literature-for-all-blog

[literature-for-all-blog]

Session 1 of the Program

Subject: Examining lack of representation within the classroom while exploring the benefits of including multicultural children’s literature as a possible solution.

Topic: The importance of finding oneself in a book and the importance of providing access to literature from different cultures in the classroom.

Objective: For this first session, the goal is to provide participants with knowledge that extends to include the importance of the topic. Participants will read articles, watch videos, and participate in discussions that provide context for the importance of multicultural literature in the classroom. Participants will also explore and discuss the effects of multicultural literature in the classroom and gain insight on the importance of accurate representation of all races for the children they will be teaching in the classroom.

Purpose: This first session will be used as a way to bring awareness to the topic and allow participants to take in background information regarding the impact multicultural literature has within the classroom and in the lives of students. The resources will serve as a way to allow participants to get into the mindset that is needed moving forward, which would allow for participants to effectively work with the information presented as well as  be able to evaluate the status of representation within their own classrooms in such a way that they will be able to think of these sessions as a growth opportunity rather than a criticism. 

Summary of Tasks: The first reading chosen for this first session is “African American children’s literature that helps students find themselves: Selection guidelines for Grades K-3″ by Bena R. Hefflin and Mary Alice Barksdale-Ladd (link: http://www.soe.vt.edu/tandl/pdf/Barksdale/Publication_Barksdale_HefflinBL.pdf). This article focuses on the idea that every child should be able to find themselves in a book, which is the encompassing thought surrounding the importance of multicultural children’s literature and the overall focus of this program. The article goes on to tackle this idea through the lens of African American literature and the fact that this idea rarely extends to African-American children since they are presented with too few opportunities to relate to a book as many books feature characters that are unable to provide accurate representations of the lives and sentiments of African American children in modern times. The article details the detrimental affects the exclusion of books featuring accurate representations of African-Americans in classrooms has on an African-American in their youth and adulthood. The article excels in providing the historical context of stereotypes depicted in literature as a result of slavery and the negative message it is sending to African-Americans across the nation. In order to tackle this message and improve the access children of any race have to multicultural literature the article also includes guidelines or suggestions for selecting African-American books but by extension can also be applied to books in general to determine their quality and value for the audience of children. 

After reading this article, participants will have five minutes to write down their immediate reactions to the article. Once everyone is finished writing, or once the time has elapsed, the floor will open up for a group discussion. If participants are reluctant to share, some questions to facilitate discussion can include: What aspects of the article did you agree or disagree with? Was there any information that you found surprising? How does this article reflect some of your own experiences or experiences you have had in the classroom?

The next part of the session includes the reading “Heightening Awareness about the importance of Using Multicultural Literature” by Susan A. Colby and Anna F. Lyon (link:https://search.proquest.com/docview/216508634?pq-origsite=gscholar). This article includes discussion of “African American children’s literature that helps students find themselves: Selection guidelines for Grades K-3″ which I felt would be a good way to extend the discussion. After reading “Heightening Awareness about the importance of Using Multicultural Literature” I have pulled out quotes that were included from preservice teachers detailing their experiences and thoughts on the use of multicultural literature in the classroom, which will be used for the following activity.

Quote Walk: The following quotes will be printed on pieces of paper and hung on the walls of the room. Each participant will be given Post-Its to write down their thoughts after reading each quote. The participants will stick their reaction under the quote they are reacting to. After the activity, the reactions will be discussed, using the anonymous sticky notes to begin the discussion.

“I do not recall reading much literature geared toward African Americans...as a white child I never really thought about it because I already had books that I could relate to.”

“I cannot fully understand what it must be like to have a dominant culture being portrayed everywhere I looked, however, I can only imagine the stifling effect it would impose on someone.”

“It seems obvious that readers want to identify with characters, but I never considered how all-white characters would affect African American students.”

“....Everyone referred to these books (All Things Fall Apart and the Autobiography of Frederick Douglas)  as books about black people. When we read books like Romeo and Juliet, The Doll House or Mac Beth no one thought of these as being white because it was normal to read about these types of Caucasian characters.”

