||6 1/8x9 1/4
||Librarian's Instructional Role/Curriculum and Instruction, K-12
||Librarian's Instructional Role/Information Literacy and Instruction, K-12
This volume explains how analyzing textual elements that aren't part of the text but connected to it can be used with K–16 students to improve comprehension, engagement, critical thinking, and media literacy.
Beginning with an introduction that briefly explains Genette's theory of paratext and discusses the functions of epitext theory, this book comprises theory-to-practice chapters that showcase ways in which teachers and librarians can use elements independent of a text to discuss texts and media with students. Chapters include a practitioner's section specifying practical approaches and explanations for how to use epitext.
Scaffolding an application of theory to practice, this title provides educators with an original approach to increasing literacy engagement and integration as well as for increasing media literacy and critical thinking. It includes practical ideas for using epitext in the classroom to promote critical thinking and for collaboration between teachers and librarians. It also includes editorial sidebars that provide additional "how-to" ideas, support deep thinking, make connections to relevant content in other chapters, and provide examples for students in K–16 classrooms.
- Explains how epitext can be used to scaffold understanding by providing summaries of content, interpretations, criticisms, and appreciations others share about the work
- Demonstrates the creative process by following the trail of the production of a work
- Helps students to explore and use various media to complement and extend their experience of a work