7CLT Topic: Children’s Literature
Articles
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Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction. Journal of Literacy Research, 34(4), 429–464. https://doi.org/10.1207/s15548430jlr3404_3
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Austin, P. (2000). Literary pen pals: correspondence about books between university students and elementary students. Reading Horizons, 40(4), 273–294.
- Barnes, C. J. (2006). Preparing preservice teachers to teach in a culturally responsive way. Negro Educational Review, 57(1/2), 85-100.
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Batchelor, K.W., Morgan, D. N., Kidder-Brown, M. K. & Zimmerman, B. S. (2014). Investigating the unit of study approach as a way to teach writing to early childhood education preservice teachers. Journal of Early Childhood Teacher Education, 35(3), 276-289.
- Brenner, D. (2003). Bridges to understanding: Reading and talking about children's literature in teacher education. Action in Teacher Education, 24 (4), 79-86. http://dx.doi.org/10.1080/01626620.2003.10463282.
- Brindley, R., & Laframboise, K. L. (2002). The need to do more: Promoting multiple perspectives in preservice teacher education through children's literature. Teaching and Teacher Education, 18(4), 405-420.
- Certo, J., Apol, L., Wibbens, E., & Hawkins, L. (2012). Living the poet's life: Using an aesthetic approach to poetry to enhance preservice teachers' poetry experiences and dispositions. English Education, 44(2), 102-146.
- Collins, F. M. (2005). ‘‘She’s sort of dragging me into the story!’’ Student teachers’ experiences of reading aloud in Key Stage 2 classes. Literacy, 39(1), 10-17.
- Colwell, J., Hutchinson. A., & Reinking, D. (2012). Using blogs to promote literary response during professional development. Language Arts, 89(4), 232-243.
- Dávila, D. (2015). # WhoNeedsDiverseBooks?: Preservice Teachers and Religious Neutrality with Children's Literature. Research in the Teaching of English, 50(1), 60.
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Davila, D. (2013). Cultural boundaries or geographic borders? Future teachers define “American” in response to In My Family/En Mi familia. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (pp. 260-272). Oak Creek, WI: Literacy Research Association.
- Davis-Duerr, J. (2015). Planning on Preservice Teachers' Affective Domains of Reading. Journal of Reading Education, 40(3), 17-22.
- Dixon, K., & Janks, H. (2018). "My fish died and I flushed him down the toilet”: Children disrupt preservice teachers’ understandings of “appropriate” picture books for young children. Literacy Research: Theory, Method, and Practice, 67, 343-359.
- Dugan, J. A. R. (1999). Learning from experience: Preservice teachers' perceptions of literature discussions. Yearbook of the College Reading Association, 21, 183-200.
- Escamilla, K., & Nathenson-Mejía, S. (2003). Preparing Culturally Responsive Teachers: Using Latino Children's Literature in Teacher Education Special Issue: Partnering for Equity. Equity & Excellence in Education, 36(3), 238-248.
- Gibson, K. M. (2010). Through the Eyes of the Preservice Teacher: Using a Reflective Reading Journey to Inform Teaching and Learning. Issues in Teacher Education, 19(1), 109-120.
- Glenn, W. J. (2014). To witness and to testify: Preservice teachers examine literary aesthetics to better understand diverse literature. English Education, 46(2), 90.
- Glenn, W. (2015). Understanding unfamiliar literary aesthetics: White preservice teachers examine race through story. Action in Teacher Education, 37 (1), 23-44. http://dx.doi.org/10.1080/01626620.2014.969852
- Glenn, W. J. (2012). Developing understandings of race: Preservice teachers' counter-narrative (re) constructions of people of color in young adult literature. English Education, 44(4), 326-353.
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Groenke, S. L. (2008). Missed opportunities in cyberspace: Preparing preservice teachers to facilitate critical talk about literature through computer-mediated communication. Journal of Adolescent & Adult Literacy, 52(3), 224–233.
- Haddix, M., & Price-Dennis, D. (2013). Urban fiction and multicultural literature as transformative tools for preparing English teachers for diverse classrooms. English Education, 45(3), 247.
- Hall, L. A., & Piazza, S. V. (2008). Critically reading texts: What students do and how teachers can help. Reading Teacher, 62(1), 32-41.
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Hammett, R., & Bainbridge, J. (2009). Pre-service teachers explore cultural identity and ideology through picture books. Literacy 43 (3), 152–59. doi:10.1111/j.1741-4369.2009.00522.x.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36(2), 117-140. http://dx.doi.org/10.1080/01626620.2014.898600
- Herrman, B. (2015). "All of a sudden I have these real students": Preservice teachers learning to teach English. Teacher Education and Practice, 28(1), 90-109.
- Hill, K. D. (2017). A pre-service teacher's use of a culturally relevant text with interracial themes. Teacher Education and Practice, 30(3), 487-500.
- Hill, K. D. (2012). Cultivating Pre-Service Teachers towards Culturally Relevant Literacy Practices. Issues in Teacher Education, 21(2), 43-66.
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Howrey, S. T. & Whelan-Kim, K. (2009). Building cultural responsiveness in rural, preservice teachers using a multicultural children's literature project, Journal of Early Childhood Teacher Education, 30(2), 123-137.