“ I know as an African-American child in the classroom, that you rarely ever see African-Americans or any other minority depicted as normal people... It was very hard to relate to the books that we had to read... Sometimes it would feel like I was out of place.”

“ It makes sense on a very personal level for me that African American children struggle to establish their own identity as people who can and especially who are EXPECTED to succeed when so much of what they are exposed to suggests otherwise.”

“I can definitely see how an African-American child would feel left out and confused if they only see white characters in the books they read. Growing up, I felt much the same way about the lack of disabled children in stories. I use to feel like I was made wrong because I rarely saw any characters in wheelchairs.”

“ We should not just be reading books with black main characters, and books written by black authors just because black students are feeling left out, but because all students should be subjected to books by authors of every race and culture.”

“Bringing culturally diverse literature in a classroom brings culturally diverse knowledge to all students. Since knowledge is power, we will be empowering our students with cultural diversity and tolerance.”

“ While this article doesn't really talk about it, I have seen figures that suggest that by 2020, Hispanics will make up a larger part of the U.S. population than do African Americans.... While good Hispanic literature would probably be even harder to find than good African American literature, the point is the same, find all that you can and make it available to your students.”

The final part of the session will have participants watch the following video:

In this video, the speaker, Grace Lin, compares books to mirrors and windows. She details her own personal experiences with the lack of books that showcased her Asian culture and how as a result, she always tried to erase that part of herself growing up. The purpose of showing this video is to showcase a personal experience of someone who was deprived of seeing themselves within a book, but also showcase the effect that this lack of multicultural literature had on the people around her. In this case, it shows that multicultural literature is not only important for the children who need to find themselves in a book, but the importance of allowing other children to see the representations of their peers and other cultures through literature. 

After the video, participants will be asked to come up with an idea for a children’s book they would want to write. They will be asked to describe the plot and detail any characters that will be included in the book. They will need to identify the purpose for the book as well as why they would want to write it. Finally, to relate the activity to the video, they should answer the question “How will this book be used as a mirror or a window for children?”

Materials/Equipment: 

The reading materials that have been provided as links and in the reference section.

The quotes printed on pieces of paper.

Post-Its 

 A projector to screen the video to the class.

References:

Colby, S. A., & Lyon, A. F. (2004). Heightening awarness about the importance of using multicultural literature. Multicultural Education, 11(3), 24-28. Retrieved from https://search.proquest.com/docview/216508634?accountid=10216 

Hefflin, B. R., & Barksdale-Ladd, M. A. (2001). African American children's literature that helps students find themselves: Selection guidelines for Grades K-3. The Reading Teacher, 54(8), 810-819. Retrieved December 3, 2017, from http://www.soe.vt.edu/tandl/pdf/Barksdale/Publication_Barksdale_HefflinBL.pdf

The Windows and Mirrors of Your Child's Bookshelf|Grace Lin|TEDxNatick [Video file]. (2016, March 18). Retrieved December 3, 2017, from https://www.youtube.com/watch?v=_wQ8wiV3FVo&t=638s

#lesson #part one #multicultural literaure #multicultural children's literature #equity #equity project

[literature-for-all-blog]

Session 2 of the Program

Subject: Examining lack of representation within the classroom while exploring the benefits of including multicultural children’s literature as a possible solution.

Topic: Using culturally authentic children’s literature to breakdown stereotypes regarding race, gender, ability, familial structures/sexuality, to enforce a sentiment of inclusiveness and tolerance in the young minds of students. 

Objective: Participants will be able to identify certain stereotypes in society and how these stereotypes can be reflected within literature. Participants will also learn that the idea of multicultural literature extends beyond looking just at racial representations but the representations of various facets such as gender, professions, family structures, and sexuality. Participants will be able to relate their findings to the readings provided and expected to educate their peers on their particular topic. They will analyze children’s books that will be provided in order to see what kinds of books are inclusive and showcase quality children’s literature.

