This paper provides a theoretical framework for designing a children's literature course that requires preservice teachers to critically analyze literature in ways that are personally meaningful. In addition, specific suggestions for challenging preservice teachers in children's literature courses to read intensively rather than only extensively are outlined.
Roberts, S. K. (1998). Literary and personal criticism for preservice teachers: A pedagogical imperative. Reading Horizons, 38 (3). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol38/iss3/2