Why my current twitter feed is not working – it’s one huge hug fest of “awesome educators” brimming with “positivity” and hugs. And asking questions for apps to track things that have no academic or learning legitimacy. And no one challenges them as to “why”.
It’s the same in school – everyone is positive and upbeat and being critical is not appreciated. Are we creating a monster?
I need to write an interpretive discussion paper. I’m trying to organise my thoughts. My first and foremost thought is that writing this paper is in direct contravention to the topic of the paper, which is “Digital scholarship in education, in the context of interdisciplinary knowledge and research” – because my digital scholarship is leading me down all sorts of other avenues and thoughts which definitely do NOT fit into the marking rubric. I’m also immensely frustrated at being a distance learner and not knowing who in the zoo to discuss these thoughts with. I’m tired of rehashing the articles that all say the same thing about the evolution from web 1.0 to 2.0 to 3.0 and the fact that we all can be producers and not just consumers, open access (OA), MOOCs, twitter, blogs blah blah.
Transformative?
What are my thoughts right now – on the exact topic? In the first place that digital has not been transformative enough to scholarship. Yes in theory, no in fact. The digital spaces I see in education have been highjacked not by scholars but by self-promoting practitioners of the twitterati. There is a lot of anecdotal rather than research based evidence. And they’re echo-chambers of white middle-class educators, often male. I need to expand my networks, and I’ve been making a concerted effort to follow people who are publishing real peer-reviewed research – some of which are on social media and some of which aren’t. Some who tweet about their research, most who don’t. Or just refer to conferences they’re talking at or have talked at, or their followers enticingly frustratingly refer to such presentations. The thing is that for all this to be transformative it also needs to be heretical. And heretics are not welcome in institutions. Because they threaten the control and status quo of institutions, and by definition are persona-non-grata and there are pathways of recognition (leading to tenure at which point hopefully you’d be entrenched enough to say what the damn you please but by then you’d probably be entrenched enough to buy into the status quo and have a stake in maintaining it). Yes they are clever. Who runs the MOOCs? Who feeds them, who controls them, finances them and their content? – the institutions. And the money. Yes, always follow the money. All those wonderful digital tools. Those databases, those journals, encyclopedias. My gold standard for testing anything a salesman throws at me as a school librarian is looking up “socialism” and “communism” in their search engines. Try it. Just try it.
What is education for? I’ll buy the ‘transformative’ bit on the micro individual well-heeled personal level, – but take it local or regional or national and you have the ‘productive literate citizen’ emerging. What do we want from the 21st Century learner? Link looks great doesn’t it. Global citizens and all those skills (not content or facts), and then you click on “pricing” and you can clone plans. I repeat. You can pay to clone plans. You can pay someone else to do your thinking and planning for you can you can teach to that plan and create clones of every other global child whose school or teacher can afford this. It’s so slick it’s so nicely designed, it’s so intuitive and easy.
Confrontational and Challenging
Easy. Am I a puritan that I think things have to be a struggle and difficult? Not really, I like Vygotsky and the ideal of proximal development. I don’t like when kids are proximally developed to be led by the nose or to follow the breadcrumbs to the cottage in the woods made of candy only to find out that they’ll be trapped by the witch of educational debt in a cage that is not of their making. No, I think that education does not really have so much to be difficult as in inaccessible and alienating, but I think it needs to be difficult in that it should be confrontational and challenging. And education dominated by packaging – of textbooks, of websites, of learning platforms, of learning plans – created by big corporations and big non-profits cannot be confrontational. It can only be nationalistic or capitalistic or serve the needs of the society in which it finds itself. Or the version of what that society thinks its needs are. Good productive (national) citizens. Because often being a global citizen is at odds with being a national citizen. Because then you might just want to open the borders and let the refugees in. You may not vote for the hawks. You’d want to leak confidential documents, hack into university databases, give maternity & paternity leave, free education, a minimum wage, universal health coverage AND WHO WOULD PAY FOR ALL THAT? Huh?
