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Exploring Heart & Hope with Biographies: The 2024 CLA Expert Class

10/21/2024

 

By Mary Ann Cappiello, Sara K. Sterner, and Kathy Short

Saturday, November 23, 2024 from 5:45 PM - 7:00 PM EST  Room 102 A, Boston Convention & Exhibition Center
Official Session Link: Children’s Literature Assembly Expert Class: Exploring Heart & Hope with Biographies
The Biography Clearinghouse
The Children’s Literature Assembly (CLA) has sponsored a Master Class at the annual NCTE Convention since 1994. This guaranteed session provides K-12 teachers and teacher educators with the opportunity to gain insight about the use of children’s literature through interactions with leading scholars, authors, and illustrators in the field. In 2023 at our 30th Annual session, we debuted our new name: the Expert Class.
 
In collaboration with The Biography Clearinghouse, an affiliated project of The Children’s Literature Assembly, the 31st annual Expert Class, “Exploring Heart & Hope with Biographies,” showcases the many ways in which picturebook biographies can be used across the curriculum for a range of purposes. This is an exciting opportunity to expand engagement with biographies as well as increase participants' biography related repertoire in their classrooms.  
 
The concept of “a biography clearinghouse” began at the 2018 NCTE convention in Houston, when author Barb Rosenstock asked what could be done to go beyond genre study and elevate the role of biography in classrooms across the curriculum. Ideas began to percolate amongst Barb, former members of NCTE’s Orbis Pictus Committee, and fellow author Tonya Bolden, and while sheltering at home at the height of the COVID-19 pandemic, the team created “The Biography Clearinghouse.” Readers of the CLA blog may already be familiar with the work that appeared here 2020-2023.

The Biography Clearinghouse believes that:

  • High-quality, well-written biographies are multidimensional and multi-layered. As students explore the ways in which the book operates, and the decisions the author and illustrator made, they also use the biographies as vehicles for learning about the world.
  • Because of the increasing diversity of subjects, biographies are one of our best tools for diversifying the curriculum K-8.
  • Biographies can infuse the language arts, science, social studies, math, and integrated arts curriculum with models of agency and perseverance.
 
To help facilitate this work in K-8 classrooms, the Clearinghouse created a three-part framework: Investigate, Explore, and Create.
Inverstigate, Explore, Create Framework
This year’s class provides a unique opportunity for rich discussions about and experiences with picturebook biographies. After an initial introduction to the Investigate-Explore-Create framework, participants will rotate between four roundtables to experience activities and conversations rooted in each component. At one table, Barb Rosenstock and Scott Riley will focus on “Investigate,” and engage in conversation about the process of researching and writing biographies. Participants will “Explore” content and disciplinary thinking with Amina Chaudhri at one table and socio-emotional learning with Jenn Graff at another. At the fourth roundtable, Erika Thulin Dawes will engage attendees in the final part of the framework, “Create.”
 
We’ll conclude the session by sharing a Library Thing database of over 350 picturebook biographies (with tags)! This process will allow attendees to engage in dialogue about the power of biography and consider new ways to conceptualize how to bring the genre into their classes with more heart and hope. Everyone will leave the 2024 Expert Class filled with the wonder of biographies and ideas for new opportunities to bring biographies into the lives of children and tweens.
 
We are excited to share this biography party with you!  While building connections and learning together, we’ll share some vegan and gluten-free snacks (it’s late afternoon, and everyone might be a bit peckish). The Expert Class will close with the awarding of biography-based door prizes to bring home along with your new ideas and expertise.

Mary Ann Cappiello, Sara K. Sterner, and Kathy Short serve as the 2024 CLA Expert Class Committee.
 
  • Mary Ann is a Professor of Language & Literacy at Lesley University
  • Sara is an Associate Professor of Elementary Education at Cal-Poly Humboldt University and a CLA Board Member
  • Kathy is a Professor of Teaching, Learning & Sociocultural Studies at The University of Arizona and a CLA Board Member

Other CLA offerings during NCTE 2024

Notables
CLA Breakfast
Art Auction

Making Waves and Radiating Hope: Young Peoples’ Acts of Resistance in 2024 Award-Winners

1/27/2024

 

By Jennifer Slagus and Callie Hammond

There is something endlessly energizing about reading new things—whether it’s an anxiously-awaited release, a long-term tenant on your TBR-list, or the research of an emerging scholar (maybe we’re a little biased on that last one). Members of the CLA Student Committee are privileged to do just that: to read exciting books and write about all the exciting ways they can be used in classrooms to improve the lives and learning of our students. Much of our work as early career researchers highlights critical pieces of children’s literature that attend to the social, cultural, and political contexts of our real and literary worlds. We want to share a few recently published, award-winning books relevant to our doctoral research that highlight young peoples’ bravery and acts of resistance. All three are critical, impactful reads worth embedding in each of our classrooms in 2024.

