By Len Unsworth, Angela Thomas, Alyson M. Simpson, Jennifer L Asha
“This stellar e-book extends lecturers’ pondering way past 'book areas' and into 'digital areas' by way of supplying theorized methods to interpreting children’s literature throughout media, and cautious descriptions of powerful studying actions which are wealthy intimately and functional recommendation. This e-book (and its electronic areas) is an crucial advisor to attractive with children’s literature and new electronic media.” Michele Knobel, Montclair kingdom college, united states. “The publication total is intriguing, informative and functional, outlining vital theoretical views and concepts whereas additionally delivering a lot knowledge and recommendation to academics approximately tips to remodel their literary programs.” Frances Christie, Emeritus Professor of Language and Literacy schooling, collage of Melbourne and Honorary Professor of schooling, collage of Sydney, Australia. This e-book connects lecture room instructing of children’s literature with the electronic age. It celebrates the allure of children’s literature and its position in literacy improvement, in addition to the attraction of data and communications know-how (ICT) to scholars and its capability to counterpoint scholars’ studying and pleasure of literary texts. The authors define the ways that children’s literature is constructing new dimensions, for instance: The re-publication of children’s books on CD ROM and the area large net net assets for operating with literary texts, together with e mail chat groups Children’s participation within the collaborative development of on-line narratives The publication offers sensible tips for academics who're green with ICT. It describes and discusses implementation of actions that reach conventional techniques to literary texts and make the most of to be had know-how.
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“This stellar booklet extends lecturers’ considering well past 'book areas' and into 'digital areas' by way of providing theorized methods to interpreting children’s literature throughout media, and cautious descriptions of potent studying actions which are wealthy intimately and functional suggestion. This ebook (and its electronic areas) is an essential advisor to attractive with children’s literature and new electronic media.
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Additional info for Children's Literature and Computer Based Teaching
In this CD the animations activate automatically, but in others like The Little Prince (de Saint-Exupéry, 2000), the animations are controlled by the mouse ‘clicks’ of the viewer. This raises the issue of ‘interactivity’ as a key aspect of children’s narrative experience in a digital age (Dresang and McClelland, 1999). Interactivity can relate to both ‘navigation’ through the digital text and story construction. Navigation concerns the selection of participation options such as having the story read to you or reading it yourself, and in the latter case then determining how to change to the next screen (usually ‘turning the page’ by clicking on the bottom right-hand corner), knowing how to ‘quit’ the story and return to it, and whether returning necessitates starting from the beginning or whether you can go directly to a particular page somewhere in the story.
Baloney and included on the site is an electronic game entitled ‘Henry’s Piskas Game’. html – retrieved 4 April 2004): Welcome to the Penguin Group for Young Readers Featured Book Sites portal. Here, you’ll find all of your favorite Penguin Putnam characters, from Peter and Fudge to Winnie-the-Pooh. There are activities, interviews, reading tips, screensavers, and on-line games! What are you waiting for? Learning activities with Isobelle Carmody’s Dreamwalker : on-line/off-line In this section we will first of all consider a range of on-line resources that could be used to support classroom work with the gripping novel Dreamwalker by Isobelle Carmody, richly illustrated by Steve Woolman (2001).
The materials for the ‘Ramona’ books (Cleary, 1976, 1978, 1981, 1982, 1984, 1986) include summaries of the stories, character sketches of Ramona, her family, friends, teachers and other characters, and suggestions for classroom use of the books. The latter include ‘read alouds’, ‘independent reading’ and ‘literature circles’ and are very general suggestions such as: Arrange for four to six students to meet as a literature circle and discuss books they have read about Ramona. Each literature circle could prepare a project based on its book(s) to present to the class.