Children`s Books: Reading Adventures Online: Five Ways to

Children's Books: Reading Adventures Online: Five Ways to Introduce the New Literacies of
the Internet through Children's Literature
Author(s): Jill Castek, Jessica Bevans-Mangelson, Bette Goldstone
Source: The Reading Teacher, Vol. 59, No. 7 (Apr., 2006), pp. 714-728
Published by: International Reading Association
Stable URL: http://www.jstor.org/stable/20204409
Accessed: 02/07/2010 16:26
Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at
http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless
you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you
may use content in the JSTOR archive only for your personal, non-commercial use.
Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at
http://www.jstor.org/action/showPublisher?publisherCode=ira.
Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed
page of such transmission.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of
content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms
of scholarship. For more information about JSTOR, please contact support@jstor.org.
International Reading Association is collaborating with JSTOR to digitize, preserve and extend access to The
Reading Teacher.
http://www.jstor.org
Boni,?
-uW-DREN'S
.
ii}e: Five ways to
of the internet
e
of all ages are turning to the
people
their reading experiences.
Internet to expand
a fifth grader, visits a vir
Deion
(pseudonym),
Young
tual
||at
during literacy center time to find
the world are reading. Here, sui
new
their favorite books and recommend
book club website
what
kids around
ts discuss
ties to explore. Deion navigates to the discussion board
where
he sees that Harry Potter and the Half-Blood
Prince (Rowling, 2005, Scholastic)
has three new posts.
Mark
offer
their
of
Rebecca,
impressions
01ivervand
the latest in thi^opular
Subjecyprry
series.
Potter & the Half-Blood Prince, New Zealand
t got done reading the latest Harry Potter book this
rioon and came on here. Iwas surprised to find that no
else had posted anything about it yet! Ithink the other
arry Potter stories had more suspense and better plots,
but this book ismuch funnier!
What's your opinion?
Rebecca
Subject: Re: Harry Potter & the Half-Blood Prince, Canada
Hey,
Wow, Ithought Iwas the only one who thought that! I
totally agree with you. Ididn't enjoy this book as much as I
liked the other ones. But Ido like how Harry and everyone
else are growing up and learningmore magic.
Ithink Harry has to go back to school. All the adventures
happen at Hogwarts and if he doesn't go back, how will he
learn everything he needs to know? Ican't wait until the
next book comes out.
Send a reply,
Oliver
714
? 2006
International Reading Association
(pp. 714-728)
doi:10.1598/RT.59.7.12
Subject: Re: Harry Potter & the Half-Blood Prince, USA
Iwas a little disappointed that I figured out who the
Half Blood Prince was. As soon as you knew where
Harry read the name, itwas easy to guess. Now we
have to wait two years until the next adventure.
Impatiently counting the days,
Mark
await
exciting
Many
literacy adventures
students online. Deion's
teacher understands
for
our
that
to use
identify
in a digital world
(International
participation
2001). Although
Reading Association,
they are not
included in the assessments
used tomeasure
student
growth as a result of theNo Child Left Behind Act
of 2001 (2002), they are nevertheless vitally im
to our students'
portant
futures
(International
ICT
the
providing
opportunities
Internet at school helps them develop literacy skills
that are important for their future participation
in a
Literacy Panel, 2003; Partnership for 21st Century
Skills, 2004).
that using com
digital world. She also recognizes
to read, write,
increases
students'
motivation
puters
and learn (Becker, 2000). Deion navigates
the dis
for
teaching and learning, we extend opportunities
all students to acquire these skills and strategies.
cussion
board
as his
students
locate infor
important questions,
in
critical
in
mation, engage
evaluation,
synthesize
on the Internet (Leu,
and communicate
formation,
Kinzer, et al., 2004). New literacies are required for
cessfully
teacher
observes.
She
New
is
by the critical thinking skills students use
as they participate
in online exchanges.
Providing
Internet activities as part of your classroom
litera
amazed
ture program helps students acquire important new
skills and strategies required to take advantage
of
information
and
technolo
communication
today's
gies (ICTs) (Leu, Castek, Henry, Coiro, &
McMullan, 2004).
In this column, we
and children's
Internet
defining
the
links between
explore
literature. We begin by
the term new literacies and sharing the im
students gain when we make
the
portant benefits
Internet part of the classroom
In our
curriculum.
discussion
of new literacies, we highlight
the im
portance of developing
using the Internet. We
to introduce
toward
positive dispositions
then share five exciting ways
the new literacies
of the Internet
literature. We are also pleased to
through children's
within
this
column
Bette Goldstone's
present
Children's
Books That Mirror Techno Text, a dis
cussion
multiple
of high-quality
books that weave
lines
and involve students
story
ing high-level
offline.
What
The
comprehension
are new
term new
strategies
When
together
in apply
online and
we use the Internet
literacies build upon the foundational
taught in schools. However,
we have always
eracies include
has many
to search
quired
(Gee, 2000; Lankshear & Knobel, 2003; Leu,
Kinzer, Coiro, & Cammack,
2004, Street, 2003).
We use the term here to describe
the new skills,
are
and
that
strategies,
dispositions
required to sue
new lit
on the Internet
for information
within
and between
(Henry, 2006). Navigating
sites, anticipating what information
web
might be con
to a hyperlink on any given site, synthesizing
information
found at different
locations, and criti
nected
cally
evaluating
online
resources
also require new
skills and strategies (Coiro, 2003a, 2003b, 2005).
To take full advantage of the Internet's information
readers must acquire the new literacies
potential,
that are needed to use them effectively
(Leu, 2002).
there are many
resources
excellent
Fortunately,
that encourage,
available
and
motivate,
support
readers as they acquire these new literacies. Visit the
resources on the New Literacies
page (http://ctell.
for practical
uconn.edu/cases/newliteracies.htm)
ideas that are fun and easy to implement.
we
educators,
that
will
experiences
meanings
literacies
reading, writing,
viewing,
and communication
skills required by
navigating,
the many ICTs that continually
appear in our lives
et al., 2004). New
literacies are re
(Leu, Castek,
As
literacies
for
the new
positive
Developing
toward the Internet
literacies?
in our classrooms
learning. We
play
sustaining positive
Internet and other
of mind
situations
dispositions
to engage
students
in
a
love
of
inspire
lifelong
aim
a central
role in developing
and
student dispositions
toward the
are "habits
ICTs. Dispositions
or tendencies
in certain
to approach
ways"
(Katz,
and respond to
1988, p. 30).
Children's Books
715
They are learned through observation,
modeling,
and exposure
(Noyes, 2004).
are influenced
Dispositions
by support, en
and engagement.
