Stead, Tony. (2004). Time for nonfiction [Four tape video set]. Reviewed by Cathy Tower, University of Toledo, and Alison K. Billman, Michigan State University

	Stead, Tony. (2004). Time for nonfiction [Four tape video set]. Portland, ME: Stenhouse. $395     ISBN 1-57110-378-3 Reviewed by Cathy Tower, University of Toledo, and   Alison K. Billman, Michigan State University August 11, 2004 Recently, there as been an explosion in attention to nonfiction text and the role that it needs to play in elementary classroom reading instruction (e.g. Bamford & Kristo, 1998b; Duke, 2000; Duke & Bennett-Armistead, 2003; Duthie, 1996; Harvey, 1998; Hoyt, Mooney, & Parkes, 2003; Jobe & Dayton-Sakari, 2002). Researchers and theorists are calling for teachers to provide opportunities and experiences with nonfiction that allow children to develop the essential skills and abilities that gaining meaning from nonfiction text requires. Not only does this require attention to the kinds of text included in classroom libraries, but it also requires attention to specific instruction that supports students’ interaction with nonfiction. This series of four videos allows practicing teachers to see two classrooms in action as they work to incorporate nonfiction into their reading instruction. Through vignettes from both classrooms, conversations between Tony Stead and the two classroom teachers (Lisa Elias Moynihan and Lauren Benjamin), and voice-over explanations viewers gain key insights into the journey as it unfolded for these teachers and classrooms. Notably, in modeling how to incorporate nonfiction in the classroom these videos provide a realistic and honest portrayal of classroom life and the challenges that teachers face in supporting students as they attempt to read and respond to nonfiction text. Specifically, issues of struggling readers are highlighted in one video and management strategies thread throughout the series. The series provides insight and encouragement for teachers just beginning their attempts to include more nonfiction in their classrooms. There are, however, several concerns. First, the viewer should note that in emphasizing the importance of nonfiction, through frequent reference to “the Nonfiction Classroom” (in the voice-over narration and in the title of the first video), fiction has unquestionably been back-grounded. Careful reading of the video guide indicates that Stead and the teachers support a balanced reading diet for children that includes fiction, but that position could easily be missed. Secondly, Stead introduces the steps highlighted in the videos as pieces of a jigsaw that are required to paint the whole picture of the nonfiction classroom. While the steps highlighted are important, a significant piece that receives little attention is nonfiction writing. Additionally, while the videos and the viewing guide paint an enthusiastic portrayal of reading instruction that focuses on nonfiction, there is no relevant research-based support for instructional choices, strategies, or even for the use of nonfiction in classrooms. With the current educational climate and politics surrounding the No Child Left Behind Act, this is surprising. Furthermore, this does not consider the audience’s possible needs or interest for further reading on the topic. In the sections that follow, we provide a description of each of the four tapes that comprise the video set. We conclude with a review of the strengths and limitations of this set and with suggestions for its use in conjunction with other resources. The video series introduces the viewers to two classrooms, a first grade and a third grade at Manhattan New School in New York. As the narration begins, Stead notes that this set of videos presents the culmination of a full year’s work in exploring nonfiction and its role in classroom literacy instruction. Appropriately, he promotes adopting a gradual process of change and recommends that viewers should begin by choosing one or two of the suggestions the series provides. The first tape is entitled “Setting Up the Nonfiction Classroom”, and is organized in three parts. It begins by focusing on the process of creating nonfiction classroom libraries. Parts two and three discuss two classroom routines around those libraries; specifically, independent reading time and literacy centers. An overall strength of this series is found in the realistic vignettes of the classroom communities in action. In this video several episodes in each classroom demonstrate stages in the process of creating an organized collection of nonfiction books. Emphasis on student participation and ownership of the classroom library is underscored and modeled in the classroom vignettes and in Stead’s voice-over explanations. Teachers may notice the unusual size of the classroom libraries. Here, the viewing guide is a crucial aide in understanding the school and classroom contexts in the video. Although noted in the viewing guide, the narration does not mention that the Manhattan New School chooses not to have a school-wide library. Instead, classrooms have large collections of books. Viewers in different settings or financial situations may find the size of the libraries unrealistic. It would be unfortunate if this perception kept them from attempting some of the ideas promoted in the video. Particularly in this segment it is interesting to note that in Stead’s emphasis on nonfiction there is little reference to fiction. In fact, in the third grade classroom the nonfiction library is moved to the former fiction library shelves, which the teacher described as “prime real estate”. The viewer is left to wonder to what type of real estate the fiction was relegated. This is one