary education, qualitative research</span></p><span style="font-family: Times New Roman; font-size: small;"> </span><p class="MsoNormal" style="margin: 0in 0in 0pt;"><span style="font-family: Times New Roman; font-size: small;"> </span></p><span style="font-family: Times New Roman; font-size: small;"> </span>

New World Orders in Contemporary Children's Literature

2008 ◽  
Author(s):  
Clare Bradford ◽  
Kerry Mallan ◽  
John Stephens ◽  
Robyn McCallum
Keyword(s):  
Children's Literature ◽  
New World ◽  
Children’S Literature
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