Students with limited
joyment,
on the Internet have more difficulty de
experiences
Like most of us,
positive
dispositions.
in
avoid
time
the things they
they may
investing
do not do well. As a result of negative dispositions
veloping
toward reading online, students may lose out on op
to take full advantage of the rich infor
portunities
resources
on the Internet.
mational
In
available
of positive dispositions
contrast, the development
toward the Internet and other ICTs is the first step
toward acquiring expert Internet skills that can be
to further
used
Students
who
have
ac
learning.
are collaborative,
con
quired positive dispositions
and
active
in
structive,
(Guthrie
problem
solving
2000). They enjoy reading on the
& Wigfield,
Internet
and seek out opportunities
to use
it to ful
fill their learning aims (International ICTLiteracy
United
States
source of information
The
Internet
to be reluctant
to embrace
for them (Lebo).
a widespread
com
has become
tool used extensively
in the workplace.
a
As
in the
result, we are seeing profound changes
nature of reading and writing
there.
taking place
In just one year (August 2000 to September 2001),
use of the Internet
at work
among employed
adults age 25 and older increased by nearly
to 41.7%
from 26.1%
of the workforce
Department
U.S.
60%,
(U.S.
sur
2002). A national
that 42% of U.S. work
of Commerce,
vey (Lebo, 2004) reported
ers use e-mail every day to gather information
and
collaborate with others. This growing dependency
on networked
information
literacies
acquire
tral to the world of work.
Nations
around
it a necessity
that
that are cen
makes
the new
all students
Education
continue
have made
munication
some
teachers
tech
the
nologies,
including
world a better place (Lebo, 2004). Also in that sur
the
vey, 67% of Internet users said they consider
Internet to be an important or extremely
important
important
National Grid
new
communication
the Internet,
for Economic
Co
2003; Organisation
and
2005).
operation
Development,
While many students are finding the Internet to
be an exciting
world
(Rain?e & Hilton,
2005),
Panel,
new
believe
the world
see Internet
use as
to their curricular
goals. Great Britain's
for Learning www.ngfl.gov.uk,
The
of Australia
Network
www.
(EdNA)
you to
technologies.
hope to encourage
more fully integrate these new literacies
into your
classroom
the teaching and learning
by exploring
and Canada's
edna.edu.au/edna/pagel.htmL
are
SchoolNet
www.schoolnet.ca/home/e/ict.asp
national
efforts aimed at helping
teachers make
in children's
literature.
It is indeed
opportunities
to
in
students
support
positive
possible
developing
toward the Internet. Fun, engaging,
dispositions
an
technologies
a
of
their
school
curriculum.
Take
integral part
look at these international
sites to gather resources
in the class
online experiences
and meaningful
room help shape positive attitudes and a strong de
sire to learn to use technology well.
to support your own curriculum
In or
changes.
der to compete with students around the world for
the jobs of the future, we will need to ensure that
We
information
and communication
the new literacies
of Internet
possess
and
and can use them skillfully
students
technologies
is teaching with
Why
Internet important?
scholars
Some
generation's
learning
believe
defining
(Hartman
effectively.
With
the
that the Internet
is this
for literacy and
technology
et al., 2005). Roughly
73% of
young people ages 12 through 17 in the United
use the Internet
States
to gather
informa
regularly
ideas, and share opinions
tion, exchange
(Lenhart,
& Hitlin, 2005). Compared with respons
Madden,
es collected
in 2001, the use of the Internet among
today's
teens
has
intensified
and
broadened
(Lenhart et al.). A similar survey reported that 66%
of regular Internet users and 49% of nonusers in the
716
The Reading
Teacher
the
growing
Vol. 59, No. 7
April
number
of
Internet
across
computers
our
are
the
classrooms
best
States,
to acquire
for students
the new literacy
places
skills they will need for participation
in the work
connected
available
in schools
the United
century. As teachers, we have a
a wide
to
students with
responsibility
provide
that demonstrate
the
range of literacy experiences
we
in our daily
read and write
lives.
ways
places
of the 21st
13% of U.S.
students do not have
Approximately
access
to the Internet
at home
et al.,
(Lenhart
is the only place these chil
2005). The classroom
learn the skills and strategies
dren will
required
2006
to take full advantage
It is up to
of the Internet.
us to provide these experiences
so that all students
in the careers
are given the tools to succeed
will define the 21st century.
that
new
literacies
online
communicating
dents by using
into your
Internet
across
children's
with
particularly
umn, we address
portunities
and
for reading, writing,
can be introduced
to stu
the Internet
the curriculum,
In this col
literature.
five exciting ways
literature program:
is an adventure that extends the imag
Reading
ination and makes
learning fun. Literature exposes
new
worlds filled with heroes, villains,
children to
new friends, and new possibilities.
McEwan
and
Egan (1995) explained how stories provide oppor
of experience
tunities to embark on explorations
Great books offer op
from various perspectives.
Five exciting ways to use the
Internet to teach literature
The
to bring
the
are engaging
that motivate
readers
using
students
literacy tools
to explore
the world
online tools.
to become
authors
on
the
on the
work
student
Publishing
Internet helps students become more invest
Web.
ed in producing
proud to share.
products
quality
they are
in virtual book clubs. Online fo
3. Participate
rums provide a worldwide
audience for book
discussions
exposing
that enrich comprehension
students to new perspectives.
4. Collaborate
while
on Internet
Internet
projects.
collaborative
projects get students working
to
with
others
explore topics of common
ly
interest.
to your study of
informational websites
literature. Informational
sites extend content
5. Add
themes
found
and encourage
resources
The
in literature,
in-depth
promote
inquiry,
topic exploration.
and instructional
in
strategies
the enjoyment
to promote
cluded here are designed
of literature while developing
the important skills,
strategies, and dispositions
required for success on
In the following
sections, we explore
online resources,
share our own ideas, and
the Internet.
useful
how exceptional
teachers use the Internet
in their classroom
literacy programs.
showcase
of
standing
opportunities
on the Web
students'
and
under
introduce
new
online
skills.
navigational
with opportunities
is a first step in developing
on theWeb
stories
Connecting
to explore
build
structures
story
to develop
character
thinking,
of the author's mes
the Internet
toward technology.
dispositions
stories
and interactive
of books while
2. Invite
on the Web. Online
for higher
level
and rich discussions
analysis,
sage. Stories
positive
stories
1. Explore
stories on theWeb
Explore
Online
read-alouds
Your
erature
Bynes,
Mowery,
students
read
aloud
can enjoy exciting works of lit
such as Amanda
by actors
Lou Diamond
and Melissa
Tia and Tamera
Phillips,
in a project by the
Gilbert
Screen Actors Guild Foundation. Visit BookPALS
an online series
Storyline www.storylineonline.net,
of streaming videos where children of all ages can
find and appreciate
these wonderful
stories. This
site celebrates
classic picture books such as Knots
on a Counting
(Martin & Archambault,
Rope
Thank
Mr.
Falker
You,
1997),
(Polacco,
1998),
The Polar Express
(Van Allsburg,
1985), and many
others.
Children
aloud.