So the digital. The open borders, the open access. The flat earth. Where a researcher / research at the other end of the world is at the touch of a button or a click of a mouse. As long as you both have the internet. And speak each other’s language (or preferably that current god of all language, English), as long as that research is in a bundle paid for by your institution. As long as you’re part of an institution, because paying $39.95 per article for research that may or may not be relevant, may or may not be any good is no joke for the casual dilettante. And when you leave formal education, when you graduate and lose access to all that body of formal knowledge, lose your writing on fora and institutional blogs, when the gates to the ivory towers slam shut? Are you no longer a scholar? Are you an ex-scholar? A practitioner? I think about this a lot as I reach the end of this degree.
Language and culture
Coming back to the whole language thing. According to Ren and Montgomery (2015) from 1996 to 2012 – 2,680,395 scholarly articles were published internationally by Chinese authors, 35% of which have never been cited, and the average citation per publication is 6.17 versus 20.45 for an American author. 95% of its most important research “are now published by foreign commercial publisher and locked behind pay-walls” (p. 397). Most scholars do not have the English proficiency, there are not enough translators and therefore the research remains trapped in Chinese repository systems. The article is a fascinating glimpse into the profundity of linguistic barriers, cultural and ideological differences in writing, research and performance metrics that are seldom if ever mentioned in the jubilant digital scholarship literature.
Interdisciplinary
As a fairly recent migrant from the world of commerce and industry to the world of education, one of the other articles I read was cause for inner ironical chuckling. Interdisciplinary. What does that mean? That you stay in your academic ivory tower but build bridges to other towers in the same academic village, or even across the pond to another tower where there are English speakers? And you interact only with the grubby world of business when they sell you OLP (online learning platforms) and data analytic systems and student interfaces and lesson plans and databases. But do you consider that you may be able to learn from that world? Even within business schools, the frenetic search for pertinent case studies is to inform and guide practise by current or potential business people. And so I turn to Siemens and Burr (2013) – who I must say I have a huge amount for respect for, because they are talking, reading about and DOING research in international research teams. They are grappling with linguistic and cultural barriers. And I read their article and the whole time I’m thinking – you’ve got to be kidding me. Yes, you’re probably breaking new ground in your context, but global companies have been doing this for decades. For eons. Your average wet-nosed graduate in a developing country working for a multi-national could have told you of all these challenges AND how they’re resolved in commerce and industry. I have to wonder, when a paper cites Hofstede – 1980 * if they’ve read and understood it’s context (Shell oil company), why they don’t think – heck – those multinational companies must know a thing or two about this – let’s go and ask them how to resolve this rather than us having to reinvent the wheel. Just pop over to your local business school or track down a travelling salesman with a passport to find out more.
I realise I’ve nearly written 1,500 words right now, and I don’t even begin to cover all the ground that I’d want to cover but can’t. I’ll just end by referring back to Gee and Hayes (2011). The first six chapters are a great read to understand the context of current education, language and literacy as part of a continuum of education across the ages – and they can express this background so much better than my amateur fumblings. And after giving a context what is the future? It would have to be in machine translation. In non-affiliation to a single academic organisation or nation. The return of the professional amateur, of “royal societies” that are not royal or national. Different pathways of legitimisation and accreditation. More cooperation and collaboration but also more confrontation. Assignments that are conceptually bound but content liberated. Radically open access to both published and rejected research, with commentary as to the rejection – a bit of meta-cognition anyone? Access to assignments with grading. Plagiarism is only an option in a closed rigid system with unimaginative content related assignments. And those do nothing to further scholarship, digital or otherwise.
(And apologies to all those authors and researchers who are not cited but who are informing my thinking, but were not read in the last few days).
References:
(* As a side note, Hofstede was taught to me as an expat 101 in the early 1990’s before my husband and I left on our first international assignment in Brazil. There is an updated version of his book – co-written by his son and Michael Minkov. Should be read by every ‘global’ educator and student interested in global collaboration and cooperation :
Hofstede, G. H., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: software of the mind: intercultural cooperation and its importance for survival (3rd ed). New York: McGraw-Hill.)
Back to school for my classes tomorrow after the long 8 week summer vacation. Teachers have been back a week and it’s been a productive but quite busy week getting everything ready. Is one every really ready? Who knows what the year will bring. What combination of students and teachers and classes will evolve as the year progresses.
As a (with the emphasis on the “oneness” of A) Teacher librarian the timetable is probably one of the most tricky aspects. We’re just small enough to be able to have a hybrid timetable, where I can squeeze in every class once a week for a 20 minute slot (40 minutes for my grades 5 & 6, who need more “taught” and hands on higher level information literacy). I also have bookable periods where I can teach in class or classes can come to the library. Based on the mistakes, observations and learnings of last year I made a few changes this year.
