“Story is central to our thinking. We all tell stories about how the world works and our place in it” (Hickman, Cullinan, & Hepler, 1994, p. 4).

Books have an important influence on the mind of a reader. They can help build a foundation for attitudes and behaviors. The use of books to help children deal with their personal challenges and become aware of social concerns is an accepted and important part of teaching (Rudman, 1995). Children today come to the classroom facing many challenges. Teachers need to be competent to handle their questions and concerns, and books can help. Yet, many teachers and librarians hesitate to present complex children's literature. This may be due to fear of parents, community members, and other school personnel, or to their own lack of experience and background knowledge of the issues presented in the books (Bargiel et al., 1997).

As a teacher educator of children's literature, I know the confines of the traditional college classroom can limit this essential discussion and collaboration. Time constraints limit in-depth discussions, and many students are reluctant to contribute. The number of books and amount of related information that can be presented are also limited. As I considered other avenues to give students opportunities for extended discussion, I began to reflect on one of my own sources of collaboration with other professionals in the field of children's literature, the Children's Literature: Criticism and Theory (CHILD_LIT) electronic mailing list. [Click here for information about joining the list, and for details of other electronic communication resources.]

A mailing list, or listserv, is an electronic discussion group you may join if you have an e-mail account. A message sent to the mailing list address is distributed to all member subscribers. Mailing lists are used for discussion between people with similar interests (Leu & Leu, 1999). The CHILD_LIT mailing list consists of teachers, librarians, teacher educators, and students from all over the world who are interested in discussing children's literature. The electronic discussion not only enables interaction and collaboration, but also promotes reflection. Reading and responding to peers’ comments compels us to think and to form and articulate ideas in a meaningful way. Reading peers’ thoughts urges us to compare them with our own thoughts and ideas and, in turn, to examine our own understandings and interpretations.

The purpose of this project was to explore the potential of electronic discussion to increase students’ breadth and depth of thinking about issues in complex children's literature. Another goal was for teachers to extend their experience into the classroom by engaging their own students in similar projects. The two classes consisted primarily of classroom teachers and librarians. The first step was to decide on the children's literature the teachers would discuss. We decided on two books, Golem (Clarion, 1996), written and illustrated by David Wisniewski, and Smoky Night (Harcourt Brace, 1994), written by Eve Bunting and illustrated by David Diaz. Both books are Caldecott Medal winners and considered to be quality children's literature.

Golem is a legend about a rabbi who brings to life a clay giant (the Golem) to help the Jewish people in 16th-century Prague. The cut-paper illustrations give the book a three-dimensional appearance, and there are numerous examples of Jewish culture.

Smoky Night presents a child’s view of the 1992 riots in Los Angeles, California, USA. The illustrator used photographs and other materials—such as plastic bags, fragments of glass, scattered cereal, and burned matches—in collages to create a feeling of confusion and terror connected with that time (Norton, 1999).

Both books present complex issues we believed would provoke discussion that required students to explore their own prior knowledge and experiences while formulating their own opinions and attitudes about the books. To fully understand Golem, in particular, some knowledge of Jewish culture and tradition would be needed. We thought about information sources with easy access for teachers and librarians to supplement their background knowledge about Jewish culture and decided that an Internet website would be most appropriate.

Vandergrift created a webpage about the Golem that was linked to her professional home page. The site included information on the background of Golem legends, alternative versions of the Golem of Prague (the most famous golem) written for children, websites on the Golem and related issues, and children's responses to the Golem. Attached to the website was an electronic discussion forum where the teachers would post their comments about the books.

The complex issues presented in Golem provoked discussion that required the teachers to examine their own knowledge, attitudes, and prejudices. This was a critical first step toward establishing a basis for forming opinions and developing attitudes. As the teachers began to respond to the comments of others, specific themes emerged. Discussions began to delve deeper into certain issues, such as the role of the rabbi as father, comparison of this version of the Golem with other versions written for children, and violence.