Books
of all ages enjoy hearing stories read
arouse curiosity,
entertain,
inform,
and inspire new interests. Reading aloud to children
has additional benefits, which
include building
lis
in
skills, creating background
knowledge,
new
and
connections
troducing
vocabulary,
making
text and life. Not only is reading aloud im
between
tening
and learning, but
portant for literacy development
also sharing a book is a bonding experience
during
which
the reader serves as a reading role model
for
the listener
Guild
(Trelease,
2001).
Foundation
recognizes
The
Screen
Actors
this influence
and
capitalizes on it in the creation of the Storyline web
site (See Figure 1). This site makes
read-aloud ex
to
accessible
students
periences
during the school
day and also at home. Storyline offers an open in
vitation to enjoy good books again and again as they
are read and performed.
Children's Books
717
FIGURE1
Screen shot of BookPALSStoryline Online
MADE POSSIBLE
3V A GENEROUS
GRANT FROM
m
STORYLINE
BOOKFINDgP
Mt??Hz
ven
on
ACTIVITIES
BROUGHT TO YOUBY
ROTTEN
W
8r PATFiClA
f*&
POIACCO
?S
Welcome to Storyline Online!
w\
THANK
rou m??
FALK?S'
8V PATACA
potAao
The Screen Actors guild Foundationisproudto
ABOUT BOOKPALS
bring you Storyline Online, on on-line streaming
video program featuring SA& members reading
STOmiN? BYPtiOHB
childrensbooksaloud.Hand-pickedby BookPALS
?V?NT
LAUNCH
National Program Director Bien Nathan, a
former teacher and librarian, each of the books
on this site offer an accompanying lesson plan and
THENiGHT
1 FOttOWEP
TH?POG"
PRODUCTIONCR?DITS
activity guide.
WlLfPJP
MCDONALD
PAPTRiPGf
8VMEM?OX
dick on any bookon the left or belowto get
started!
The SAG Foundation thanks YfidZ?? for their generous
underwriting of Storyline Onhne and is proud to bring the gift
to millions of children.
of storytelling
Thif programfa*b?n
VCBEEfl
mod? pofffel? by a wmkr frotHc?gcsay&l9Gt
GUILD
ACIO.il
stories
read-along
The TumbleBook
Library is an online
fOUND??IOil
collection
of animated,
talking picture books that kids really
texts
of interactive, electronic
love. This collection
can be accessed
through participating public library
sites such as the branch in Sunnyvale,
California,
http://sunnyvale.ca.gov/Departments/Library/ebooks.
htm or from the TumbleBook
Library's main page at
www.tumblebooks.com
(see Figure 2). Don't miss
718
The Reading
interactive
Teacher
Q
texts such as these provide oppor
tunities for learners to become familiar with stories
in a new format. The Internet has made it possible
Electronic
Interactive
out on these entertaining
W
stories.
Vol. 59, No. 7
to transform
oral and print stories by
and video to
sound,
animation,
adding graphics,
texts. In Matthew's
create interactive
1996 study
elec
in
&
cited
Wood,
Chen, Ferdig,
2003),
(as
tronic storybooks
yielded higher reading compre
traditional
used
them
who
for pairs of children
to those who read traditional print ver
compared
illustrations and
sions of the same story. Animated
hension
April 2006
FIGURE2
Screen shot of ComingHome: A Story of Josh Gibson by Nanette Mellage,
from the TumbleBook
Library's
collection
Visit TumbleBooks at www.tumblebooks.com or the Sunnyvale Public Library site
and follow the link to TumbleBook Library.
(http://sunnyvalexaqov/Departments/Librarv/ebooks>htm)
Used with permission.
make stories on theWeb
voice-overs
high-quality
to emerging
not only engaging
but also beneficial
and struggling readers.
offer digital features that foster
TumbleBooks
and comprehen
for
fluency,
decoding,
strategies
can
read along with the
students
sion. For example,
voice to practice proper phrasing
text's electronic
reads, the text automati
cally changes color, helping the reader to track the
feature allows students to
words. The word-helper
on
to
have them sounded out
click
specific words
and fluency.
As
or spoken. All
the voice
texts are available
and Chinese)
(English, Spanish,
are acquiring English or building
The
animated
graphics
in three languages
for students who
skills.
biliteracy
and quality narratives
at Mythic
(http://mythicjourneys.org/
Journeys
will engage your intermediate
bigmyth/index.htm)
Those
in online story adventures.
grade students
in the primary grades will appreciate the Storybook
Web
www.ltscotland.org.uk/storybook
and
the
and stories on the RIF Reading
at www.rif.org/readingplanet/
At these sites,
content/read_aloud_stories.mspx.
can listen to stories
read aloud, play
students
songs
read-along
website
Planet
games, and learn about an author's writing process.
center activities.
These sites make great classroom
wealth
and variety of
of
the
By taking advantage
books available on the Internet, kids will never run
out of stories
to enjoy.
Storybooks
on theWeb
At a time when book budgets are limited, the
offers a wide variety of free texts to stu
texts en
dents in and out of the classroom. Digital
Internet
courage
choices
a variety
of book
reading by offering
at the click of a button. The International
Children's Digital Library (ICDL) at theUniversity
820
offers
(www.icdlbooks.org)
in nine languages. The ICDL exam
access to
children's
between
ines the relationship
of Maryland
books online
Children's Books
719
a digital collection
children's
attitudes
of multicultural
and
materials
toward books,
libraries, read
and other countries
and cultures.
ing, technology,
the Internet with children's
literature
Combining
enables students to develop a richer understanding
of the many different
in the
cultural experiences
them to take advantage of the im
preparing
to diversity provides
benefits
that
exposure
portant
et
al., 2004).
(Leu, Castek,
world,
storytelling
is emerging
literature experience
Internet?the
genre of the digital
story.
have found an innovative
in Kentucky
for students
to become
online
authors while
on the
Some
way
learn
skills. Through
of
all
learners
ages have proud
digital storytelling,
on theWeb. The
their
stories
ly published
personal
creation of personal narratives teaches students the
ing 21st-century
iting become more palatable.
Third graders at one Kentucky
elementary school
are proud of their extension
of Margaret Wise
Brown's The Important Book (1990, Harper Trophy).
for their on
They used this popular text as amodel
linked pages not only explain
how simple ma
chines work but also feature digital pictures of stu
A new
schools
of peers, families,
and readers around the world.
Internet publishing prompts students to put thought
and effort into their assignments.
and ed
Revising
line story The Important Book of Simple Machines
at www.montgomery.k
12.ky.us/Camargo/Projects/
The various
simplemachines/simplemachines.htm.
students to become
authors on theWeb
Invite
Digital
in writing. Works
strategy to increase engagement
on
such as poetry and art can be easily showcased
the Internet and made available to a wide audience
communication
instilling a sense of pride in
To create a digital
story,
the narrative
is
students begin by writing.