Now, hold thumbs that we don’t have too many new classes added (as soon as we have enough students they open a new class at my school) or that there’s a major shift in the timetable!
How do other schools do the timetabling? Does it work for you? For your teachers? Are people unhappy with aspects of it? What compromises do you have to make?
After our leadership meeting this week I asked our principal what she thought of my various options for my case-study and which would be most beneficial and meaningful for the school. By happy coincidence the senior leadership is looking at a number of things that tie in nicely with my ideas of what would be a viable case-study
In our conversations we also discussed how struggling students can influence the whole ambiance in a classroom, both in the student body and in the teachers response to the individual student and the class as a whole.
The question of course is what is ‘success’ and how do you measure it? Must it be an improvement in reading or other academic measureables? Something ‘concrete’? Or can we think about the more ‘fuzzy’ aspects of learning that are harder to pin down. Like affinity and belonging – nicely spoken about in this (non academic) article. Certainly we know that students who have (excessive) stress have difficulty learning. But is it skill, is it motivation that starts the negative spiral? And who can help? Is it a bootstraps issue, is it parents, peers, teachers, mentors, siblings? What formats and genres?
I’ve just downloaded hundreds of articles around these themes, so it’s time to start digging in and try to get a research question out of it all.
Since this is my M. Ed capstone course of course the bar has been set high for our final project – a case study. I’ve spent the week being intimidated – firstly reading the case-study research of other people, and then the Colloquium with Pip Cleaves – where my brain and my writing hand lost sync with each other as I was in awe with what she’s doing in her classroom and school.
I think my main takeaway is that I need to take baby steps and to limit, limit, limit my ambitions as to what is possible in a few week’s case study. One of the most interesting case studies, and one that was exemplified by Pip’s talk was by Hofer & Swan (2006) – primarily because they unravelled the strands of technological, pedagogical and content knowledge that teachers need to bring to bear when attempting to introduce technology in the classroom.
Back to the case study. As long term readers will be aware, I’m really interested in language, bilingualism and maintaining and sustaining mother tongue. Ideally I’d like to do something along those lines, but the area is just so huge I’m going to have to be very specific. One of the things I was considering was the information seeking behaviour of ELL families. There is so much information inherent and implicit in a school / schooling system, and how do students and their families tap into the explicit and implicit information where the dominant language is weak or absent? Most international schools are adamant in not translating materials (erroneously in my opinion) – is there any way to prove this one way or another? What specific interventions or availability of information and in what form would make a difference? And how to realise this?
Another alternative would be about reading. Early in my first position as Teacher-Librarian I quickly realised that we were just not meeting the needs of a whole segment of ‘reluctant’ readers. Unravelling reluctance is worth of tomes of research – is it a skill issue, an identification of suitable books issue, a time issue or a combination of them all or something else entirely? In response, with the excellent assistance of a very cool young male teacher, we formed a “blokes with books” club. The uptake has been great with a core of around 10-15 boys attending the weekly meetings. They’ve invited their friends and it’s a rowdy, exuberant crowd who now feel much more at home in the library. Together we agreed on a rough program of highlighting various genres, different authors and types of books in the hope they’d find “the magic key”. But did it make a difference really, or just anecdotally? How would we go about finding out the efficacy of the program generally and which aspects if any are particularly efficacious?
Other things that have caught my fancy recently is the concept of the “customer journey maps” in the library (perhaps linked to the information seeking idea) and the use of virtual badges for teaching information literacy – (teacher? student?)
Those are my thoughts that need refining and consideration at the moment. I have another 2 weeks to investigate and consider more!
I’ve had the good fortune of starting this course during my vacation, which has allowed more reading and contemplation time than I’d usually have at the start of a course. As such, I’ve started reading the case studies of module 3, and would like to dwell a little on Using Blogging in Support of Teacher Professional Identity Development – A Case Study (Luehmann, 2008). Yes, the date of 2008 is about right, as is the period under review 2003-2006, since that was probably the hey-day of blogging.
I’ve written before about the unfortunate demise of blogging, and having read this article, I once again am reinvigorated to take up the keyboard and dust off my professional blog. I must admit to have neglected it somewhat in the space last year that was not occupied by formal study and therefore an externally imposed blogging regime.
