Successful Literacy Teaching Needs Planning

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Children’s Literature helps the children to understand themselves, others and the world around them (Thibault, 2014). Eric Velasquez mentioned that “Once a child sees himself represented in a book, his existence is validated, and he feels that he is part of the world.” (Velasquez, Para. 2, 2014). Research over the years revealed how the children’s life experiences are reflected in different literatures. (Flint, Kitson, Lowe, & Shaw, 2014). In the twenty first century, children’s literature is not only about reading books. The way of teaching children to read and write is characterised by being intellectually complex, engaging, challenging and interactive. These days, the children are into digital and multimodal technologies that promote open ended possibilities for meaning making and interpretation (Flint, et al., 2014 ; Kress, 2003). Successful Literacy teaching needs planning where teachers can choose the suitable theory and technique that matches with the children’s variation in the abilities and the variety of materials available to the teacher (Andresen, et al. 1985). One of the famous theories used is the critical theory where literacy is considered as a social practice, and not a technical skill (Comber, 2000; Luke & Freebody, 1999). It also connects the children’s cultural background with their literature. Therefore, it is important for the teacher to learn how to use different cultural practices in her classroom through including children’s literature and digital
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