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"Literature-based instruction"
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Reading and the Development of Social Understanding
Research has underscored the cognitive benefits of reading, but scholars have also begun to explore its implications in the socioemotional domain. The authors review research exploring the links between reading and social understanding skills such as empathy and perspective taking, examine the qualities of literature that are posited to foster social understanding, and propose explanations of why reading may confer these benefits. Building on this review, the authors include ideas on how to incorporate this research into literacy classrooms by providing specific book suggestions and accompanying activities that may leverage the potential sociocognitive benefits of reading within a classroom context.
Journal Article
Through the Sliding Glass Door: #EmpowerTheReader
This article seeks to complicate the understanding of Bishop's () metaphor of mirrors, windows, and sliding glass doors, with particular emphasis on sliding glass doors and the emotional connections needed for readers to move through them. The authors begin by examining the importance of the reader and the characters he or she meets. Next, the authors extend Bishop's metaphor by exploring the role of readers’ emotional connections to texts and characters. The authors then make recommendations for selecting appropriate books, linking books thematically, and guiding readers in ways to respond. They conclude with a call to action for teachers to consider their responsibility to #EmpowerTheReader.
Journal Article
Reading Motivation in High School: Instructional Shifts in Student Choice and Class Time
Research has shown that student choice of text and increased time spent on reading independently are two factors that can result in an increase in students’ reading motivation and enjoyment. The authors investigated implementation of evidence‐based practices to show how they played out in a high school English language arts classroom. The research was guided by two questions: (1) How does choice affect the reading motivation of a group of high school students? (2) How does silent reading time in class affect these students’ perceptions of reading? Findings reveal that students valued freedom of text choice, leading to increased reading self‐concepts and reading value. In addition, dedicating class time to reading and literature circle discussions helped students have more positive reading experiences than otherwise. These findings suggest benefits from flexibility in literature selection and instructional time, thereby providing a space in the classroom for student‐driven reading and discussion.
Journal Article
Building Culturally and Linguistically Sustaining Spaces for Emergent Bilinguals: Using Read‐Alouds to Promote Translanguaging
Multilingual students arrive in classrooms with rich language knowledge and funds of knowledge. Educators must recognize that emergent bilinguals speak multiple languages. They have one unitary language system; their language is bilingualism. Whether in a monolingual classroom setting or a multilingual setting, when working with emergent bilinguals, it is important that all of the students’ linguistic resources are welcomed into the classroom. The author describes how, as a first‐grade dual‐language (Spanish–English) teacher, she used children's literature and translanguaging to support her emergent bilinguals in using all of their linguistic resources to make meaning and build a linguistically sustaining space. The use of the text created a space for the teacher to model translanguaging and for the students to use all of their linguistic resources.
Journal Article
The Role of Affect in Adolescents' Online Literacies: Participatory Pressures in BookTube Culture
Outside of compulsory schooling, adolescents become more responsible for maintaining their reading lives together, which is consequential for educators wishing to foster student identities as lifelong readers, writers, and digital designers. The authors describe the role of affect in a youth‐driven, online participatory culture, BookTube, in which participants are largely young adults just beyond compulsory school age. Analysis draws on poststructural conceptions of affect as distinct from emotion to develop the concept of participatory pressures. Participatory pressures complicate understandings of youth‐generated online cultures, showing specifically how BookTube's aesthetic norms create and maintain feelings of pressure about what style and content count. At the same time, participatory pressures contribute to BookTubers’ development of individual styles that attract viewers, such as using humor in playfulness and social critique. Implications consider how literacy educators may better prepare youths for affective experiences of maintaining shared reading lives in online participatory cultures.
Journal Article
“In Search of Peace”: Refugee Experiences in Children's Literature
The authors closely analyzed 45 children's books featuring characters with refugee backgrounds that had been published since 2013. With the concept of culturally sustaining pedagogy underpinning the review, analysis revealed that these texts are rich and detailed, providing a starting point for discussing the global refugee crisis with students, but they occasionally fall short in providing complex, multidimensional representations of characters’ lives and experiences. A majority of the texts analyzed focus on the journey in search of a safe place to live, whereas very few focus on the complexity of making a life in a new place. The findings highlight the importance of identifying texts that provide complexity, dimension, and specificity in depicting experiences of refugee‐background characters across settings. Opening classrooms to texts about the diversity of refugee experiences invites teachers and their students to critically explore the important global issues of migration, equity, and ways of being human.
Journal Article
Making the Move Online
Interactive read-alouds are a mainstay in traditional literacy classrooms because they support wide-ranging goals in reading development. As educators make the transition to virtual classrooms, it is paramount that core practices, such as the interactive read-aloud, are intentionally adapted to ensure that their purpose remains central to their use. Although the production of digital read-alouds has flourished during the recent pandemic, many of these videos lack key components necessary to foster meaningful literacy growth. Educators need to be aware of the affordances and limitations offered by digital read-alouds to analyze and create materials for classroom use. In this article, we offer resources to guide intentional planning to ensure that digital read-aloud experiences go beyond passive student consumption. In addition, specific recommendations illustrate how digital read-alouds can be positioned within synchronous and asynchronous classroom activities to preserve and amplify the sociocultural element that can be more challenging to maintain within virtual environments.
Journal Article
Making Space: Complicating a Canonical Text Through Critical, Multimodal Work in a Secondary Language Arts Classroom
The authors document research completed in 10th‐grade language arts classes where a canonical play was read alongside a graphic novel in the hopes of shifting student understandings of power and privilege in literature. Using teacher action research as a methodological framework for this qualitative study, a teacher and researcher engaged in long‐term fieldwork and participant observation as a means of investigating what happens when nontraditional texts are paired with canonical works in diverse secondary classrooms. Findings illustrate that by placing a work of the dominant literary study tradition in dialogue with a contemporary graphic novel, students accessed multiple perspectives that allowed for emotional, academic, and critical learning. Additionally, findings speak to the value of multimodal composing as a way to privilege student voice in conversations across various literary narratives and forms.
Journal Article
What’s Happening to Shared Picture Book Reading in an Era of Phonics First?
Learning about being a reader is more than teaching phonics. A pilot study of shared picture book reading in early childhood education as a means to support young children in developing a broader understanding of literacy, in addition to phonics and phonological awareness, is discussed. The Early Language and Literacy Classroom Observation (ELLCO) (Pre-K) tool was administered in six early childhood contexts, revealing a range of strengths and weaknesses in classrooms observed. There was little evidence of picture book reading playing an integral part of the early childhood literacy programs. Shared reading activities were absent in some contexts. In others, books were selected on the basis of length or a phonics focus. In an era of phonics first, this article is a timely reminder that shared reading of quality children’s literature can support development of a range of reading strategies including phonics while developing a joy for reading.
Journal Article