Considering blogging as a learning tool, and the blogging and commenting community as part of ones’ PLN, the question then is what has replaced blogging? The obvious answers would be Facebook and Twitter. However I would suggest that they miss the target in a number of ways. As Luehmann (2008, p. 332) explains – “… blog provides the quintessential example of capitalizing on the potential of blogging for reflection and metacognition. She was especially strong at using specific stories from her personal and professional experience as catalysts for engaging in critical inquiries about more general issues …” I have to wonder however if anonymous blogging allows for better self-reflection and a questioning stance than public blogging – which is the currently “preferred mode” according to those in the know and those who write and think about these things – “claiming one’s name” and all that.
In contrast, my experience of FaceBook is substantial positive “impression management” (Krämer & Winter, 2008), intersperced with passing on pre-digested and edited pieces written by successful professionals. What it misses is the observable struggle and growth of the individual in getting from point novice to point successful professional – something that blogs did. As a learning network, the FB groups I am in, are excellent for asking quick questions and getting convergent answers – top graphic novels, best tools for citation, what to wear to a job interview, what questions to expect etc. And answers tend to converge if the network is big enough. It’s also great for moral outrage – what unforgivable ones’ boss or lecturer or client or political opponent did now… There is little sign of vulnerability or deep questioning.
Twitter. Hmm. Does anyone else get tired of the chest beating alpha-monkey behaviour of the twitterati or is it just me? Again it’s about triumph and trumpeting. It’s not about the daily confrontation of things you’d like to see different that you’re trying to change and the barriers that are erected along the way. And when something really interesting comes up – like a whole blow-up about twitter plagiarism by a professor (of course I can’t find a reference to this as it happened last year on twitter …) it is difficult to unravel the threads or work out who is referring to what or when and in which order. On the positive side, educators do appreciate the professional development opportunities of Twitter and Twitter Chats as a way to keep up with developments in the profession as well as the ability to connect with other educators globally (Carpenter & Krutka, 2015; Trust, Krutka, & Carpenter, 2016).
Like everyone on this course, I too read prolifically and from a variety of sources, including social media originated, popular press, journals, books etc. The most infuriating part of social media is the difficulty of finding something back days or months later if you haven’t carefully diigo’d it or saved it to Flipboard or Evernote or the like.
And finally what is great about blogging? Well it gives you writing experience. Lots of it. And the more you write and the more you get feedback on your writing, the better you get at it. And right now I can just feel how out of touch I am with writing after the last 4 months of not doing so! Onwards and upwards.
Carpenter, J. P., & Krutka, D. G. (2015). Engagement through microblogging: educator professional development via Twitter. Professional Development in Education, 41(4), 707–728. http://doi.org/10.1080/19415257.2014.939294
Krämer, N. C., & Winter, S. (2008). Impression management 2.0: The relationship of self-esteem, extraversion, self-eficacy, and self-presentation within social networking sites. Journal of Media Psychology, 20(3), 106–116. http://doi.org/10.1027/1864-1105.20.3.106
Luehmann, A. L. (2008). Using blogging in support of teacher professional identity development: A case study. Journal of the Learning Sciences, 17(3), 287–337. http://doi.org/10.1080/10508400802192706
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). ‘Together we are better’: Professional learning networks for teachers. Computers & Education, 102, 15–34. http://doi.org/10.1016/j.compedu.2016.06.007
My husband and I attended a “school board of governors meets the parents” evening on Thursday night and one of the attendees asked what the school was doing to encourage more girls to go into STEM careers. There was also some discussion about the fact that even in this liberal high achieving school certain stereotypes of “boys being good at math” and “girls being good at the humanities” was panning out (if the ISA scores were an indication at least).
I am glad that type of question was asked, but I think we need to examine the whole gender thing far more deeply. It’s not just about STEM. After the public forum, I confronted the head about the fact that except for this meeting and one other on “teens and technology”, every other public forum of the school had been held during working hours. Including the coming “meet the teacher” event. Which meant that either working parents couldn’t attend, or one or the other or both had to take leave. What kind of message are we sending our students – male and female – at this most formative time in their lives about who we allow and expect to be engaged in a child’s education?