Jennifer Slagus

I’m a huge fan of books by authors who share a lived reality with their characters. As a neurodivergent researcher, I strive to highlight middle grade novels that help to restory the perceptions of who neurodivergent people are (and who they’re allowed to be). There have been many fabulous authors in the past five years or so who have contributed books that do just that. But one author sticks out to me as an exceptional advocate for neurodivergent acceptance: Sally J. Pla. She’s an autistic middle grade author and the founder of A Novel Mind, a website that centers mental health and neurodiversity representation in children’s fiction. ANM has been a gold mine for my research. Not only does it feature a vibrant blog and a ton of educator resources, but it also has a database of over 1,150 children’s books featuring mental health and neurodiversity representation.
Cver of The Fire, the Water, and Maudie McGuinn (2023)
Picture
Sally’s most recent novel, The Fire, the Water, and Maudie McGuinn (2023) was just awarded the 2024 Schneider Family Book Award for its fantastic neurodivergent representation set against the realistic difficulties many disabled people face (like infantilization, abuse, and resulting trauma). Despite all of Maudie’s hardships—living with an abusive stepdad and narrowly escaping a ravaging California wildfire—she finds strength in her own voice and is able to admit she needs help. Just before the book published, Sally and I talked about Maudie on Episode 4 of my podcast In the MIDst: A Kid's Lit Podcast.  She explained the novel is “about blooming after your world’s kind of been scorched in a way. But it’s a healing novel, it talks about some really deep issues of emotional abuse . . . and moving on afterwards and healing and growing and finding your voice and learning that you can tell, and you can talk, and it’s okay” (31:25-31:46).

Maudie’s ability to find her voice and self-advocate—her acts of resistance against the way she is continually mistreated—make this a critical read. And the accompanying discussion guide, created by an Education PhD, features questions and activities to facilitate classroom discussions that can help young readers better understand Maudie’s experiences, and support them as they analyze the conflict, and consider how to better empathize with and care for their neurodivergent friends, family, and community members.

Callie Hammond

As a middle school teacher for ten years, I often utilized picturebooks to engage my students and to teach discrete skills, usually about grammar, and to illustrate writing techniques. These lessons had varying success—sometimes the 7th graders would be open to reading a picturebook, other times they rolled their eyes and refused to participate.

The most successful picturebooks that I ever brought into my classroom though had nothing to do with grammar or writing, they had to do with Anne Frank. I taught her diary to 6th graders who, unless they were readers themselves and had already discovered World War II fiction, had no knowledge of the Holocaust or how Jews were treated in the years preceding the war. My Anne Frank picturebook collection featured many books about Anne (there are a lot of them out there), but also books that explained significant parts of the war: the night of broken glass, Jewish resistance, children in concentration camps, children who also hid during the war, and many others.

Now, as a doctoral student in English education, I have come full circle to analyze the stories of Jewish female protagonists in YA novels about World War II, and representations of the Holocaust in picturebooks. Two of these picturebooks were published in 2023 and feature stories and information that our students need and can learn from. Both books were also just named Notable Books for a Global Society Award for 2024. As is fitting for a book about a traumatic historical event, both are nonfiction and have extensive back matter to explain the stories.
Cover of Hidden Hope: How a Toy and a Hero Saved Lives During the Holocaust
In Hidden Hope: How a Toy and a Hero Saved Lives During the Holocaust, a young girl named Jacqueline resists the Nazis by hiding fake papers in a wooden yellow duck toy for those who needed to escape France after the Nazi invasion. Her story reveals a twist though: she is a Jewish girl masquerading in the open as a Christian. Her act of resistance and sheer bravery are an incredible learning opportunity for students to understand different types of resistance during the war.

Cover of Stars of the Night: The Courageous Children of the Czech Kinderstransport
Stars of the Night: The Courageous Children of the Czech Kinderstransport is about the Kindertransport (or child transportation) of Jewish children from Czechoslovakia to Great Britain. This picturebook does not shy away from the overwhelming confusion and sadness of the children who are leaving their parents, and of the parents whose children are leaving. Reading this book with middle school and high school students will provide an emotional connection to the hardships of the war without focusing on atrocity pictures.