Purpose: The purpose of this session is to convey the fact that multicultural children’s literature should be inter-sectional. Race is not the only aspect that needs to be addressed in order to build tolerance within children. As the world grows more and more diverse in different ways including gender, sexuality, ability, and family, students should be exposed to these different facets to be exposed to different people and lifestyles in order to internalize the same message we want them to take when it comes to race; the message that everyone is different and should be valued and respected.

Summary of Tasks: To begin the session, participants will be split up into four different groups. Each group will be given a different aspect that they will be in charge of looking into for the session. The groups will be assigned the following:

Group one: Stereotypes projected upon girls/women and boys/men.

Group two: Stereotypes based on ability. (How people with different disabilities are portrayed by others).

Group three: Stereotypes based on race.

Group four: Stereotypes about family structures and sexuality.

Giving the students ten minutes to complete the task, they will use a sheet from a Post-It Easel Pad, to write different stereotypes that they have seen in society or literature that relate to their topic. After each group is finished they will stick the sheet onto the wall and each group will be given five minutes to go around the room and read what the other groups have come up with. After this is complete, each group will be asked to present what stereotypes they have included for their topic, as well as how they are portrayed in children’s literature. Example: For stereotypes about girls, the group could have said “girls/women cook and clean” and they could say children’s literature often portrays the mother figure as doing such activities.

Each group will be given a reading corresponding to their topic.

Group one:  Gender Stereotypes in Children’s Books: Their Prevalence and Influence on Cognitive and Affective Development by Sharyl Bender Peterson and Mary Alyce Lach.

Group two: Disability Bias in Children’s Literature by Ellen Rubin and Emily Strauss Watson.

Group three: Gender, Racial, and Ethnic Misrepresentation in Children’s Books: A Comparative Look by Hani Morgan

Group four: Investigating Shifts in Diverse Family Structures in Newberry Award and Honor Books Utilizing U.S. Census Data, 1930-2010 by Shannon M. Despain, Michael O. Tunnell, Brad Wilcox, and Timothy G. Morrison with a focus on pages 329 to 334, and look at the overall results from each decade.

While going over these readings, they should summarize the main argument and points of the articles in order to share with their peers later on.

After reading the articles pertaining to their topic, participants will be given various books that have to do with their topic. These books have been selected due to the way they address these topics without giving in to stereotypes. (These are recommended books, any books about the topics that fit the criteria of quality multicultural literature can be used; it does not have to be these books).

Group one will analyze: Amazing Grace by Mary Hoffman, The Paper Bag Princess by Robert Munsch, Allie’s Basketball Dream by Barbara E. Barber, William’s Doll by Charlotte Zolotow,  I am Jazz by Jessica Herthel and Jazz Jennings, Jacob’s New Dress by Sarah and Ian Hoffman.

Group two will analyze: My Brother Charlie by Holly Robinson Peete, We’ll Paint the Octopus Red by Stephanie Stuve-Bodeen, The Alphabet War by Diane Burton Robb, Keep Your Ear on the Ball by Genevieve Petrillo, and Just Because by Rebecca Elliot.

Group three will analyze: City Shapes by Diana Murray, Thunder Boy Jr. by Sherman Alexie, The Quickest Kid in Clarksville by Pat Zietlow Miller, Last Stop on Market Street by Matt de la Pena,  Mamá The Alien by Rene Colato Lainez.

Group four will analyze: Jalapeno Bagels by Natasha Wing, Donovan’s Big Day by Leslea Newman, Tell Me Again About the Night I Was Born by Jamie Lee Curtis, Who’s In a Family by Robert Skutch, Daddy, Papa, and Me by Leslea Newman.

The groups will be given 10 minutes to look over these books. The groups should compare the books to what they wrote about stereotypes. They should answer the following questions: Does this book include any stereotypes we have identified? How does this book break stereotypical boundaries? What message does this book convey to readers? Who would benefit from being exposed to this book? How do these books connect to the content in the readings they were given?

After, each group will present to the class by sharing their findings and taking the opportunity to educate the other groups on their topic.

Materials/Equipment:

Post-It Easel Pad (or posters) for students to write on and hang up.

