Lehrbuch Literaturpädagogik. Eine Einführung in Theorie und Praxis der Literaturvermittlung by Stephanie Jentgens

Abstract

Reviewed by: Lehrbuch Literaturpädagogik. Eine Einführung in Theorie und Praxis der Literaturvermittlung by Stephanie Jentgens Katrin Stimmer Translated by Nikola von Merveldt Lehrbuch Literaturpädagogik. Eine Einführung in Theorie und Praxis der Literaturvermittlung (Textbook literacy instruction: An introduction to the theory and practice of teaching literacy). Stephanie Jentgens. Weinheim und Basel: Beltz Juventa, 2016. 244pages. ISBN 978-3-7799-3330-4 Combining the theoretical foundations of teaching literacy with practical examples and advice, Stephanie Jentgens, lecturer for the teaching of literature at the Akademie Remscheid für Kulturelle Bildung (Remscheid Academy for cultural education), presents a solid and, above all, inspiring textbook. The two introductory chapters offer an overview over definitions and domains of literacy instruction. They address the four key domains of speaking, listening, reading, and writing and how these central skills can be practiced over the different phases of development. Building on the theoretical foundations of literacy instruction, Jentgens encourages readers to engage in critical self-reflection of themselves as students and teachers. She also gives a brief account of the history of children’s literature, provides information about various formats and genres, introduces analytical methods, sketches the media context, and offers an overview over the book and media market. The middle section is devoted to [End Page 65] the main topic of the book: practical literacy instruction. Dividing childhood and youth (from infancy to age sixteen) into five age groups, Jentgens describes age-appropriate methods of teaching literacy and provides one detailed exemplary book analysis per section. This section is especially useful because it is based on tried-and-tested methods, includes a focus on digital media, and suggests further reading. Along with a list of relevant resources (institutions and reference works or sites), the concluding chapter not only gives helpful logistic support for planning and seeing through projects but also offers tools for evaluating literacy projects. Throughout the book, the author stresses the importance of self-reflection as a key to quality control of literacy projects devised by beginning and more experienced instructors. Thanks to the strong focus on the dialogue with children and young adults as well as on interaction and participation, this textbook on literacy instruction will prove especially valuable. Katrin Stimmer International Youth Library Copyright © 2016 Bookbird, Inc