Using Children’s Literature for Character Education
Greetings. The following materials are intended to provide an introduction to Using Children’s Literature for Character Education. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Sibel Tatar
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Indiana Clearinghouse For Citizenship and Character Education
Character Education. ERIC Digest
Character Education Resources
Character Education for elementary and secondary level
Selected Secondary Literature on Character Education
Citations from ERIC Database
AN: ED457118
TI: Teaching Character Education Using Children's Literature: Wisconsin's Standards of the Heart.
CS: Wisconsin State Dept. of Public Instruction, Madison.
PY: 2001
AV: Publication Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free); Web site: http://www.dpi.state.wi.us/pubsales.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED457118
DEM: *Adolescent-Literature; *Childrens-Literature; *Public-Schools; *State-Standards; *Student-Development
DER: Annotated-Bibliographies; Elementary-Secondary-Education; Language-Arts; Learning-Strategies; Social-Studies
AB: Developing standards of the heart means becoming a caring, contributing, productive, and responsible member of society. It includes being successful in school; making responsible decisions; caring about others; contributing to society; developing social and personal skills, such as problem solving, accepting various perspectives, and setting and attaining goals; and developing a core set of common values. This guide is intended to be a resource for parents and educators to use in choosing quality children's literature that exemplifies positive character development. The guide is divided into these sections: "Introduction" ("A Definition of Standards of the Heart"; "Fostering Standards of the Heart in the English/Language Arts Curriculum"; "Planning for Language Arts Instruction"; "Best Practices in Reading and Literature"; "Teaching and Planning for a Reading Task"); "Standards of the Heart: A Bibliography of Literature for Children and Young Adults" ("Introduction"; "Promote Core Values"; "Safe School Environment"; "Family and Community Involvement"; "Address Societal Issues"; "Develop Positive Relationships"; "Engage Students' Minds"; "Set High Expectations"); and "Sample Teaching-Learning Strategies" ("Introduction"; "Teaching-Learning Strategy: Identify Core Values"; "Teaching-Learning Strategy: Explore Value Conflicts"; Teaching-Learning Strategy: Explore Feelings and Develop Empathy"; "Teaching-Learning Strategy: Examine Cultural Norms"). (Contains 3 appendices: "The Importance of a District Selection Policy"; "Annual List of Children's and Young Adults' Literature: Awards and Distinctions"; and "Resources for Identifying Books for Use in the Classroom.") (BT)
AN: ED455534
AU: Schmidt,-Patricia-Ruggiano, ed.; Pailliotet,-Ann-Watts, ed.
TI: Exploring Values through Literature, Multimedia, and Literacy Events: Making Connections.
CS: International Reading Association, Newark, DE.
PY: 2001
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($24.95). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455534
DEM: *Childrens-Literature; *Critical-Viewing; *Cultural-Awareness; *Literacy-; *Moral-Development
DER: Elementary-Education; Global-Approach; Middle-Schools; Multimedia-Materials; Values-Education
AB: The essays collected in this book highlight the important links among home, school, and global society that will help students understand one another and contribute to a cohesive community. They describe the work of educators and children, and the materials and strategies they use to explore values such as compassion, caring, sharing, respect, and appreciation of cultural differences. The contention is that literature, multimedia, and literacy events can be used to promote not only the language arts, but also student choice, cooperative learning, and critical thinking. After an introduction by the editors, under Section 1 (Student-Teacher Connections) are the following essays: (1) "Children Reading Meaning in Their Stories and Lives: Connecting with Student Response" (Cynthia Benton DeCorse); and (2) "Critical Media Literacy and Values: Connecting with the 5 Ws" (Ann Watts Pailliotet). Under Section 2 (Home-School Connections) are these essays: (3) "The ABCs of Cultural Understanding and Communication: Teacher Assistants Learn To Respect, Appreciate, and Apply Differences in Literacy Instruction" (Shelley Hong Xu); (4) "Connecting Home and School Values through Multicultural Literature and Family Stories" (Brigette B. Laier; Patricia A. Edwards; Gwendolyn T. McMillon; Jennifer D. Turner); and (5) "Beware of Literacy Software: Connecting with Home and School Values" (Cathy Leogrande). Under Section 3 (Content Area Connections) are these essays: (6) "Historical Fiction Picture Books and Values: An Author's Reflections" (Deborah Hopkinson); (7) "Technology and Values: Connecting with Classroom Literacy Learning" (Elizabeth A. Baker); and (8) "Inquiry and Literacy Learning in Science: Connecting in a Classroom Community" (Patricia Ruggiano Schmidt). Under Section 4 (Schoolwide Connections) is this essay: (9) "Schoolwide Approaches for Teaching Values through Literature and Multimedia: Connecting across Classrooms" (Matthew L. Davidson). Under Section 5 (Global Connections) are these essays: (10) "Multicultural Books and Values: Connecting with People and Places" (Jane Kurtz); (11) "Magical Tales and Values: Connecting with Heroes and Sheroes" (Ann Watts Pailliotet and Michelle Refvik Shaul); and a concluding essay, "Unraveling the Curriculum of Global Values" (Ladislaus M. Semali). (NKA)
AN: ED454107
AU: Steiner,-Stanley-F.