Quality multicultural children’s books that encompass the following topics: gender stereotypes, disability stereotypes, racial stereotypes, and family/sexuality stereotypes.

Readings that are provided for groups to discuss.

References:

Morgan, H. (2009). Gender, Racial, and Ethnic Misrepresentation in Children's Books: A Comparative Look. Childhood Education, 85. Retrieved December 3, 2017, from http://www.acei.org 

Rubin, E., & Strauss Watson, E. (1987). Disability Bias in Children's Books. The Lion and the Unicorn, 11(1), 60-67. Retrieved December 3, 2017, from http://www.longwood.edu/staff/miskecjm/11%201%20rubin.pdf

Bender Peterson, S., & Lach, M. A. (n.d.). Gender Stereotypes in Children’s Books: Their Prevalence and Influence on Cognitive and Affective Development. Gender and Education,2(2). Retrieved December 3, 2017, from http://web.a.ebscohost.com/ehost/detail/detail?vid=4&sid=c28cba4e-798f-4933-8da0-395df11f2287%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ419461&db=eric

Despain, S. M., Tunnell, M. O., Wilcox, B., & Morrison, T. G. (2015). Investigating Shifts in Diverse Family Structures in Newbery Award and Honor Books Utilizing U.S. Census Data, 1930–2010. Literacy Research and Instruction, 316-340. Retrieved December 3, 2017, from http://www.tandfonline.com/doi/full/10.1080/19388071.2015.1061072

Citations for Children’s books used will be included after the keep reading link.

Hoffman, M., & Binch, C. (2016). Amazing Grace. New York, NY: Dial Books for Young Readers.

Munsch, R., & Martchenko, M. (n.d.). The Paper Bag Princess. 1980: Annick Press and Discus Books.

Barber, B. E., & Ligasan, D. (1996). Allie's Basketball Dream. Houghton Mifflin.

Zolotow, C., & Pene du Bois, W. (1985). William's Doll. Harper Collins .

Herthel, J., Jennings, J., & McNicholas, S. (2014). I am Jazz. Dial Books for Young Readers.

Hoffman, I., Hoffman, S., & Case, C. (2014). Jacob's New Dress. Albert Whitman & Company.

Stuve-Bodeen, S., & DeVito, P. (1998). We'll Paint the Octopus Red. Woodbine House.

Robinson Peete, H., Elizabeth Peete, R., & Evans, S. W. (2010). My Brother Charlie. Scholastic Inc.

Burton Robb, D. (2004). The Alphabet War. Whitman, Albert & Company.

 Petrillo, G., & Lyon, L. (2009). Keep Your Ear on the Ball. Tilbury House.

Elliott, R. (2010). Just Because . Lion Hudson.

Murray, D., & Collier, B. (2016). City Shapes. Little, Brown Books for Young Readers.

Alexie, S., & Morales, Y. (2016). Thunder Boy Jr. Little, Brown Books for Young Readers.

Zietlow Miller, P., & F. M. (2016). The Quickest Kid in Clarksville. Chronicle Books LLC.

De La Pena, M., & Robinson, C. (2015). Last Stop on Market Street. Penguin Young Readers Group.

Colato Lainez, R., & Lacamara, L. (2016). Mama the Alien. Children's Book Press.

Wing, N., & Casilla, R. (1996). Jalapeno Bagels. Atheneum Books for Young Readers.

Newman, L., & Dutton, M. (2011). Donovan's Big Day. Random House Children's Books.

Curtis, J. L., & Cornell, L. (2000). Tell Me Again About the Night I Was Born. HarperCollins.

Skutch, R., & Nienhaus, L. (1997). Who's in a Family? Random House Children's Books.

Newman, L., & Thompson, C. (2009). Daddy, Papa, and Me. Random House Children's Books.

[literature-for-all-blog]

Session 3 of the Program

Subject: Examining lack of representation within the classroom while exploring the benefits of including multicultural children’s literature as a possible solution.

