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Children's Literature across the Curriculum: An Ontario Survey
Abstract
In this article, I have presented findings from survey data to describe elementary teachers' and teacher-librarians' use of various genres of children's literature and their use of children's literature in specific curriculum areas. Data analysis revealed that teachers and teacher-librarians most frequently used the genres of non-fiction, realistic fiction, and fantasy in their teaching. They used children's literature in language and social studies to a greater extent than in other curricular areas. In general, teachers' and teacher-librarians' use of Canadian literature was limited. I have concluded the article with a discussion of the importance of national literature in Canadian classrooms. /// Cet article porte sur les résultats de l'enquête qui décrivent l'usage fait par les enseignants du primaire et les enseignants-bibliothécaires de plusieurs genres de littérature de jeunesse, ainsi que leur usage dans des parties spécifiques du curriculum. L'analyse des données démontre que les enseignants et les enseignants-bibliothécaires utilisent plus souvent les ouvrages du genre non-fictif, réaliste et fantastique dans leur enseignement. Ils utilisent la littérature de jeunesse plutôt dans les sciences humaines et les langues que dans les autres parties du curriculum. En général, les enseignants et les enseignants-bibliothécaires utilisent la littérature canadienne de façon restreinte. Cet article se termine avec une discussion sur l'importance de la littérature nationale dans la salle de classe canadienne.
... Delving into the indigenous educational experiences depicted in historical children's literature offers profound insights into the values, norms, and educational practices upheld during that period (Almerico, 2013). Integrating this understanding into the contemporary curriculum aids in accommodating and honoring cultural diversity while recognizing and strengthening the local cultural identity in education (Pantaleo, 2002;Pires, 2011;Ross, 1994). It also provides students with the opportunity to better understand and appreciate the cultural heritage and traditions inherent in indigenous education, resulting in a more inclusive, relevant, and culturally enriched curriculum (Ross, 1994). ...
Studies on indigenous education have become popular in recent years. In Indonesia, indigenous education studies are carried out to rediscover a distinctive educational identity. This study aims to describe the indigenous education of children in Java during the Dutch colonial period through a study of children’s literary novels in Vorstenlanden in 1937. This is a qualitative study. The novel under study is titled Bocah Mangkunegaran which is a children’s literary novel by a well-known author at that time, namely Jasawidagda. This novel was chosen because of its journalistic style which combines historical facts with fiction. This novel records events in the colonial era from the point of view of indigenous children who are educated with indigenous education. The results of the study show that indigenous education is one of the efforts of the Javanese people to resist colonialism, western education models, and priyayi social class. Indigenous education for Javanese children emphasizes feeling, soul and character, not just logic and reason. Indigenous education covers: 1) Economic education for non-priyayi people; 2) Character education and schooling for Javanese children; 3) Education on Javanese religiosity (kejawen), mythology, and puppets; 4) Regional education; and 5) Scouting education (padvinder).
... Children's trade books are considered an important tool for teaching and learning in various content areas, such as social sciences, life sciences, physical education, and health (Pantaleo, 2002;Ross, 1994). Trade books are those books offered for sale to the general public, unlike textbooks designed for a specific group, such as primary school children (Schroeder et al., 2009;Schussler, 2008). ...
Although children’s trade books are considered effective tools for introducing children to science content, studies have concluded that children form alternative ideas about science topics when the information presented in children’s books is inaccurate. The aim of the present study is to examine how stratospheric ozone is represented in children’s books about ozone layer depletion and whether these representations could foster alternative ideas about the topic. A total of nine books, published for preschool and primary school-aged children in Greece, were selected for analysis. Each of the nine books was analyzed using qualitative content analysis. The cognitive elements and information provided by the texts concerning the nature and role of ozone were organized into categories and compared with the scientific consensus view. The results revealed that all books identified in this study provided information about the nature of ozone while two books presented its role in the atmosphere. However, the topic was inadequately covered as misrepresentations about the position, distribution, and origin of ozone, its role in the atmosphere and the mechanism preventing UV radiation from reaching the Earth were recorded. Even though children’s books support science teaching and learning, the limitations appearing in the books require teachers to correct the texts or use additional scientifically accurate material to teach about the ozone layer and its depletion adequately and accurately. Collaboration between publishing companies, authors, and science consultants is recommended for improving the representation of science topics in children’s literature.
