Identifies some of the issues involved when folktales cross cultural boundaries in children's books and considers who owns stories, specifically folktales. Examines examples of the literature that generate conflict between cultural responsibility and artistic freedom and presents a sample of Internet discussions on the subject. (Author/LRW)

Describes an English-as-a-Second-Language class writing and discussion project in which students retold and explained their favorite folk stories, eventually publishing them in a booklet. (SR)

Explores using Howard Gardner's multiple intelligences for folklore analysis. States that when listening to folktales, linguistic intelligence was used, as opposed to drawing pictures of the stories, which used spatial intelligence. Provides some ideas on how to bring folklore studies and the use of multiple intelligences into the classroom. (PA)

Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…

Discusses the benefits of storytelling by teachers or librarians to elementary and middle school students. Topics include listening; sharing versus performing; finding stories, other than folk tales; guidelines for telling stories; and resources, including print sources and Web sites. (LRW)

In this paper we tell two different kinds of tales of teachers doing action research. First are five case studies of teachers in an action research course that we (a professor and six doctoral students) collaboratively taught and a longitudinal follow up looking at whether they put their research proposals into practice. Some of our case study…

The Augusta Heritage Center of Davis and Elkins College (West Virginia) was established in 1973 as a community-sponsored workshop program and has continued since 1980 as a college affiliated, nonprofit organization. Rooted in local traditions, the center supports folk-related activities and sponsors in-state programs and research, primarily…

Intended to highlight the work which exists on women's folk humor and to encourage its further exploration, this annotated bibliography has been selected to provide access to the key works dealing with the oral tradition in women's folk humor. The bibliography's 33 annotations range from 1968 through 1992 and are gathered under the headings of…

Intended to be read aloud to children ages six to nine and read alone by children nine and up, this book presents 24 versions of the Cinderella folktale from around the world, thus representing a broad range of cultures, geographical areas, styles, and variations on the basic theme. The folktales in the book are intended to enhance children's…

Analysis of different types of literature promotes cognitive development by giving students an opportunity to apply similar skills and strategies discussed in one genre--fiction, for example--to other genres like poetry, reports, descriptive pieces, and plays. The major intellectual function that each literary genre provides can be examined in…

Designed for teachers in the primary grades, this book provides a number of units outlining possible instructional strategies for teaching folk literature. The book's aim is to help children personally connect with literature so they will continue to love reading throughout their lives. The first chapter offers background on the world of folk…

This collection of short stories contains tales of a mythical animal called the "Tajar." Tajar tales are a tradition among campers who attend summer camps. The stories are to be read aloud, and approximate reading times for the stories are provided. Tajar looks something like a tiger, a jaguar, and a badger. He is a friendly, but mysterious…

Classroom teachers might consider teaching children to become critical readers through the use of traditional literature. It is not necessarily difficult to define critical reading, but it is a difficult task to teach students when and how to read critically. The six skills most important to critical reading are that the reader should (1) read…

This curriculum guide is intended to introduce elementary school students to hero tales and legends. The stories are longer and the vocabulary is more difficult than other literature curriculum guides in this series by the Oregon Elementary English Project. The stories discussed are: "Sinbad the Sailor,""William…

Describes how study of folklore can be integrated into all aspects of curriculum and grade levels to foster awareness of roots and sense of home and community. Suggests topics for research in various areas of American folklore requiring student use of all language arts. Provides 13 annotated student references. (NEC)