Once
are
voice
record
illustrations
created,
constructed,
are
and
added,
digital
photos are incorporat
ings
writing process while
their accomplishments.
as a QuickTime
ed. The final product is published
movie
that can be posted on the Internet. Digital
turns each student into an instant biog
storytelling
them. View
the links on the
demonstrating
left to learn about levers, inclined planes, wedges,
screws, pulleys, and more. These third graders also
collected
activities
and science
labs to
follow-up
to
offer more
for
readers
opportunities
explore
dents
student work online
simple machines.
Publishing
the writing process and provides a way
encourages
for students to receive comments
from readers oth
er than their teacher.
resources
Additional
Scholastic'sWriting With Writers http://teacher.
scholastic.com/writewit
and Children's
Story Online
are use
www.childrenstory.com/stories/index.htm
ful resources students will enjoy. Both sites get them
with other student authors
thinking and working
author. The Scott County
rapher and published
site at www.scott.kl2.
Student Digital
Storytelling
around
ky.us/technology/digitalstorytelling/studentstories.
html will provide
you with many new
of the author's
their appreciation
ing that deepen
craft. As students share their stories and other writ
in
ings on the Internet, they are bound to develop
to
for
creasingly
positive dispositions
contributing
the body of information theWeb contains.
ideas
for
In ad
bringing new literacies into your classroom.
this site is a
dition to sparking interest in writing,
to read and enjoy new
great place for students
the world.
learn tomake
students
Through participation,
connections between reading and writ
online book forms. The digital storytelling site
at http://electronicportfolios.com/digistory
guide you in learning how to begin
unique
will
teaching
this
literary genre.
Participate
in virtual
book
clubs
book clubs are forums set up for stu
to exchange
boards. Here,
ideas on discussion
about the books
students write to a wide audience
Virtual
dents
Publishing
student work
of the most
powerful ways of encouraging
is to pub
in Internet activities
to literature
online. Many
lish their responses
of this powerful
teachers have taken advantage
One
student
720
involvement
The Reading
Teacher
Vol. 59, No. 7
April
that are important to them. Keeping
near and far through e-mail
others
courages
students
2006
in touch with
en
exchanges
and introduces
new literacy opportunities
to today's ICTs. Sending messages
around
the world
helps students develop
reading, writing,
and communication
skills that are an important part
of their daily lives. Such communication
also en
makes
riches
can also go to the "write a review"
to
of
the
site
tell others about a book they liked.
part
Those who need writing support can follow the link
for tips on how to write quality book reviews. For
cultural
to appreciate
E-mail discussion
The
students
understanding
by teaching
diverse points of view.
ePals
boards
Book
Club
(www.epals.com/
a discussion
forum
projects/book_club)
provides
for students to post comments,
questions,
on their favorite books. Some
spectives
and per
teachers
shy away from class e-mails because
they do not
have "control" of what is being said and sent. ePals
free accounts
addresses
that concern by offering
that
can
be
monitored
the
teacher.
easily
by
class to class or
Discussion
posts can be exchanged
student to student. (See the ePals teacher project
on how to pair up with a partner
site for directions
class.)
Book
Raps (http://rite.ed.qut.edu.au/old_oz
1 .html), based
teachernet/projects/book-rap/index
inAustralia,
is a do-not-miss
site for those looking
to participate
via e-mail.
in online book discussions
discuss
or groups of students from
and around the world are invited to
the scheduled
books
offered
is a discussion
forum
or classes
clubhouse.
Here, students
on what
comment
reviews,
exchange
Provocative
that promote
ideas
about
on this site.
questions
text analysis
set up like a
can post book
they are reading, and
their
favorite
books.
raised
in posts
ideas
spark
and encourage
students
to think critically.
book reviews
Online
The Germantown
Academy
Super Readers
at
www.germantownacademy.net/Library/InfoManage/
have posted over
Guide.asp?FolderID=2835
book
reviews
online.
1,000
site
student-friendly
everywhere make great read
Their
to help children
choices.
Here, your students
ing
aims
can find honest
speaks to the power of
when a community
of
uses
and writers
the
an appreciation
to encourage
Scholastic's
Share What You're
Internet
(http://teacher.scholastic.com/activities/swyar)
of literature.
Reading
Literature
extension
Literature
projects are a great place
ideas. Visit www.redmond.kl2.or.
new
to gather
projects
extension
us/patrick/renz/bookprojects.htm
amples. These literature extensions
to book
alternatives
the extension
reports. Heather
and posted
projects
to see some ex
offer excellent
Renz
designed
student exam
the many ways children can
literature.
An extension proj
creatively appreciate
ect friendly
to readers in primary grades can be
that demonstrate
ples
found
at First Grade,
First Grade What
Do You
See?
rwww.district87.org/oakland/brownbear).
site highlights
the reading enthusiasm
experi
enced with Bill Martin,
Jr.'s book Brown Bear,
Brown Bean What Do You See? (1992, Holt,
and Winston).
be contained
Writing
manner
can hardly
on these webpages.
students how to read and write
Teaching
Internet helps strengthen
while
also introducing
unique
The excitement
on the
traditional
literacy skills
new elements
that are
to online
communication
(Castek, 2004a).
in the rapid back-and-forth
succinctly
common
can be diffi
to online exchanges
cult for even the most proficient writer, yet these
skills are essential
for success in today's collabo
rative workplaces.
and writing e-mail, for
Reading
increases
the speed at which
ideas can
example,
be shared and widely
stu
disseminated.
Teaching
dents how to communicate
online exposes
them to
to the
and etiquette common
language constructs
Web (Castek, 2004b).
ap
praisals of books, written by kids for kids. This
amazing online collection
what can be accomplished
readers
highly
engaged
take a look at the
reading suggestions,
link to today's popular books and authors.
additional
Rinehart
The Spaghetti Book Club at www.spaghetti
bookclub.com
them. Students
This
conducted
Individuals
across Australia
fun. Organized
by
crafting book reviews
genre and grade level, the site provides
easy-to
use tools for students to find books of interest to
site
Collaborate
projects
are partnerships
projects
in different
locations
formed
Internet
classes
on Internet
between
a
to solve
common
or explore
a common
problem
topic.
in
Internet
Participating
projects helps children ac
information,
quire the collaborative problem-solving,
Children's Books
721
and communication
enter
the world
Coiro,
skills
of work
they will use when they
(Leu, 2001; Leu, Leu, &
and sound files. Depending
the possibilities
vestigated,
on the content
being
in
are infinite.
2004).
teacher/student
successful
Many
around
place
Series
texts with
Pairing
Preservice
collaborations
Internet
the celebration
of Unfortunate
projects
of great
Collaborations
sewogue.org/-ssilverman/snicket
and middle
school
students
have
Texts
taken
A
books.
at http://com
paired graduate
to exchange
ideas
about Lemony Snicket's The Bad Beginning (1999,
Visit
HarperCollins).
the online
resources
for activ
ities that extend the first book in the Series of
Unfortunate
Events
collection.
and Internet
resources
information
informational websites
pieces connect
the entire read
companion
that enhance
the How I Spent
ing experience. Take, for example,
Summer
at
site
Vacation
www.montgomery.