place in the video series where the overall emphasis on nonfiction appears unbalanced in relationship to the role that fiction also plays in the developing lives of young readers. Part two of this video presents independent reading routines in each of the classrooms. While both classrooms have specifically designated times devoted to student independent reading, the third grade routine is explained in more detail. Stead’s description actually reveals that the third grade independent reading time includes more than individual students reading books. As indicated in his explanation there are various options that students have for writing and responding as well as for buddy reading and book talks. While writing is not highlighted in this series, this segment does make a reference to student written nonfiction texts that are available for independent reading. This third grade segment also includes attention to management and student accountability. The video moves to the first grade classroom to discuss one type of nonfiction literacy center. The centers that are highlighted are built around science content and focus on observing live animals. The classroom action shots show students in these centers observing, reading and writing. Close-up shots of students working provide verification of their engagement and the quality of their work. Again management is noted and some other types of centers are evident as the camera pans the classroom. This segment emphasizes that nonfiction can be used as a material to drive center work and provides a place for teachers to begin developing their own repertoire of nonfiction centers. The second tape, entitled “Helping Readers Select Texts”, addresses some typical issues that classroom teachers face when working with students as they develop as readers. As with choosing any reading materials, some students find it difficult to find books that are at the appropriate level of difficulty. The video begins with presenting examples of whole class mini-lessons and finishes with three individual student conferences. In both of the whole class mini-lesson vignettes the students are lead through discussions of strategies that help readers choose appropriate texts. The vignettes also make it fairly obvious that students need on-going support in learning how to choose appropriate texts by having children add to existing charts and referring to prior discussions. Notably, in this segment Stead emphasizes that nonfiction text is more than books and reminds the viewer that students need to understand how nonfiction is presented in advertisements, posters, billboards, etc. The second part of this video focuses on supporting individual students. Here Stead chooses to share strategies for working with readers who are struggling with common issues such as choosing appropriate leveled texts and finding books that are personally interesting. Again, this video places more emphasis on the third grade readers by spending 70% more time on conferences with third graders. The few minutes spent on first grade conference routines is minimal and, unfortunately, does not provide as much insight as the third grade conferences. Third grade conferences are conducted by Stead and demonstrate how he scaffolds and supports students’ growth as readers. It is clear that teachers need to know their students well in order to successfully provide for their learning needs. Again, the viewing guide offers additional explanations that help the viewer understand the goals and objectives of these two classrooms. While the video continues to emphasize nonfiction, Stead does point out in the viewing guide that he and the teachers wanted the students to have a balance of reading fiction and nonfiction. Tape three is entitled “Whole-class Mini-lessons”. In the viewing guide, Stead argues that children need opportunities to discuss and explore craft, content, and text features of nonfiction, and that the whole-class mini-lesson is an opportunity for the teacher to facilitate these experiences. This tape highlights two strategies: gathering new information and working with persuasive text. There are segments on gathering new information from both the third and the first grade classrooms, though the third grade segment is about three times longer than the first grade segment. These whole-class demonstrations include modeling of the use of some text features (especially the glossary) through read aloud, discussion of what the students think they know about the topic and confirmation of that knowledge through information in the text. As is true in each of the videos, there is frequent use of large charts. For example, here the students discuss placement of sticky notes that contain facts related to the topic of the book being read aloud. Those sticky notes start in the column “What we think we know” and get moved to the column “Yes, we can confirm this” once students have evidence from the texts. During the discussion reference is made to charts generated earlier with lists such as “sources of information”. The segment ends with a brief acknowledgement of the importance of following up on whole-class mini-lessons with small group instruction. The segment on working with persuasive texts makes up slightly more than half of this video, and it takes place entirely in the third grade classroom. In this segment, the students and teacher discuss the elements of persuasive texts. They also discuss the difference between fact and opinion. As in many places in the video series, this segment provides some nice examples of students sharing their thinking about these text-related concepts. The text featured in this segment is one published by Tony Stead himself, titled “Should There Be Zoos?” that provides arguments both for and against the existence of zoos. Again there is frequent reliance on large charts, but unfortunately it is difficult or impossible to read them in this video. The viewing guide does provide some of the charts from this video set, including one from this persuasive text experience, but viewers may wish that more of these charts had been provided. Overall, this video set pays very little attention to writing, but there is a brief connection to writing provided in the persuasive texts segment. The teacher asks the students, “What have we learned from reading these arguments that can help us in writing?” There is some discussion among the students, and a brief discussion provided in the voice-over narration. In general, though, the focus of this video (and the others) is on reading nonfiction. Tape four is entitled “Completing the Jigsaw: Read-Alouds, Visual Literacy, and Responses.” The title reflects a return to the overarching metaphor that Stead used to describe what he refers to as “The Nonfiction Classroom.” The video gives the impression of wrapping it all up; of providing the final pieces to make the jigsaw complete, but without much attention to writing, this is a misleading impression. A more accurate representation would be one of completing the jigsaw for Reading in the nonfiction classroom. The decision to focus on reading in the video series is not in and of itself problematic; it is just important for viewers to understand that reading is the focus, and they will need to turn to other sources for further guidance in supporting the nonfiction writing of their students. Part one focuses on the read-aloud. The viewing guide argues that using nonfiction in read-aloud is “essential to exposing children to the content, vocabulary, text structures and features of informational texts” (p. 11). Viewers are urged to put passion into their reading of nonfiction, to provide students with opportunities to talk during, not just after the read-aloud, and to encourage students to visualize while they listen and to compare their images with those provided by the illustrator. Stead also discusses the importance of read-aloud for supporting students’ vocabulary growth. Part two discusses inferring from visual sources. This nod to the importance of visual literacy is a strength of the video. In the only reference to outside authority presented in the series, Stead refers quickly to Moline in one of his voice-overs. Readers may wish to check out his excellent book “I See What You Mean: Children at Work with Visual Information” (Moline, 1995) to further their exploration of the power and potential of visuals. Part two is spent in the first grade classroom and features Stead working with the children around a calendar. They discuss the events that are listed on the calendar, and Stead uses this opportunity to push the students to express what it means to infer, and then to infer from the information provided. Part three looks at responses to nonfiction. The segment provides lots of provocative examples of responses to nonfiction, in the form of “looking over the shoulder” of children. The voice-over states that Stead and the teachers have provided numerous mini-lessons on the types of responses children could have to nonfiction. Viewers may wish, given their peek into the classrooms that they had been provided with a comprehensive list of ideas for types of responses. Teachers who wish for such a list will have to watch and re-watch the video, doing their best to take in all the great ideas presented. In a voice-over narration, Stead argues that “responses bring the whole jigsaw together.” Indeed, the responses often include writing, and so that piece does get some [indirect] airplay here. In addition, there is some acknowledgement of fiction as Stead states that there is a “spill-over effect” from these nonfiction responses to students’ work with fiction. However, the word choice (“spill-over effect”) is unfortunate in that it perpetuates the potential impression that the author and teachers see nonfiction as having superceded fiction in importance and/or value. One strength of this segment on reader responses is its focus on purpose and audience. Stead and the teachers focus on the importance of having some meaningful purpose for the work and they ask students to articulate their purpose. The video also acknowledges the importance of audience. Students are shown working with their reading buddies (first and third grade pairs) to share and discuss responses. Viewers get to listen in as some pairs of students discuss their nonfiction responses. Importantly, the video emphasizes that not every piece of reading needs a response. These students do responses about once every two weeks. In summary, this video series provides a compelling look into two classrooms in order to show some ways in which the teachers incorporated and taught nonfiction. The series will appeal to teachers, teacher educators and others who wish to gain some insight into the processes involved in supporting young students in becoming better readers of nonfiction. The videos present many examples of children talking about their thinking and reasoning about nonfiction and its uses and purposes. The set features young teachers working with diverse learners; it provides examples of explicit teaching and modeling and generally emphasizes the importance and power of nonfiction in the classroom. The viewing guide recommends that the videos be viewed in order. For each segment of each video, the guide provides background information, things to look for, and discussion points. The series has a lot to offer, especially to