Literacy Engagement Through Peritextual Analysis
Paying attention to subtext is a crucial component of literacy. However, the concept of peritextual analysis takes such examination much further, teaching readers how to evaluate information and sources using elements that precede or follow the body of the text. A work’s Preface, Afterword, index, dust jacket, promotional blurbs, and bibliography are only some of the elements that can be used to help readers connect with and understand the main text. Speaking directly to librarians and educators working with K-16 students, this important book
Paying attention to subtext is a crucial component of literacy. However, the concept of peritextual analysis takes such examination much further, teaching readers how to evaluate information and sources using elements that precede or follow the body of the text. A work’s Preface, Afterword, index, dust jacket, promotional blurbs, and bibliography are only some of the elements that can be used to help readers connect with and understand the main text. Speaking directly to librarians and educators working with K-16 students, this important book
- outlines the Peritextual Literacy Framework and explains its unique utility as a teaching and thinking tool;
- defines components such as production elements, promotional elements, navigational elements, intratextual elements, supplemental elements, and documentary elements, offering examples drawn from both print and non-print texts;
- presents several case studies showing peritextual analysis in action, ranging from young adult nonfiction in the classroom to strengthening students’ visual literacy skills by critically comparing and contrasting two graphic novel covers; and
- examines how the functions of peritext and the Peritextual Literacy Framework exist within online news articles, film and media packaging, and other non-print texts.
Latham, Don, & Gross, Melissa. (in press). “Everybody's talkin'at me:” Using peritext and epitext to support reading comprehension, critical thinking, and creativity. Voices from the Middle, 28(2).
Gross, Melissa. (in press). I’ll take the vegetarian option: A menu approach to peritext in the classroom. Voices from the Middle, 28(2).
Witte, Shelbie, Gross, Melissa, & Latham, Don. (eds.). (in press). From text to epitext.: Expanding students’ comprehension, engagement, and media literacy. Broomfield, CO: Libraries Unlimited.
Latham, Don, & Gross, Melissa. (2020). Peritext and pedagogy: Supporting critical thinking through young adult nonfiction. In K. Coats, R. Trites, & M. Cadden (eds.). Options for Teaching YA Literature. New York, NY: Modern Language Association.
Witte, Shelbie, Latham, Don, & Gross, Melissa (eds). (2019). Literacy engagement through peritextual analysis. Chicago, IL: ALA Editions and the National Council of Teachers of English.
Latham, Don, & Gross, Melissa. (2019). Pausing at the threshold: Peritextual images in young adult nonfiction award winners. The Journal of Research on Libraries and Young Adults, 9(2), Available at http://www.yalsa.ala.org/jrlya/
Witte, Shelbie, Latham, Don, & Gross, Melissa. (2019). The peritextual literacy framework as a teaching and critical thinking tool. [Blog post]. National Council of Teachers of English Blog. Available at http://www2.ncte.org/blog/2019/02/the-peritextual-literacy-framework/
Witte, Shelbie, Gross, Melissa, & Latham, Don. (2017). Peritextual literacy framework with young adult nonfiction: Navigating biographies with adolescents in social studies. In P. Greathouse, B. Eisenbach, & J. Kaywell (eds.), Adolescent literature as a complement to the content areas: Social science and humanities (pp. 69-82). Lanham. MD: Rowan & Littlefield.
Gross, Melissa, & Latham, Don. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library &Information Science Research, 39(2), 116-123. Preprint available in the FSU Diginole repository iginole.lib.fsu.edu/islandora/search/melissa%20gross?type=edismax&collection=fsu%3Acollege_of_communication_and_information
Gross, Melissa, Latham, Don, Underhill, Jennifer, & Bak, Hyerin. (2016). The peritext book club: Reading to foster critical thinking about STEAM texts. School Library Research, 19. Available at http://www.ala.org/aasl/slr
Presentations
Gross, Melissa. (2019, August). Paratext theory and the ACRL Framework for Information Literacy for Higher Education: Implications for instructional practice. Researching Students’ Information Choices grant meeting, August 14, University of Florida, Gainesville, FL.