My
kl2.ky.us/Camargo/students/reading/series/
This resource helps
vacation.htm.
Wild West
introduced
students
learn
inMark
vocabulary
Teague's
I Spent My
Summer
story How
imaginative
Vacation
with
(1997, Dragonfly
Books). Designed
a third-grade
reader in mind,
this site features in
links to cowboy
and rodeo history as
about buckaroos
and the geography
of the plains
of the western
United
States. As
the main character
in the text, describes
Wallace,
being captured by cowboys who teach him all their
formational
Class-to-class
First-
collaborations
and
classes
used The
second-grade
as
1990, HarperTrophy)
(Brown,
Important
a model
for their My Town Is Important project
Book
www.mrsmcgowan.com/town/about2003.htm.
classes
around the world
Participating
important about their town by research
on
facts
the Internet. Visit
the student show
ing
case link and click on the individual
states and
to see the variety of ways students extend
text. Locating
and
ed Brown's
classic
projects
to collaborate
with is as easy as checking
classes
counties
three links.
on books
1. Kidlink?Hooked
http://65.42.
153.210/kidspace/start.cfm?HoldNode=898
and
projects?Student-to-student
www,
school
world.
class-to-class
exchanges
help us to capitalize on the rich content connections
that can be made with this book while
also invit
ing further reading. Links to the National
Cowboy
& Western Heritage Museum
site at www.national
and the America's
cowboymuseum.org
Story
site at www.americaslibrary.gov/cgi
bin/page.cgi/sh/cowboy
inspire students to ques
tion, inquire, and explore.
Explore the website Midnight Rider: A Paul
Revere
asn.au/projects.html
Internet
ourselves
picture
being
transported,
sound
and
accessed
from
through
photo displays
to a ranch where
this website,
cowboys
wrangle
their herds. The Internet offers new resources
that
Buckaroo
2. Internet
3. E-pals
we
tricks,
described
what was
out the following
as facts
well
projects
Virtual
Museum
at www.cvesd.kl2.ca.
us/finney/paulvm/_welcomepv.html
The Midnight
Ride of Paul Revere
www.epals.com/
resources/online/internet_projects.tpl
before
reading
(Longfellow,
2001, Handprint Books). This book (see Figure 3)
celebrates
epic
Henry Wads worth Longfellow's
and
poem
engravings
original paintings
by
Christopher
Bing. The text is factual, explaining
what
is correct and incorrect
about the classic
with
informational
Incorporate
websites with your study of
literature
transports readers to new places to
firsthand
accounts, primary source doc
investigate
resources.
web
Informational
and
other
uments,
The
Internet
themes found
sites do a great job of extending
connections
literature and help readers make
in
to
new
content. Many
sites for children not only of
fer text but also feature images, videos, animations,
722
The Reading
Teacher
Vol. 59, No. 7
April
poem.
makes
vorites.
midnight
Its visual display of artifacts and illustrations
it a standout among children's
literature fa
text incorporates
ride, and the other
The
letters recounting
the
readers
help
artifacts
life in Paul Revere's
time. After explor
imagine
a
readers
walk
with
better understand
away
ing,
as they happened.
While
the
ing of the events
Internet
2006
site provides
the historical
context
of this
FIGURE3
Book cover, TheMidnightRide of Paul Revere by HenryWadsworth Longfellow,
engraved and illustrated by Christopher Binq
Used with permission.
period in U.S. history, the text provides
for teaching a critical stance.
opportunities
literature to life in the classroom
in
Bringing
important
spires further
tion gathering.
and informa
independent
reading
To this end, the Internet
is the
to
turn.
text
Internet
and
perfect place
By pairing
are
to
students
invited
make
connections
reading,
between
of these kinds
topics. For more examples
see Table 1.
of connections,
A
used
Web
teacher in Duluth,
sixth-grade
the comprehensive
instructional
Inquiry Projects
University
Minnesota,
resources on
by San Diego
(http://edweb.sdsu.edu/wip)
to help
State
stu
dents
design
their own Western
Immigration
quiries (http://edweb.sdsu.edu/wip/examples/west
ward/index.htm).
She paired
this project
in
with
Children of theDust Bowl: The True Story of the
School atWeedpatch Camp by JerryStanley (1992,
Knopf Books forYoung Readers). This book tells
of the formidable
worked
their way
hardships of the "Okies" as they
to California
during the 1930s.
ac
and firsthand
descriptions
Through moving
the Okies faced
counts, readers feel the desperation
in the Midwest.
as they jour
continued
Hardships
westward
the
toward
of work
in
neyed
promise
were
where
their
California,
eventually
hopes
Children's Books
723
Scholastic's
TABLE 1
A listing of children's literature books
that can form units inconjunction with
the titles listed in the article
page
at http://
contains
a Great
Readers
Flashlight
teacher.scholastic.com/activities/flashlight
readers/flashT_landingPage.asp
Historical
Journal
Depression
for
companion
Blue
Pam
(2002,
Esperanza Rising by
Mu?oz;-Ryan
aMexican
girl's
Sky Press). This book describes
to California
fall from riches and her immigration
Good books for a unit on the Depression
Booth, D. (1997). The dust bowl. Toronto, ON: Kids Can
Press. ISBN 1550742957.
Koller, J.F. (1991).Nothing to fear. New York: Gulliver.
ISBN0152575820.
Peck, R. (2000). A year down yonder. New York: Dial.
ISBN0803725183.
Ray, D. (2003). Ghost girl: A Blue Ridge mountain
story. New York: Clarion. ISBN0618333770.
Stewart, S. (1997). The gardener. New York: Farrar
Straus Giroux. ISBN0374325170.
in the 1930s. The Flashlight
Readers website
pro
interactive
features
that connect
readers to
vides
resources
valuable
that extend
students' background
knowledge.
Online
encyclopedias
The
Internet
amounts
Taylor, M. (1991).Roll of thunder, hear my cry. New
York: Puffin. ISBN014034893X.
Turner, A. (1995). Dust for dinner. New York:
HarperCollins. ISBN0060233761.
of
new
offers
quick
information.
access
to
large
E-encyclopedia
resource
is a powerful
(2003, Dorling Kindersley)
for teaching students how to search for information
on the Internet. This book, together with the com
capitalizes
www.dke-encyc.com.
panion website
on the features of a traditional encyclopedia
while
Good books for a unit on summer vacation
Brashares, A. (2001). The sisterhood of the traveling
pants. New York: Delacorte Books for Young
Readers. ISBN0385730586.
Martinez, A. (2004). Poe Park. New York: Holiday
House. ISBN0823418340.