TI: Promoting a Global Community through Multicultural Children's Literature.
PY: 2001
AV: Libraries Unlimited, Inc., P.O. Box 6633, Englewood, CO 80155-6633 ($35); Tel: 800-237-6124 (Toll Free); Fax: 303-220-8843; e-mail: lu-books@lu.com; Web site: http://www.lu.com/.
NT: Illustrated by Peggy Hokom. Foreword by Alma Flor Ada.
PR: Document Not Available from EDRS.
DEM: *Adolescent-Literature; *Childrens-Literature; *Fiction-; *Nonfiction-; *Picture-Books
DER: Annotated-Bibliographies; Elementary-Education; Global-Approach; Interdisciplinary-Approach; Multicultural-Education
AB: Children's literature reflecting authentic multiethnic cultures can help young minds recognize the diversity of their families and communities. Books that allow children to see themselves in a positive role give them an opportunity to affirm their identities. Children and youth also need books that show the interaction of people of diverse cultures, their ways of encountering and solving conflicts, their ways of developing respect for each other, and their ways of creating solidarity. This guide contains more than 800 titles (single volume or series) in annotated bibliographies and creates an excellent starting point for building a multicultural book collection. It is organized by broad subject and then again by book type (picture books, fiction, nonfiction). The guide offers complete author and title indexes and more than 100 interdisciplinary application strategies ranging from reading aloud with follow-up discussions to social activism. Following a foreword, an introduction, and a how-to-use-this-book section, the guide is divided into these parts: (1) "Ties That Bind: Celebrating Life around the World"; (2) "Refugees and Homeless: Nomads of the World"; (3) "Navigating the Road to Literacy"; (4) "Books That Bring People Together"; and (5) "Multicultural Books in a Series." Contains several resource lists. (BT)
AN: EJ617812
AU: Zarnowski,-Myra; Smith,-Karen-Patricia
TI: Selecting and Sharing: Bringing Literature into the Classroom.
PY: 2000
SO: New-Advocate; v13 n4 p409-13 Fall 2000
DEM: *Adolescent-Literature; *Childrens-Literature; *Reading-Material-Selection
DER: Elementary-Secondary-Education; Reading-Materials
AB: Discusses five books that deal with selecting and sharing books with children, books which are useful to parents, teachers, media specialists, and librarians. Addresses: nonfiction, young adult literature, using folktales with young adults, choosing books for children, selecting books for elementary school libraries, and choosing books for literature-based curriculum based on a wide range of topics. (SR)
AN: EJ617789
AU: Hendrickson,-Linnea
TI: The View from Rapunzel's Tower.
PY: 2000
SO: Children's-Literature-in-Education; v31 n4 p209-23 Dec 2000
DEM: *Childrens-Literature; *Fairy-Tales; *Interpersonal-Relationship; *Picture-Books
DER: Elementary-Education; Higher-Education
AB: Notes how the fairy tale "Rapunzel" is complex in origins and rich in possibilities and has been interpreted in diverse ways that emphasize authentic issues relating to mothers and daughters, husbands and wives, love, longing, temptation, maturation, and responsibility. Concentrates in particular on the interpretations of three picture book artists. (SC)
AN: ED448440
AU: Roberts,-Patricia-L.
