Editors' Note: When this article was posted in Reading Online in February 2000, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to post messages through ROL Communities.

Post 1

Author: Andrea_Bachman5289
Date: 04-12-2000 16:07

As an educator, I have had the advantage of taking two Children's Literature courses. The first time I took the course was as an undergrad student or a preservice teacher. Currently, I am taking a course as a graduate student pursuing a reading masters. As an undergrad, I was overwhelmed by the amount of knowledge I was learning. Surviving my first year in a classroom was at the front of my mind. My memories of my first children's lit class were keeping a reading file, studying the genres, and discussing specific authors and illustrators. Overall, I was glad and thankful for the survey of children's literature that I received. I felt that I was more ready to enter the classroom than before I had taken the class. I am glad that the subject of children's literature was not simply integrated into my methods classes. As a reading master's student and practicing teacher, I see the need for a deeper study into the subject of children's literature. When I first saw the course offered at the graduate level, my first thought was "What more can I possibly learn about children's literature?" However, since starting my program, I have a greater understanding about the need to match the book to the reader. Teachers need to be better taught about how to use literature to personalize their student's learning. Not every child will benefit from the same books. Children have different interest, skills and reading levels. As a teacher, it is important to be able to study a book, and recognize it not just as a good story, but as a tool for teaching reading.

Reply 1a

Author: Marilyn _Roseman
Date: 05-22-2000 21:54

I appreciate your reflections on the content of Children's Literature courses and how to integrate fine literature into the classroom in individualized ways. I am in the positon of developing a new teacher educatin program at my institution, and I would be very grateful for your other thoughts and comments on how your preservice teacher education prepared you for teaching reading, or what you think the program was lacking with regards to the Language Arts Program.

Reply 1b

Author: Josie
Date: 06-18-2000 19:14

Hi I am a K teacher and am currently finishing my credential program. We have a online discussion board and one of the ongoing questions is "Does anyone have a title of a book about____________subject." The great thing is that we have each other and we often get great responses. But I see that, as the author of this article stated it would be important to take such classes. I was a Spanish Lit major as an undergrad and I know that there is so much that can be taught through fiction grammar, style, reading among other things. Now teaching K I find myself malking nujmerous trips to the public library to search for children's literature that would go with my themes or concepts that I am going to teach. I find that this is one of the things the children most enjoy, good picture books they can relate to, and just walking in at the beginning of a new theme and seeing all the new books on the chalk board. Taking a class would be so beneficial for me becasue I could have more knowledge and resources. The library is great but there are times that I spendd hours and get ok results. Great article, perhaps when I see a class like that listed and I have the time I will not think twice about taking it.

thanks...Josie

Reply 1c

Author: Denise_Baumgarten
Date: 06-25-2000 22:37

I think back to my "kiddie lit" course some 20 years ago and have only fleeting memories. I remember a few different genres and some projects for when the reading was over. I believe the emphasis on literature was much less back then. I don't think, at that time, anyone thought you could teach reading or it's skills by reading a book. I vividly remember my reading methods courses and the fact that there is a lot of information, time and some research put into those reading basals or series for a reason. I wonder if anyone out there besides me thought you would be allowed to do anything other than what is listed in the teacher's manual. On top of that, my main field is Special Ed. These kids shouldn't be wasting their time doing projects and listening to or struggling to read literature. They should be taught to read and do math.

I have learned a lot since my preservice days. I subbed for a number of years and had the opportunity to try many, many different reading styles and formats. I have also had my own room again now for a few years and have made a few discoveries on my own. Most of the kids in my class get into the different books that we check out between sections of the basal. Most of them actually look forward to reading class at that time. Each year I find myself getting more administrative permission to get away from the humdrum of prescribed manuals and doing more things where I get interaction. I believe reading and literature will be reformed in my classroom in the upcoming years according to some of the new things I have been learning.

Thanks.

DAB

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