Topic: Identifying traits of quality multicultural children’s literature

Objective: In this session, participants will first compile their own personal lists of what in their experience constitutes as quality children’s literature. They will come together before the reading provided and after the reading to create a greater list they believe truly captures the essence of what should be included in quality multicultural children’s literature taking into account all the groups we have discussed in the previous session.

Purpose: To provide the participants with a way of analyzing and choosing books to provide for their students in the classroom. By compiling a list, participants will be able to see what kinds of ideas their peers have for qualities children’s literature should have as well as being able to express their own opinions. This will help participants determine which qualities they want their books to have as well as giving them ideas of things to look for that they may not have taken into account before. This is done so that participants will be able to truly take a step back and think about what kind of message each book is sending to children and whether or not that message is one they want children to internalize.

Summary of Tasks: Before participants are given the chosen reading for the session, they will be asked to complete a task beforehand. This will be done as a way to compare the participant’s way of thinking before and after they are exposed to the information in the reading. 

Each participant will individually come up with a list of qualities they believe children’s literature must have. The list can be made up of qualities they look for when purchasing literature, qualities they want to look for in the future, or anything they have observed from the past couple of sessions, as long as the list is reflective of what the participant believes exemplifies the best literature for children. They will be given 5 to 10 minutes to complete this task.

Once all the participants are finished creating their lists, they will be asked to share one trait from their list that will then be used to compile a classroom list featuring all of the qualities the participants have included and agree with. Participants may also choose to elaborate on a certain aspect or quality they believe needs to be more well-defined. The activity will end once everyone agrees they have compiled a good list that they would use.

After this activity is completed, participants will be given the following reading: “Multicultural Children's Literature in the Elementary Classroom.” (Link: https://files.eric.ed.gov/fulltext/ED423552.pdf) 

This reading gives a list of qualities educators should look for when selecting multicultural literature to include in the classroom. Remember this reading is NOT a definitive list of all qualities literature should include, but rather a basis that will produce favorable results when searching for quality multicultural literature.

After reading the article, participants will come together again in order to discuss the list that was given. They should discuss the following questions:

Do you believe this list covered every quality that should be included in literature?

What is missing from the list?

Are there any people who are not represented in this list?/ Is the list inclusive of all the groups we have discussed?

How would you improve this list? What would you add? What aspects would you make more specific?

Finally, the students will be able to make one final list that takes into account the reading and their own classroom list in order to create an inclusive list for all groups to be represented in children’s literature.

Materials/Equipment:

The reading for students to become familiar with and discuss.

A whiteboard or some sort of area to compile a list (chalkboard, poster, document, etc).

References: 

Lu, M. (1998). Multicultural Children's Literature in the Elementary Classroom. Eric Digests, 1-7. Retrieved December 4, 2017, from https://files.eric.ed.gov/fulltext/ED423552.pdf. 

For the next session:  Have participants bring in 5-10 random books from their own classroom libraries in order to analyze them during the next session.

#lesson

[literature-for-all-blog]

Session 4 of the Program

Subject: Examining lack of representation within the classroom while exploring the benefits of including multicultural children’s literature as a possible solution.

Topic: Determining what qualifies as quality multicultural literature and examining who is represented within the bookshelves of the classroom.

Objective: Participants will be able to take examples from their own classrooms and analyze those books with a different lens than they may have had when actually purchasing said books. In this way, participants will be able to determine what books in their own classrooms they think are quality multicultural literature for their students and be able to see personal examples of the kinds of literature they have included in the classroom.

Purpose: This will be done as a way for participants to take a step back and be able to really dive into their own classroom libraries. Before these sessions, participants may not have thought about the effect the kinds of books that are on those shelves may have had on their students. This will be done so participants will get a clear image of books they may want to reconsider having in the classroom as well as a time for participants to see who is missing from the narratives included in the classroom and how they will move forward in including those people in the future of the classroom.

Summary of Tasks: This session will begin by having the list the participants compiled as a whole, displayed in the front of the room or an area where they can all see it. Review the list with the participants before delving into the books they have brought in.