If these meetings are not important – why hold them? If they are important, why are you excluding the economically active role models of your community and only including those who either have enough leisure, have the financial means to be free during working hours, or have chosen for one reason or another (including the reason that if they didn’t stay at home they couldn’t be a participant in their school community life) not to work full-time.
In the years that I chose not to work full-time, one of the over-riding factors in my choice was exactly that I wanted to be a part of my children’s school community and to contribute to their educational lives in this way. Then I was thrust into full-time work out of economic necessity and no longer had the luxury of factoring this into my choice. And now I am one of the excluded.
Now as an excluded I wonder if I am the only one protesting, or if there are more like me, but we are just not aware of each other, since through our exclusion we are isolated voices that can be ignored. I wonder how many tried, failed and gave up. Because the school’s standard answer is that evening events / meetings are not well attended so they are not worth their while. Is it the chicken or the egg. And more than anything else, what does that say to our daughters and sons about expectations of motherhood, careers, educators, participation in a community?
As a teacher-librarian who still has one foot deeply immersed in academia I spend a considerable time wondering if the things we do are the “right” things. And that’s before I’ve opened any social media related to the profession where people are posting articles about the wrongs of everything from levelled reading to literature circles, reading competitions, to accelerated reading programs, to not ‘over’ encouraging reading, even down to whether we’ve really considered academic honesty properly.
So sure, we probably do somethings wrong. In fact daily I’m deeply aware that I’m failing some students some of the days, and a small number of students all of the time. And yet. There are moments when I do think things come together and they allow our students to shine – and those are the tales of grit and resilience that the popular educational press love. And so too, at the danger of following the bandwagon, I’ll add my tales too.
Yesterday, our school had their trials to select the students who would form the teams for the “Readers’ Cup” competition. We’ve been meeting weekly preparing for this competition, students have busily been reading the 6 books in their category, creating questions, quizzing each other and re-reading the books. We had about 40 students and could only choose 4 teams of 6. At which point some educators would be crying “foul” and “no fair”. But hear me out, and the tales of 3 students.
The first is an ELL (English Language Learner) student – been learning English for about 2 years. Nervous about joining at all initially, bolstered by a friend who was also taking part. Enters the library to take part in the competition yesterday with a little notebook which is promptly removed by me. Look of dismay. I explain that we only allow a pencil and the iPad for the multiple choice round. The competition ends. She’s a solid contender, right there in the middle of the pack. She’s in! While tidying up, we find the notebook we’d put aside. Extensive notes on each and every book… *
The next, a student who decides to join the competition just before the Spring break. She’s read none of the books, but I tell her she’s welcome to try anyway, and the library is open all holiday. From time-to-time in the vacation I get a little email to say she’s finished another book and I congratulate her. Then on Saturday the blow falls – she’d been reading the books in the wrong (higher) category and had only actually read two books at the right level… I write back to her and tell her not to panic, she still has 4 days, and I suggest a schedule whereby she reads the longest most challenging books first and leaves the picture book for last, and say if necessary I’ll come into the library over the weekend to open it for her, and she can come and read in the library every recess and lunch time (usually the times are staggered by grade). She says it’s OK, she’ll manage. And manage she does. Not only does she finish all 6 books by the deadline, but she’s the highest scorer in her category.
The third are two sisters. One a very strong reader, one a little less so, and younger. The older student is constantly encouraging the younger to keep reading. Spends time both at home and at school quizzing her on the books she’s completed. Keeps me updated on their progress. Both sisters are selected in their categories, both top scorers. But I’m pretty sure the younger student would not have done as well without the home support and encouragement.
Invariably there are disappointments. We selected two “back-up” students per category, and after attrition from conflicts with other activities and last minute dropping out for various reasons, each category had 3 students who wouldn’t take part. Of the 6 students, 5 had not finished all the books, didn’t take it perhaps as seriously as they could have if they’d truly wanted to take part. Didn’t attend meetings or make questions or really try. But one I feel responsible for, he’s a good reader. A voracious reader. He’d wanted to take part in they younger category, but I convinced him to try for the older, but it was apparently too much for him. A misjudgement on my part. And I’m not sure what I should do now. Certainly in the future I’ll trust a students’ own judgement more and not try to convince them otherwise.
——————–
* She was not the only student who had an ELL background, for a large percentage of our students English is a second language, but she’s still in the ELL program, whereas the rest have ‘graduated’ over the years.
