Freestone, Margaret and John Mitchell O’Toole.

"The Impact of Childhood Reading on the

Development of Environmental Values." ​Environmental Education Research​, vol. 22,
no. 4, May 2016, pp. 504-517. EBSCO​host​, doi:10.1080/13504622.2014.989962.
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This journal article details a study done by the Eastern Australian Environmental
Education Centers. The authors are both education professors at the University of
Newcastle in Australia. The purpose was to study the relationship between
childhood reading and the development of values, and focused on the influence of
fiction rather than non-fiction. The study supported the idea that stories are
valuable teaching techniques, as they can be just as powerful as real-life experiences
in the development of values and beliefs about the world.

The authors state that “judicious use of appropriate stories could be a valuable
teaching strategy as readers often unquestioningly accept information from stories.”
Children carry the influence of the stories they read into adulthood, and these
indirect life experiences seem to be an effective way to teach and supplement a
child’s “real” life experiences.

This study is important for readers because it details the sub-topic of how reading
can affect value-development and is powerful enough to change core morals and
beliefs about the world. It will appeal to teachers, parents, and those interested in
teaching children the importance of environmental issues.
Lu, Mei-Yu. ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
"Children's Literature in a Time of National Tragedy." 01 Dec. 2001. EBSCO​host​,
search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED457525&site=ehost-
live. [Login Required]

Written shortly after September 11th, 2001, this source was written as a guide for
parents and educators about how to help children deal with harsh realities and
tragedies in life through reading literature. It also discusses how reading can help
children understand and appreciate cultural differences, especially after acts of
terrorism that cause an increased fear of the “other”.

Lu has written widely on the topics of multicultural children’s literature and the
social and cultural contexts of language, and has been featured in more than 28
publications.

This resource provides many concrete suggestions for ways to help children cope
and heal with stressors through reading. Reading is presented as a powerful tool
that can help children better understand people around them who come from
different backgrounds, as well as how to deal with strong emotions such as anxiety,
anger, or fear. It also provides a comprehensive list of resources for those who are
interested further reading on the topic.

In addition to the intended audience of parents and educators, this will also be of
interest to anyone interest in the effects of multicultural children’s literature.