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Title:Evaluating children's books for whole-language learning
Author(s):Harris, Violet J.
Subject(s):Whole-language learning
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
Publication Status:published or submitted for publication
Date Available in IDEALS:2007-04-16

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