CHILDREN'S LITERATURE ASSEMBLY
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RESOURCES

IN SUPPORT OF CHILDREN'S LITERATURE

Position Statements
Teacher Education
Common Core
CLA Policy on Involvement of People of Color
Link to CLA's Statement on Zero-Tolerance Immigration Practices
Children’s Literature Assembly Position Statement On the Importance of Critical Selection and Teaching of Diverse Children’s Literature
Tuesday, March 12, 2019

NCTE Position Statements

 
NCTE position statements sponsored by CLA:
  • Resolution on the Essential Roles and Value of Literature in the Curriculum
  • Resolution on Preparing and Certifying Teachers with Knowledge of Children's and Adolescent Literature
  • Resolution on Literature-Based Reading Instruction
More NCTE resolutions about literature/literacy/reading:
  • NCTE Position Statements on Literature
    • NCTE Position Statement Regarding Rating or “Red-Flagging” Books
    • Preparing Teachers with Knowledge of Children’s and Young Adult Literature 
    • A Call to Action: What We Know about Adolescent Literacy Instruction

Children's Literature in Teacher Education

 
The Children's Literature Assembly believes that courses in children's literature play an essential role in teacher education programs. 
VALUE OF CHILDREN'S LITERATURE COURSES
To support instructors, we have created a document that lists the values of such courses within teacher education.  We encourage instructors to use this document in whatever form will be of use in their own context. 
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CHILDREN'S LITERATURE COURSES AND THE COMMON CORE
This document highlights the specific Common Core State Standards that are addressed within a children's literature course
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SUPPORT FOR CHILDREN'S LITERATURE AS SCHOLARLY WORK
This document articulates the scholarship of children's literature
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SYLLABI FOR CHILDREN'S LITERATURE COURSES
Visit this resource page for access to a rich collection of undergraduate and graduate children's literature syllabi exemplars

Children's Literature Resources for Addressing the Common Core Standards

 
MYTHS ABOUT THE COMMON CORE
This document presents an analysis of myths surrounding the implementation of the common core standards.
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CCSS ELA and Literacy standards
Common Core State Standards
Appendix A – Background information
Appendix B – Text exemplars and performance tasks
Appendix C – Writing exemplars
Book: Pathways to the Common Core
Calkins, Lucy, Ehrenworth, Mary & Lehman, Christopher (2012). Pathways to the Common Core. Heinemann.
Book: Teaching to Exceed the English Language Arts Common Core State Standards (Grades 6-12)
Beach, Richard, Thein, Amanda H., & Webb, Allen. (2016). Teaching to Exceed the English Language Arts Common Core State Standards (Grades 6-12).  Routledge.
Companion Website
National council of teachers of English resources
Resource Page
  • Resources for Student-Centered Instruction in a Time of Common Core Standards

Books
  • Sarah Brown Wessling, Crystal VanKooten, Danielle Lillge, Supporting Students in a Time of Core Standards:  English Language Arts, Grades 9-12. NCTE.
  • Tonya Perry, Rebecca Manery.  Supporting Students in a Time of Core Standards:  English Language Arts, Grades 6-8.NCTE.
  • Jeff Williams, Elizabeth Homan, Sarah Swofford. Supporting Students in a Time of Core Standards:  English Language Arts, Grades 3-5.  NCTE
  • Susi Long, William Hutchinson, Justine Neiderhiser. Supporting Students in a Time of Core Standards:  English Language Arts, Grades PreK-2.  NCTE.
International Literacy association Resources
  • Navigating the Common Core State Standards by Diane Lapp, Julie B. Wise, & Kelly Johnson
  • Common Core PD guide by Maureen McLaughlin
Worlds of words - Blogs on CCSS and global children’s literature
  • Short, K.  CCSS:  Misconceptions about Text Exemplars.
  • Short, K.  CCSS:  The Complexity of Text Complexity in Global Literature.
  • Short, K.  CCSS:  Misconceptions about Informational and Literary Texts. 
  • Short, K. CCSS:  Misunderstandings about Response and Close Reading.
Resources by P. David Pearson
Common Core State Standards, Research and the Common Core: Can the Romance Survive? A narrated PowerPoint from a webinar that examines issues on the implementation of the CCSS
Other relevant presentations are available at P. David Pearson's Personal Website.

Join CLA

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Membership in the Children's Literature Assembly is open to both individuals and institutions.
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Donate to CLA's Endowment Fund

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The CLA Endowment Fund supports original research on children's literature and the dissemination of CLA's Notable Books for the Language Arts

You can make a personal donation or a donation in honor of someone else.


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The Dragon Lode
Published by the International Literacy Association Children’s Literature and Reading Special Interest Group

Calls for Manuscripts

Fall 2021: Access to Children’s Literature: What, Why, and How?
As the world responded to the pandemic in 2020, 2021, and beyond, our considerations regarding access to children’s literature changed. Teachers pivoted to provide remote and hybrid instruction, impacting their ability to read, share and discuss children’s literature in traditional and familiar ways.  How have teachers responded to this dilemma using innovative and creative methods?  What are the challenges in providing access to children’s literature in times of crisis, whether it be a pandemic or another challenging context?  What are the tools and resources that teachers have found and used to keep students reading? How has this experience changed how we think about access to children’s literature across cultural, socioeconomic, ability, or other borders? We invite articles exploring issues of accessing and sharing children’s literature across a variety of challenging times and contexts.

Manuscripts due - June 15, 2021

Spring 2022: Open Theme
We invite manuscripts that explore contemporary issues and questions, genre study, literary theory, and research related to children’s literature and reading.

Manuscripts due - December 15, 2021

Fall 2022: Using Children’s Literature to Support Student Needs
Children’s literature can be a critical tool to use throughout the day and throughout the curriculum.  It can facilitate student learning while opening up a world of possibilities for supporting students in every way.  What are the ways that teachers use children’s literature to facilitate student learning while supporting students' needs?  How can literature be a tool to further the goals teachers have for their students, grounded in courses of study and curriculum goals?  How does children’s literature help teachers develop students not only as learners, but also as empathetic members of a community?  We invite articles exploring pedagogical applications of children’s literature that support students across the curriculum and into their communities. 

Manuscripts due - June 15, 2022

Spring 2023: Open Theme

We invite manuscripts that explore contemporary issues and questions, genre study, literary theory, and research related to children’s literature and reading.

Manuscripts due -  December 15, 2022

Submission Guidelines
Manuscripts must be submitted electronically and should be no longer than 20 double-spaced, typed pages. Use APA (7th edition) formatting. Author’s name, affiliation, mailing address, telephone and fax numbers, and e-mail address should be on a separate cover page. Please be judicious in the use of tables, photographs and charts. Book covers, photographs, illustrations and figures should be sent as separate jpeg files. Any reference to the author that would enable the reviewer to know the author’s identity should not appear in the manuscript. Book covers, photographs, illustrations and figures should be sent as separate jpeg files.  

Email manuscripts to: The Dragon Lode thedragonlode@gmail.com 

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Visit Pat Mora's Website to learn  about Children's Day, Book Day and find resources for celebrating it.
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