Diverse Books: Something for Everyone · What Picture Books “teach” strengthen visual and...

Diverse Books:

Something for Everyone

Leigh Ann Fish, Ph.D. Assistant Professor of Early Childhood Education

University of Maine Farmington (e) [email protected]

Who Are You?

Take a minute to think...

Who are you?

Brainstorm a list of WORDS or IMAGES that communicate

something about you.

Dr. Leigh Ann Fish | University of Maine Farmington | [email protected] | All rights reserved.

Who Are You?

Select & Share:

Share JUST ONE WORD or IMAGE with us...

How easy or difficult was it to pick just one?!


Who Are You?

Think about:

What kinds of books are on your shelves?

Did you read as a child?

Do you have in your classroom/home/workplace now?

Whose identity do they reflect?


What we read (with children) matters.

How we read and discuss books (with children) matters.

Adults (teachers, parents, librarians) play an important role in

each of these processes for young children.

Today’s Goals

3 important ideas about literacy:


What Picture Books “teach”

Jalongo, M. R. (1988). Young children and picture books: literature from infancy to six. Washington, D.C.: National Association for the Education of Young Children. 1Jackson, P. (1968). Life in Classrooms. New York: Holt, Reinhart & Winston.

build print awareness (features, conventions) develop interest in topics acquire new vocabulary in contex develop comprehension strategies learn about elements of fiction (setting, characters, plot, etc.)

… just to name a few!

Why do we use picture books in the classroom?

As part of the explicit or overt curriculum1:



strengthen visual and critical thinking skills develop appreciation of art practice being better listeners understand reading is important and experience joy of reading learn coping strategies for dealing with powerful emotions (bibliotherapy) consider information and raise questions (intellectual growth) discover themselves, others, and their world!

Jalongo, M. R. (1988). Young children and picture books: literature from infancy to six. Washington, D.C.: National Association for the Education of Young Children. 2Jackson, P. (1968). Life in Classrooms. New York: Holt, Reinhart & Winston.

Other uses, some that are implicit or hidden2:



Jalongo, M. R. (1988). Young children and picture books: literature from infancy to six. Washington, D.C.: National Association for the Education of Young Children. Glazier, J. & Seo, J. (2005). Multicultural literature and discussion as mirror and window? Journal of Adolescent & Adult Literacy, 48(8), 686-700. Bishop, R.S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and using books for the classroom, 6(2).

How do they discover themselves, others, and their world?

As a result, picture books contribute to identity and multicultural awareness.

Through picture books, children are:

… “meeting” families, settings, and cultures similar to and different from their own!



EXAMPLE: Picture books contribute to identity awareness. “The Danger of a Single Story” (TED Talk)


https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en


EXAMPLE: Picture books contribute to multicultural awareness. “I Didn’t Know There Were Cities in Africa” (Article)


http://www.tolerance.org/magazine/number-34-fall-2008/feature/i-didnt-know-there-were-cities-africa

Let’s recap:

What we read (with children) or not (null) matters.




Today’s Goals Dr. Leigh Ann Fish | University of Maine Farmington | [email protected] | All rights reserved.

Bartholomae, D., & Petrosky, A. (1993). Ways of reading: An anthology for writers. Boston: Bedford Books of St. Martin's Press. Reading with and against the grain (2015, November). Retrieved from https://www.cpp.edu/~ramp/program-materials/reading-with-and-against.shtml

“with the grain” “against the grain”

seek to learn from the author/illustrator’s perspective

to question problematic ideas or stereotypes presented

Ex: understand pov, stance, follow logic Ex: question biases, contradictions, left out

&

Look at the images and text in books and reflect on their messages. Read both:

How we read Picture Books

EXAMPLE: Reading critically can help students analyze messages in books. It provides an opportunity to discuss attitudes and beliefs about race, ethnicity, gender, ability, etc. Looking at Race and Racial Identity Through Critical Literacy in Children’s Books (lesson plan)


http://www.tolerance.org/lesson/looking-race-and-racial-identity-through-critical-literacy-c

http://www.tolerance.org/lesson/looking-race-and-racial-identity-through-critical-literacy-c

&




Let’s take a picture walk. What do you notice?

Bunting, E., & Himler, R. (1994). A day's work. New York: Clarion Books.



Let’s read some excerpts. What do you hear?

“My abuelo, my grandfather, does not speak English yet. He came to California only two days ago to live with my mother and me.” Francisco swallowed. “We have been alone--since my father died. I am going to help my abuelo get work.”

He took his grandfather’s cold, rough hand and smiled up at him. Abuelo was tall and skinny as an old tree. Already Francisco loved him. When there was money to spare they’d get him a jacket like Francisco’s with sleeves long enough to cover his hands. And an L.A. Lakers cap like Francisco’s, too.

[The man] motioned to Francisco. “You and your grandfather jump in back. Sixty dollars for the day.” Mama would be so happy. Her job didn’t pay much. There’d be extra food tonight, maybe chorizos.

Bunting, E., & Himler, R. (1994). A day's work. New York: Clarion Books.



Let’s take another picture walk. What do you notice?

Saenz, B. A., & Garcia, G. (1998). A gift from papa Diego = Un regalo de papa Diego. El Paso, TX: Cinco Puntos Press.



Let’s read some more excerpts. What do you hear?

