Enhancing Literacy Skills: Picture Books and Older Readers

1
Enhancing Literacy Skills Picture Books and
Older Readers

• Rural Libraries Conference 2006
• Grande Prairie, AB
• Presented by Joanne de Groot
• (email degroot_at_ualberta.ca)

2

• In my experience, the best-loved picture books
  are so well written that they leave a lasting
  impression on the readerThey have a passionate
  quality. By passionate, I mean a constant
  undercurrent of tension combined with compassion,
  which makes readers care desperately about the
  fate of the main characters. Its not easy to
  achieve, but I am convinced that writing without
  passion is writing for oblivionIf we dont
  laugh, gasp, block our ears, sigh, vomit, giggle,
  curl our toes, empathize, sympathize, feel pain,
  weep or shiver during the reading of a picture
  book, then surely the reader has wasted our time,
  our money, and our precious, precious trees.
• Mem Fox

3
Outline

• Picture Books What are they?
• Picture Books and Literacy
• Why use picture books with older readers?
• Choosing and evaluating picture books for older
  readers
• Using picture books with older readers-some ideas
• Wrap-Up

4
Picture Books-What are they?

• Different definitions
• Puristspicture book is a picture storybook
• Fiction
• Dual narrative
• Story told in two media
• Illustrated book

5
Picture Books-What are they?

• More practical definition that is commonly used
  in library and education circles
• General common characteristics
• Usually 32 pages long
• Pictures appear on every page or double page
  spread
• Words and pictures work together to tell the
  story and make the book work

6
Picture Books Literacy

• Different forms of literacy need to be developed
• Information Literacy
• Digital Literacy
• Computer Literacy
• Network Literacy
• Media Literacy
• Visual Literacy
• Traditional Literacy

Literacy can be developed in a number of
waysteacher-librarians and school libraries play
an integral role in the development of literacy.
7
Why picture books?

• Cross-curricular
• Strategic reading skills
• Reluctant readers can be successful
• Increase interest and tie new learning to old
• Springboards for discussion
• Ideas for writing
• Picture Books for Young Adult Readers by
  Sunya Osborn

8
Evaluating Picture Books

• Use Sunya Osborns criteria for selecting picture
  books for older readers
• 6 criteria
• Mature Themes
• Complex illustrations
• More text/difficult text
• Subtle meanings
• Two levels of meaning
• Fiction or non-fiction

9
Mature Themes

• Themes that would not be understood nor
  appropriate for younger readers

10
Complex illustrations

• Illustrations that are more detailed or complex
  than a younger reader could understand or
  appreciate

11
Complex or difficult text

• Text that is difficult or lengthy and would not
  appeal to younger readers with short attention
  spans or lower reading levels

12
Subtle meanings

• Humour, allusions, situations that would be
  missed by younger readers but appeal to YAs who
  find enjoyment in them

13
Two levels of meaning

• Some picture books can be read and enjoyed by
  both younger and older readers

14
Fiction or non-fiction

• Picture books for YAs are fiction and non-fiction

15
Graphic Novels

• Where do graphic novels fit into this discussion?

16
Ideas for Picture Books for YAs

• Introduce topics, units, lessons
• Thematic teaching
• Readers Theatre
• Teaching about genre
• Reading aloud
• Story structure good writing
• Cross Curricular
• School library connections
• 61 Trait Writing
• Literature Circles

How else can picture books be used with YAs in
school libraries? In public libraries?
17
61 Trait Writing

• 6 1 Trait Writing model is a way to assess and
  teach writing focuses on qualities seen in
  outstanding written works
• Ideas
• Organization
• Voice
• Word Choice
• Sentence Fluency
• Conventions
• Presentation

The 61 Trait model uses picture books to teach
students about good writing. This is a program
used in schools around the world at all levels.
You can use the 61 Trait model with all kinds of
writing fiction, nonfiction, poetry, etc.
18
Literature Circles (1)

• Students choose their own reading materials
• Small temporary groups are formed, based upon
  book choice
• Different groups read different books
• Groups meet on a regular, predictable schedule to
  discuss their reading
• Kids use written or drawn notes to guide both
  their reading and discussion
• Discussion topics come from the students

19
Literature Circles (2)

• Group meetings aim to be open, natural
  conversations about books, so personal
  connections, digressions, and open-ended
  questions are welcome
• In newly-forming groups, students may play a
  rotating assortment of task roles
• The teacher serves as a facilitator, not a group
  member or instructor

20
Literature Circles (3)

• Evaluation is by teacher observation and student
  self-evaluation
• A spirit of playfulness and fun pervades the
  room.
• When books are finished, readers share with their
  classmates, and then new groups form around new
  reading choices.
• From www.literaturecircles.com

21
Literature Circles (4)

• Heather Corman, a teacher in B.C. and a former
  student of mine, suggests
• I share the picture book with my students.
• Individually, I have them write down their
  initial reactions.
• I discuss literature circle procedure with the
  whole class.
• I organize them into groups of 4-5 students.
• The circles discuss the picture book using their
  written notes as starting points.
• A group reporter shares the groups
  interpretation with the whole class.
• We have a whole class discussion of the picture
  book.
• Before the next class, the students reread,
  reflect upon, and write in response journals.

22
Literature Circles

• Group Activity
• Read Julius Lesters new book Lets Talk About
  Race and take notes.
• In groups of 4 or 5, discuss the book using your
  notes. Appoint one recorder/reporter to keep
  track of the discussion.
• Whole group discussion.

23
Wrap Up

• Reading picture books aloud to students
  illustrates the point that good literature, no
  matter in what format, can be enjoyed by
  individuals of all ages.
• (C. Giorgis, 1999)

24
Questions/Comments

• Feel free to contact me
• Joanne de Groot
• Provisional PhD Candidate Sessional Instructor,
• Department of Elementary Education,
• University of Alberta
• Email degroot_at_ualberta.ca