Intermediate grade teachers' attitudes, understandings, and knowledge about informational books

In order for students to become critical thinkers, readers, and writers of information, they must work with informational texts on a regular basis. Students need explicit instruction with this genre in order to become literate individuals who are comfortable and familiar with the structure and format of informational literature. Teachers, therefore, must be willing and able to include this genre in their literacy instruction. Unfortunately, students appear to have limited experiences with informational literature. I chose to work with intermediate grade teachers to explore reasons why this genre was being underused in many intermediate grade classrooms.; The purpose of this study was to explore intermediate grade teachers' attitudes, understandings, and knowledge about informational literature. This study was carried out within the context of book group meetings, similar to adult book groups. I hypothesized that teachers were not using informational literature because they were unfamiliar with and lacked experience with this genre. In addition, I believed teachers would feel more comfortable with this genre if provided with opportunities to read and discuss these books in a supportive environment such as one with fellow teachers.; The participants met five times to discuss seven different books over a three-month period. During each two-hour session, the group discussed one or two children's informational books appropriate for intermediate age students. These conversations were audiotaped. In addition, each teacher was interviewed twice, responded in writing after each meeting, and completed one survey.; A major finding of the research was that intermediate teachers' attitudes towards this genre became more favorable as they participated in the book group sessions. Many teachers were unaware of the multiple ways informational literature could be used in literacy instruction and credit the role of the discussion for helping them begin using more informational literature in their classroom instruction.; These findings demonstrate that intermediate grade teachers need numerous experiences with informational literature. While teachers believed it was beneficial to read informational books, the ability to discuss these books with fellow teachers was invaluable in their understanding and use of this genre.