Little Diego thought of his Papa Diego all the time… When Little Diego learned the meaning of a new word, he wanted to run and tell his grandfather. Dieguito siempre pensaba en su Papa Diego...Cuando Dieguito aprendia una nueva palabra, queria correr y avisarle a su abuela.

But they lived in different countries and Little Diego did not see his grandfather very often… “Mijo, Papa Diego likes living in Mexico--it’s his home. He wouldn’t like living here.” Pero vivian en diferentes paises y Dieguito no veia a su abuelo muy seguido. --Mijo, a Papa Diego le gusta vivir en Mexico; es su tierra. No le gustaria vivir aqui.

Diego’s mother sang softly to herself as she peeled the roasted green chiles. “These will make great chiles rellenos.” Little Diego loved chiles rellenos. No one could make them as good as his mother. La mama de Dieguito estaba canturreando mientras pelaba los chiles verdes asados. --Estos estan perfectos para hacer chiles rellenos. A Dieguito le encantaban los chiles rellenos. Madie los podia hacer tan sabrosos como su mama.

Saenz, B. A., & Garcia, G. (1998). A gift from papa Diego = Un regalo de papa Diego. El Paso, TX: Cinco Puntos Press.


vs.



What books are on your shelves? https://socialjusticebooks.org/guide-for-selecting-anti-bias-childrens-books/ (guide)

(1) Do the illustrations avoid stereotypes? (2) Check the storyline/plot. (3) Consider the author/illustrator backgrounds. (4) Will the story encourage discussion?

Alanis, I. (2007). Developing literacy through culturally relevant texts. Social Studies and the Young Learner, 20(1), 29-32.

Freeman, D. & Freeman, Y. (2007). English language learners: The essential guide. New York: Scholastic.

How our Discussion “teaches”

EXAMPLE: A cultural relevance rubric (Freeman & Freeman, 2007) can be discussed with all learners! Cultural Relevance Rubric (pdf)


https://socialjusticebooks.org/guide-for-selecting-anti-bias-childrens-books/













http://www.readwritethink.org/files/resources/lesson_images/lesson1003/CR-Rubric.pdf

Picture books embody at least three stories (Nodelman & Reimer 2003): the one told by the words the one implied by the pictures, and the one that results from the combination of the two.

Your “Role”

Nodelman, P., & Reimer, M. (2003). The pleasures of children's literature. Boston: Allyn and Bacon.

Reading literature contributes to the formation of value systems -- Children learn what is and is not valued by the adults (authors, illustrators, teachers, parents, librarians, etc.).

Might there be a fourth story told? Adult’s interactions with students using the text AND the very books that are or aren’t on your shelves!


Your “Role”

How diverse is your library?

Try it: Classroom Library Questionnaire (pdf)

https://www.leeandlow.com/uploads/loaded_document/408/Classroom-Library-Questionnaire_FINAL.pdf


https://www.leeandlow.com/uploads/loaded_document/408/Classroom-Library-Questionnaire_FINAL.pdf

Your “Role”

An initiative: More diverse books can contribute to both identity and multicultural awareness. “We Need Diverse Books” Campaign (website)


http://weneeddiversebooks.org/

Your “Role”

Diverse Book Finders: https://diversebookfinder.org/ https://www.amightygirl.com/books (Girls) https://socialjusticebooks.org/booklists/early-childhood/ (Early childhood) https://americanindiansinchildrensliterature.blogspot.com/p/best-books.html (Native American/First Nations) https://www.csmcl.org/best-books-2017 (Multicultural)


https://diversebookfinder.org/

https://www.amightygirl.com/books

https://socialjusticebooks.org/booklists/early-childhood/



https://americanindiansinchildrensliterature.blogspot.com/p/best-books.html



https://www.csmcl.org/best-books-2017





Significance

NAEYC

2a. Knowing about and understanding diverse family and community characteristics.

4d. Reflecting on own practice to promote positive outcomes for each child.

6d. Integrating knowledgeable, reflective, and critical perspectives on early education.

Florida Early Learning and Developmental Standards

Social Studies

Recognizes the ways self is similar to and different from peers and others (3-4 years)

Identifies groups within a community (3-4 years).

Identifies family practices (traditions, celebrations, songs, food or language) (3 years).

Explores cultural attributes by comparing and contrasting different characteristics (e.g., language,

literature, music, arts, artifacts, foods, architecture and celebrations) (4 years).

Begins to explore basic principles of democracy (e.g., deciding rules in a classroom, respecting

opinions of others, voting on classroom activities or civic responsibilities) (4 years).

Social & Emotional Development:

Exhibits empathy by demonstrating care and concern for others (2-3 years).


Summary

If we want students who: think critically and ethically, solve problems, collaborate with

others, appreciate diversity...

Then we, as Educators, must shape our curricular selections (e.g. Picture books we use) in more inclusive ways.

Maybe someday we won’t need the labels “multicultural” or Diverse Books, They’ll just be “books” …


Extension Activity

Take a minute or two…

Reflect on one of the books in your library. Take note:

For whom might the book be a mirror?

How might it be a window?

Did you find any red flags (read against the grain)?


Diverse Books:

Something for Everyone

Leigh Ann Fish, Ph.D. Assistant Professor of Early Childhood Education

University of Maine Farmington (e) [email protected]

Diverse Books: Something for Everyone · What Picture Books “teach” strengthen visual and...

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