Using the frameworks of literary understanding and difficult knowledge, this study examines sixth... more Using the frameworks of literary understanding and difficult knowledge, this study examines sixth graders’ responses to mixed-genre books about Japanese incarceration camps.
shares her work widely with children and teachers through school visits and conference presentati... more shares her work widely with children and teachers through school visits and conference presentations. She is an advocate for the power of poetry to help children express themselves and become confident writers. Her career is decorated with numerous awards and accolades, and we are grateful for her active involvement in professional organizations that support teachers, including NCTE. Acquainting Teachers and Children with Poetry Janet's poetry is intentionally crafted to relate to children and have a central place in their classrooms. Her anthologies reflect content areas and standards and serve as accessible entry points for lessons on a variety of topics. Her career is built on a foundation of connection to relevant and timely issues facing children and teachers. Her poetry can be incorporated into lessons already packed with content standards and curricular demands. A frequent presenter in schools and classrooms, Janet is dedicated to working directly with teachers and students, reflecting her intense commitment to spreading the gift of poetry. The pivot to virtual visits as a result of the COVID-19 pandemic did not slow her down. Throughout the pandemic, Janet continued to visit schools and classrooms using virtual platforms. These visits inspire Janet to observe that "[w] e need to take lots of poetry breaks. Poetry is great for thirty-second breaks where you jump, you move,
TO LIVE IN a global society means to live with awareness that we are not in this world alone. The... more TO LIVE IN a global society means to live with awareness that we are not in this world alone. The 2016 Notable Books for a Global Society winners, individually and collectively, issue to readers an invitation to live wide open to multiple voices and possibilities while also developing insight into who they are, who they might be, and how they might engage to make the world a better place for each person in it. In The Call of Stories: Teaching and the Moral Imagination, Robert Coles (1989) writes about the power of story to help each of us " find a good way to live this life, " of how " responding to the moral imagination of writers " can bring us to understand ourselves better but also to embrace " the moral imperative of fellow human beings in need " (p. 205). In short, stories can change the ways we see ourselves and others. They can call us to be more humane and more connected, to see beyond what we think we know to imagine what might be. Selecting and promoting books for young readers is an act rich in potential and fraught with responsibility. An engaging book—a well-told story-has the power to challenge prejudice, foster empathy, open eyes and ears to voices and perspectives not previously heard or respected. Conversely, a book can affirm stereotypes and strengthen already loud voices so that the softer ones are moved more firmly to the side. The stories we share with readers may help them see and understand themselves and affirm that they exist, that they count. Stories can also move us to see beyond what we know and experience in our lives to see, hear, respect, and care about—another's life and truth. When we take seriously our responsibility to find and promote many voices, we are in essence, working toward justice and creating a more peaceful world. An acute awareness of that responsibility guided our work as we developed this list, and we offer these books and related teaching suggestions as a springboard for teachers who seek to co-create a better world one reader at a time. We approached our reading and analysis from a critical literacy stance, an understanding that no text is neutral but rather every text reflects a particular perspective and embodies particular values. When we read from a critical literacy perspective , we are aware of the view of the world that is depicted, and we wonder whose voices, perspectives, and experiences have not been heard. As we read, we sought out voices—historical and contemporary—that may not often be heard in the clamor of books available for young readers. We looked for expertly crafted books that readers would want to read—the ones our students, our own children, and we ourselves eagerly devoured and couldn't wait to talk about. We pursued books that celebrated the power, wonder, and joy of the human experience. In the curriculum suggestions we provide below, we explore ways to develop highly capable readers, writers, and thinkers who understand and care about those around them and are
Content analysis of Representation of North Korean Defector Families in South Korean Children's L... more Content analysis of Representation of North Korean Defector Families in South Korean Children's Literature
Using the frameworks of literary understanding and difficult knowledge, this study examines sixth... more Using the frameworks of literary understanding and difficult knowledge, this study examines sixth graders’ responses to mixed-genre books about Japanese incarceration camps.
shares her work widely with children and teachers through school visits and conference presentati... more shares her work widely with children and teachers through school visits and conference presentations. She is an advocate for the power of poetry to help children express themselves and become confident writers. Her career is decorated with numerous awards and accolades, and we are grateful for her active involvement in professional organizations that support teachers, including NCTE. Acquainting Teachers and Children with Poetry Janet's poetry is intentionally crafted to relate to children and have a central place in their classrooms. Her anthologies reflect content areas and standards and serve as accessible entry points for lessons on a variety of topics. Her career is built on a foundation of connection to relevant and timely issues facing children and teachers. Her poetry can be incorporated into lessons already packed with content standards and curricular demands. A frequent presenter in schools and classrooms, Janet is dedicated to working directly with teachers and students, reflecting her intense commitment to spreading the gift of poetry. The pivot to virtual visits as a result of the COVID-19 pandemic did not slow her down. Throughout the pandemic, Janet continued to visit schools and classrooms using virtual platforms. These visits inspire Janet to observe that "[w] e need to take lots of poetry breaks. Poetry is great for thirty-second breaks where you jump, you move,
TO LIVE IN a global society means to live with awareness that we are not in this world alone. The... more TO LIVE IN a global society means to live with awareness that we are not in this world alone. The 2016 Notable Books for a Global Society winners, individually and collectively, issue to readers an invitation to live wide open to multiple voices and possibilities while also developing insight into who they are, who they might be, and how they might engage to make the world a better place for each person in it. In The Call of Stories: Teaching and the Moral Imagination, Robert Coles (1989) writes about the power of story to help each of us " find a good way to live this life, " of how " responding to the moral imagination of writers " can bring us to understand ourselves better but also to embrace " the moral imperative of fellow human beings in need " (p. 205). In short, stories can change the ways we see ourselves and others. They can call us to be more humane and more connected, to see beyond what we think we know to imagine what might be. Selecting and promoting books for young readers is an act rich in potential and fraught with responsibility. An engaging book—a well-told story-has the power to challenge prejudice, foster empathy, open eyes and ears to voices and perspectives not previously heard or respected. Conversely, a book can affirm stereotypes and strengthen already loud voices so that the softer ones are moved more firmly to the side. The stories we share with readers may help them see and understand themselves and affirm that they exist, that they count. Stories can also move us to see beyond what we know and experience in our lives to see, hear, respect, and care about—another's life and truth. When we take seriously our responsibility to find and promote many voices, we are in essence, working toward justice and creating a more peaceful world. An acute awareness of that responsibility guided our work as we developed this list, and we offer these books and related teaching suggestions as a springboard for teachers who seek to co-create a better world one reader at a time. We approached our reading and analysis from a critical literacy stance, an understanding that no text is neutral but rather every text reflects a particular perspective and embodies particular values. When we read from a critical literacy perspective , we are aware of the view of the world that is depicted, and we wonder whose voices, perspectives, and experiences have not been heard. As we read, we sought out voices—historical and contemporary—that may not often be heard in the clamor of books available for young readers. We looked for expertly crafted books that readers would want to read—the ones our students, our own children, and we ourselves eagerly devoured and couldn't wait to talk about. We pursued books that celebrated the power, wonder, and joy of the human experience. In the curriculum suggestions we provide below, we explore ways to develop highly capable readers, writers, and thinkers who understand and care about those around them and are
Content analysis of Representation of North Korean Defector Families in South Korean Children's L... more Content analysis of Representation of North Korean Defector Families in South Korean Children's Literature
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© 2022 by the National Council of Teachers of English
© 2022 by the National Council of Teachers of English