New to the Fourth Edition:
- Expanded attention to digital tools, multimodal learning, and teaching online
- New examples of teaching contemporary texts
- Expanded discussion and illustration of formative assessment
- Revised response activities for incorporating young adult literature into the literature curriculum
- Real-world examples of student work to illustrate how students respond to the suggested strategies
- Extended focus on infusing multicultural and diverse literature in the classroom
Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.
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|Publisher:||Taylor & Francis|
|Edition description:||4th ed.|
|Product dimensions:||7.00(w) x 10.00(h) x (d)|
About the Author
Deborah Appleman is the Hollis L. Caswell Professor and Chair of Educational Studies at Carleton College, USA.
Bob Fecho is Professor of English Education at Teachers College, Columbia University, USA.
Rob Simon is Associate Professor of Multiliteracies in Education at the Ontario Institute for Studies in Education of the University of Toronto, Canada.
Table of ContentsContents
About the Authors
Part 1: What Should Be Considered as We Imagine Our Literature Classrooms?
Chapter 1: Why Teach Literature?
Chapter 2: Who are my Students and Within What Contexts Will I Teach?
Part 2: What Literatures Will I Teach?
Chapter 3: How Do I Teach What My Students Are Reading?
Chapter 4: How Do I Teach Critical Media Literacy?
Chapter 5: What Should I Consider When Planning a Curriculum?
Part 3: How Do I Create Opportunities for Students to Engage with Literature?
Chapter 6: How Do I Help Students Understand What They are Reading?
Chapter 7: How Do I Encourage Students to Read Literature through Multiple Perspectives?
Chapter 8: How Can I Engage Students in Responding to Poetry/Spoken Word?
Chapter 9: How Do I Create Opportunities for Students to Talk and Write About Texts?
Chapter 10: How do I Create Opportunities for Students to Enact Responses to Literature?
Part IV: Where do I go from here?
Chapter 11: Evaluating and Assessing Student Learning of Literature: How Do You Know What They Have Learned?
Chapter 12: How Do I Develop as a Literature Teacher?