... Les oeuvres de littérature de jeunesse apparaissent donc toutes désignées pour une utilisation en classe avec les élèves, en particulier si l'on considère, avec Ahr (2005), la littérature comme un réel objet d'enseignement et non seulement comme un instrument pour l'apprentissage du français. Plusieurs enseignants les intègrent d'ailleurs à leurs pratiques (Dupin de Saint-André et Montésinos-Gelet, 2015;Lépine, 2017), même si plusieurs chercheurs canadiens (Pantaleo, 2002a(Pantaleo, et 2002b, français (Butlen et al., 2008;Tauveron, 2002) et états-uniens (Akins et al., 2018;Burgess et al., 2011;Cunningham et al., 2004) indiquent que le champ de la littérature de jeunesse est encore peu connu des enseignants. ...
... The findings of recent studies investigating the use of Canadian books and other media in elementary schools have been disappointing and discouraging to those interested in Canadian children's literature. For example, a survey of 1,027 elementary school teachers in Ontario, a province in Central Canada, found that respondents accessed mainly American literature (Pantaleo, 2002). Although the study respondents could name a number of Canadian authors and/or illustrators, their knowledge and use of Canadian children's literature was limited, as was their knowledge of book selection tools and resources. ...
This Canadian research which explored elementary teachers’ use of, and beliefs about, Canadian children’s books in the classroom, has implications for teacherlibrarians and other educators in many countries faced with the impact of the homogenization and “Disney-fication” of children’s books and other media. The research builds on previous studies which identified some of the supports that facilitate elementary teachers’ use of children’s books in their teaching (e.g., access to teacher-librarians, funding for materials, and opportunities for professional development). The case study school district was committed to supporting the work of teachers through the school library and had these supports in place. The study participants had clear ideas about what it meant to them to be Canadian and about the values that were important to them as Canadians. They believed it was important to incorporate Canadian books into classroom activities. However, they often felt a need to justify their use of Canadian books, whereas they unquestioningly used American books in their teaching across the curriculum. Overall, they were more knowledgeable about Canadian books and Canadian authors and illustrators than teachers in earlier studies. The teachers relied on the recommendations of the teacher-librarians about books, but they rarely collaborated with teacher-librarians in selecting and using Canadian books with their students. The research report concludes with questions about lost potential in terms of the power of books to enhance children’s sense of national identity and their sense of social cohesion.
... Accordingly, it is possible to use children's books functionally, especially in educational environments designed upon the constructivist approach. Children's books' thematic opportunities are used in courses related to many different disciplines such as social sciences, life sciences, art, physical education, and health (Davis & Palmer, 1992;Pantaleo, 2002;Ross, 1994;Smith, 1991). Unlike textbooks, children's non-fiction books can provide more in-depth knowledge and a broader perspective on any course subject. ...
