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Evaluating children's books for whole-language learning

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Title: Evaluating children's books for whole-language learning
Author(s): Harris, Violet
Subject(s): Whole-language learning Evaluation Children --Books and reading
Abstract: Whole language is a philosophy, perspective, world view, or stance; it is not a program of hierarchical components or methods. It is a grass roots movement spearheaded by teachers with empowerment of teachers and students as a central theme. Whole language is an amalgam of theories, beliefs, perspectives, and research about language, children, and learning drawn from a number of interrelated disciplines such as linguistics, psychology, philosophy, and sociology. Further, whole language is the perspective that learning occurs when information is presented as a whole rather than divided into smaller components and is thus meaningful; activities occur within a social context, and the learner is active.
Issue Date: 1993
Publisher: Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign
Citation Info: In B. Hearne and R. Sutton (eds) Evaluating children’s books : a critical look : aesthetic, social, and political aspects of analyzing and using children’s books (Papers presented at the Allerton Park Institute held October 25-27, 1992): 47-57.
Series/Report: Allerton Park Institute (34nd : 1992)
Genre: Conference Paper / Presentation
Type: Text
Language: English
URI: http://hdl.handle.net/2142/642
ISBN: 0-87845-092-0
ISSN: 0536-4604
Publication Status: published or submitted for publication
Date Available in IDEALS: 2007-04-16
 

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