Children's Literature and Computer-Based Teaching

Children's Literature and Computer-Based Teaching

Children's Literature and Computer-Based Teaching

Children's Literature and Computer-Based Teaching


This stellar book extends teachers' thinking well beyond 'book spaces' and into 'digital spaces' by offering theorized approaches to analyzing children's literature across media, and careful descriptions of effective learning activities that are rich in detail and practical advice. This book (and its digital spaces) is an indispensable guide to engaging with children's literature and new digital media.
Michele Knobel, Montclair State University, USA.

The book overall is exciting, informative and practical, outlining important theoretical perspectives and ideas while also providing much wisdom and advice to teachers about how to transform their literary programs.
Frances Christie, Emeritus Professor of Language andLiteracy Education, University of Melbourne and HonoraryProfessor of Education, University of Sydney, Australia.

This book connects classroom teaching of children's literature with the digital age. It celebrates the charm of children's literature and its role in literacy development, as well as the appeal of information and communications technology (ICT) to students and its capacity to enrich students' learning and enjoyment of literary texts.

The authors outline the ways in which children's literature is developing new dimensions, for example:

  • The re-publication of children's books on CD ROM and the world wide web
  • Web resources for working with literary texts, including e-mail discussion groups
  • Children's participation in the collaborative construction of online narratives
The book provides practical guidance for teachers who areinexperienced with ICT. It describes and discussesimplementation of activities that extend traditional approaches toliterary texts and take advantage of available technology.


Children's literature continues to develop as a popular and enriching cultural and educational experience, and as a valued resource for literacy teaching in schools. More and more computer-based activities related to children's literature are now becoming available, but the evidence is that the majority of teachers, even younger, recent graduates, are in need of guidance in seeking to make effective use of the computer facilities that are now widely accessible in their schools and classrooms. At the same time, more and more children routinely use computers outside of school to access their interests. The burgeoning of children's literature sites on the internet reflects not only the popularity of children's books but also the integral part played by the internet in children's experience of such books. The popularity of the computer connection with children's literature is also reflected in the recent production of new CD-ROM versions of classic children's books such as Alice's Adventures in Wonderland and The Little Prince and popular contemporary stories such as Stellaluna and The Polar Express. Exciting new forms of digital narrative for children are also appearing in CD-ROM format and on the world wide web (www) and more and more children are communicating their experience of story via email, and various forms of electronic forums and chatrooms.

This book shows how the use of computers in English teaching can enhance and extend the engagement of computer-age children with the enchantment of the possible worlds of literary narratives. The focus is on the use of computer resources in teaching with conventional book-based literary texts. While the orientation is one of practical support for classroom teachers, it is ‘research-led’ support, reporting the results to date of a range of ongoing studies by the authors, dealing with the nature of image/text relations and their role in the construction of literary narratives, relationships between conventional book and computer-based versions of ostensibly the same literary narratives, and the role of on-line communities of various kinds in the critical appreciation of children's books and the interpretation and generation of new forms of multimodal, digital narratives. The teachers we have worked with . . .

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