Modern day children's and young adult non-fiction is replete with books which highlight scientific efforts (treks, safaris, journeys, expeditions) to confront environmental challenges , such texts prevalent in Siebert and Orbis Pictus listings. This presentation will build school librarian awareness of such adventurous selections, provide text-based activities conducive to collaborative efforts with science teachers (multiple grade levels will be addressed), and introduce reading promotion plans and activities based in these award-winning works of literature. First, as an icebreaker, attendees will be asked to imagine a world without...(one planted attendee will stand up with a picture of a species depicted in the books highlighted in the session. This will occur each time a new book is introduced as "breathers" and "attention-grabbers."). The program will open with awareness-based talks (book trailers, audio clips, and author interviews will also be shared) relaying the poignant documented rescue and preservation efforts found in such books, (for example, Parrots Over Puerto Rico). School librarians will discover the engaging nature of these selections based in science, yet perfect for pleasure reading. Next, participants will be provided real-world Common Core (ELA Standards) unit and lesson plan ideas which also contemplate science based standards (i.e. interpret information in charts, graphs, and diagrams). Essentially, participants will come away with the means of developing librarian/science teacher collaborative partnerships. Additionally, a reading promotion plan for each book featured will also be introduced. Participants will be encouraged to elaborate upon and/or provide comments in association with 1) associated texts; 2) collaborative lesson planning with science instructors; and/or 3) reading promotion based in STEM non-fiction materials.

Thesis (D.A.)--Illinois State University, 1993. / Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

<p>Description is in the abstract</p>

This research was designed to investigate issues of quality in the reading of fiction of 11 – 16 year olds in school; this included the reading of fiction as part of the curriculum and private reading for pleasure. It is research which found its roots in the surveys of children’s reading habits carried out by Jenkinson (1946), Whitehead, Capey, and Maddren, (1977), Hall and Coles (1999) and Clark, Osborne and Akerman (2008). These surveys, over sixty years, show how attitudes to reading for 11 – 16 year olds, their reading habits and their preferred texts have changed. Judgements of quality in children’s chosen reading are implied in those studies but criteria for these judgments of quality are not defined. The National Curriculum (NC) for England (2008) explicitly refers to texts considered to be of high quality and lists prescribed texts and authors, but does not define what is meant by quality. The study was designed to investigate how teachers and students in secondary schools (11 – 16 year olds) in England conceptualised quality in the fiction used in class and for private reading. Individual teachers and groups of 11 – 16 year olds from four schools in the South-West of England were interviewed using semi-structured interviews. The interview data were analysed using a Cultural and Historical Activity Theory (CHAT) framework. The findings indicate that interpretations of quality are complex and often linked to examination syllabus requirements; the iterations of the NC for English in England; and discrete individual school and departmental needs. This can cause professional tension amongst teachers relating to the imposed rules, to external expectations and to the lack of teacher autonomy. The study offers new insights into how fiction for 11 – 16 year olds is used and conceptualised in school. This is represented theoretically through the framework of CHAT and in terms of the confusion at the intersection of boundary objects. The outcomes of the research will also contribute to clarifying how texts written for young adults may be judged and to the conceptualisation of a pedagogy to support the use of fiction with 11 – 16 year olds in school.

Den aktuella empiriska studien syftar till att undersöka lärares användning av och inställning till digitala verktyg i litteraturundervisningen. Resultatet baseras på kvalitativt material från semistrukturerade intervjuer med fyra svensklärare i årskurs 4–6. I resultatet framkom att lärarna ser digitala verktyg som en möjlighet i undervisningen generellt. Angående skönlitterär läsning ses verktyget snarare som ett hjälpmedel för elever i behov av särskilt stöd och med annat modersmål än svenska. De är överens om att digitala verktyg inte ska användas uteslutande utan att kombination med det traditionella är att föredra för en varierad och lustfylld undervisning. Resultatet belyser även att lärare anser att utbildning för digitala verktyg saknas och hur de kan använda dem vid skönlitterär läsning. Teknik som inte fungerar och specifika skolors tillgång till digitala verktyg för alla elever nämns som en svårighet