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Language Arts, Vol. 86, No. 3, January 2009

Cover Art for Language Arts, Vol. 86, No. 3, January 2009

Table of Contents

Issue Theme: Children’s Literature: Innovation and Integration

  • Thoughts from the Editors: Innovation and Integration

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Call for Manuscripts

    Abstract: Abstract for this article is currently not available.

    Keywords: Elementary

  • Dispelling or Reinforcing Myths? Learning a New Language as Portrayed in Children’s Picturebooks

    Nancy L. Hadaway and Terrell A. Young

    Abstract: The growing number of immigrant children and English learners in schools today has resulted in an increase in the number of children’s picture books that address the issues surrounding learning a new language and culture. While on the surface, the emergence of books that highlight the cultural and linguistic adjustments involved in learning a new language seem to be a positive trend, a closer examination of the books and their themes and messages is needed.

    Keywords: Elementary

  • Children’s Literature for Reading Strategy Instruction: Innovation or Interference?

    Patricia M. Cooper

    Abstract: This article explores how reading strategy instruction that targets children’s literature can unwittingly interfere with the development of a reading life. It compares the use of story-based children’s literature for reading strategy instruction with the "untaught" story. It asks: What, if any, role does a read aloud that is unfettered by formal instruction related to comprehension play in early education?

    Keywords: Elementary

  • In Defense of Crappy Literature: When the Book Is Bad but the Literary Thinking Is Rich!

    Lori A. Norton-Meier

    Abstract: When a kindergarten student, after hearing a storybook read aloud by his teacher, proclaims “Now, that was a crappy piece of literature!” his proclamation provides an opportunity for an examination of literacy, identity, agency and power. Critical issues and provocative questions emerge about the importance of “crappy” literature and how we create spaces in our classrooms for students to question, examine, respond, and think in a variety of ways about all types of texts.

    Keywords: Elementary

  • Focus on Policy: Children’s Literature in a Testing Time

    Barbara A. Lehman

    Abstract: This article provides a background on research and government policy that has shaped the parameters of thinking about literature in and across the curriculum. The author calls for all who value children’s literature to learn from different perspectives and try to understand each other’s language when talking about literature and literacy in order to identify useful similarities from which we can build a strong theoretical rationale for literature as the content of reading.

    Keywords: Elementary

  • Research Directions: Multimodal Books in Science-Literacy Units: Language and Visual Images for Meaning Making

    Christine C. Pappas and Maria Varelas, with Sharon Gill, Ibett Ortiz, and Neveen Keblawe-Shamah

    Abstract: This article presents a review of the authors’ long-term research in urban classrooms. The authors explore six illustrated information books created by children as culminating activities of integrated science-literacy units, Forest and Matter, that they developed, implemented, and studied in several 1st-3rd grade classrooms in Chicago Public Schools.

    Keywords: Elementary

  • Profiles and Perspectives: Surveying the Hopescape

    Rudine Sims Bishop

    Abstract: Here is the print version of Rudine Sims Bishop’s acceptance speech for the 2007 Outstanding Educator in the English Language Arts Award. The speech was given at the NCTE Elementary Section Get-Together on November 15, 2007.

    Keywords: Elementary

  • Professional Book Reviews: Indians, Ingalls, Infirmity, and Inquiry: Exploring the Power of Children’s Literature to Shape Perspectives of the World around Us

    Carol Zitzer-Comfort

    Abstract: Reviews in this issue focus on books that explore essential understandings about the impact of books on a child’s understanding and self-image. Materials reviewed include: and, Little House, Long Shadow: Laura Ingalls Wilder’s Impact on American Culture by Anita Clair Fellman, Take Up Thy Bed and Walk: Death, Disability, and Cure in Classic Fiction for Girls by Lois Keith, and Storytime: Young Children’s Literary Understanding in the Classroom by Lawrence R. Sipe.

    Keywords: Elementary

  • Children’s Literature Reviews: Innovative and Integrative Books

    Laura B. Smolkin, Craig A. Young, and Kristin E. Conradi

    Abstract: The authors explore innovative and integrative books of children’s literature from 2008. Titles reviewed include: Cool Daddy Rat by Kristyn Crow; The Blacker the Berry by Joyce Carol Thomas; How I Learned Geography by Uri Shulevitz; Tin Lizzie by Allan Drummond; The Black Book of Colors by Menena Cottin; Naming Liberty by Jane Yolen; Duel! Burr and Hamilton’s Deadly War of Words by Dennis Brindell Fradin; Boys of Steel by Marc Tyler Nobleman; The Willoughbys by Lois Lowry; Lady Liberty: A Biography by Doreen Rappaport; Eleven: A Mystery by Patricia Reilly Giff; The London Eye Mystery by Siobahn Dowd; Click: One Novel Ten Authors by David Almond, Eoin Colfer, Roddy Doyle, Deborah Ellis, Nick Nornby, Margo Lanagan, Gergory Maguird, Ruth Ozeki, Linda Sue Park, and Tim Wynne; Ain’t Nothing but a Man: My Quest to Find the Real John Henry by Scott Reynolds Nelson and Marc Aronson; and The Disreputable History of Frankie Landau-Banks by E. Lockhart.

    Keywords: Elementary

  • In Closing . . .: Keep a Pocket in Your Poem

    J. Patrick Lewis

    Abstract: A whimsical poem about poetry that will delight children and inspire their own playful compositions.

    Keywords: Elementary

* Journal articles are provided in PDF format and can be opened using the free Adobe® Reader® program or a comparable viewer. Click here to download and install the most recent version of Adobe Reader.

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A Professional Association of Educators in English Studies, Literacy, and Language Arts