Publication Date
2-1-1998
Abstract
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.
Recommended Citation
Roberts, S. K. (1998). Literary and personal criticism for preservice teachers: A pedagogical imperative. Reading Horizons: A Journal of Literacy and Language Arts, 38 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol38/iss3/2
