| Description |
ix, 195 pages ; 25 cm |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Critical thinking and book talk: the why factor -- Narrowing visioins of literacy -- What exactly is critical thinking? -- Underpinning values and assumptions -- Invitation not coercion -- Comprehension and meaning making -- Different perspectives on literacy -- Comprehension -- What's the point of discussing picturebooks? -- Ideology -- Interactive, or dialogic, reading aloud -- What does interactive (dialogic) reading mean? -- Three benefits of engaging with literature -- Other benefits of dialogic reading -- Reading aloud -- Interactive reading -- Intertextuality -- A focus on oral language development -- Language deficits entering school -- Vocabulary -- Reading picturebooks aloud and discussing them -- Some picturebook theory -- Classroom practice -- So what are picturebooks? -- Two distinct modes of representation -- The aesthetic relationship between pictures and text -- CT & BT in the classroom -- A good picturebook -- Beginning CT & BT in junior classrooms -- Children as theorists and philosophers and critical thinkers -- CT & BT in middle-senior primary classrooms -- CT & BT with post-primary pupils, undergraduates and teachers -- Practical advice -- Choosing books; discussion guidelines and cross-curricular ideas -- Practical advice for setting up discussions -- Cross-curricular work -- Conclusioin -- Narrative and metacognition -- Disequilibrium -- Appendix: some picturebooks arranged by topic. |
| Summary |
This accessible text will show students and class teachers how they can enable their pupils to become critical thinkers through the medium of picturebooks. By introducing children to the notion of making meaning together through thinking and discussion, Roche focuses on carefully chosen picturebooks as a stimulus for discussion, and shows how they can constitute an accessible, multimodal resource for adding to literacy skills, while at the same time developing in pupils a far wider range of literary understanding. By allowing time for thinking about and digesting the pictures as well as the text, and then engaging pupils in classroom discussion, this book highlights a powerful means of develping children's oral language ability, critical thinking, and visual literacy, while also acting as a rich resource for developing children's literary understanding. Throughout, Roche provides rich data and examples from real classroom practice. This books also provides an overview of recent international research on doing 'interactive read alouds', on what critical literacy means, on what critical thinking means and on picturebooks themselves. -- from back cover. |
| Subject |
Thought and thinking -- Study and teaching (Elementary)
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Critical thinking -- Study and teaching (Elementary)
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Picture books for children -- Environmental aspects.
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EDUCATION -- General.
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EDUCATION -- Elementary.
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EDUCATION -- Preschool & Kindergarten.
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Critical thinking -- Study and teaching (Elementary)
(OCoLC)fst00883701
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Picture books for children -- Educational aspects.
(OCoLC)fst01063720
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Thought and thinking -- Study and teaching (Elementary)
(OCoLC)fst01150266
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| ISBN |
9780415727686 (hardback) |
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0415727685 (hardback) |
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9780415727723 (paperback) |
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0415727723 (paperback) |
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9781315760605 (e-book) |
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