The following group of comments revolves around sharing Golem with young children and is an excellent example of how the teachers’ prior knowledge and experiences played a significant role in formulating opinions about the book. All teachers’ names are pseudonyms.

Jan: Golem was an interesting choice made by our instructors. Being limited in background knowledge, I had some trouble understanding the symbolism of the illustrations and events.

Sarah: I, too, experienced some difficulty with the symbolism of the illustrations and the text. I wouldn’t be comfortable reading and using this book with students unless I [had] a good prior knowledge base to draw from. In addition, I think students would have trouble understanding the meaning of the book without some prior background.... Furthermore, I would definitely have to think about where in an elementary school curriculum I would place and incorporate this book...probably in a social studies lesson plan, or specifically [with] references to the Holocaust...perhaps, and maybe more general, [in] teaching tolerance (without getting too much into religion—this could be controversial).

Leslie: But this story is set in 1580. The Holocaust was World War II. It represents Jewish culture and persecution, but the Holocaust?

Mary: I suppose it is impossible to teach tolerance without touching religious issues. It seems ludicrous to me that religion is such a controversial issue in the public schools. If we made an effort to inform students about all religions equally perhaps this would help, but is that really possible?

Cynthia: I had very ambivalent feelings about presenting the book to my second-grade class. I feel that I would need to do some preparation with the children before reading it to them. The concepts of persecution, ghettos, and in particular the Gentiles’ belief that Christian children's blood was used in the making of bread by the Jewish people could be particularly frightening to young children. I am not sure this subject matter is appropriate for second grade.

Mary: I agree. I teach second grade as well. Some of my reservations may stem from my lack of background knowledge with the story [in] Golem. Until recently I had never heard it...but I am sure part of it is a general concern for these topics for this age of children. It could not be read without a great deal of discussion.

Yvonne: I think Golem was a very interesting book. I would never read this to young children. I don’t think a young audience would understand. The pictures were very creative, and they caught my attention.

Janet: My first reaction is never say never...but I would not be inclined to use the book with very young children. For one thing, I may be reticent to open myself to children's questions...the answers to which are perplexing to me (e.g., Why do people want to do away with people and traditions of a foreign culture?). Another thought about why keep this book from young children...I refer to the Web link of the discussion in which Goldberg states that “pain, work and the recognition of mortality define the condition of being an adult.” Young children's journey into adulthood should be slow, allowing them to appreciate childhood and childlike things.

Angela: I felt as you did—my first read through generated a lot of questions regarding this topic and this version of the Golem. However, the rereading and the opportunity to read additional Golem information from the Web site altered my impressions, and I now feel that this is a text I want to share. In fact, I did. In the last few days, I have enjoyed sharing it with family members and asking for their impressions.

Alma: I think teaching children about all religions is possible and appropriate, but my question is where and when. There is so much to cover in school—teaching them to read and write, and math, et cetera...religion issues most definitely come in last along with many other important issues. Choosing issues that can be applied to all of these areas is the best way to go—issues of tolerance and conflict resolution. It is so very hard to balance everything and still get in the necessities of reading and writing.

Tammy: Can we teach comparative religion? Then we wouldn’t be preaching, but learning together. On the other hand, very young children aren’t ready to go too far outside their own experience.

Anna: How can we celebrate and share religious beliefs in school if we are not allowed to teach them? Is it fair to present only the fun and games...of religious celebrations without the history behind them? I see the Golem as a way to bring the history into the classroom, but I wonder if this would be considered teaching religion or teaching history of religion.

Debbie: I found the story educational because it delves into an area that [is] somewhat unfamiliar. This may be the reason for my hesitancy to really make a stand on my feelings about the story. There are many correlations between the different religions, but the Jewish religion seems to have many traditions that I do not fully understand, and there is a great deal of history. Of course, anyone who is not Catholic may feel the same way about my religion. Because of my lack of knowledge, I feel that I would have to do a great deal of research before using it in my fifth-grade classroom. I will eventually use the story, but I will need to do a little more work. The comments that I have been able to read on this discussion list have boosted my confidence, and I feel that this has been extremely helpful.