Paulsen, G. (1994). Harris and me: A summer remem
bered. Orlando, FL:Harcourt. ISBN0152928774.
access to animations,
sound
also offering
videos,
data
virtual
tours, interactive
buttons,
quizzes,
in
and
real-time
Created
bases, timelines,
reports.
with Google
teaches
e-encyclopedia
partnership
Rawls, W. (1976). Summer of the monkeys. New York:
Yearling. ISBN0440415802.
Rylant, C. (1985). The relatives came. New York:
Aladdin. ISBN0689717385.
of inaccurate
(www.google.com).
students how to avoid
the
the
information.
By being guided
appropriate sites, students gain easy ac
cess to the best information resources theWeb has to
pitfalls
to the most
in nine subject areas,
offer. Grouped
thematically
are
to locate.
for
students
of
interest
easy
topics
Articles
in the book explain key facts and also
to input on the companion web
display a keyword
Good books for a unit on the Wild West
Davis, K.C. (2003). Don't know much about the pio
neers. New York: HarperCollins. ISBN0060286172.
Freedman, R. (1983). Children of the Wild West. Clarion
Books. ISBN0395547857.
Hopkins, B. (2000). My America: A poetry atlas of the
United States. New York: Simon & Schuster. ISBN
0689812477.
Pinkney, A.D. (1996). Bill Pickett: Rodeo-ridin' cowboy.
Orlando, FL:Voyager Books. ISBN0152021035.
results are a handful of student-friendly
that
information on a topic.
sites
provide additional
For example,
the keyword
space from
inputting
results:
page 10 in the book yields the following
site. What
How
\_/
big
A history
Satellite
is space,
of space exploration,
and
of stars, planets,
photographs
galaxies,
teacher uses the Dust Bowl
dashed. The sixth-grade
resource
at
guide
Days
http://edsitement.neh.gov/
a portal developed
view_lesson_plan.asp?id=300,
to bring to life pri
Foundation,
by the MarcoPolo
as
source
such
documents
song
mary
photographs,
these
incredi
accounts.
firsthand
and
Using
lyrics,
ble resources, students can extend
quiries in a new direction.
724
The Reading
Teacher
. Vol.
their personal
in
An
timeline
astronomy
find
useful.
might
The
site also has a sidebar
April
that provides
search
tips
for using Google.
site offer exciting
The book and companion
new resources
information while
for finding
sup
porting
59, No. 7
links you
and related
2006
the
development
of
searching
skills.
CHILDREN'S BOOKS THAT MIRROR TECHNO TEXTS
Goldstone
Bette
"Think left and think right/and think lowand think high,"wrote Dr. Seuss inOh, The THINKSYou Can Think (first published
in 1975). This is very wise advice for comprehending digital text and images, for traditional book comprehension skills are only
a part of the skills repertoire today's students need. Literacy inhyperspace also requires understanding nonlinear text structure,
taking on responsibilities of coauthoring-deciding what will be read, and inwhat order, and visually understanding the multiple
screens
(or spatial
These
interconnections.
and their
planes)
are not, however,
characteristics
literacy
solely
relegated
to screen
based texts. A form of children's book that has been emerging since the 1970s also uses these patterns. Sometimes called "post
these
modern,"
are becoming
books-which
more
each
prevalent
day-are
nonlinear,
require
involved
coauthoring
on the part
of the reader, and may have multiple spatial planes in the illustrations. Our students have to approach "technology text" and
"postmodern text" thinking and viewing from high and low, right and left.They need to use skills that make them adept at be
ing active
nonlinear
and at maneuvering
coauthors
texts
and multiple
spatial
planes.
Explicit teaching, however, must occur. Every student is not necessarily comfortable or initiallycapable of using the latitude
nonlinear
texts
disparate
ing skills.
elements
ing. Books
and how to comprehend
the seemingly
Deciding what to read on the page or screen, and inwhat sequence,
a teaching
can be very confusing.
the needed
think
tool to make transparent
Postmodern
books can become
use can be isolat
a shared experience
and sense of community-computer
aloud a storybook
quickly creates
offer.
Reading
don't evaporate
like some
in cyberspace
or websites-they
hyperlinks
are concrete,
so they
can easily
be referred
to
again and again. Reading aloud books and investigating pictures as a group takes time-book time is slower than computer time
and is thus easier to think about and reflect upon. These books also provide another venue for students to reshape, extrapolate,
and apply importantcomprehension skills. Practicing skills inmultiple contexts enhances and intensifies the learningexperience.
Books with multiple story lines (told through words or illustrations) are excellent for understanding nonlinearity. The follow
ing are examples
books:
of such
Burningham, J. (1978). Time to get out of the bath, Shirley. III.by the author. New York: Crowell.
Zoo.
A. (1992).
Browne,
New York: Knopf.
III.by the author.
Cherry, L. (1996). The armadillo fromAmarillo. III.by the author. San Diego, CA:Harcourt Brace.
Martin,
J.B.
Snowflake
(1999).
J. (1994).
Oppenheim,
New York: Scholastic.
III.M. Azarian.
Bentley.
New York: Bantam.
III.S. Schindler.
Floratorium.
Macauley, D. (1999). Shortcut III.by the author. New York: Houghton Mifflin.
P. (1989).
Pullman,
Sis, P. (1996).
Jack.
Spring-heeled
III.D. Mostyn.
III.by the author.
messenger.
Starry
New York: Knopf.
New York: HarperCollins.
Books that contain multiple voices, likemultiple story lines,also provide greater insights and sensitivity to nonlinear texts. These
also require coauthoring from the reader because connections are not explicitly apparent. The following are examples of these:
Atkin, S.B. (2001). Voices from the fields: Children of migrant farmworkers tell their stories. III.with photos. New York:
Scholastic.
Avi. (1993). Nothing but the truth:A documentary novel. New York:Morrow/Avon.
Browne, A. (1998). Voices in the park. III.by the author. New York: Dorling Kindersley.
S. (2000).
Creech,
New York: Scholastic.
The wanderer.
P., & Martin,
Danzinger,
A.H.
(2000).
Sna/7 ma/7 no more.
New York: Scholastic.
Goldschmidt, J. (2005). The secret blog of Raisin Rodriguez. New York: Penguin.
Hesse,
K. (2001).
Witness.
New York: Scholastic.
Konigsburg, E.L. (1999). The view from Saturday. New York: Scholastic.
Sis, P. (2000).
Madlenka.
III.by the author.
New York:
Frances
Foster.
Modern illustrators have been playing with multiple spatial plans, which make intriguing images and allow for interesting explo
rations
of space
Banyai,
and time. The following
I. (1995).
Zoom.
are examples
III.by the author.
of these:
New York: Viking.
Lehman, B. (2004). The red book. III.by the author. Boston: Houghton Mifflin.
Lyon, G.E. (1996).
Raschka,
Rathmann,
A day at Damp
C. (1997). Mysterious
P. (1995).
Officer
Camp.
Thelonious.
Buckle
III.P. Catalanotto.
New York: Orchard.
