Implementing Constructive Controversy in a Hybrid Children's Literature Course

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Author(s): Danielle E. Hartsfield (University of North Georgia, USA)and Angelica Marquez (University of North Georgia, USA)
Copyright: 2021
Pages: 22
Source title: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
Source Author(s)/Editor(s): Danielle E. Hartsfield (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-7375-4.ch012

Keywords: Education / Information Science Reference / K-12 Education / Teacher Education

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Abstract

Constructive controversy is a cooperative learning approach that invites students to research and present both sides of an issue. This approach has many positive outcomes; these include improving academic achievement and motivation, fostering interpersonal relationships, and encouraging students to consider multiple perspectives. This chapter describes the implementation of constructive controversy in a hybrid children's literature course for undergraduate students in an elementary/special education dual major program. Students in the class investigated and discussed several critical issues in the children's literature field. Students' perspectives of participating in constructive controversy are shared, and recommendations are made to support instructors seeking to implement constructive controversy in hybrid or online classroom settings.

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