A Learner-Centered Curriculum Based on Award-Winning Literature

Abstract

A learner-centered focus in reading creates a dialogue between students and teachers. This focus in classrooms can heighten awareness of the needs of individual readers, providing the impetus for teacher knowledge of the literature itself. Teachers need knowledge about the subjects they teach, but teachers at the elementary level especially need a broad knowledge of children's literature. Additionally, teachers at the middle and high school levels need to develop knowledge of young adult literature, and then craft the curriculum to support a knowledge base that is learner-centered and emphasizes quality reading. Lack of children and adolescent literature knowledge is problematic in many schools. Richards (1994) stated that many teacher preparation programs did not provide instruction on using literature in the curriculum and, almost overnight, teachers have been asked to become literature experts, knowing the perfect book for every situation, every reader and every curriculum area. And, not just the perfect book, but also an extensive repertoire of perfect books. Teachers must continue to develop professionally if they want to maximize their students' learning. It is almost impossible to know all of the literature that has been published, but knowing about many different genres will assist teachers. Using literature in the classroom has many advantages. Research indicates that children use the language they hear and read. Therefore, teachers should be aware of various types of literature in the classroom. Selecting books for the classroom and guiding children in their reading require an understanding of the literacy elements of children's literature. Karrer (1985) lists the criteria used in Teachers' Choices For Choosing Quality Literature: 1. Books with literary quality that can be used effectively. 2. Books with aesthetic or literary qualities which might be neglected by their readers without help from a knowledgeable and sympathetic guide. 3. Books that elicit thoughtful responses from children. 4. Books that contain elements that children could grasp with guidance. 5. Books that provide pleasure and lead to discoveries about literature. Additionally, Routman (1988) states that literature allows meaning to dominate in the classrooms, and promotes language development and fluency in reading. However, it is not enough for teachers to understand the literacy elements; they also must appreciate and demonstrate excitement about the literature they use. Invariably the purpose of teaching literature includes both increasing students' appreciation of it and developing other attitudes. Greater appreciation of literature increases pleasure in reading, which causes students to turn to books instead of away from them (Norton, 1983). Teachers are not always prepared to work with literature based language arts curriculums (Beach, 1993). Teachers who are not familiar with their teaching materials will not use them correctly. The International Reading Association and the National Council of Teachers of English have recommended that literature courses be required in all teacher education programs (1993). Not only must a philosophy be developed by the individual teacher, but a practical action plan must be developed to integrate literature into the elementary language arts curriculum. Elementary teachers need to know a wide variety of authors and illustrators and their works, and need to know how to prepare relevant activities based on this literature. Teachers who have knowledge of a wide variety of books will be able to impart success to their students. Ouzts (1994) stated that, as educators, we must sensitize children to themselves and to others through books. Books may offer possible solutions to problems or even present the solution that could lessen a person's inner turmoil and thus break many attitudinal barriers to learning. The best chance of breaking attitudinal barriers is through the use of literature. …