This handbook provides a comprehensive review of the research and practice of engaging with children’s and young adult literature in education. Drawing across scholarship focused on genre, creation, and utilization of children’s literature, it provides a unique perspective on the role that children’s literature can play in educational spaces from age 2 to 18, and from picture books to YA literature.
The volume is divided into three main sections: first, a review of the history of children’s literature and its application in education; second, a discussion of methodological approaches for studying children’s literature in educating young people - particularly in relation to critical literacy and multimodality; and third, a cross section of research organized by the developmental use of children’s literature in school settings. The chapters cover a range of topics including diversity, intersectionality, transactional theory, representation, trauma-informed pedagogy, anti-racism, immigration, folk and fairy tales and more.
Written by leading scholars based in Australia, South Africa, South Korea, and the UK, the handbook represents the global use of children’s literature in schools, revealing connections across international contexts while also honoring the differences in how literature is conceptualized and utilized across the world.
Foreword, Patrick Shannon (The Pennsylvania State University, USA)
Introduction, Katrina Bartow Jacobs and Patricia A. Crawford (University of Pittsburgh, USA)
Part I: Historical Foundations of Children’s and Young Adult Literature in the Educational Context
1. Literature, Children, and Expansive Understandings of Global Identities, Vicky Macleroy (Goldsmiths, University of London, UK)
2. Awards in Children’s Literature, Thomas Crisp, (Georgia State University, USA)
3. Growing Diversity in Children’s Literature, Denise Dávila (University of Texas, USA)
4. Global Perspectives in Children’s Literature, Kathy G. Short (University of Arizona, USA)
Part II: Research in Children’s and Young Adult Literature and Educational Applications
Sub-Section 1: Exploring Literature: Looking Closely at Print, Visual, and Digital Texts
5. Critical Content Analysis of Literature for Children and Young Adults, Maria José Botelho (University of Massachusetts Amherst, USA)
6. Visual Analysis of Picture Books, Comics, Graphic Novels, Ashley Dallacqua (University of New Mexico, USA)
7. Research Based on Multimodalities in Literature, Frank Serafini (Arizona State University, USA)
8. Unpacking Intersectionality in Middle Grades Graphic Novels, Danielle Hartsfield and Westry Whitaker (University of North Georgia, USA)
Sub-Section 2: Reader Response: Examining the reading event
9. Analytical Response: Children making meaning from texts, Kerryn Dixon (University of Nottingham, UK) and Hilary Janks (University of the Witwatersrand, South Africa)
10. Transactional Theory of Reading Response, Wanda Brooks (Temple University, USA)
11. Windows, Doors, and Mirrors in Children’s Literature, Katrina Bartow Jacobs (University of Pittsburgh, USA)
Sub-Section 3: Sociocultural Perspectives of Literature and Learning for Young People
12. Trauma-Informed Approaches to Children’s Literature, Angela Wiseman (North Carolina State University, USA)
13. Representation in Children’s Literature, Ebony Elizabeth Thomas (University of Michigan, USA)
14. Engaging Anti-Racism with Children’s Literature, Shannon Wanless and Aisha White (University of Pittsburgh, USA)
15. Immigration and Transnationalism in Children’s and YA Literature, Ruth McKoy Lowry (University of North Texas, USA)
Part III: Explorations and Applications of Literature for the Education of the Developing Child
Sub-Section 1: Literature and the Developing Child: Connecting Ages and Stages to the Pages of Children’s Literature
16. Literature for the Young Child, Patricia A Crawford (University of Pittsburgh, USA)
17. The Picturebook as a Literary Artform, Evelyn Arizpe (University of Glasgow, UK)
18. Wordless Texts as Invitations to Meaning Making, Evelyn Arizpe and Colleagues (University of Glasgow, UK)
19. Poetry and Language Play for the Early Years, Sylvia Vardell (Texas Women’s University, USA) and Janet Wong (Poet)
20. Literature Learning in Families and Communities, Mary Napoli (The Pennsylvania State University, USA) and Lesley Colabucci, (Millersville University, USA)
21. Books for Learning to Read, April Mattix Foster (George Mason University, USA) and Michelle Sobolak (University of Pittsburgh, USA)
Sub-Section 2: Literature for the Middle Years
22. Dialogic Reading of Children’s Literature: Developing Children’s Literate Identities, Alyson Simpson (University of Sydney, Australia)
23. Series Books for the Elementary Years, Vicky Cardullo (Auburn University, USA)
24. Folk and Fairy Tales as Socioemotional Resources, Evelyn Arizpe and Colleagues (University of Glasgow, UK)
25. Exploring Language and Translingualism through literature, Angie Zapata (University of Missouri, USA)
26. Complex/Post-Modern/Modern-esque Picturebooks, Sylvia Pantaleo (University of Victoria, Canada)
27. Graphic Novels, Carla Meyers (Duquesne University Pittsburgh, USA)
28. Literature in Disciplinary Literacy, Vicky Zygouris-Coe (University of Central Florida, USA)
Sub-Section 3: Literature for the Young Adult
29. Informational Texts to Support Learning, Linda Kucan (University of Pittsburgh, USA)
30. Digital Texts to Support Disciplinary Literacy, Byeong-Young Cho (Hanyang University, South Korea)
31. Comics & Graphica, David Low (University of California, USA)
32. Social Support for Life’s Challenges, Rachel Skrlac Lo (Villanova University, USA)
33. Fantasy Worlds, Stephanie Toliver (University of Colorado, USA)
34. Literature to Explore Personal, Social, and Collective Identities, Adam Crawley (University of Colorado, USA)
35. Series Books for Teens and Tweens, Nora Peterman (University of Missouri, USA)
Conclusion, Katrina Bartow Jacobs and Patricia A. Crawford (University of Pittsburgh, USA)
References
Index
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