Gross, Melissa, & Latham, Don. (2018, November). Promoting media literacy through peritextual analysis in the classroom. SLAM 2018: Creating critical spaces for critical times. Raising Student Voices, 2018 National Council of Teachers of English Annual Convention, Houston, TX.
Latham, Don, & Gross, Melissa. (2016, June). Animating reader engagement: The role of the visual peritext in young adult nonfiction. Children's Literature Association 2016 Conference, Children's Literature Association, Columbus, OH.
Gross, Melissa, & Latham, Don. (2015, September). Promoting peritextual literacy: A framework for evaluating nonfiction. Georgia International Conference on Information Literacy, Savannah, GA.
Keynotes
Witte, S. (2019). Mining the peritext and epitext. Closing Keynote. 2019 Oklahoma Council of Teachers of English, Oklahoma.
Gross, Melissa. (in press). I’ll take the vegetarian option: A menu approach to peritext in the classroom. Voices from the Middle, 28(2).
Witte, Shelbie, Gross, Melissa, & Latham, Don. (eds.). (in press). From text to epitext.: Expanding students’ comprehension, engagement, and media literacy. Broomfield, CO: Libraries Unlimited.
Latham, Don, & Gross, Melissa. (2020). Peritext and pedagogy: Supporting critical thinking through young adult nonfiction. In K. Coats, R. Trites, & M. Cadden (eds.). Options for Teaching YA Literature. New York, NY: Modern Language Association.
Witte, Shelbie, Latham, Don, & Gross, Melissa (eds). (2019). Literacy engagement through peritextual analysis. Chicago, IL: ALA Editions and the National Council of Teachers of English.
Latham, Don, & Gross, Melissa. (2019). Pausing at the threshold: Peritextual images in young adult nonfiction award winners. The Journal of Research on Libraries and Young Adults, 9(2), Available at http://www.yalsa.ala.org/jrlya/
Witte, Shelbie, Latham, Don, & Gross, Melissa. (2019). The peritextual literacy framework as a teaching and critical thinking tool. [Blog post]. National Council of Teachers of English Blog. Available at http://www2.ncte.org/blog/2019/02/the-peritextual-literacy-framework/
Witte, Shelbie, Gross, Melissa, & Latham, Don. (2017). Peritextual literacy framework with young adult nonfiction: Navigating biographies with adolescents in social studies. In P. Greathouse, B. Eisenbach, & J. Kaywell (eds.), Adolescent literature as a complement to the content areas: Social science and humanities (pp. 69-82). Lanham. MD: Rowan & Littlefield.
Gross, Melissa, & Latham, Don. (2017). The peritextual literacy framework: Using the functions of peritext to support critical thinking. Library &Information Science Research, 39(2), 116-123. Preprint available in the FSU Diginole repository iginole.lib.fsu.edu/islandora/search/melissa%20gross?type=edismax&collection=fsu%3Acollege_of_communication_and_information
Gross, Melissa, Latham, Don, Underhill, Jennifer, & Bak, Hyerin. (2016). The peritext book club: Reading to foster critical thinking about STEAM texts. School Library Research, 19. Available at http://www.ala.org/aasl/slr
Presentations
Gross, Melissa. (2019, August). Paratext theory and the ACRL Framework for Information Literacy for Higher Education: Implications for instructional practice. Researching Students’ Information Choices grant meeting, August 14, University of Florida, Gainesville, FL.
Gross, Melissa, & Latham, Don. (2018, November). Promoting media literacy through peritextual analysis in the classroom. SLAM 2018: Creating critical spaces for critical times. Raising Student Voices, 2018 National Council of Teachers of English Annual Convention, Houston, TX.
Latham, Don, & Gross, Melissa. (2016, June). Animating reader engagement: The role of the visual peritext in young adult nonfiction. Children's Literature Association 2016 Conference, Children's Literature Association, Columbus, OH.
Gross, Melissa, & Latham, Don. (2015, September). Promoting peritextual literacy: A framework for evaluating nonfiction. Georgia International Conference on Information Literacy, Savannah, GA.
Keynotes
Witte, S. (2019). Mining the peritext and epitext. Closing Keynote. 2019 Oklahoma Council of Teachers of English, Oklahoma.