As the texts readers encounter in and out of school grow in complexity, the strategies that teachers demonstrate and encourage students to employ need to expand to accommodate the changing nature of these texts. In this article, the authors present a three‐part framework for utilizing historical fiction picturebooks as instructional resources. First they share various strategies for previewing a text, and calling students’ attention to the visual, textual and design elements of historical fiction picturebooks. Second, various strategies are presented for moving beyond noticing to strategies for interpreting what has been presented in the visual and verbal text. Third, they suggest several strategies for moving beyond interpretation to develop readers’ ability to critically analyze the historical perspectives and contexts of these texts. In this article, the authors guide readers through the reading of two historical fiction picturebooks while modeling how to employ strategies for reading multimodal texts.
As readers encounter children's literature in new formats and modes of delivery, the basic processes of reading, sharing, discussing and analyzing texts will change. Because of these changes, new instructional approaches and resources will be required to support the development of young readers in a Reading Workshop 2.0 environment. In a Reading Workshop 2.0 environment, readers might read children's picturebooks and novels on e‐readers, share their ideas on web‐based discussion boards and analyze texts using digital tools and resources.
Librarians serve children in specific locations. As they seek to fulfill the Association for Library Service to Children’s (ALSC) promise to help “children make cross-cultural connections and develop skills necessary to function in a culturally pluralistic society,” they must consider a book’s authenticity and specific geography.Young readers in rural places experience different challenges from those in urban and suburban settings as do rural librarians experience different collection development demands than do those in urban and suburban settings, especially when rural stereotypes dominate in children’s books. Because rural identities are tied to each child’s place, daily rural life may feel different on the coast than on the prairie, or in mountains, woods, wetlands, and deserts. Only 9 percent of the rural US workforce is in agriculture, with 91 percent having livelihoods in service, tourism, government, education, manufacturing, mining, health care, and energy. Yet much children’s literature continues to present settings where family farming dominates the rural economy, neglecting the diversity of rural work.
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