Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies<\/i>. Newark, DE: International Reading Association, Inc. and the Australian Literacy Educators\u2019 Association.<\/p>\r\n
Avery, G., & Kinnell, M. (1995). Morality and levity (1780-1820). In P. Hunt (Ed.), Children's literature: An illustrated history<\/i> (pp. 46-76). New York, NY: Oxford University Press.<\/p>\r\n
Berghoff, B. (1998). Inquiry about learning and learners: Multiple sign systems and reading. The Reading Teacher<\/i>, 51<\/i>, 520-523.<\/p>\r\n
Ching, S. H. D. (2005). Multicultural children's literature as an instrument of power. Language Arts, 83<\/i>(2), 128-136.<\/p>\r\n
Dresang, E. (1999). Radical change: Books for youth in a digital age<\/i>. New York, NY: H.W. Wilson Company.<\/p>\r\n
Dresang, E. (2003). Controversial books and contemporary children. Journal of Children\u2019s Literature, 29<\/i>(1), <\/i>20-31.<\/p>\r\n
Eisner, E. (1991). Rethinking literacy. Educational Horizons, 69<\/i>, 120-128.<\/p>\r\n
Engelhardt, T. (1991, June). Reading may be harmful to your kids: In the nadirland of today's children's books. Harper's Magazine, 282,<\/i> 55-62.<\/p>\r\n
Gangi, J. M. (2004). Encountering children's literature: An arts approach<\/i>. Upper Saddle River, NJ: Pearson Education, Inc.<\/p>\r\n
Gelineau, R. P. (2012). Integrating the arts across the elementary school curriculum<\/i>. Belmont, CA: Wadsworth\/Thomson Learning.<\/p>\r\n
Hunt, P. (Ed.). (1995). Children\u2019s literature: An illustrated history<\/i>. New York, NY: Oxford University Press.<\/p>\r\n
Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures<\/i> (pp. 182-202). New York, NY: Routledge.<\/p>\r\n
Kress, G., & Jewitt, C. (Eds.). (2003). Multimodal literacy<\/i>. New York, NY: Peter Lang Publishing, Inc.<\/p>\r\n
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary curriculum<\/i>. New York, NY: Oxford University Press.<\/p>\r\n
Larrick, N. (1965, September 11). The all-white world of children's books. Saturday Review,<\/i> 63-65, 84-85.<\/p>\r\n
Lemke, J. L. (1990). Talking science<\/i>. Norwood, NJ: Ablex Publishing Corporation.<\/p>\r\n
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History\/Social Studies, Science, and Technical Subjects<\/i>. <\/i>Washington, DC: Author. Retrieved from http:\/\/www.corestandards.org\/ELA-Literacy\/<\/a><\/p>\r\n New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard\u00a0<\/i>Educational Review, 66<\/i>, 60\u201392. Retrieved from\u00a0http:\/\/vassarliteracy.pbworks.com\/f\/Pedagogy+of+Multiliteracies_New+London+Group.pdf<\/a><\/p>\r\n New York State Department of Education (2011). New York State P-12 Common <\/i>c<\/i>ore <\/i>learning s<\/i>tandards<\/i> for English l<\/i>an<\/i>guage arts and literacy<\/i>. <\/i>Retrieved from\u00a0http:\/\/www.p12.nysed.gov\/ciai\/common_core_standards\/pdfdocs\/p12_common_core_learning_standards_ela.pdf<\/a><\/p>\r\n Pantaleo, S. (2004). The long, long way: Young children explore the fabula and syuzhet of\u00a0Shortcut<\/i>. Childr<\/i>en\u2019s Literature in Education, 35<\/i>, 1-19. doi:10.1023\/B:CLID.0000018897.74948.2a<\/a><\/p>\r\n Robertson, J. M. (2008) Fourth- and fifth-grade classroom case study of response to multimodal representations in children\u2019s picture books. <\/i>(Unpublished doctoral dissertation). Syracuse University, Syracuse, New York.<\/p>\r\n Serafini, F. (2005). Voices in the park, voices in the classroom: Readers responding to postmodern picture books. Reading Research and Instruction, 44<\/i>(3), 47-64. doi:10.1080\/19388070509558431<\/a><\/p>\r\n Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84<\/i>, 65-77.