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Through active reading strategies including annotation, shared inquiry, and interpretive discussion, librarians can play a major role in the development of age-appropriate Holocaust literature programs suitable for library and classroom settings. Literary response theory becomes practice as librarians and students, in this updated adaptation of the chavruta, use writing journals to articulate and exchange questions, comments, and feelings about the books they have read and recommended, bridging the gap between the generations of readers who share, through literature, the Holocaust experience.
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