literature is the expression of language, feelings, or emotions conveyed
through words or artifacts with messages geared towards children.
evokes strong feelings on behalf of the sender and receiver, allowing people of
all ages to imagine, create, and experience things that may otherwise have been
unattainable or unimaginable.
comes in a variety of formats including (but not limited to) print, electronic,
artistic artifacts, spoken words, music, dramatic productions, presentations,
and other multimedia.
literature is essential for the development of a citizenry that is well-read,
well-informed, skilled, and knowledgeable.
children’s literature is a necessary agent in promoting a love of reading and
fostering an attitude towards lifetime learning.
literature has undergone significant changes and will continue to evolve with
new technologies and educational demands.
literature evolves, educators must embrace change and make adaptations in
existing curriculums, instructional techniques, and educational philosophies.
must strive to integrate quality literature into all areas of the school’s
curriculum, valuing student’s unique backgrounds and experiences, thus enabling
students to connect with literature in meaningful ways.
related to children’s literature is necessary to keep teachers informed of new
trends in literature, literacy, and education.
techniques to achieve success must include: a variety of modes of
communication, integration with all aspects of the students' lives and
learning, representations from a variety of genre, and local and global
must learn to appreciate diverse forms of literature and must have experiences
with different genres.
must have experiences with multicultural literature to promote understanding,
appreciation, and acceptance of diverse cultures.
must learn to critically evaluate literature and other forms of media to
understand and evaluate the implicit messages being generated by the message
is important for students to understand the human side of artists, authors,
composers, poets, producers, actors, actresses, musicians, playwrights, and
illustrators of children's literature.
are many print, electronic, and human sources available to help locate, review,
and select quality children’s literature.
should be presented and studied in a manner that allows students to have
positive intellectual and emotional responses to the work in order to develop
self-efficacy and literature appreciation.
helps us understand how students interpret, connect, use, and enjoy literature.
is the ability to make sense of information verbally and nonverbally by
interpreting messages and conveying meaning to those messages, whether those
messages are written, spoken, sung, illustrated, or presented in any other
is more than just understanding and having skills in reading, writing,
speaking, and listening—it includes the abilities to relate to literature by
imaging, creating, visualizing, and responding to literary messages.
messages are interpreted individually based upon the unique experiences of the
Piazza, C. L. (1999). Multiple forms of literacy:
Teaching literacy and the arts. Columbus,
OH: Prentice-Hall, Inc.
Sweetland, R. (2005). Belief statements or
assumptions for literature. Retrieved
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