- Lewis, M. A., & Petrone, R. (2010). “Although adolescence need not be violent…”: Preservice teachers’ connections between “adolescence” and literacy curriculum. Journal of Adolescent & Adult Literacy, 53(5), 398–407.
- Lohfink, G. (2014). The impact of a school-university multicultural read-aloud project on pre-service teachers’ pedagogical understandings. School-University Partnerships, 7(2), 34-47.
- Mathis, J. B. (1999). Preservice Teachers Constructing Personal Understandings About Culture. Yearbook of the College Reading Association, 21, 227-235.
- Mathis, J. B. (2000). Preservice teachers explore culturally responsive instruction: Affirmation and resistance. Literacy at a new horizon, 226-239.
- McCarthy, M. D., (2018). Critically teaching criticality?: Modeling social and pedagogical inquiry with literary texts. Studying Teacher Education.
- McNair, J. C. (2003). But The Five Chinese Brothers is one of my favorite books!": Conducting sociopolitical critiques of children's literature with preservice teachers. Journal of Children’s Literature, 29(1), 46-54.
- Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365.
- Morgan, D. N., Zimmerman, B. S., Kidder-Brown, M. K., & Dunn, K. (2011). From writing methods to student teaching: Vision development and the implementation of conceptual and practical tools by preservice teachers. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 100-112). Oak Creek, WI: Literacy Research Association Conference.
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Mosley, M., & Rogers, R. (2011). Inhabiting the “tragic gap”: Pre-service teachers practicing racial literacy. Teaching Education, 22(3), 303–324. http://doi.org/10.1080/10476210.2010.518704
- Nathenson-Mejía, S., & Escamilla, K. (2003). Connecting with Latino children: Bridging cultural gaps with children's literature. Bilingual Research Journal, 27(1), 101-116.
- Papola-Ellis, A. (2016). “It’s just too sad!”: Teacher candidates’ emotional resistance to picture books. Reading Horizons, 55 (2). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol55/iss2/2
- Phillips, D. K., & Larson, M. L. (2012). Preservice teachers respond to And Tango Makes Three: deconstructing disciplinary power and the heteronormative in teacher education. Gender and Education, 24(2), 159-175.
- Pytash, K. E. (2013). Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide. Journal of Adolescent & Adult Literacy, 56(6), 470–479.
- Riley, K., & Crawford-Garrett, K. (2016). Critical texts in literacy teacher education: Living inquiries into racial justice and immigration. Language Arts, 94(2), 94.
- Rogers, R. M., Cooper, S., Nesmith, S. M., & Purdum-Cassidy, B. (2015). Ways that preservice teachers integrate children's literature into mathematics lessons, The Teacher Educator, 50(3), 170-186.
- Rogers, R. & Mosley, M. (2008). A critical discourse analysis of racial literacy in teacher education. Linguistics and Education, 19, 107-131.
- Saul, W., & Wallace, K. (2002). Centering the margins: White preservice teachers' responses to Roll of Thunder. Teaching Education, 13(1), 41-53.
- Schieble, M. (2011). 'A case for interruption in the virtual English classroom with the graphic novel American Born Chinese. Australian Journal of Language and Literacy, The, 34(2), 202.
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Shanahan E. M. & Dallacqua A. K. (2018) Moving beyond “Agreeable” Texts and “Boring” Tasks: Pairing Young Adult Literature and Critical Literacy in Teacher Education, Action in Teacher Education, (40)1, 38-57, DOI: 10.1080/01626620.2018.1424659
- Shelton, N. R., & McDermott, M. (2010). Using literature and drama to understand social justice. Teacher Development, 14(1), 123-135. doi:10.1080/13664531003696683
- Stallworth, B. J. (2001). Using e-mail to facilitate dialogue between high school students and preservice english methods students. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 572-583), Chicago, Ill: National Reading Conference.
- Strong-Wilson, T., Johnston, I., Wiltse, L., Burke, A., Phipps, H., & Gonzalez, I. (2014). Reverberating chords: Implications of storied nostalgia for borderland discourses in pre-service teacher identity. Teachers and Teaching: Theory and Practice, 20(4), 394-409.
- Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. Multicultural Education, 17(4), 44-48.
- Vaughn, M., Allen, S., Kologi, S., & McGowan, S. (2015). Revisiting Literature Circles as Open Spaces for Critical Discussions. Journal Of Reading Education, 40(2), 27-32.
- Voelker, A. N. (2013). Tomorrow's Teachers Engaging in Unprotected Text. Journal of Children's Literature, 39(2), 23.
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Zimmerman, B.S., Morgan, D.N., Kidder-Brown, M.K., Batchelor, K.E. (2012). Exploring poetry writing in a methods course: Changes in preservice teachers’ identities as teachers of writing. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, & P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (145-157). Oak Creek, WI: Literacy Research Association.
- Zimmerman, B. S., Morgan, D. N., & Kidder-Brown, M. K. (2014). The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing. Action in Teacher Education, 36(2), 141-156. http://dx.doi.org/10.1080/01626620.2014.898598