In recent years an ever-broadening range of theoretical perspectives have been used to explore issues related to children’s literature. In this edited volume, scholars teaching children's literature courses discuss the theoretical frames they draw on and how these frames shape their course and their students who are educators, librarians, and media specialists. Each chapter includes a discussion of the theory shaping the course as well as a theory-to-practice approach section. Student vignettes offer additional testimony to the success of the theoretical approach used for the course.
Chapters are organized into four sections aligned by course type: Children’s Literature Survey Courses; Children’s Literature Survey Courses with a Special Emphasis; Children’s Literature Courses with Specialized Focus; and Education Courses with a Children’s Literature’s Foundation.
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Miriam G. Martinez teaches reading and children's literature courses at the University of Texas at San Antonio. She is actively involved in the Children's Literature Assembly, the National Council of Teachers of English, the International Literacy Association, and the Literacy Research Association. Her research and publications have focused on the nature of
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