III.by the author.
and Gloria.
New York. Orchard.
III.by the author.
New York: Putman.
(continued)
Children's Books
725
CHILDREN'S BOOKS THAT MIRROR TECHNO TEXTS (continued)
Sneed, B. (2002). Picture a letter. Hi.by the author. New York: Fogeiman.
Wiesner, D. (2001). The three pigs. Hi.by the author. New York: Scholastic.
Yorinks, A. (1986). Hey, AI. III.R. Egielski. New York: FarrarStraus Giroux.
Nontraditional postmodern children's books allow students to practice necessary comprehension skills. More important,
they offer exciting new investigations into literary formats that resemble technology text but are unique unto themselves.
They demonstrate that story structure is flexible and dynamic and that, similar to digital text, itwill continue to be reconfig
ured and reimagined inthe future.
Ibelieve Professor Minerva McGonagall will become
headmistress of Hogwarts School, if it opens again.
Hope to hear back from anyone else with views on this
can use these resources
to help students
Teachers
more easily navigate
best
the
sites on theWeb and
in the process learn how search engines work. This
great resource has many pluses, but it also has one
drawback:
Students can only use keywords
print
ed in the book
the adventure
Continuing
the e-mail writing
strategies his teacher
a
in class to craft
concise message
that
conveys his ideas clearly. He carefully reads and re
his thoughts before posting
them on the
organizes
discussion
board. As his teacher observes Deion
He applies
has taught
his response,
she thinks about how in
of reading and writing
the
processes
terdependent
are on the Internet. As readers and writers exchange
information,
they are simultaneously
reading and
composing
as their online conversations
unfold. She
writing
takes a few notes in preparation
for a think-aloud
lesson she'll introduce tomorrow and marks sever
the ePals
Book
Club
website
www,
to point
epals.com/tools/forum/forum.e?bo=53
as examples of effective online communication.
to
Subject: Re:Harry Potter & the Half-Blood Prince, USA
Greetings Harry Potter Fans,
I'meagerly waiting for the next book in the series, for
which Ihave many expectations. Inthe next adventure,
726
The Reading
Teacher
Like Deion,
learn
important
new tools and
you will discover
new skills and strategies
as you
the Internet
the Internet. Building
journey through
learn
into your classroom
literacy program makes
to
Create
for
students
ing enjoyable.
opportunities
on
stories
the Web, participate
in virtual
explore
clubs, collaborate on Internet projects, design
to literature, and learn from information
responses
al websites. When
students are involved in Internet
use for learning in class, they have special opportu
nities to acquire other new literacies as well. While
traditional literacy skills continue to be a necessary
book
the fifth grader introduced at the begin
Deion,
and
of
this
his message
column,
composes
ning
considers
the worldwide
audience that itwill reach.
on
Deion
to search on the website
for the spe
selected
links.
the
broad
Nevertheless,
cially
topic
areas on the site link students to many topics to ex
is a
plore. This type of supportive e-encyclopedia
useful resource for students and teachers alike.
al posts
message,
Vol. 59, No. 7
for students, the new literacies
for Internet use must also be taught if we
foundation
required
intend to
on
and communicate
to read, write,
line effectively
1996; Leu,
(Garner & Gillingham,
Tao
&
&
Leu,
Coiro, 2004;
2000). As stu
Reinking,
dents take advantage of these online opportunities,
will develop
toward technolo
positive dispositions
and a lifelong
gy, fostering motivation,
engagement,
teach students
love of reading. As we begin to use the Internet for
teaching and learning, we open the door for students
com
to acquire new literacies for reading, writing,
and collaborating
online. These skills
municating,
increase opportunities
for all students to participate
in a growing high-tech workforce.
We are instru
our students to develop
the new
that are important to learning
skills and strategies
now and essential
in an informa
for participation
mental
in helping
tion-centered
April 2006
world.
At
the same
time, we make
great strides
literate.
in helping
all students
become
fully
Castek is a doctoral student at the University
of Connecticut, Storrs, and Bevans-Mangelson
teaches at Briqham Young University, Provo,
Utah.
References
Becker, H.J. (2000). Pedagogical motivations for student
computer use that lead to student engagement.
Educational Technology, 40(5), 5-17. Retrieved October
2, 2005, from http://www.crito.uci.edu/tlc/findinqs/
spec_rpt_pedaqoqical/ped_mot_pdf.pdf
Castek, J. (2004, October). Writing across time and space:
New literacies and online communication.
Iowa
Technology and Education Connection Conference, Des
Moines, IA.
Castek, J. (2004, November). Internet applications for writ
ing:Composing, communicating, and publishing in online
contexts. Connecticut Reading Association Conference,
Cromwell, CT.
Chen, M., Ferdig, R., & Wood, A. (2003). Understanding
technology-enhanced
storybooks and their roles in
teaching and learning: An investigation of electronic
storybooks in education. The Journal of Literacy and
Technology, 3. Retrieved September 28, 2005, from
http://www.literacyandtechnoloqv.org/v3n1/chenferdiq
wood.htm
Coiro, J. (2003a). Rethinking comprehension strategies to
better prepare students for critically evaluating content
on the Internet. The NERA Journal, 39(2), 29-34.
Coiro, J. (2003b). Reading comprehension on the Internet:
Expanding our understanding of reading comprehension
to encompass new literacies [Exploring Literacy on the
Internet department].
The Reading Teacher, 56,
458-464.
Retrieved
November
from
1, 2005,
http://www.readinqonline.org/electronic/elecjndex.asp
?HREF=/electronic/rt/2-03_Column/index.html
Coiro, J. (2005). Making sense of online text. Educational
Leadership, 63(2), 30-35.
Garner, R., & Gillingham, M.G. (1996). Internet communica
tion in six classrooms: Conversations across time, space
and culture. Mahwah, NJ: Erlbaum.
Gee, J.P. (2000). Teenagers in new times: A new literacy
studies perspective. Journal of Adolescent & Adult
Literacy, 43,412-420.
Guthrie, J.T., &Wigfield, A. (2000). Engagement and moti
vation in reading. InM.L. Kamil, P.B. Mosenthal, P.D.
Pearson, & R. Barr (Eds.), Handbook of reading research
(Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
Hartman,
D., Fogarty,
E., Coiro,
J., Leu, DJ.,
Jr., Castek,
J., &
Henry, L.A. (2005, December). New literacies for learn
ing. Symposium presented at the 55th annual meeting of
the National Reading Conference, Miami, FL.
Henry, LA. (2006). SEARCHing for an answer: The critical
role of new literacies while reading on the Internet. The
Reading Teacher, 59,
International ICTLiteracy Panel. (2003). Digital transfor
mation: A framework for ICT literacy. Princeton, NJ:
Educational Testing Service. Retrieved December 15,
2004, from http://www.ets.org/Media/Research/pdf/
ICTREPORT.pdf
International Reading Association. (2001). Integrating liter
acy and technology in the curriculum (Position state
Retrieved
December
from
ment).
