Recent research examining hundreds of award-winning science trade books questions if any one type of text is unsuitable for science (May, Crip, Bingham, Schwartz, Pickens, Woodbridge, 2019). However, research also shows that children will not be able to learn scientific concepts without informational texts (Pappas, 2006). While informational texts in science are a necessity so that students become familiar with the text structure of texts often used by scientists, expand their knowledge, and build precise scientific vocabulary, there is a place for hybrid texts in the classroom. When teaching science, hybrid texts can supplement the use of informational texts to develop scientific understanding.
Through the use of hybrid texts, students will better understand how texts vary and they will build text flexibility so that they can appropriately approach and gain information from diverse texts they encounter. The question is not if hybrid texts should play a role in the elementary science classroom but rather how educators can use both hybrid and informational texts to engage students in learning about the world around them.
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May, L., Crisp, T., Bingham, G.E., Schwartz, R.S., Pickens, M.T., & Woodbridge, K. (2019). The Durable, dynamic nature of genre and science: A Purpose-driven Typology of science trade books. Reading Research Quarterly, 55(3), 399-418.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
Pappas, C.C.(2006). The information book genre: Its role in integrated science literacy research and practice. Reading Research Quarterly, 41(2), 226-250.
Rosenblatt, L.M. (1994). The reader, the text, the poem: The transactional theory of the literary work (Rev. Ed.). Carbondale Southern Illinois University Press.
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Jennifer L. Altieri is a professor and coordinator of the Master of Education in Language, Literacy, and Culture at Coastal Carolina University in Conway, South Carolina. She enjoys writing and presenting on literacy related topics. She has written four books on content area literacy including Reading Science: Practical Strategies for Integrating Instruction published by Heinemann.
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