<\/p>\r\n Taxel, J. (1997). Multicultural literature and politics of reaction. Teacher's College Record, 98<\/i>, 417-448.<\/p>\r\n Wertheim, M. (n.d.). Faith and reason<\/i>: <\/i>Postmodernism<\/i>. <\/i>Retrieved from\u00a0http:\/\/www.pbs.org\/faithandreason\/gengloss\/postm-body.html<\/a><\/p>\r\n WETA Public Broadcasting (2015). Story maps. <\/i>Retrieved from http:\/\/www.readingrockets.org\/<\/a><\/p>\r\n Zipes, J. (2001). Sticks and stones: The troublesome success of children's literature from Slovenly Peter to Harry Potter.<\/i> New York, NY: Routledge.<\/p>\r\n\r\n Allen, D. (2001). Brothers of the k<\/i>night<\/i>. New York, NY: Puffin.<\/p>\r\n Boyd, L. (2014). Flashlight<\/i>. San Francisco, CA: Chronicle Books, LLC.<\/p>\r\n Brown, M. W. (2006). Goodnight m<\/i>oon<\/i>. New York, NY: HarperCollins Children\u2019s Books.<\/p>\r\n Brown, M. W. (2006). Runaway bunny<\/i>. New York, NY: HarperCollins Children\u2019s Books.<\/p>\r\n Brown, M.W. (1993). The little i<\/i>sland<\/i>. New York, NY: Dragonfly Books.<\/p>\r\n Cain, J. (2000). The way I f<\/i>eel<\/i>. Seattle, WA: Parenting Press.<\/p>\r\n Dr. Seuss (1996). My many colored d<\/i>ays<\/i>. New York, NY: Knopf Books for Young Readers.<\/p>\r\n Erhardt, K. (2006). This jazz man<\/i>. New York, NY: Harcourt, Inc.<\/p>\r\n Gallaz, C., & Arisman, M. (2003). The wolf who loved music<\/i>. Mankato, MN: Creative Editions.<\/p>\r\n Gerstein, M. (2002). What Charlie heard<\/i>. New York, NY: Farrar, Straus and Giroux.<\/p>\r\n Johnson, D. B. (2002). Henry b<\/i>uilds<\/i> a c<\/i>abin<\/i>.<\/i> New York, NY: Houghton Mifflin Company.<\/p>\r\n Latimer, A. (2011). The boy who cried ninja<\/i>.<\/i> New York, NY: Scholastic Inc.<\/p>\r\n LaRochelle, D. (2007). The end<\/i>. New York, NY: Scholastic Inc.<\/p>\r\n Lenski, L. (1945). Strawberry g<\/i>irl<\/i>.<\/i> New York, NY: Dell Publishing Co, Inc.<\/p>\r\n Liu, J. (2002). Yellow umbrella<\/i>. La Jolla, CA: Kane\/Miller Book Publishers.<\/p>\r\n Martin, B., Jr., & Archambault, J. (1986). Barn d<\/i>ance<\/i>.<\/i> New York, NY: Henry Holt and Company, Inc.<\/p>\r\n Mayer, M. (1989). Twelve dancing p<\/i>rincesses<\/i>. New York, NY: HarperCollins Children\u2019s Books.<\/p>\r\n Pinkney, B. (1994). Max found two sticks<\/i>. New York, NY: Simon & Schuster Children\u2019s Publishing.<\/p>\r\n Raschka, C. (1997). Mysterious Thelonious.<\/i> New York, NY: Orchard Books.<\/p>\r\n Rylant, C. (1996). The bookshop d<\/i>og<\/i>. New York, NY: The Blue Sky Press.<\/p>\r\n Sanderson, R. (1990). Twelve d<\/i>a<\/i>ncing p<\/i>rincesses<\/i>.<\/i> New York, NY: Little, Brown and Company.<\/p>\r\n Taback, S. (1999). Joseph had a little overcoat<\/i>. New York, NY: Penguin Putnam Books for Young Readers.<\/p>\r\n Tullet, H. (2011). Press here.<\/i> San Francisco, CA: Chronicle Books.<\/p>\r\n Wilder, L. I. (1971). Little house on the p<\/i>rairie<\/i>. New York, NY: HarperCollins Children\u2019s Books.<\/p>","rendered":" Anstey, M., & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies<\/i>. Newark, DE: International Reading Association, Inc. and the Australian Literacy Educators\u2019 Association.<\/p>\n Avery, G., & Kinnell, M. (1995). Morality and levity (1780-1820). In P. Hunt (Ed.), Children’s literature: An illustrated history<\/i> (pp. 46-76). New York, NY: Oxford University Press.<\/p>\n Berghoff, B. (1998). Inquiry about learning and learners: Multiple sign systems and reading. The Reading Teacher<\/i>, 51<\/i>, 520-523.