Pairing Books for Learning: The Union of Informational and Fiction.
2012; Society for History Education; Volume: 45; Issue: 2 Linguagem: Inglês
ISSN
1945-2292
Autores Tópico(s)Reflective Practices in Education
ResumoThis led to a discussion about why the students had made that choice and I wondered aloud if they could have chosen to read both books at the same time. The Book Thief (Zuzak, 2005) is historical fiction, so it needs to be read from beginning to end, whereas Hitler Youth (Bartoletti, 2007) is an informational chapter book, so it doesn’t need to be read sequentially. might they have chosen to read a chapter or two from Hitler Youth, then delve into the other book? how might their experience of the two books been different? These two books were paired to help the students learn about the German experience in World War II from two distinct, yet content-united genres: fiction and informational texts. The connection between fiction texts and informational texts with similar topics can be powerful, as one genre can elegantly support and enhance learning from the other. For example, in the vignette above, when students came upon the idea of the Hitler Youth in the fictional work, The Book Thief,
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