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Issue Details: First known date: 2014... 2014 Thinking Through Children’s Literature in the Classroom
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AbstractHistoryArchive Description

'This book is the result of understanding literature as a central part of children's education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people-themselves included-live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their literary competence, one that prepares them to produce independent and sensible interpretations of the world. Of course, the endeavor of forming young readers and fostering their ability to think begins primarily by having well-read teachers who are enthusiastic about teaching and, secondly, by having students who are willing to learn. To encourage and sustain them through the critical turns of their own thinking processes, educators must surely display a sound pedagogic knowledge apart from deep literary expertise.' (Publication summary)

Notes

  • Contents indexed selectively.

Contents

* Contents derived from the Newcastle upon Tyne, Northumberland,
c
England,
c
c
United Kingdom (UK),
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Western Europe, Europe,
:
Cambridge Scholars Press , 2014 version. Please note that other versions/publications may contain different contents. See the Publication Details.
Negotiating Miranda's Vision in the Classroom : Critical Encounters with Literature, from Archetypal Symbolism to Dystopian Fantasy, Tzina Kalogirou , Konstantinos Malafantis , single work criticism (p. 129-147)

Publication Details of Only Known VersionEarliest 2 Known Versions of

Last amended 2 Jun 2014 16:11:30
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