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Volume 102, Issue 1, 2024
- Articles
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Using Postmodern Picture Books as Mentor Texts for Critical Writing Pedagogy
Author(s): Amy TondreauUsing the framework of critical writing pedagogy, this study explores how five elementary students utilized craft moves from postmodern picture books in their own writing.
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The Body as Pedagogy: Exploring Literacies of the Body in Children’s Literature
Author(s): Erica CaasiUsing literacies of the body and critical literacy lenses, this article examines an author visit and possibilities for centering the body in text-based discussions with children.
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From Language Arts to Learning Communities: A Pathway toward Critical Literacy for Everybody
Author(s): Clare Donovan ScaneThis article will outline how literacy leaders can engage their community through empowering conversations and composition that center the body as knowledge and text.
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Perspectives on Practice: Peritextual Features and Racialized Space in Children’s Literature
Author(s): Jan LacinaThis article focuses on Ezra Jack Keats’s books and the ways these books enhance the literary experience through the richness of the peritextual features. Keats’s picture books have the potential to assist with comprehension building while providing a glimpse inside complex racialized spaces over a span of years.
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Civic Literacies: Civic Engagement in the Early Years: Creating Opportunities for Children to Engage in Meaningful Social Action
Author(s): Tiffany Livingston PalmatierAs the final piece of our yearlong inquiry asking “What does it mean to prepare students for civic engagement?” Tiffany Livingston Palmatier shares how she scaffolds her kindergarten and first-grade students from talk to action.
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Writing Matters: Following Multilingual Learners’ Lead to Expand Writing Assessment Practices
Author(s): Joanna W. Wong and Margarita GómezWe explore writing and assessment of writing as a way to raise awareness of how to engage in the work of expanding literacies from a both and perspective, one that acknowledges students’ translanguaging repertoires and identities.
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Research and Policy: Becoming Relentless Interrogators: A Critical Stance toward Children’s Literature
Author(s): Brian Kissel, Tiffeni Fontno, Molly Collins and Emily PendergrassIn this Research and Policy column, the authors define what it means for teachers and students to take a critical stance when reading children’s literature. They offer a framework teachers can use to enact a critical stance when reading picture books with their students and provide suggestions for how teachers might teach students about the world using children’s literature as a tool.
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Volumes & issues
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Volume 102 (2024)
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Volume 101 (2023 - 2024)
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Volume 100 (2022 - 2023)
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Volume 99 (2021 - 2022)
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Volume 98 (2020 - 2021)
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Volume 97 (2019 - 2020)
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Volume 96 (2018 - 2019)
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Volume 95 (2017 - 2018)
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Volume 94 (2016 - 2017)
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Volume 93 (2015 - 2016)
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Volume 92 (2014 - 2015)
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Volume 91 (2013 - 2014)
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Volume 71 (1994 - 2014)
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Volume 90 (2012 - 2013)
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Volume 89 (2011 - 2012)
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Volume 88 (2010 - 2011)
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Volume 87 (2009 - 2010)
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Volume 86 (2008 - 2009)
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Volume 85 (2007 - 2008)
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Volume 84 (2006 - 2007)
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Volume 83 (2005 - 2006)
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Volume 82 (2004 - 2005)
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Volume 81 (2003 - 2004)
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Volume 80 (2002 - 2003)
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Volume 79 (2001 - 2002)
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Volume 78 (2000 - 2001)
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Volume 77 (1999 - 2000)
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Volume 76 (1998 - 1999)
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Volume 75 (1998)
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Volume 74 (1997)
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Volume 73 (1996)
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Volume 72 (1995)
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Volume 70 (1993)
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Volume 69 (1992)
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Volume 68 (1991)
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Volume 67 (1990)
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Volume 66 (1989)
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Volume 65 (1988)
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Volume 64 (1987)
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Volume 63 (1986)
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Volume 62 (1985)
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Volume 61 (1984)
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Volume 60 (1983)
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Volume 59 (1982)
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Volume 58 (1981)
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Volume 57 (1980)