Using Companion Texts to Widen Student Perspective Across the Curriculum

Authors

  • Dr. William P. Bintz Kent State University
  • Dr. Lisa Parker Penn State, The Behrend College

DOI:

https://doi.org/10.56887/galiteracy.132

Keywords:

literature, paired text, companion texts, intertextuality

Abstract

This article is based on an unexpected experience between a grandfather (William Bintz, the first author) and his six-year-old granddaughter. This experience sparked a collaborative inquiry project that explored companion texts as a new way to develop paired texts. The purpose of this article is to share examples of companion texts and instructional strategies to use across the curriculum. We begin by describing four theoretical frameworks underpinning the notion of companion texts. These include the concept of paired text, the benefits of paired text, the process of intertextuality, and reader response theory. Next, we describe companion texts as a new way to pair texts and include a rationale for the development and use of companion texts across the curriculum. Then, we share samples of instructional strategies that teachers can use with companion texts to widen student perspectives and enrich knowledge across the curriculum. We end with concluding thoughts.

Author Biographies

  • Dr. William P. Bintz, Kent State University

    Dr. William P. Bintz, Professor of Literacy Education; College of Education, Health, and Human Services; School of Teaching, Learning, and Curriculum; Kent State University, Kent, OH; email [email protected].

  • Dr. Lisa Parker, Penn State, The Behrend College

    Dr.  Lisa Parker, Associate Professor of Language and Literacy Education; School of Humanities & Social Sciences, Penn State, The Behrend College, Erie, PA; email [email protected].

Companion Texts to Widen Student Perspective (Bintz & Parker, 2024)

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Published

05/15/2024

Issue

Section

Research and Practitioner Articles

How to Cite

Bintz, W. P., & Parker, L. (2024). Using Companion Texts to Widen Student Perspective Across the Curriculum. Georgia Journal of Literacy, 46(1), 78–100. https://doi.org/10.56887/galiteracy.132

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