teachers who are just beginning to think about how to incorporate nonfiction into their classrooms. Given recent research that points to the importance of exposing young children to a variety of genres (e.g. Duke, 2000) this video set is timely and likely to be appreciated by many in education. The video set has a number of important limitations of which potential viewers should be aware. The most significant limitation is the complete failure to reference any research or theory in either the videos themselves or the viewing guide (with the exception of a brief spoken reference to Moline in tape four). Currently, research and theory related to nonfiction and its use with children abound. Viewers would certainly benefit from some attention to this existing work, as well as to a discussion of the elements of instruction presented in the video that have yet to receive much research attention. For example, there is currently little research that speaks to the issue of children’s involvement in the set-up of a classroom library, yet the first video spent considerable time addressing this issue. This failure to reference research or theory is particularly troubling when we consider that reference to authority, accuracy, perspective and bias are important issues in the writing, critical reading, and evaluating of nonfiction texts (Bamford & Kristo, 1998a). As teachers, we wish to help students become skilled at assessing the significance, accuracy, and authority of the texts they encounter. We should certainly expect the same level of attention to these important issues in the materials produced for teachers and teacher educators. Another possible limitation is the fact that some viewers may walk away with the interpretation that nonfiction has now superceded fiction in relative importance in the elementary curriculum. Careful reading of the viewing guide certainly indicates that Stead didn’t intend to leave this impression, but a number of factors combine to provide the impression that nonfiction should now be primary. Given the hard work of researchers to overcome the “narrative as primary” hypothesis in literacy (e.g. Pappas, 1993), we certainly don’t want to move to the other extreme and leave the impression that now fiction should be relegated to the back of the classroom while nonfiction gets moved to the “prime real estate”. A balanced literacy diet is important to the literacy development of young children (Duke & Bennett-Armistead, 2003). The lack of attention to writing has been discussed in several places throughout this review. In sum, we suggest that viewers wishing to begin to incorporate nonfiction into their classrooms, or who wish to improve their use of nonfiction, use this video set in conjunction with other resources. The many real-life examples and helpful suggestions and ideas presented in the video will hopefully spur viewers to explore the many research, theory, and practice related resources that currently exist. Alternatively, this video set may be used after the reading of some existing research and theory as an example of nonfiction use in real classrooms. These videos can highlight certain parts of the journey towards a “nonfiction classroom”, but in reality, the journey is complex. To borrow a metaphor from Stead, this video set is one powerful piece in a jigsaw puzzle of professional development resources related to the incorporation and use of nonfiction in the elementary classroom. References Bamford, R. A., & Kristo, J. V. (1998a). Choosing quality nonfiction literature: Examining aspects of accuracy and organization. In R. A. Bamford & J. V. Kristo (Eds.), Making facts come alive: Choosing quality nonfiction literature K-8 (pp. 19-38). Norwood, MA: Christopher Gordon. Bamford, R. A., & Kristo, J. V. (1998b). Making facts come alive: Choosing quality nonfiction literature k-8. Norwood, MA: Christopher Gordon. Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. Duke, N. K., & Bennett-Armistead, V. S. (2003). Reading and writing informational text in the primary grades: Research-based practices. New York: Scholastic. Duthie, C. (1996). True stories: Nonfiction literacy in the primary classroom. York, ME: Stenhouse. Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. York, ME: Stenhouse. Hoyt, L., Mooney, M., & Parkes, B. (2003). Exploring informational texts: From theory into practice. Portsmouth, NH: Heinemann. Jobe, R., & Dayton-Sakari, M. (2002). Info-kids: How to use nonfiction to turn reluctant readers into enthusiastic learners. Markham, Ontario: Pembroke Publishers. Moline, S. (1995). I see what you mean: Children at work with visual information. York, ME: Stenhouse. Pappas, C. C. (1993). Is narrative "primary"? Some insights from kindergarteners' pretend readings of stories and information books. Journal of Reading Behavior, 25(1), 97-129. About the Reviewers Cathy Tower is a Visiting Assistant Professor in Curriculum and Instruction at the University of Toledo. She teaches courses in early literacy. Her current research interests center on children’s inquiry process in science. She is particularly interested in how children experience the inquiry process, how they learn to question, read critically, and evaluate nonfiction sources, and how their informational writing develops. Alison K. Billman is a doctoral student at Michigan State University. Her research interests include the language and literacy development of young children when teaching includes informational text and inquiry learning strategies. She has extensive teaching experience creating curriculum using an inquiry project approach with first graders, and is particularly interested in curriculum as it can evolve from students' questions.