TI: Family Values through Children's Literature: Grades K-3. School Library Media Series, No. 20.
PY: 2000
AV: Scarecrow Press, Inc., 4720 Boston Way, Lanham, MD 20706 ($32.50). Tel: 800-462-6420 (Toll Free); Web site: http://www.scarecrowpress.com.
PR: Document Not Available from EDRS.
DEM: *Childrens-Literature; *Reading-; *Role-Models
DER: Annotated-Bibliographies; Characterization-; Family-Life; Friendship-; Interpersonal-Relationship; Learning-Activities; Moral-Values; Primary-Education
AB: This book gives teachers, librarians, parents, and others who work with children an annotated bibliography of children's books that contain characters who display positive family-oriented values in their relationships to others. Each chapter begins with a definition of a specific value, followed by a summary, sample activities and lessons for each book which will assist children in acting out the thoughts and feelings of selected characters to understand their own thoughts and actions. Chapters in the book are: (1) Acceptance; (2) Empathy; (3) Friendship; (4) Good Deeds; (5) Honesty; (6) Morals; (7) Pride in Heritage; (8) Respect for Elderly; (9) Responsibility; (10) Self Reliance; and (11) Sharing. Contains over 100 references and an appendix entitled "Little House on the Prairie" lessons. (EF)
AN: EJ616146
AU: Giorgis,-Cyndi; Johnson,-Nancy-J.
TI: Children's Books: Response.
PY: 2000
SO: Reading-Teacher; v54 n2 p222-30 Oct 2000
DEM: *Childrens-Literature; *Reader-Text-Relationship
DER: Annotated-Bibliographies; Elementary-Education; Literature-Appreciation; Reading-Material-Selection; Reading-Materials
AB: Presents brief descriptions of 36 children's books (published in 1999 and 2000), organized around the theme of the various ways readers respond to text and illustration. Presents the books in the following categories: questioning "who am I?"; interaction; interpreting the world; gaining insight; assuming responsibility; and taking action and experiencing consequences. (SR)
AN: EJ613557
AU: Morris,-Vivian-Gunn; Taylor,-Satomi-Izumi; Wilson,-Jeanne-T.
TI: Using Children's Stories To Promote Peace in Classrooms.
PY: 2000
SO: Early-Childhood-Education-Journal; v28 n1 p41-50 Fall 2000
DEM: *Change-Strategies; *Childrens-Literature
DER: Annotated-Bibliographies; Bullying-; Conflict-Resolution; Early-Childhood-Education; Partnerships-in-Education; Peace-; Prosocial-Behavior; School-Community-Relationship; Story-Telling; Violence-; Young-Children
AB: Notes the prevalence of violence in schools and discusses approaches to reducing violent behavior. Presents the strategy of using children's literature as part of a comprehensive program planned and implemented by the school in collaboration with the local community to create caring and peaceful early childhood classrooms. Includes an annotated list of suitable children's books and resources for teachers. (Author/KB)
AN: ED444161
AU: Rives,-Bonnie; Smith,-Tamara; Staples,-Gail
TI: Improving Student Social Skills through the Use of Children's Literature.
PY: 2000
NT: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED444161
DEM: *Childrens-Literature; *Cooperative-Learning; *Instructional-Effectiveness; *Interpersonal-Competence
DER: Action-Research; Conflict-Resolution; Elementary-Education; Empathy-; Grade-1; Grade-5; Grade-7; Responsibility-; Self-Control
AB: This report describes a program for improvement of student social skills to include respect for self and others, conflict resolution, and self-control. The targeted population consisted of first, fifth, and seventh graders located in northwestern Illinois. The problems of deficiencies in social skills were documented. Data were collected from discipline referrals, teacher journal entries, and student surveys. Analysis of probable cause data revealed that students lacked social skills in the areas of respect, empathy, self-control, responsibility, and conflict resolution. Review of the literature suggested that students lacked appropriate social skills due to increased negative social pressures. Other causes that were identified were lack of values taught in the home, student mobility, and the fact that social skills were not given the same emphasis as other academic skills. A review of solution strategies resulted in the decision to improve social skills development through the use of children's literature, direct instruction, and cooperative learning. Post intervention data indicated social skills instruction resulted in improved student behavior and conflict management. Classroom teachers reported that students' use of appropriate social skills increased after the intervention. (Contains 30 references, and a table and 5 figures of data. Appendixes contain survey instruments, an observation checklist, and lesson plans for grades 1, 5, and 7 dealing with respect, empathy, self-control, responsibility, and conflict resolution.) (Author/RS)
AN: EJ607817
AU: Wall,-Heather
TI: How Do Authors Do It?: Using Literature in a Writer's Workshop.
