by Janelle Mathis, University of North Texas, Denton, TX
At the beginning of each semester, many teacher educators are faced with the challenge of inviting secondary preservice teachers, as well as teachers already in classrooms, into the realization that picture books are not just for young readers and that many chapter books written for young adolescent readers can hold their own with the traditional literature of the cannon. The task is not an easy one since these individuals have entered their chosen field, frequently English Education, with a personal background that has focused on the traditional cannon. The majority of students I face have not read children’s or adolescent literature since they were in elementary or middle school and even those titles were limited. Continue reading
Many teachers are very hesitant to use graphic novels in their classroom. Much of the hesitation has to do with a personal lack of familiarity with this specific form of literature. For some, the use of graphic novels in the classroom is foreign and scary, some might not even see it as “literature,” while others are actually beginning to see the great advantage of using them to supplement student learning.
One of the lessons that I have learned as a reader of global literature is to never read a book by itself–to always read a book alongside other books. Over and over, I find that our interpretations and connections change dramatically when we read paired books or read a book within a larger text set or collection. Throughout the next month, my blogs will focus on my experiences of reading books alongside each other, most recently within a graduate course on global literature.