CCBC-Net Archives
empathy and recognition through child. lit.
- Contemporary messages sorted: [ by date ] [ by subject ] [ by author ]
From: Megan Schliesman <Schliesman>
Date: Tue, 26 Apr 2005 10:53:09 -0500
Last week Miriam Lang Budin asked "whether the personal experiences readers can have with children's and young adult literature translate well into classroom study." She mentioned that she would be moderating a panel this past weekend about WELCOME TO LIZARD MOTEL, Barbara Feinberg's memoir in which she (in part) laments the "depressing" books that her children were having to read in school. (Apologies if that is a far too simplistic summary of Feinberg's comments).
I appreciate Laura Kemp writing about the diversity of responses among individual child readers. She noted that what is "depressing" to one child might be a
"lifeline" to another, as was her own personal experience with books such as "A Bridge to Terabithia."
I would love to hear from those of you who work directly with children and teens about your experiences teaching or discussing books that challenge them to consider both "other" and "self." Do you see kids making connections with literature to the world in which they live (and that could be the immediate world of family or school, as well as the global world). If you are using books that offer kids glimpses into other ways of being, do you find they are drawn to making connections, or do they resist it?
Megan
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, UW-Madison 600 N. Park St., Room 4290 Madison, WI 53706
ph: 608&2?03 fax: 608&2I33 schliesman at education.wisc.edu
Received on Tue 26 Apr 2005 10:53:09 AM CDT
Date: Tue, 26 Apr 2005 10:53:09 -0500
Last week Miriam Lang Budin asked "whether the personal experiences readers can have with children's and young adult literature translate well into classroom study." She mentioned that she would be moderating a panel this past weekend about WELCOME TO LIZARD MOTEL, Barbara Feinberg's memoir in which she (in part) laments the "depressing" books that her children were having to read in school. (Apologies if that is a far too simplistic summary of Feinberg's comments).
I appreciate Laura Kemp writing about the diversity of responses among individual child readers. She noted that what is "depressing" to one child might be a
"lifeline" to another, as was her own personal experience with books such as "A Bridge to Terabithia."
I would love to hear from those of you who work directly with children and teens about your experiences teaching or discussing books that challenge them to consider both "other" and "self." Do you see kids making connections with literature to the world in which they live (and that could be the immediate world of family or school, as well as the global world). If you are using books that offer kids glimpses into other ways of being, do you find they are drawn to making connections, or do they resist it?
Megan
Megan Schliesman, Librarian Cooperative Children's Book Center School of Education, UW-Madison 600 N. Park St., Room 4290 Madison, WI 53706
ph: 608&2?03 fax: 608&2I33 schliesman at education.wisc.edu
Received on Tue 26 Apr 2005 10:53:09 AM CDT