Cynthia: Maybe we could guide children to be more understanding of other people’s religious traditions if we were to read more books such as Golem.

This example from the Golem discussion was collaborative and supportive while also being informative and thought provoking. Teachers commented between and within classes, and some commented more than once. They openly discussed their apprehension about presenting the book to small children and expressed their need to learn more about the topic due to lack of background knowledge. This apprehension was supported by some teachers, while others recommended the use of the website and discussion forum as a source of further information. Teachers asked questions, mediated new information and ideas, and integrated these with their own beliefs to form opinions about the book.

Specific themes and topics of discussion emerged more quickly about Smoky Night than Golem. This could have been due to the teachers’ familiarity with the content and use of the discussion forum. The following comments revolved around the role of the cat in the story. In this particular exchange, notice how the teachers acknowledge, elaborate, and build upon comments made by others. The teachers are actively involved in their own knowledge-building processes while broadening their understanding of the issues presented in the story.

Sue: I find it an interesting comment on human nature that in the midst of the destruction of his home and city, Daniel was preoccupied with the safety of his cat. Perhaps Bunting’s point is that even a societal event is experienced by individuals on a personal microlevel.

Belinda: That is an interesting point. I hadn’t really thought of it that way. It just seemed natural because so many people (children and adults) are so attached to their pets that they would be concerned about them as if they were a member of the family. It also allowed Bunting to tie Daniel and his cat to Mrs. Kim and her cat and help them make the connections at the end.

Sandra: Yes, and there is the emphasis on food...very basic...the cat the color of carrots, the big jar of mayo, the mug of hot chocolate. Life is in the details.

Maggie: It is a very interesting point that you make. I think that sometimes when people find themselves in the midst of chaos they turn their attention to someone/thing else in order to avoid dealing with their own feelings. By moving outside of oneself a person can achieve a sense of power and control, even when there isn’t any.

Teresa: It is interesting how the cats bring the symbolic racial divide together.

Wilma: The two cats don't get along at all. However, they got along "purrfectly" when a crisis erupted. They became the instruments of peace and harmony.

Katheryn: I read this book to my fifth-grade special education students and I felt they identified with the child’s point of view. They recognized all of the "realia" you were talking about—the food and the tangibles. They were even able to identify the cereal.... While I read the story to them, a few of my students actually came up to touch the pages even when they knew they were flat paper pages. The illustrations are appealing in the way they represent the sense of texture. My students also stated that the pictures were "Picasso-like."

Belinda: That is interesting. Do you think, because it is in first person from the point of view of the child, most readers will identify with him? I know I did.

Emily: I'm glad Bunting decided to use the subplot of the cat. I find this is what the children can relate to in terms of their own experiences. I think the author used the cat for just that purpose -- something that any child, of any socioeconomic level, could relate to. It provides a contrast to the violence and destruction in showing that a living being is cared for, that a human being (the firefighter) is sensitive and protective of another’s property, and that a common bond can be established between different people.

Maggie: Interesting point about plot. The two cats bring the families together, they share in a common cause, however superficial; it is a beginning.

Bridget: Daniel did have a preoccupation with the whereabouts of his cat, just like his mother had a great deal of concern for his whereabouts, and that is why she had him sleep with her that night. They were both concerned about those they loved.

Note: N=31

The following written comments provide further insight into how the social aspect of the discussion list led to greater understanding of issues in the texts:

• Hearing the various responses to one book deepened my own understanding of the text.
• Comments from others pointed out aspects of the text I had not explored.
• It helped me to know that some of my ideas were not far-fetched, but shared instead.
• It would be a great teaching tool.
• I would never have found or read the information on the Golem without those Web pages.
• With the use of the Internet, a teacher has so many, many resources.

