Elementary teachers’ relationship to literature: The development of didactic tools and their impact on practices
In the context of the LIBER project, which seeks to improve teaching and assessment practices in the reading/appreciation of literary works, we examine teachers’ relationship to literature. A number of studies on the “relationship to...” have shown the need to take this relationship into account in order to improve practices. We interviewed the 10 teachers involved in the project on five dimensions of their relationship to literature. A thematic content analysis uncovered changes in terms of greater integration of oral communication in literature-related activities, greater use of children’s literature in the classroom, and more frequent sharing of teachers’ personal reading materials.