Once the information has been reviewed, participants will be asked to take out the books they have brought with them. Ask the participants to analyze each book with the list and any other sources we have looked at in previous sessions. They will be asked to separate the books into two groups; “Examples of Quality Multicultural Literature” and the opposite.

For each book, the participants will answer the following questions:

How did you determine what books got put into each category?

Are there any books that don’t fit into either category? Why is this so?

What traits from the list do the books in the “Examples of Quality Multicultural Literature” group have? What traits do they lack?

What traits do the books in the other group have? What traits do they lack?

How do the books in your own classroom library compare to the books we analyzed during the last session?

Thinking back to the video we watched during the first session with Grace Lin, are the books in your library just mirrors, just windows, or a balance of both? Whether or not your books are balance, how might an educator go about trying to achieve this balance?

Once each participant has had enough time to go through their books and think about the answers to these questions, have them come together as a whole and discuss their findings. They should take this opportunity to discuss the kinds of books they found to be prevalent in their libraries. What kinds of books do their libraries have a lot of? What kinds of books do their libraries lack? Once they talk about their findings, pose the following question to them: What will you change going forward? This question will get them thinking about the goals they should set in the future as well as present ideas for oneself or other participants to achieve a more inclusive classroom space when it comes to children’s literature.

References: The list the participants compile in the previous session will be the main basis of this session. There are no outside readings used for this session.

For the next session: The participants will be asked to prepare a short presentation around a book they believe to be an example of quality multicultural children’s literature while incorporating ideas of what they have learned during this program. They will be asked to prepare their reasoning for choosing this book based on information they have learned in previous sessions. The presentations should hit the following points:

What is the importance of multicultural children’s literature in the lives of young students in and out of the classroom?

A summary of the book.

What traits of quality multicultural children’s does the book contain?

How would this book be incorporated in the classroom?

Why is this a good book for children to read?

Ideally, the presentation will be conducted for the parents of each participant’s students as well as their colleagues who did not participate in the program in order to inform others about the importance of inclusion of multicultural literature in the lives of children.

#lesson

[literature-for-all-blog]

Session 5 of the Program

Subject: Examining lack of representation within the classroom while exploring the benefits of including multicultural children’s literature as a possible solution.

Topic: Identifying books that exemplify the traits of inclusiveness among different facets of life (gender, race, professions, ability, etc.) to the extent that they would be beneficial to students within the classroom and at home. 

Lesson Objective: Presenting examples of quality Multicultural Literature to fellow peers and parents. 

Purpose: The educators who have participated in this program will be able to determine what type of book they would go forward to provide in the classroom and incorporate in their lessons as well as provide background information on the book and why they believe it fits the criteria of quality multicultural literature. Through this, educators will demonstrate their knowledge of the topic and present the topic to bring awareness to their students’ parents who may want to take steps in including multicultural children’s literature at home. Both educators and parents will be able to receive examples of books they may want to include in school or at home to expose their child to.

Summary of Tasks: Each educator was asked to choose a book they believe encompasses everything we have discussed in these sessions. The book should be an appropriate addition to the classroom in that, it should encompass the traits we have discussed should be included when evaluating quality examples of literature. 

Questions of discussion for the presentation will be:

What is the importance of multicultural children’s literature in the lives of young students in and out of the classroom?

A summary of the book.

What traits of quality multicultural children’s does the book contain?

How would this book be incorporated in the classroom?

Why is this a good book for children to read?

The educators will each present the book of their choosing in a 5 to 10 minute presentation to showcase the good qualities the book has as well as provide an overview of what they have gained and will take away from this program.

