Teaching Children's Literature

“I Didn’t Feel Confident Talking About This Issue . . . But I Knew I Could Talk About a Book”: Using Young Adult Literature to Make Sense of #MeToo

“…Paula was only just growing to understand the systemic ways rape culture puts individuals at risk in the United States. Leland et al (2018) believe that reading fiction about an issue encourages students to read information-based nonfiction about the same topic more actively and critically. This was true for Paula, whose U.S. history textbook aided in her burgeoning understanding of the historical roots and political systems that maintain rape culture.…”

“…Along with the novel, group discussions seemed to play an important part in Paula's critical literacy development. Leland et al (2018) believe that good books lead to good conversation. They advocate for giving students time to discuss texts with one another because, even after just one conversation, "our understanding is never the same because we have been introduced to new perspectives and alternate interpretations" (p. 18).…”

“…The chapters were used to highlight the range of experiences and perspectives of students across the school. Reading realistic fiction often enhances students’ understanding that people are “products of their time and their own intricately woven value systems” (Leland et al, 2018, p. 129). This seems to be the case with The Nowhere Girls , as Paula wrote: “The ‘Us’ chapters have been the most educational.…”

How to Organize a Classroom Library to Support Inquiry: 4 Systems that Work

“…Teachers can use this set to scaffold a critical reading of the typical Columbus story, elevating voices that have been marginalized and inviting conversations about power and privilege in the retelling of historical events. [For more information on conducting topic‐based inquiries that promote a critical exploration of history, see Leland & Lewison (2018). ]…”

“…When I moved to an organizational system that went beyond throw‐all‐the‐books‐on‐a‐shelf , leveling was the first one I used. But, over time, and especially as my ELA practice grew and evolved into something more authentic, I did not feel that this system facilitated the inquiry methods (Leland & Lewison, 2018; Ray, 2006) that I had begun to favor, which included building understanding of topics and texts through immersion in multiple sources, questioning, and close study. Nor did it allow me to quickly pull mentor texts for my mini‐lessons and one‐on‐one work with readers and writers.…”