<\/p>\n Ching, S. H. D. (2005). Multicultural children’s literature as an instrument of power. Language Arts, 83<\/i>(2), 128-136.<\/p>\n Dresang, E. (1999). Radical change: Books for youth in a digital age<\/i>. New York, NY: H.W. Wilson Company.<\/p>\n Dresang, E. (2003). Controversial books and contemporary children. Journal of Children\u2019s Literature, 29<\/i>(1), <\/i>20-31.<\/p>\n Eisner, E. (1991). Rethinking literacy. Educational Horizons, 69<\/i>, 120-128.<\/p>\n Engelhardt, T. (1991, June). Reading may be harmful to your kids: In the nadirland of today’s children’s books. Harper’s Magazine, 282,<\/i> 55-62.<\/p>\n Gangi, J. M. (2004). Encountering children’s literature: An arts approach<\/i>. Upper Saddle River, NJ: Pearson Education, Inc.<\/p>\n Gelineau, R. P. (2012). Integrating the arts across the elementary school curriculum<\/i>. Belmont, CA: Wadsworth\/Thomson Learning.<\/p>\n Hunt, P. (Ed.). (1995). Children\u2019s literature: An illustrated history<\/i>. New York, NY: Oxford University Press.<\/p>\n Kress, G. (2000). Multimodality. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures<\/i> (pp. 182-202). New York, NY: Routledge.<\/p>\n Kress, G., & Jewitt, C. (Eds.). (2003). Multimodal literacy<\/i>. New York, NY: Peter Lang Publishing, Inc.<\/p>\n Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary curriculum<\/i>. New York, NY: Oxford University Press.<\/p>\n Larrick, N. (1965, September 11). The all-white world of children’s books. Saturday Review,<\/i> 63-65, 84-85.<\/p>\n Lemke, J. L. (1990). Talking science<\/i>. Norwood, NJ: Ablex Publishing Corporation.<\/p>\n National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English Language Arts & Literacy in History\/Social Studies, Science, and Technical Subjects<\/i>. <\/i>Washington, DC: Author. Retrieved from http:\/\/www.corestandards.org\/ELA-Literacy\/<\/a><\/p>\n New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard\u00a0<\/i>Educational Review, 66<\/i>, 60\u201392. Retrieved from\u00a0http:\/\/vassarliteracy.pbworks.com\/f\/Pedagogy+of+Multiliteracies_New+London+Group.pdf<\/a><\/p>\n New York State Department of Education (2011). New York State P-12 Common <\/i>c<\/i>ore <\/i>learning s<\/i>tandards<\/i> for English l<\/i>an<\/i>guage arts and literacy<\/i>. <\/i>Retrieved from\u00a0http:\/\/www.p12.nysed.gov\/ciai\/common_core_standards\/pdfdocs\/p12_common_core_learning_standards_ela.pdf<\/a><\/p>\n Pantaleo, S. (2004). The long, long way: Young children explore the fabula and syuzhet of\u00a0Shortcut<\/i>. Childr<\/i>en\u2019s Literature in Education, 35<\/i>, 1-19. doi:10.1023\/B:CLID.0000018897.74948.2a<\/a><\/p>\n Robertson, J. M. (2008) Fourth- and fifth-grade classroom case study of response to multimodal representations in children\u2019s picture books. <\/i>(Unpublished doctoral dissertation). Syracuse University, Syracuse, New York.<\/p>\n Serafini, F. (2005). Voices in the park, voices in the classroom: Readers responding to postmodern picture books. Reading Research and Instruction, 44<\/i>(3), 47-64. doi:10.1080\/19388070509558431<\/a><\/p>\n Siegel, M. (2006). Rereading the signs: Multimodal transformations in the field of literacy education. Language Arts, 84<\/i>, 65-77.<\/p>\n Taxel, J. (1997). Multicultural literature and politics of reaction. Teacher’s College Record, 98<\/i>, 417-448.<\/p>\n Wertheim, M. (n.d.). Faith and reason<\/i>: <\/i>Postmodernism<\/i>. <\/i>Retrieved from\u00a0http:\/\/www.pbs.org\/faithandreason\/gengloss\/postm-body.html<\/a><\/p>\nChildren\u2019s Literature References<\/h2>\r\n