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CM . . . .
Volume VI Number 16 . . . . April 14, 2000
Canadian instructors of children's literature, grad students, pre-service
teachers and classroom teachers are always faced with two major
frustrations when it comes to finding a comprehensive professional
resource to support the study of this topic: the exorbitant cost of a such
a resource and the decidedly American slant of these published text books,
few giving space to our Canadian books worthy of recognition, and, in most
cases, with only a brief nod to Canadian awards in children's literature.
So it was with a cheer of gratitude and great eagerness that this reviewer
tackled the $39.95 Learning With Literature in the Canadian Elementary
Classroom.
In many ways this book did not disappoint. It is well-conceived, eminently
readable and very suitable to the study and teaching of Children's
Literature. Each chapter begins with objectives, setting the
organizational tone and purpose and guiding the reader. Several chapters
feature a "Reflection Box" which not only encourages readers to
contemplate their experiences with literature and reading but also
promotes further discussion. Many vignettes of classroom reading
experiences are incorporated, and, of special importance, is the inclusion
of well-written, concise and interesting "side bars" devoted to Canadian
authors and illustrators.
Chapters 2-6 cover the literary genres of Picture Books, Traditional
Literature, Poetry, Novels, Multi-Cultural Literature and Non-fiction.
Clear definitions, characteristics of the different types and excellent
examples of each genre are included. Following each chapter are
references, a repertoire of annotated "Professional Resources" and a
listing of books within each category. The remaining three chapters
explore different reader response theories, including the teachers' role,
and several instructional strategies, including program ideas and the use
of reading interests. The authors also touch upon some timely cautions and
concerns with regard to response journals. The last chapter offers great
advice for organizing a classroom for literature programs. The Appendix
contains a comprehensive list of Canadian Children's Book Awards,
including local, provincial awards and useful Web Sites.
Brainbridge and Pantaleo recognize the trend in many Canadian classrooms
which favours Literature-Based Language Arts instruction and agree that,
"with a careful choice of books and appropriate instruction," children can
learn to read as well as become avid readers from well-written and
creatively illustrated trade books.
Of minor concern was the disappointment that Poetry was not deserving of a
separate chapter and instead was "lumped in" with traditional stories.
Missing from this chapter is a bibliography of suggested "folk tales."
The authors successfully walk the line between the preface's statement
that it is "highly important for Canadian Children to have access to the
many fine Canadian books" and "that our children also need to read about
other places" beyond our borders, with their excellent and thorough
discussion of multicultural and transcultural literature. But even with
the considerable space given to our rich, diverse selection of Canadian
Picture and Non-Fiction books, this reviewer would have welcomed an even
greater use, emphasis and reference to more Canadian books as examples in
the other genres.
Recommended.
Reesa Cohen, an Instructor in Children's Literature and Information Literacy at the Faculty of
Education, University of Manitoba, is also an Education and Information Services Consultant.
To comment on this title or this review, send mail to cm@umanitoba.ca.
Copyright © the Manitoba Library Association.
Reproduction for personal use is permitted only if this copyright notice
is maintained. Any other reproduction is prohibited without
permission.
Published by
TABLE OF CONTENTS FOR THIS ISSUE - April 14, 2000.
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