PY: 2000
SO: New-Advocate; v13 n2 p157-70 Spr 2000
DEM: *Childrens-Literature; *Childrens-Writing; *Writing-Improvement; *Writing-Instruction; *Writing-Workshops
DER: Grade-2; Primary-Education
AB: Describes how the author used literature with her second-grade students to explicitly demonstrate elements of the writer's craft. Focuses on how writers get their ideas, descriptive language, and character development. Describes how these young students made noticeable improvements in their writing over a fairly short period of time. Draws conclusions regarding the intentional integration of literature into writing workshop. (SR)
AN: EJ604575
AU: Wenger,-Laurie
TI: Books for Building Circles of Courage: Generosity.
PY: 1999
SO: Reclaiming-Children-and-Youth:-Journal-of-Emotional-and-Behavioral-Problems; v8 n2 p122-23 Sum 1999
NT: Special topic: "Generosity and Altruism." For related articles, see CG 555 134-148.
DEM: *Altruism-; *Childrens-Literature; *Reading-Assignments; *Teaching-Methods
AB: This is the fourth in a series of articles on using children's literature to foster the principles of the Circle of Courage. In this issue, the author provides selections that foster generosity and altruism. (Author)
AN: ED418429
AU: Wilde,-Susie
TI: Book Characters Who Inspire Character Development: Models of Respect, Responsibility, Honesty and Caring in Current Children's Books.
PY: 1998
NT: Paper presented at the YMCA of the USA National Child Care Conference "YMCA Child Care: We Build Strong Kids, Strong Families, and Strong Communities" (Chicago, IL, April 23-26, 1998). Project supported by the Chapel Hill-Carrboro YMCA amd Capital Area YMCA.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED418429
DEM: *Characterization-; *Childrens-Literature; *Fiction-; *Reading-Material-Selection
DER: Annotated-Bibliographies; Childhood-Interests; Early-Childhood-Education; Role-Models
AB: This annotated bibliography describes 52 current works of literature for children which have characters who inspire character development. The bibliography is divided into sections on: (1) Respect for the Self; (2) Respect for Others; (3) Respect for the Earth; (4) Responsibility; (5) Honesty; and (6) Caring. The bibliography concludes with a series of discussion questions about 12 different books. The questions come from the collaboration of children and adults who shared books in YMCAs across the country. (NKA)
AN: EJ616853
AU: Vossler,-Jane-M.
TI: Against the Tide. For the Love of Books.
PY: 1998
SO: Middle-School-Journal; v29 n5 p60-66 May 1998
DEM: *Childrens-Literature; *Discussion-Teaching-Technique; *Fiction-; *Social-Development
DER: Class-Activities; Early-Adolescents; Emotional-Development; Instructional-Materials; Middle-Schools; Reading-Materials; Self-Efficacy
AB: Discusses nine works of young adult fiction that address themes of standing up for others as well as for one's true self, of daring to be different, and of finding the courage to go against the tide. Considers use of the books in small group and classroom discussions. (JPB)
AN: EJ555286
AU: Tarr,-C.-Anita
TI: An Unintentional System of Gaps: A Phenomenological Reading of Scott O'Dell's "Island of the Blue Dolphins."
