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"Genre studies < Literature"
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The gothic child
\"The fascination with dark and deathly threatening spaces, with looming towers and bloody deeds, is now accepted as characteristic of contemporary fantasy and fantastic fictions for children and adolescents. Although this fascination dates back to the gothic genre of the mid-18th century, at that time, the gothic genre was not regarded as suitable for children or young persons in general. However, many young authors' first literary attempts were linked to the gothic genre, and child characters were employed in many of their novels, thereby transforming the gothic into a domain with a predilection for youth. The aim of this book is to rediscover, present and analyze the usage of children in the gothic genre, spanning a period of 60 years from Horace Walpole's The Castle of Otranto (1764) to Charles Robert Maturin's Albigenses (1824). The Gothic Child is almost exclusively based on primary sources. It examines children and childhood in a new light and updates the current definition of the gothic genre by adding to it the archetype of the gothic child. The book also contains analyses of selected films from the 20th and 21st centuries and links the major child-related themes and motifs in them to the 18th and 19th-century representation of the child. \"-- Provided by publisher.
Book
“I Desperately Need Visions of Black People Thriving”: Emancipating the Fantastic With Black Women’s Words
The genre of science fiction has often been hostile to readers who are not white, middle class, heterosexual men. Though the genre has historically ignored Dark Others; however, they are never completely omitted from the story, as they are often characterized as the creature, the alien, or the monster. In this way, the futuristic windows and mirrors available to Black women and girls are often cracked, tiny, or shattered. The primary objective of this paper, then, is to further conversations about the need for diverse books and genres in schools by focusing on the science fiction reading histories of Black women and highlighting the features that draw Black women to the genre. The reading histories of Black women can provide further data that showcases the need for new mythologies, ones that center Dark Others prospering in the future.
Journal Article
Building Student Awareness of Literacy Practices: Anthropological Perspectives
Authors featured in this department share anthropological perspectives and qualitative insights to redefine community in adolescent and adult literacy practice.
Journal Article
Multimodal Becoming: Literacy in and Beyond the Classroom
The author explores the possibilities that posthumanist thinking offers for amplifying our understanding of multimodality in children's literacies in school and beyond. Drawing on data from a five‐month case study on the multimodal literacy practices of six fifth‐grade students across home, community, and school settings, the author focuses on one 10‐year‐old student. The author uses the student's engagement with graphic novels as a starting place for considering what students’ entanglements with multimodal literacies beyond the classroom can teach us about multimodality in classrooms. The author first discusses multimodality as it is typically framed and then puts this framing into conversation with posthumanist perspectives on literacy learning to open up considerations of what counts as multimodality. Finally, the author discusses ways that thinking with posthumanist concepts such as affect, embodiment, relationship, movement, and place can enhance both multimodal literacy instruction and students’ engagement with literacy.
Journal Article
Responding to Informational Texts Across the Efferent–Aesthetic Continuum in Preschool
The author compared preschool teachers’ and students’ responses to informational texts (nonfiction) as they read together in small groups. Drawing from reader response theory, similarities and differences were found in teachers’ and students’ reading behaviors. Teachers took a predominantly efferent stance toward the texts because the teachers’ primary purposes were to provide students with information on topics of interest and to expose students to academic vocabulary and content. Conversely, students moved fluidly along the efferent–aesthetic continuum as they sought information, engaged in perspective taking, and responded with strong emotions and through dramatic interpretation. Based on these findings, teachers might reflect on their past experiences and reactions to informational texts so they can widen their own repertoires of response and encourage students to respond in a wide variety of ways during read‐alouds.
Journal Article
We Are All Projects…Together We’re Strong
In this commentary, a National Writing Project site director and two teachers reflect on the philosophy of ubuntu as it helped them redesign a writing community between teachers and students in Connecticut. With the guidance of writing activity genre research, the authors discuss the creation of Young Adult Literacy Labs, including Ubuntu Academy, a two‐week literacy program for immigrant and refugee youth. In the work, young people participating in a number of literacy labs work alongside teachers in a summer institute for teaching writing. The redesign has fostered many relationships with community organizations and inspired numerous collaborations throughout the school year.
Journal Article
The Closer the Better? The Perils of an Exclusive Focus on Close Reading
Scholarship in literacy and education has depicted reading as an active, multidimensional, and complex process. However, an often more reductive version of reading, close reading, has been advocated frequently for use in secondary and postsecondary literacy classrooms. The author examines materials created to help teachers implement close reading strategies to demonstrate the New Critical assumptions that undergird some close reading pedagogies. The author ends by recommending genre analysis as a way for educators to broaden students’ conceptions of reading.
Journal Article
Three Graphic Nonfiction Series That Excite and Educate
Children's literature plays an essential role in the literacy development of children. This department column focuses on the teaching and use of children's literature and provides educators with information about a wide range of books across multiple genres that are representative of the diverse world in which we live. A strong emphasis is placed on the importance of having diverse library collections that take into account numerous factors, such as race, class, disability, and religion. This column also offers innovative approaches for bringing children and books together, as well as content analyses and rich descriptions of titles that share common features (e.g., endpapers, the blending of poetry and nonfiction).
Journal Article
The Variety of User Experiences
The authors explored adolescents’ literacy practices and identities on newly popular story-sharing platforms. For budding readers, writers, and designers, these sites represent new media ecologies. With a mixed-method case study of 40 globally dispersed adolescents, the authors chronicled literacy roles, identity stances, and practices on the story-sharing apps Wattpad and Figment. These media-ted practices proved consequential for the participants’ sense of investment in what they did. Findings show that adolescents divergently invested in a social orientation toward writing and an orientation focused on textual output. Different genres of practice came to the forefront, depending on users’ identity stances. Participants in these platforms took on various stances, ranging from friend to fan to reader to novice and expert writer, which cohered with attendant activities. The authors conclude with implications for research, design, and coordination of learning environments for adolescents, given the observed heterogeneity in stances, roles, practices, and experiences.
Journal Article
Why Poetry for Reading Instruction? Because It Works!
Poetry can help develop in students a love for reading, writing, and playing with language, yet it is often a neglected literary form in many reading curricula. Those who see the value of poetry recognize it as the perfect genre for teaching phonics, fluency, and a love of language. The rhyming, rhythmical language of poetry provides the perfect backdrop for teaching word families (rimes/phonograms). Poetry also helps young readers develop fluency through the use of beautiful, melodic language that begs to be read repeatedly, which helps develop prosody and a lifelong love for literacy. The thoughtful selection of words also provides the right context for vocabulary development and critical thinking. However, for teachers who love poetry, the most important reason to use this text type may simply be that it works!
Journal Article