Reading Haven (2007) was a great way to set the scene for this course. Even if we were not all literature “converts” before starting the course, understanding the research behind the power of stories would make us so. Of all the themes I think the second module – concerning diversity – was the one that engaged me most passionately and emotionally. Smolen and Oswalds’ (2011) book was instrumental in expanding my knowledge on this topic.
Reviewing my blog posts The Best of Times, the Worst of Times; if you name it will it come; Conversations and thoughts about diversity in literature; It can’t get any worse … can it? and The right to write as well as my first assessment The Power and Potential of Multicultural Diverse Literature I realise they all concerned themselves with this topic. In practise, despite best intentions and efforts, large international communities of practise, the so called “global librarian networks” it is still difficult to source and purchase diverse literature of the quality and quantity necessary.
Looking at the collection, the teacher librarian (TL) walks several tightropes simultaneously – balancing curriculum needs with literacy needs with pleasure “fast food” reading needs as well as parental and societal expectations and biases makes for interesting tension. All while ensuring that literature can fulfil its destiny without losing a generation of potential readers. Personal observations reinforced the need for positive role models and personal – particularly peer –recommendations (Marcoux & Loertscher, 2009). Attempts to transform a physical library space were documented in a number of blog posts summarised here. Both Travers and Travers (2008) and Elizabeth and Selman (2012) cast an important biopsychosocial developmental lens on the subject of literature in schools.
With respect to the digital experience, as a colleague remarked to me “we are the first generation of teacher librarians and parents dealing with the internet, and we don’t know what we’re doing or what the long term effects will be”. Of course there are more than enough naysayers (Carr, 2013; Mangen, Walgermo, & Brønnick, 2013) and cheerleaders (Cornis-Pope & Woodlief, 2000) to balance each other out and the jury is out on the matter. At the end of the day it is important to meet the students where they are – whether that is in the land of text, live or digital and embrace the benefits of interaction, self-directed learning with creative opportunities (Anstey & Bull, 2006).
Finally, as they say – the proof of the pudding is in the eating – or in this instance, the proof of the learning is in how it can be applied in the teaching and promotion of literature in schools. Changing the culture in any learning environment is a slow process, where one has to learn to trust one’s instincts and trust the students, alternate between catching one’s breath in horror and outrage at the utterances of some teachers and parents while being in awe of the skill and depth of understanding and good practice of others, all moments from each other. It’s quite a ride.
Anstey, M., & Bull, G. (2006). Defining multiliteracies. In Teaching and learning multiliteracies : changing times, changing literacies (pp. 19–55). Newark, Del: International Reading Association.
Carr, N. (2013, January 5). Don’t burn your books—print Is here to stay [WSJ.com]. Retrieved 22 May 2014, from http://online.wsj.com/news/articles/SB10001424127887323874204578219563353697002
Cornis-Pope, M., & Woodlief, A. (2000, Fall). The rereading/rewriting process: Theory and collaborative, on-line pedagogy. Retrieved 17 January 2016, from http://www.vcu.edu/engweb/ReReadingTheorychapter.htm
Elizabeth, T., & Selman, R. L. (2012). The role of social development in elementary school curricula: Past, present, and future. Saperstein Associates. Retrieved from http://www.sapersteinassociates.com/downloads/2012_Elizabeth_and_Selman_SD_Whitepaper.pdf
Haven, K. F. (2007). Story proof: the science behind the startling power of story. Westport, Conn: Libraries Unlimited. Retrieved from EBook Library
Mangen, A., Walgermo, B. R., & Brønnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. http://doi.org/10.1016/j.ijer.2012.12.002
Marcoux, E., & Loertscher, D. V. (2009). The role of a school library in a school’s reading program. Teacher Librarian, 37(1), 8–14,84.
Smolen, L. A., & Oswald, R. A. (Eds.). (2011). Multicultural literature and response: Affirming diverse voices. Santa Barbara, California: Libraries Unlimited. Retrieved from EBook Library
Travers, B. E., & Travers, J. F. (2008). Children, literature and development: Interactions and insights. In Children’s literature: a developmental perspective (pp. 2–17). Hoboken, NJ: John Wiley & Sons.
Informative Flights - Musings of a Teacher Librarian 