PY: 1997
SO: Children's-Literature-in-Education; v28 n2 p61-71 Jun 1997
DEM: *American-Indians; *Characterization-; *Childrens-Literature; *Ethnic-Stereotypes
DER: Adolescent-Literature; Elementary-Secondary-Education; Literary-Criticism
AB: Argues that, in "Island of the Blue Dolphins," Scott O'Dell offers a skeleton main character (Karana). Contends that O'Dell has sketched Karana as a stereotype and that readers complete her characterization, filling out the skeleton by perpetuating the stereotypes. Points out this trading of stereotype for true character development in his other works. (SR)
AN: EJ608573
AU: Brown,-Dave-F.; Varady,-Joe
TI: Reexamining the Writings of Dr. Seuss To Promote Character Development.
PY: 1997
SO: Middle-School-Journal; v28 n4 p28-32 Mar 1997
DEM: *Childrens-Literature; *Class-Activities; *Moral-Development; *Social-Development
DER: Authors-; Books-; Fiction-; Middle-School-Students; Middle-Schools; Thematic-Approach
AB: Discusses the use of children's literature by Dr. Seuss in the middle school classroom to help students explore issues of their character and social development, adult expectations, and changes in their personal environment. Discusses themes addressed in selected Dr. Seuss books, and how these can be used as thematic units for classroom activities. (JPB)
AN: ED459964
AU: Colker,-Laura-J.
TI: Helping Preschoolers Grow Up Alcohol and Drug Free. Building Blocks Guide for Caregivers.
CS: American Council for Drug Education, Rockville, MD.
PY: 1995
AV: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov.pubs/edpubs.html.
NT: Accompanying picture books not available from ERIC. For the Guide for Parents, see PS 030 062.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED459964
DEM: *Drinking-; *Drug-Use; *Preschool-Children; *Prevention-
DER: Books-; Caregiver-Child-Relationship; Caregiver-Role; Child-Rearing; Childhood-Needs; Childrens-Literature; Day-Care; Preschool-Education; Substance-Abuse; Teacher-Role
AB: Building Blocks is a series of six picture books for preschoolers designed to help caregivers and preschool teachers lay the foundation for alcohol and other drug use prevention among children in their care. The books focus on those behaviors and life skills that help children grow up to be drug free, namely: positive self-concept and self-confidence; a sense of personal responsibility and responsibility to others; trust in self and trust in others; the ability to distinguish between fantasy and reality; the development of the capacities needed to understand cause and effect and to apply that understanding to solving problems. This Building Blocks guide for caregivers offers suggestions for using each picture book; the guide includes ideas for involving parents, basic information about risk factors for alcohol and other drug use, a list of resources available for further information about alcohol and other drug use, and a list of other story books to share with the children in the program. (HTH)
 Developing Character Through Literature |
Other Resources (available either for sale or via interlibrary loan
Title: Character education through children's literature /
Author(s): O'Sullivan, Sheryl.
Year: 2002
Publisher: Bloomington, Indiana : Phi Delta Kappa Educational Foundation,
ISBN: 0873676947
Title: Teaching character education using children's literature : Wisconsin's standards of the heart
Corp Author(s): Wisconsin.; Division for Learning Support, Equity, and Advocacy. ; Wisconsin.; Division for Learning
Support: Instructional Services.
Publisher: Madison, Wis. : Wisconsin Dept. of Public Instruction Year: 2001
ISBN: 1573370991
Title: Characters with character : using children's literature in character education
Author(s): Findlay, Diane, 1952-
Year: 2001
Publisher: Fort Atkinson, Wis. : Alleyside Press,
ISBN: 1579500641
Title: Character education
Author(s): Otten, Evelyn Holt.
Year: 2000
Publisher: Bloomington, IN : ERIC Clearinghouse for Social Studies/Social Science Education, Indiana University
Title: Teach your children values : 95 things parents can do! /
Author(s): Andrews, Sharon Vincz. ; Ali, Cynthia D.,; 1956-
Year: 1997
Publisher: Bloomington, Ind. : ERIC Clearinghouse on Reading, English, and Communication : EDINFO Press
Title: Teaching kids to care : exploring values through literature and inquiry
Author(s): Andrews, Sharon Vincz.
Year: 1994
Publisher: Bloomington, Ind. : ERIC Clearinghouse on Reading, English, and Communication : EDINFO Press
ISBN: 0927516411
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