Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing

Watkins, Naomi M.; Liang, Lauren Aimonette

doi:10.1080/02702711.2013.800175

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…Specifically, I selected one particular type of informational trade book on economic concepts for this study that has the purpose of informing or explaining about the natural and social world. This type of informational text is sometimes referred to as expository or nonfiction (Watkins & Liang, 2014). These texts utilize particular language features and graphical elements not typically found in texts written in a narrative format, such as biographies or stories that share the purpose of entertaining students and providing them with information (e.g., Beaty (2013)'s Rosie Revere, Engineer or Eve Bunting (1993)'s Fly Away Home ) (Pappas, 2006).…”

Section: Methodsmentioning

confidence: 99%

“…According to Levstik (2008), very little research has examined elementary teachers' use of informational text, also known as expository text (Watkins & Liang, 2014), in the social studies. This may be due, in part, to the fact that young children rarely experience informational texts in school; research consistently confirms that early childhood educators rarely select informational texts for their daily read-alouds during the school day in general, let alone during social studies (e.g., Jacobs, Morrison, & Swinyard, 2000).…”

Section: Reading Aloud Informational Textsmentioning

confidence: 99%

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Kindergarten Students’ Social Studies and Content Literacy Learning from Interactive Read-Alouds

Strachan

2015

The Journal of Social Studies Research

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Research suggests that although many elementary teachers integrate social studies with the language arts, this instruction tends to be poorly designed with little emphasis on social studies learning. This study examined an instructional method rarely used as a form of integration at the primary-grade level—interactive read-alouds of informational text—in order to determine the degree that this intervention might simultaneously build kindergarten students’ knowledge of economic concepts and content literacy in low-SES settings. As evidenced by students’ responses during one-on-one assessments before and following the interactive read-alouds, students made statistically significant learning gains in both social studies and content literacy. Implications of the findings and areas for further research are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Reading Aloud Informational Textsmentioning

confidence: 99%

Kindergarten Students’ Social Studies and Content Literacy Learning from Interactive Read-Alouds

Strachan

2015

The Journal of Social Studies Research

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“…However, the term "nonfiction picturebook" is not without ambiguity, given its negational construction, as highlighted by researchers such as Watkins and Liang (2014), Goga (2020), and Von Merveldt (2018). The proposed alternative, "informational book," proves insufficient, as it implies a unidirectional flow of information from the author or illustrator to the reader, potentially diminishing the reader's active engagement with the book's meaning (Goga, 2020).…”

Section: Defining the Concept Of "Nonfiction Picturebook"mentioning

confidence: 99%

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Muela,

Tabernero,

Hernández

2024

AJLL

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This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.

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“…However, clear definitions of nonfiction are difficult to find (Kiefer & Wilson, 2011), perhaps given the variety of text types that comprise this genre. There is no consistent way that terms related to nonfiction are used in education scholarship (Watkins & Liang, 2014;Williams, 2009). Some identify subgenres of nonfiction, in particular informational or expository books and narrative or literary nonfiction (e.g., Donovan & Smolkin, 2001;Duke, 2000;Ness, 2011;Williams, 2009).…”

Section: Theoretical Perspectives Defining Children's Nonfictionmentioning

confidence: 99%

“…Some nonfiction books published for today"s children include a blend and balance of both narrative and informational text; for example, Joyce Sidman"s (2018) The Girl Who Drew Butterflies is a biography, yet ideas from the main narrative are frequently elaborated as expository text appearing within side bars and large text boxes. Further, Watkins and Liang (2014) explain that literary nonfiction is categorized as a form of informational text within the Common Core State Standards (NGACBP & CCSSO, 2010), suggesting that the purpose of a text may be more significant than its structure. Perhaps the distinction between informational and narrative nonfiction will matter less as the genre evolves.…”

Section: Theoretical Perspectives Defining Children's Nonfictionmentioning

confidence: 99%

“Not Just For Us Nerds”: Examining Elementary Teachers’ Perspectives of Contemporary Children’s Nonfiction

Hartsfield

2020

IJRES

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Children’s nonfiction once had a reputation as a lackluster genre. However, the nonfiction books published today are noteworthy for their appeal and quality. This study’s purpose was to examine contemporary teachers’ perceptions of recent children’s nonfiction. Fourteen elementary teachers shared their opinions of contemporary nonfiction for children in written reflections, which were inductively analyzed using qualitative content analysis. The teachers addressed the following themes in their reflections: 1) presentation of the books, 2) the potential of books to support elementary readers, and 3) ways books could support learning opportunities. The findings indicate these teachers had a positive response to contemporary nonfiction, but they suggest there is still work to be done to ensure elementary students’ access to a diverse array of nonfiction books.

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Exploring the Inconsistent Labels and Definitions of Texts Used in Informational Reading and Writing

Cited by 5 publications

References 8 publications

Kindergarten Students’ Social Studies and Content Literacy Learning from Interactive Read-Alouds

Kindergarten Students’ Social Studies and Content Literacy Learning from Interactive Read-Alouds

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

“Not Just For Us Nerds”: Examining Elementary Teachers’ Perspectives of Contemporary Children’s Nonfiction

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