Bu araştırmada Türk çocuk edebiyatında işlenen temaların tespit edilmesi amaçlanmıştır. Bu doğrultuda Türk çocuk edebiyatı, çocuk gelişimi ve çocuk eğitimi açısından incelenmiştir. Durum çalışması şeklinde tasarlanan bu araştırmada, ölçüt örneklem doğrultusunda dört yayınevinden altı yüz altmış beş Türk çocuk kitabı seçilmiştir. İnceleme, yayınevlerine ait kitap katalogları üzerinden yapılmıştır. Seçilen çocuk kitapları Türkçe dersi öğretim programındaki temalara göre nitel ve nicel içerik analizine tabi tutulmuştur. Bu doğrultuda çocuk kitaplarında on altı tema tespit edilmiştir. Çocuk kitaplarında genel temalar (erdemler, birey ve toplum vb.) daha çok, özel temalar (bilim ve teknoloji, sanat vb.) daha az işlenmektedir. Temalar çocuk gelişimi, çocuk eğitimi ve çeşitlik açısından değerlendirildiğinde bazı olumlu ve olumsuz sonuçlara ulaşılmaktadır. Çocuk kitaplarındaki bazı temalar, çocuk gelişimine katkı sağlayacak nitelikte değildir. Diğer temaların ise sosyal, zihinsel, duygusal, ahlaki gelişimi destekleme potansiyeli bulunmaktadır. Ancak gelişim alanları kapsamlı ve detaylı bir şekilde işlenmemiştir. Çocuk kitapları, öğretim açısından bazı sözel ders ve sözel yetkinlikler için uygun içeriğe sahiptir. Aynı durum diğer ders ve yetkinlikler için geçerli değildir. Ayrıca çocuk kitapları, informel açıdan çocuk eğitimini destekleyecek potansiyele sahiptir. Son olarak çocuk kitaplarında tematik açıdan pozitif ve kısmen sınırlı bir dünya sunulmuştur. Ancak sunulan bu tematik dünyanın çocukların ilgisini çekebileceği söylenebilir.
This study sets out to identify themes in Turkish children’s literature. Accordingly, Turkish children's literature was examined in terms of child development and education. This study was designed as a case study. Six hundred and sixty-five Turkish children's books were selected from four publishing houses using criterion sampling, and book catalogs were reviewed. Qualitative and quantitative content analysis was administered on the selected children's books according to the Turkish course curriculum themes. Sixteen themes were identified in the children's books. General themes (individual and society, virtues, etc.) were covered in children's books more, while special themes (science and technology, art, etc.) were covered less. When the themes were evaluated in terms of child development, child education, and diversity, some positive and negative results were obtained. Some themes in children's books were not qualified to contribute to child development. Other themes had the potential to support social, mental, emotional, and moral development. However, development areas were not covered in a comprehensive and detailed manner. Children's books had contents suitable for some verbal lessons and verbal competencies in terms of teaching. The same was not true for other courses and competencies. Additionally, children's books had the potential to support children's education on extra curricular grounds. Finally, a thematically positive and partly limited world was presented in children's books. However, this thematic world displayed
may attract the attention of children.
... Pantaleo, 2002;Morgan, ...
... Nous avons ainsi 1) défini nos objectifs, 2) constitué une banque de questions, 3) formulé et 4) ordonné les questions, 5) révisé et 6) prétesté le questionnaire ainsi que 7) rédigé l'introduction et les consignes. Pour construire cet instrument de collecte de données, nous nous sommes inspiré des questionnaires utilisés par d'autres chercheurs pour des sondages nationaux sur les attitudes des élèves envers la lecture (McKenna, Kear et Ellsworth, 1995), sur l'enseignement de la lecture (Soussi et al., 2008), de la littérature (Pantaleo, 2002a(Pantaleo, , 2002b, de l'écriture (Gilbert et Graham, 2010) et de l'oral (Nolin, 2013) ainsi que sur des questionnaires d'enquête locale sur l'enseignement de la lecture (Martel et Lévesque, 2010) et les pratiques de lecture des adolescents (Lebrun, 2004). ...
Cet ouvrage collectif fait suite à un symposium - Les usages des albums de littérature jeunesse au primaire – organisé par Manon Hébert et moi-même dans le cadre des XIVes rencontres du Réseau international en éducation et en formation qui s’est tenu à Montréal en octobre 2015. Dans ce symposium, par un partage d’analyses et de recherches empiriques relatives à un usage des albums de littérature jeunesse réalisées dans des classes du préscolaire et du primaire, une réflexion quant à la variété de ces usages et aux impacts sur le développement des élèves a été conduite conjointement par les chercheurs invités. Les différents chapitres de cet ouvrage retracent les grandes lignes de cette réflexion.
