Evaluating children's books for whole-language learning

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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.
Original languageEnglish (US)
Title of host publicationEvaluating children’s books: a critical look
Subtitle of host publicationaesthetic, social, and political aspects of analyzing and using children’s books
EditorsBetsy Gould Hearne, Roger Sutton
PublisherUniversity of Illinois at Urbana-Champaign
Pages47-57
StatePublished - 1993
EventAllerton Park Institute - , United States
Duration: Oct 25 1992Oct 27 1992
Conference number: 34

Conference

ConferenceAllerton Park Institute
CountryUnited States
Period10/25/9210/27/92

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  • Cite this

    Harris, V. (1993). Evaluating children's books for whole-language learning. In B. G. Hearne, & R. Sutton (Eds.), Evaluating children’s books: a critical look: aesthetic, social, and political aspects of analyzing and using children’s books (pp. 47-57). University of Illinois at Urbana-Champaign.