Using Diverse Youth Literature to Expand Knowledge and Consider Multiple Perspectives Through Tri-Texts

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Author(s): Lisa M. Ciecierski (Behrend College, Pennsylvania State University, Erie, USA), William P. Bintz (Kent State University, USA)and Shabnam Moini Chaghervand (Kent State University, USA)
Copyright: 2021
Pages: 21
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.ch008

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

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Abstract

This chapter shares lessons learned in relation to intertextually connected texts with a focus on tri-texts. It presents both the theoretical framework and underpinnings that support utilizing tri-texts in the classroom as well as practical and engaging ways for preservice and in-service teachers to implement these practices in their own classroom. The organization of this chapter will lead readers through valuable steps and will support teachers in this implementation. This chapter is organized in six sections: 1) Diverse Youth Literature, 2) Intertextuality, 3) Tri-Texts, 4) An Instructional Framework for Tri-Texts Utilizing Diverse Literature, 5) Putting Intertextuality Into Action Using Tri-Texts and Diverse Literature, 6) Final Thoughts and Next Steps.

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Using Diverse Youth Literature to Expand Knowledge and Consider Multiple Perspectives Through Tri-Texts

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