This succinct text offers preservice and practicing teachers a worthy overview of the importance of making thoughtful use of children’s literature in daily instruction and directions for doing so. Divided into five chapters, the book begins with a summary of research on children’s literature, including the goals of 21st-century reading and perspectives on the ways in which students make meaning from what they read. The authors then detail various literary genres, subgenres, formats, and elements. The remaining three chapters focus on engaging students with literature in the classroom and present practical strategies for fostering a culture of reading, building classroom libraries, reading aloud, incorporating storytelling, and exploring literature in depth. There are sample activities, discussion questions, graphic organizers, and ideas for lessons and units. Lists of references, resources, and reflective prompts follow each chapter, along with a thorough recommended reading list. These extensive booklists include both classic and contemporary titles in a variety of formats and genres; diverse cultures are also represented. Full-color picture book excerpts and technology tips and expert interviews are featured throughout.

Verdict: While much of the content is likely to be a review for practicing teachers and school librarians, this selection is an excellent resource for those preparing for student teaching and a useful addition to many professional collections serving elementary school educators.

School Library Journal

Thinking and Learning through Children’s Literatureprovides a comprehensive approach to literature instruction.... Each chapter contains extensive bibliographies of children’s literature titles, discussion questions, and additional resources. The index provides a quick and convenient reference tool. This book serves as an excellent resource for literature instruction for teachers at all levels and in all disciplines. Each chapter provides logical ‘how-to’ approaches grounded in academic research and literary theory to promote meaningful literature transactions to develop the love of reading. The titles discussed span elementary and secondary grade levels. The authors include extensive examples of ways to use children’s literature to model teaching techniques addressed throughout the text. Teachers at all levels could glean helpful information from this text to become more effective.

VOYA

This new book by Martinez, Temple and Yokota expertly combines scholarly research, theory and practical application. At the university, literacy scholars and teachers of children’s literature will use this book to guide their courses in practical ways. The straightforward explanations of scholarly work, followed by charts summarizing these studies will lead to deep understandings of complex theories about how children and books are intertwined. That alone would make me go out and purchase Thinking and Learning through Children's Literature. However, these wise authors follow such precise and easily understood discussions of scholarly work with a practical application for both young children and middle grade students. They do not stop there. These authors list a multitude of high quality children’s book titles that can be used to apply these scholarly concepts. A new syllabus unfolded for me with both children’s books and scholarly studies on the reading list for my graduate and undergraduate students.

Sharon O'Neal, associate professor, Texas State University

This succinct yet wonderfully accessible touchstone of a book offers teachers a resource that will be treasured, trusted and used. It provides an insightful selection of broadly applicable, substantive and teacher-proven strategies for engaging students with the riches of children’s literature. Acknowledging the challenges presented by the ever-shifting informational/digital/’entertainment’ context that engulfs us all, the authors seek ways to ensure our students are not simply ‘surfing the text’, but are able to dig below the surface to read a wide range of different types of books with understanding, critical sensibility, and the pleasure of discovery.
Warmly invitational, this book never overwhelms. Theoretical frameworks are clearly explained and discussion always returns to the question: “So what does this mean for those who work with children?” Different genres are defined and differentiated, key aspects and elements are made plain and illuminated by examples from children’s books, and model questions are provided to help teachers highlight those features for their students. Charts offer at-a-glance overviews that teachers will find invaluable go-to refresher-references. Links are made to the relevant curricular standards. Throughout, readers are gently reminded why it matters so profoundly that our students are able to read well, and read widely, and that they choose to do so. The point, purpose and benefits to be gained through the acquisition and application of the strategies are spelled out, as are the implications for the learner and the larger community. This is a gem of a resource. Distilled to essentials, this book respects the crafting of literature, the artistry of teaching, and the potential for bringing them together in our classrooms.

Alison Preece, Professor Emerita, Language and Literacy,Faculty of Education, University of Victoria, BC. Canada

The authors obviously know literature, know teachers and know kids. I loved that the descriptions of the books themselves as well as the activities made ME want to go out, read. They make the sharing ideas feel visceral. A perfect book for pre-service teachers as well those of us who wish to bone up on what's new. Would love to use this with a group of teachers who are trying out ideas and bringing back their experiences for further discussion and reflection. The book makes you itchy to get into a classroom and try out the good books and good ideas described. The lively writing imbues a "can do" attitude. A book for those who care about classrooms rich in literature and conversation. It responds to standards, but is never mechanical or overly technical. It invites teachers to seamlessly blend literary, developmental and pedagogical concerns.

E. Wendy Saul, Shopmaker Chair of Education, University of Missouri St Louis, St. Louis, Missouri