Les trois premiers chapitres sont des analyses menées à propos d’albums. Le premier que j’ai écrit vise à éclairer l’apport des illustrations au récit en mettant en relief leur contribution aux attraits du livre définis par Saricks. Le deuxième chapitre écrit par Anne Leclaire-Halté et Luc Maisonneuve aborde l’interaction entre texte et image en ayant recours à la notion d’indexation développée en sémiotique par Klinkenberg. Dans le troisième chapitre, Caroline Scheepers et Stéphanie Delneste se livrent à une analyse d’un corpus d’album afin de dégager une catégorisation de la mise en scène du livre ou du lecteur.
Les deux chapitres suivants sont des enquêtes quant aux usages des albums en classe réalisées en contexte québécois. Elaine Turgeon expose les résultats d’une enquête menée auprès d’enseignants de maternelle dans le chapitre 4. Le chapitre 5, écrit par Martin Lépine et Manon Hébert, retrace les résultats d’une vaste enquête sur l’enseignement de la littérature au primaire.
Les chapitres 6 et 7 sont des comptes rendus d’observations réalisées dans des classes du primaire au Québec. Dans le chapitre 6, Annie Charron et moi-même présentons une étude de cas qui décrit l’exploitation d’un album par une enseignante de 2e année à des fins interdisciplinaires. Dans le chapitre 7, avec Marie Dupin de Saint-André, nous retraçons les différents usages des albums observés dans neuf classes du primaire.
Enfin, les deux derniers chapitres présentent des données relatives aux élèves à la suite d’interventions en classe impliquant des albums en contexte européen. Le chapitre 8, écrit par Stéphane Colognesi et Catherine Deschepper, porte sur l’usage d’un album pour soutenir la compétence d’élèves de la fin du primaire quant à l’oral. Bénédicte Duvin- Parmentier, dans le chapitre 9, considère les effets d’une intervention visant à sensibiliser des élèves du primaire à la typographie poétique au sein d’albums en relevant les effets typographiques présents dans leurs productions écrites.
... Very little research exists on the use of Canadian children's literature in elementary schools. One Ontario survey of 1,027 elementary school teachers (Pantaleo, 2002) found that respondents accessed mainly American literature. Although they could name a number of Canadian authors and/or illustrators, Pantaleo concluded that the respondents' knowledge and use of Canadian children's literature was limited, as was their knowledge of book selection tools and resources. ...
This case study of one school district explored elementary teachers’ use of, and beliefs about, Canadian children’s books in the classroom. It also examined the supports that facilitate elementary teachers’ use of Canadian books, including services provided by teacher-librarians, school district personnel and others; availability of funding; and opportunities for professional development. The case study district had a teacher-librarian in every school and was committed to supporting the work of teachers through the school library. The participants had clear
ideas about what it meant to them to be Canadian and about the values that were important to them as Canadians. They believed it was important to incorporate Canadian books into classroom activities. However, they often felt a need to justify their use of Canadian books, whereas they unquestioningly used American books in their teaching across the curriculum. Overall, they were more knowledgeable about Canadian books and Canadian authors and illustrators than teachers in earlier studies. However, the findings of the study raise an interesting paradox; the teachers supported the use of Canadian books but they did not appear to connect “Canadian values” to Canadian books. They seemed unaware that all books, Canadian or not, convey an ideology; “no text is innocent” (Stephens & Watson, 1994, p. 14).
... In light of this fact, I feel a huge responsibility to my students to find and share interesting books that cover a range of genres. Pantaleo (2002) contends that teachers have a responsibility to expose students to a wide variety of books, ...