Materials/Equipment: None

References: None

#lesson

[literature-for-all-blog]

Media and Reading Sources

Articles

Colby, S. A., & Lyon, A. F. (2004). Heightening awarness about the importance of using multicultural literature. Multicultural Education, 11(3), 24-28. Retrieved from https://search.proquest.com/docview/216508634?accountid=10216

Hefflin, B. R., & Barksdale-Ladd, M. A. (2001). African American children’s literature that helps students find themselves: Selection guidelines for Grades K-3. The Reading Teacher, 54(8), 810-819. Retrieved December 3, 2017, from http://www.soe.vt.edu/tandl/pdf/Barksdale/Publication_Barksdale_HefflinBL.pdf

Morgan, H. (2009). Gender, Racial, and Ethnic Misrepresentation in Children’s Books: A Comparative Look. Childhood Education, 85. Retrieved December 3, 2017, from http://www.acei.org 

Rubin, E., & Strauss Watson, E. (1987). Disability Bias in Children’s Books. The Lion and the Unicorn, 11(1), 60-67. Retrieved December 3, 2017, from http://www.longwood.edu/staff/miskecjm/11%201%20rubin.pdf 

Bender Peterson, S., & Lach, M. A. (n.d.). Gender Stereotypes in Children’s Books: Their Prevalence and Influence on Cognitive and Affective Development. Gender and Education,2(2). Retrieved December 3, 2017, from http://web.a.ebscohost.com/ehost/detail/detail?vid=4&sid=c28cba4e-798f-4933-8da0-395df11f2287%40sessionmgr4009&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=EJ419461&db=eric 

Despain, S. M., Tunnell, M. O., Wilcox, B., & Morrison, T. G. (2015). Investigating Shifts in Diverse Family Structures in Newbery Award and Honor Books Utilizing U.S. Census Data, 1930���2010. Literacy Research and Instruction, 316-340. Retrieved December 3, 2017, from http://www.tandfonline.com/doi/full/10.1080/19388071.2015.1061072 

Media

The Windows and Mirrors of Your Child’s Bookshelf|Grace Lin|TEDxNatick [Video file]. (2016, March 18). Retrieved December 3, 2017, from https://www.youtube.com/watch?v=_wQ8wiV3FVo&t=638s

Children’s Books

Hoffman, M., & Binch, C. (2016). Amazing Grace. New York, NY: Dial Books for Young Readers.

Munsch, R., & Martchenko, M. (n.d.). The Paper Bag Princess. 1980: Annick Press and Discus Books.

Barber, B. E., & Ligasan, D. (1996). Allie's Basketball Dream. Houghton Mifflin.

Zolotow, C., & Pene du Bois, W. (1985). William's Doll. Harper Collins .

Herthel, J., Jennings, J., & McNicholas, S. (2014). I am Jazz. Dial Books for Young Readers.

Hoffman, I., Hoffman, S., & Case, C. (2014). Jacob's New Dress. Albert Whitman & Company.

Stuve-Bodeen, S., & DeVito, P. (1998). We'll Paint the Octopus Red. Woodbine House.

Robinson Peete, H., Elizabeth Peete, R., & Evans, S. W. (2010). My Brother Charlie. Scholastic Inc.

Burton Robb, D. (2004). The Alphabet War. Whitman, Albert & Company.

Petrillo, G., & Lyon, L. (2009). Keep Your Ear on the Ball. Tilbury House.

Elliott, R. (2010). Just Because . Lion Hudson.

Murray, D., & Collier, B. (2016). City Shapes. Little, Brown Books for Young Readers.

Alexie, S., & Morales, Y. (2016). Thunder Boy Jr. Little, Brown Books for Young Readers.

Zietlow Miller, P., & F. M. (2016). The Quickest Kid in Clarksville. Chronicle Books LLC.

De La Pena, M., & Robinson, C. (2015). Last Stop on Market Street. Penguin Young Readers Group.

Colato Lainez, R., & Lacamara, L. (2016). Mama the Alien. Children's Book Press.

Wing, N., & Casilla, R. (1996). Jalapeno Bagels. Atheneum Books for Young Readers.

Newman, L., & Dutton, M. (2011). Donovan's Big Day. Random House Children's Books.

Curtis, J. L., & Cornell, L. (2000). Tell Me Again About the Night I Was Born. HarperCollins.

Skutch, R., & Nienhaus, L. (1997). Who's in a Family? Random House Children's Books.

Newman, L., & Thompson, C. (2009). Daddy, Papa, and Me. Random House Children's Books.

#references