Utilizing both of these picturebooks in the classroom with older students can prep them for the heavier history or readings a teacher might soon introduce. They also provide picture evidence of hardships and bravery without being too macabre.
Jennifer Slagus is a doctoral candidate at Brock University in Ontario, Canada and Coordinator of Research & Instruction at the University of South Florida Libraries. Jennifer’s doctoral research focuses on representations of neurodivergence in twenty-first century middle grade fiction.

Callie Hammond is a doctoral student at North Carolina State University in Raleigh, North Carolina. Callie’s doctoral research focuses on accessing historical knowledge when teaching literature that involves the Holocaust and using critical content analysis to analyze and understand representations of the Holocaust in children’s picturebooks.

CLA Student Committee Members
  • Jennifer Slagus - Brock University (Chair)
  • Nadine Bravo - University of Southern Maine
  • Kristen Foos - Ohio State University
  • Callie Hammond - NC State University
  • Ling Hao - University of South Carolina
  • Carrie Ann Thomas - Ohio State University

Teaching and Learning Possibilities with Duncan Tonatiuh's "Soldier for Equality"

5/17/2022

 

 By Erika Thulin Dawes and Xenia Hadjioannou on behalf of the Biography Clearinghouse

Soldier for Equality Cover
We close out the school year immersed in social strife and conflict. Our students are grappling both with big questions about humanity and substantial uncertainties about everyday life. Recent research describes rising mental health concerns for young people (Acheson, 2020; Cowie & Myers, 2021; Samji et al. 2022)  and it’s not surprising that maintaining optimism is challenging in the context of war, a global pandemic, and climate change. As educators, we are seeking ways to provide our students with grounding and with hope. And we believe that biographies, life stories of inspiring people, can help to provide both an anchor and inspiration. Our latest Biography Clearinghouse entry features Duncan Tonatiuh’s picturebook biography Soldier for Equality: José de la Luz Sáenz and the Great War. Using his trademark illustrative style, digital collage inspired by Mixtec Pre-Columbian art, Tonatiuh describes the World War I experiences of ‘Luz’; a teacher, activist, Texan, and a person with Mexican heritage. 

Toniatiuh’s biography of José de la Luz Sáenz is a powerful narrative of the transformative power of literacy. Luz’s education and multilingualism were instrumental in his life trajectory; his knowledge allowed him to navigate the battlefield safely, keeping him out of the trenches and instead in a fortified command post for the intelligence service. He developed his skills in organizing while teaching English to Mexican American soldiers. And upon his return to teaching when the war was over, he turned his outrage over unequal schooling for Mexican American children into activism, establishing the League of United Latin American Citizens (LULAC), an organization that helped to end the segregation of Latinx children from white schools.

In our Biography Clearinghouse entry, we provide an interview with Duncan Tonatiuh and a collection of teaching ideas to support student exploration of Soldier for Equality. These teaching ideas encourage students to consider the transformative power of literacy and the generative power of community organizing and activism. They include: an exploration of translanguaging and theme development in picturebooks; a history of and contemporary look at the experience of minoritized populations in the United States army; a call to allyship to counter bullying; a visual literacy exercise exploring traditional artistic motifs; and a tribute to teacher activists.

Below is an excerpt of the teaching ideas in the Biography Clearinghouse entry for Soldier for Equality: José de la Luz Sáenz and the Great War:

Social Justice Concerns in Personal Lives and Society

Throughout his life, Luz identified injustices levied against Mexican Americans, and engaged in purposeful actions to work against these injustices and promote equity. In Soldier for Equality, readers encounter several instances of prejudice and discrimination against Luz, because of his status as a Mexican American. Readers also get to see purposeful actions Luz is taking to fight against these injustices. 

As a class, create parallel lists of (a) instances of prejudicial treatment Luz encountered and (b) purposeful actions he took to work against those injustices and bring about equality and fair treatment. 
  • At the micro/personal level: Invite students to locate instances of prejudicial treatment and unfairness in their daily lives. Are there certain people who are persistently teased, gossiped about, called names, bullied, or excluded? What would be some specific purposeful actions they could take to work against those patterns of mistreatment and exclusion?
  • At the macro/social level: Invite students to locate instances of prejudicial treatment and injustice in modern society.  What are some aspects of modern society where unjust treatment is still an issue? Who is taking purposeful action to combat these injustices? What actions are they taking? Depending on the age of the students and on the time available, this can lead to inquiry projects into the lives of modern day activists and/or the work of social action organizations such as LULAC and the NAACP.
Biography Clearinghouse Logo
RECENT ENTRIES
  • The Cat Man of Aleppo
  • Building Zaha
  • Queen of Physics