Research over the past two decades has amply demonstrated the importance of literature to the formation of both regional and national cultural identity, particularly in the face of mass market globalization of children’s book publishing in the 21st century as well as the predominance of non-Canadian content from television, movies, books, magazines and internet media. However, Canadian children appear to have only very limited exposure to Canadian authors and illustrators. In Atlantic Canada, regional Atlantic Canadian authors and illustrators for children receive very limited critical attention, and resources for the study and teaching of Atlantic Canadian children’s literature are few. Print and digital information sources on regional children’s books, publishing, authors and illustrators are scattered and inconsistent in quality and currency. This research project directly addresses these key concerns by summarizing the findings of a survey of Atlantic Canadian teachers on their use of regional books. In response to survey findings, the paper concludes by describing the creation of the Sea Stacks Project an authoritative web-delivered information resource devoted to contemporary Atlantic Canadian literature for children and teens.
This article discusses current challenges of children's literature in Canada and compares them with past developments, highlighting both governmental guidelines as well as educators' demands. This discussion serves as the background for an analysis of a new book series entitled "In the Same Boat," which was introduced by the Canadian publisher Coteau Books in 2001 and 2002. With "In the Same Boat" Coteau Books has published a series of novels for young readers that celebrates the richness of Canada's cultural heritage and the many different faces that contribute to Canada's multicultural society. The stories take different forms - adventure, family drama, historical fiction, and fantasy - and give information about a particular culture as a background for the main narrative. They feature young heroes who are as culturally diverse as their authors and who embark on an adventurous journey to their roots.
Abstract
Developing an understanding of the importance of a sustainable future is vital in helping children to become ‘global citizens’. Global citizens are those willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. Children's literature — picture and story books in particular — can be used as a powerful tool to help even the youngest citizens become aware of the need to assume responsibility for creating and enjoying a sustainable future through global citizenship. Children's literature can be utilised to help children examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. This article explores and examines ways in which some examples of Australasian children's literature, specifically Storm Boy (Thiele, 1963), Lester and Clyde (Reece, 1991), The Waterhole (Base, 2001), Window (Baker, 1991) and Belonging (Baker, 2004), have been used in a literacy focused preservice teacher education course to assist preservice teachers entering their internship school placements to develop children's understandings of an ecologically sustainable future. It provides further insight into methods for embedding teaching for a sustainable future into pre-service teacher education.
In light of recent specific liberalizations in drug laws in some countries, I have investigated the potential of entheogens (i.e., psychoactive plants used as spiritual sacraments) as tools to facilitate existential intelligence. "Plant teachers" from the Americas such as ayahuasca, psilocybin mushrooms, and peyote, and the Indo-Aryan soma of Eurasia, are examples of entheogens that have been used used in both the past and present. These have all been revered as spiritual or cognitive tools to provide a richer cosmological understanding of the world for both individuals and cultures. I used Gardner's (1999a) revised multiple intelligence theory and his postulation of an "existential" intelligence as a theoretical lens through which to account for the cognitive possibilities of entheogens and explore potential ramifications for education.
The recent growth of Jewish day schools in the United States and United Kingdom has consistently been attributed to the declining appeal of public education among minority groups in general and the Jewish community in particular. In this article I review the interpretative heuristic that lies behind this claim, and ask whether this heuristic accounts for day-school growth in Toronto. I examine previously unpublished school enrolment data and conclude that Jewish families are neither in flight from the Toronto public school system nor are they heading in increasing numbers to day schools. I suggest, therefore, that the prevailing cross-cultural paradigm for day-school growth needs reassessing in a Canadian context and perhaps beyond.
Handbook 3: https://www.routledge.com/Handbook-of-Reading-Research-Volume-III/Kamil-Mosenthal-Pearson-Barr/p/book/9780805823998
Argues that the use of literature in elementary schools has been shown to promote achievement in reading, positive attitudes toward reading, social understanding, and content area learning. Describes five literature-based classroom reading programs which differentially arrange the organizational variables of whole-class, small-group, and individual instruction. (RS)
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