12, 2005,
http://www.readinq.org/downloads/positions/
ps1048_technology.pdf
Katz, LG. (1988, Summer). What should young children be
doing? American Educator, 28-45.
Lankshear, C, & Knobel, M. (2003). New literacies: Changing
knowledge in the classroom. Buckingham, England: Open
University Press.
Lebo, H. (2004). Surveying the digital future, year four:
Ten years ten trends. Los Angeles: UCLA Center for
Communication Policy. Retrieved November 1, 2005,
from http://www.diqitalcenter.org/downloads/
DiqitalFutureReport-Year4-2004.pdf
Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and tech
nology. Washington, DC: Pew Internet and American Life
Project. Retrieved November 2, 2005, from http://
www.pewinternet.org/pdfs/PIP_Teens_Tech_Julv2005
web.pdf
Leu, DJ., Jr. (2001). Internet project: Preparing students for
new literacies in a global village. The Reading Teacher,
Retrieved November 2, 2005, from
54, 568-585.
http://www.readingonline.org/electronic/elecjndex.asp
?HREF=/electronic/RT/3-QLColumn/index.html
Leu, DJ., Jr. (2002). The new literacies: Research on read
ing instruction with the Internet. InA.E. Farstrup & SJ.
Samuels (Eds.), What research has to say about reading
instruction (3rd. ed., pp. 310-336).
Newark, DE:
International Reading Association.
Leu, DJ.,
Jr., Castek,
J., Henry,
L., Coiro,
J., & McMullan,
M.
(2004). The lessons that children teach us: Integrating
children's literature and the new literacies of the
Internet. The Reading Teacher, 57,496-503.
Leu,
DJ.,
Jr., Kinzer,
C.K., Coiro,
J., & Cammack,
D. (2004).
Toward a theory of new literacies emerging from the
Internet and other information and communication tech
nologies. InR.B. Ruddell & N. Unrau (Eds.), Theoretical
models and processes of reading, (5th ed., 1570-1613).
Newark, DE: International Reading Association.
Retrieved November 2,2005, from http://www.reading
online.org/newliteracies/lit_index.
asp?HREF=/new
literacies/leu
Leu, DJ. Jr., Leu, D.D., Coiro, J. (2004). Teaching with the
Internet: New literacies for new times (4th ed.) Norwood,
MA: Christopher Gordon.
McEwan, H., & Egan, K. (Eds.). (1995). Narrative in teaching,
learning, and research. New York: Teachers College
Press.
Children's Books
727
No Child Left Behind Act of 2001, Pub. L No. 107-110,115
Stat 1425 (2002). Retrieved October 1, 2005, from
http://www.ed.qov/nclb/overview/intro/index.html
Noyes, D. (2004). Developing the disposition to be a read
er: The educator's role. InD. Rothenburg (Ed.), Issues in
early childhood education: Curriculum, teacher education
and the dissemination of information. Proceedings of
the Lillian Katz Symposium, November 5-7, 2000 (pp.
from
Retrieved
October
313-317).
2, 2005,
http://ceep.crc.uiuc.edu/pubs/katzsym/noyes.html
Organisation for Economic Co-operation and Development.
(2005). Learning a living: First results of the adult liter
acy and life skills survey. Ottawa, ON: Statistics Canada;
Paris: Author.
Partnership for 21st Century Skills. (2004). Learning for
the 21st century. Washington, DC: Author. Retrieved
December 12,2005, from www.21stcenturyskills.org/re
ports/learninq.asp
Rain?e, L., & Hilton, P. (2005). The Internet at school.
Washington, DC: Pew Internet & American Life Project.
from http://www.
Retrieved September
15, 2005,
pewinternet.org/pdfs/PIPJnterneLand_schools_05.pdf
Street, B. (2003). What's "new" inNew Literacy Studies?
Critical approaches to literacy in theory and practice.
Current Issues inComparative Education, 5(2). Retrieved
October 2, 2005, from http://www.tc.columbia.edu/
cice/artides/bs152.htm
Tao, L., & Reinking, D. (2000). Issues in technology: E-mail
and literacy education. Reading and Writing Quarterly, 16,
169-174.
Trelease, J. (2001). The read-aloud handbook (5th ed.). New
York: Penguin.
U.S. Department of Commerce, Economics and Statistics
and
National Telecommunications
Administration,
InformationAdministration. (2002). A nation online: How
Americans are expanding their use of the Internet.
Washington, DC:Authors. Retrieved November 3,2005,
from http://www.ntia.doc.gov/ntiahome/dn/anationon
Iine2.pdf
books cited
Children's
Brown, M.W. (1990). The important book. III.L.Weisgard.
New York: HarperTrophy. ISBN0064432270.
728
The Reading
Teacher
Vol. 59, No. 7
April
E-encyclopedia (2003). New York: Dorling Kindersley. ISBN
0789498693.
Longfellow, H.W. (2001). The midnight ride of Paul Revere.
III.C. Bing. New York: Handprint. ISBN 1929766130.
Martin, B., Jr. (1992). Brown bear, brown bear, what do you
see? III.E. Carle. New York: Holt, Rinehart and Winston.
ISBN0805017445.
Martin, B., Jr, & Archambault, J. (1997). Knots on a count
ing rope. III.T. Rand. New York: Henry Holt. ISBN
0805054790.
Mu?oz-Ryan, P. (2002). Esperanza rising. New York: Blue
Sky Press. ISBN043912042X.
Polacco, P. (1998). Thank you, Mr. Falker. New York:
Philomel. ISBN0399231668.
Rowling, J.K. (2005). Harry Potter and the Half-Blood
Prince. New York: Scholastic. ISBN0439784549.
Snicket, L. (1999). The bad beginning. New York:
HarperCollins. ISBN0064407667.
Stanley, J. (1993). Children of the dust bowl: The true story
of the school at Weedpatch Camp. New York: Knopf
Books for Young Readers. ISBN0517880946.
Teague, M. (1997). How I spent my summer vacation. New
York: Dragonfly Books. ISBN0517885565.
Van Allsburg, C. (1985). The Polar Express. New York:
Houghton Mifflin. ISBN0395389496.
(
^
The department editors, Nancy Livingston and Catherine
Kurkjian,welcome reader comments and suggestions on this
department.
Children's
uses, and curriculum
Materials
reviewed
Books presents
connections
in Children's
reviews,
recommended
on trade books
Books
are
for children.
in no way advocat
ed or endorsed by TheRedding Teacher or the International
ReadingAssociation.Opinionsexpressed are those of the de
partment
editors
or
reviewers.
Books
should
be
sent
to
Catherine Kurkjian,Central Connecticut State University,
Reading and Language Arts, New Britain, CT 06050, USA,
and Nancy Livingston, McKay Building, Brigham Young
University, Provo, UT 84602-6245,
V_)
2006
USA