In some ways, electronic discussions are similar to class discussions, and in other ways they can complement face-to-face interaction, such as with students who are reluctant to participate in class discussions. But some students in the project felt just the opposite. The following comments were in response to statement 3 concerning the students’ comfort level with electronic discussion.

• I am not sure why, but I felt a little apprehensive discussing on the computer—I think I felt that I had to have something profound to say.
• I was a little intimidated to make comments.

The purpose of this project was to explore the potential of electronic discussion to extend teachers’ breadth and depth of thinking about issues in complex children's literature. Results indicate that electronic discussions involve participants in self-analysis, reflection on past experience, negotiation of concepts and ideas, and ultimately the formation of new perspectives. It is my belief that electronic discussion forums can be a valuable source of support for using complex children's literature in the classroom.

According to a U.S. survey of teachers (as reported in Teacher Quality: A Report on the Preparation and Qualifications of Public School Teachers) prepared by the Education Depart ment’s National Center for Education Statistics, increased time spent on collaborative activities was associated with the perception of significant improvements in teaching [Winters, 1999 (online document)]. Electronic discussion groups, mailing lists, and listservs can provide teachers with an effective avenue for peer collaboration. Leu and Leu (1999) stated that

Electronic communication allows teachers to access the expertise and experience of colleagues around the globe. It exposes us to a variety of people and a wide range of views from all over the world. Using e-mail is not just another way to get information; it is an opportunity to increase our understanding and share our ideas. (p. 69)

As teachers, we have a responsibility to provide support for our students who face contemporary societal issues every day. Books afford the opportunity to explore and confront these issues by creating a simulated situation with children in a protected environment. Teachers must know the extent of quality children's literature available and feel comfortable presenting these books in class. Teacher educators can provide preservice and inservice teachers with opportunities to experience, explore, and discuss complex children's literature, thus increasing the probability that they will extend these experiences into the classroom. Electronic discussion forums can supplement and complement this effort.

Once teachers have experienced the value of electronic discussion forums to enhance their own thinking processes about children's literature, they may be encouraged to engage their students in similar experiences. There are many resources on the Internet that allow children to connect with other children to discuss literature. One such site is Book Raps, a project of oz-TeacherNet in Australia. Individuals or groups of students from across the country or around the world discuss books that have been selected and scheduled throughout the year. Some book raps may include exciting special events such as author involvement, illustrators online, access to content area experts, and live chat sessions.

Bargiel, S., Beck, C., Koblitz, D., O’Connor, A., Pierce, K., & Wolf, S. (1997). Bringing life’s issues into classrooms. Language Arts, 74, 482–490.
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Cunningham, D., Duffy, T., & Knuth, R. (1993). The textbook of the future. In C. McKnight, A. Dillon, & J. Richardson (Eds.), Hypertext: A psychological perspective (pp. 19-49). New York: Ellis Horwood.
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Hickman, J., Cullinan, B., & Hepler, S. (1994). Children's literature in the classroom: Extending Charlotte’s Web. Norwood, MA: Christopher-Gordon.
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Leu, D. (1996). Sarah’s secret: Social aspects of literacy and learning in a digital, information age. The Reading Teacher, 50, 162–165. Available at http://www.readingonline.org/electronic/RT/sarah.html.
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Leu, D., & Leu, D. (1999). Teaching with the Internet: Lessons from the classroom. Norwood, MA: Christopher-Gordon.
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Norton, D. (1999). Through the eyes of a child (5th ed.). Upper Saddle River, NJ: Merrill.
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Rudman, M. (1995). Children's literature: An issues approach (3rd ed.). New York: Longman.
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Winters, K. (1999, January 28). Teacher quality: Report on teacher prep. & qualifications. Message posted to the EDInfo mailing list. Available at http://www.ed.gov/MailingLists/EDInfo/msg00425.html.
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Johnson (e-mail denisej@mail.uca.edu) teaches in the Department of Curriculum and Instruction at the University of Central Arkansas, Conway, USA.

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