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| Autores principales: | , , , , , |
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| Formato: | Recurso educativo Open Access |
| Lenguaje: | en |
| Publicado: |
2006
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| Materias: | |
| Acceso en línea: | https://eric.ed.gov/?id=EJ748690 |
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- Professional Resources: Instruction that Invites Involvement in the Global Community Mathis, Janelle Blackburn, Shelley Johnson, Sunni Sarker, Amie Taliaferro, Cheryl Walker, Karen Teaching Methods Classics (Literature) Social Change Poetry Elementary Secondary Education Drama Teacher Education Programs History Instruction Reading Instruction Childrens Literature Adolescent Literature Book Reviews While the past issues of the "Journal of Children's Literature" have shared many professional resources that support thinking about international children's literature, the field is continually refreshed by new titles such as the ones described in this article. Each title offers a unique consideration of how literature might be used or how critical literacy might be nurtured to open minds for sensitive and poignant personal connections. "Theme-Sets for Secondary Students: How to Scaffold Core Literature" describes a method for scaffolding core literature (the classics) by creating a text set focused on a common theme. This work is well-organized and very informational for those who are teaching core literature and are looking for a way to engage students with these texts. The book "Poetry Aloud Here: Sharing Poetry with Children in the Library" is a useful, reader-friendly reference for both browsing and studying in depth, as it offers methodologies for presenting, responding to, and incorporating poetry across the curriculum and in relationship to different genres. In inspiring teachers to increase reading comprehension, community, and identity in their students, the author and editors of "Process Drama and Multiple Literacies: Addressing Social, Cultural and Ethical Issues" present research-based strategies that go beyond typical reader responses, focusing on the role of imagination as teacher and students build communities in which social justice and tolerance of others can grow. As noted in "Most Dangerous Women: Bringing History to Life Through Readers' Theatre," the focus of most history textbooks and history classes is war; yet, if teachers want to educate students in such a way that will make them more likely to effect positive social change in the world they inherit, then peace must also be a focus of education. This book meticulously outlines how teachers can incorporate readers' theater in their classrooms in a way that makes history come alive for the students. In response to a call for research on the education of literacy teachers, the authors of "Critical Literacy, Critical Teaching: Tools for Preparing Responsive Teachers" present a new approach for educating literacy teachers. Sixteen conceptual and practical tools and the logic supporting these strategies introduce the concept of critical literacy and the need for more socially responsive curricula. It provides a curriculum framework for teacher educators and valuable information on responsive classroom practice for those outside the field of literacy.