Teachers as Activists 

If you have two hours…

If you have two days…

If you have two weeks…

Read or reread Soldier for Equality: José de la Luz Sáenz and the Great War and ask students to make note of the meaning that education, language, and reading and writing had in his life. Record students' thoughts on a two column chart with one column labeled ‘claims’ and the second column labeled ‘evidence from the book.’ Next, pair students up, asking students to interview each other about the roles of language and literacy in their lives. Prior to conducting the interviews, brainstorm a list of questions to ask. Questions could include:
  • What languages do you speak? What language are spoken in your family? In your community? What does it mean to you to be bilingual? 
  • Why is education important to you? What do you hope to achieve through education?
  • What do you read and why do you read? What do you hope to learn and/or achieve by reading?
  • What do you write and why do you write? What do you hope to create and/or achieve through writing?
The text set outlined below features the life stories of teachers who also served as activists. Divide students into small groups, each group responsible for reading one of the picturebooks listed below. 
  • Brown, M. (2010). Side by side: the story of Dolores Huerta and Cesar Chavez = Lado a lado: la historia de Dolores Huerta y Cesar Chavez. Ill. by J. Cepeda. Rayo. 
  • Halfmann, J. (2018). Midnight teacher: Lilly Ann Granderson and her secret school. Ill. by L. Ladd. Lee & Low. 
  • Harvey, J.W. (2022). Ablaze with color: A story of painter Alma Thomas. Ill. by Loveis Wise. HarperCollins.
  • Rhuday-Perkovich, O. (2018). Someday is Now: Clara Luper and the 1958 Oklahoma City Sit-ins. Ill. by J. Johnson. Seagrass Press. 
  • Wallace, S.N. & Wallace, R. (2020). The teachers march! How Selma’s teachers changed history. Ill. by C. Palmer. Calkins Creek. 

Provide each group with a graphic organizer on which to record notes about the subject of their biography. Students can record: the name, birth, and death dates of their subject;  where their subject lived and worked; key achievements of their subject; challenges faced by their subject; beliefs about education held by their subject. 

To share their learning about these teacher activists with their classmates, ask each group to create  and perform a monologue in the voice of their subject. The monologue should highlight the information captured in their graphic organizers. 

As an extension of the text set exploration of teacher activists, engage students in a discussion of all the people that serve as teachers in their lives. In which settings do they learn beyond school? Who are the people who mentor, guide, and teach them in all the realms of their lives? Invite students to consider what they could compose, create, or make to honor and celebrate their teachers. Possible projects could include:
  • Interviewing their teachers to create profiles honoring them
  • Developing a forum for community members to publicly thank teachers who have made a meaningful difference in their lives (bulletin board in the school or local public library, social media campaign)
  • Letter writing to thank significant teachers
  • Establishment of a teacher recognition award with student developed award criteria


Citations

Acheson, R. (2020). Research digest: The impact of the covid-19 pandemic on child, adolescent, young adult, and family mental health. Journal of Child Psychotherapy, 46(3), 429-440. https://doi.org/10.1080/0075417X.2021.1912810

Cowie, H., & Myers, C. (2021). The impact of the COVID‐19 pandemic on the mental health and well‐being of children and young people. Children & Society, 35(1), 62-74. https://doi.org/10.1111/chso.12430

Samji, H., Wu, J., Ladak, A., Vossen, C., Stewart, E., Dove, N., Long, D., & Snell, G. (2022). Review: Mental health impacts of the COVID‐19 pandemic on children and youth – a systematic review. Child and Adolescent Mental Health, 27(2), 173-189. https://doi.org/10.1111/camh.12501

Erika Thulin Dawes is a Professor of Language and Literacy at Lesley University where she teaches courses in children’s literature and early childhood literacy and is the program director of the graduate Early Childhood Education program.  Erika is a former chair of NCTE’s Charlotte Huck Award for Outstanding Fiction for Children.

Xenia Hadjioannou is an Associate Professor of Language and Literacy Education at the Harrisburg campus of Penn State University where she teaches and works with pre- and in-service teachers through various courses in language and literacy methodology. She is the Vice President and Website Manager of the Children's Literature Assembly, and a co-editor of The CLA Blog. 

The Bonnie Campbell Hill National Literacy Leader Award
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Do you have a vision for a leadership initiative that stands to improve and enhance literacy teaching and learning ffor students and/or teachers? Consider applying for the 2022 Bonnie Campbell Hill National Literacy Leader Award.
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Uncovering the Past with Indigenous Archaeologist, Julio C. Tello in Sharuko.

11/30/2021

 

By Amina Chaudhri and Julie Waugh, on behalf of The Biography Clearinghouse

Cover of Sharuko
One of the most profoundly devastating schemes of the colonial project was to erase Indigenous knowledge: religious, intellectual, social, cultural, aesthetic, scientific. In the Afterword of Sharuko, Monica Brown extends readers’ knowledge of the importance of Julio C. Tello’s work as an archaeologist in undoing the damage of colonial erasure. He spent his life raising awareness about Indigenous Peruvian ways of knowing, as evidenced by his research. Julio C. Tello was Indigenous and spoke Quechua, so his investment in countering the dominant narrative was personal as well as professional. Today, he is a celebrated figure in Peru, and through Sharuko, young readers can come to value his accomplishments as well. 

This entry of The Biography Clearinghouse offers a variety of teaching and learning experiences to use with Sharuko: el Arqueólogo Peruano/Peruvian Archaeologist, a bilingual biography of Julio C. Tello, written by Monica Brown, and illustrated by Elisa Chavarri. In addition to a recorded interview with the author in which she discusses her research process and the craft of creating picturebook biographies, we include suggestions for learning about Peruvian textiles, the Quechua language, and variations on the trait of bravery. Below are two ideas inspired by Sharuko.

Connecting the Past and the Present

Sharuko is the biography of a man who lived from 1880 - 1947, yet his work as an archeologist and conservationist is relevant today. His legacy includes the Museum of Anthropology, in Lima Peru, that houses the artifacts he discovered and wrote about. His research spotlights the accomplishments of Indigenous Peruvians and tells the story of Peru’s past that colonialism tried to erase. In her interview, Monica Brown tells us about a “magic moment” in the process of creating this book, in which she imagined a Quechua word - sharuko- emblazoned across the front as its title. In this way she continues Tello’s legacy, using her privilege as an established writer to highlight the Quechua language and the contributions Tello, an Indigenous scholar, made to the world. 

Begin by reading Sharuko aloud with students, inviting them to note the chronology of his life, from boy to researcher, the people who supported him along the way, and his connections to history as depicted in the text and images. In analyzing this biography, teachers might scaffold students’ understandings of:
  • The character traits that Monica Brown includes in her representation of Julio C. Tello.
  • The integration of history through text and image.
  • The linear chronology on which the narrative rests, like an annotated timeline.

Thinking Like an Archeologist

Sharing Sharuko can provide a similar introduction to the complexities and exciting puzzles that define the field of archeology.  Archeology is about telling the human story.  Invite your students to act as archeologists, researching, writing, and considering the different perspectives that inform archeological work. Teachers can find teaching ideas related to archeology on the website of The Society of American Archeology.  

The teaching and learning suggestions below are designed for teachers to plan experiences that involve thinking like an archeologist:

If you have 1-2 hours . . .
If you have 1-2 days . . .
If you have 1-2 weeks . . .
No matter the time period being studied - historical or contemporary - the close examination of artifacts involves honing keen observational and critical thinking skills. Teachers can present students with a selection of objects or parts of objects and invite them to examine them to see what stories they reveal. As an extension activity, students can bring their own artifacts from home, adding to the archaeological analysis.
Invite students to learn enough about an artifact (and its discoverer) to create a museum exhibit about the artifact. (Julio C. Tello may have done this for his found artifacts.) Use the Smithsonian Learning Lab Museum Descriptions as mentor texts to help students discover what they may want to include in a museum description of their own.
Combine archeological museum exhibits to make a museum for learning in your school community. Invite other classes, parents, and the larger community.
Create an archeological museum of the “future.” Invite students to pretend they are 500 years in the future and challenge them to create a museum showcasing archeological artifacts that showcase school life in the 2020s.  This will invite them to think deeply and use the skills and strategies of an archeologist. Which artifacts in their classroom may survive for that long? How could you write about these artifacts to describe them for someone who does not recognize them? Create museum exhibits and a museum.  Invite outside learners. 

For more teaching and learning suggestions, visit the complete entry on Sharuko, on The Biography Clearinghouse website.

Amina Chaudhri is an associate professor at Northeastern Illinois University in Chicago, where she teaches courses in children's literature, literacy, and social studies. She is a reviewer for Booklist and a former committee member of NCTE's Orbis Pictus Award for Outstanding Nonfiction for Children.

Julie Waugh shares a 4th grade teaching position at Zaharis Elementary in Mesa, AZ and serves as an Inquiry Coach for Mesa Public Schools.  She delights in the company of children surrounded and inspired by books. A longtime member of NCTE, and an enthusiastic newer member of CLA, Julie is a former committee member of NCTE's Orbis Pictus Award for Outstanding Nonfiction for Children.

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