“I Never Knew There Were So Many Books About Us” Parents and Children Reading and Responding to African American Children’s Literature Together

McNair, Jonda C.

doi:10.1007/s10583-012-9191-2

Cited by 19 publications

(9 citation statements)

References 17 publications

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“…Although some books included characters diverse in race/ethnicity, some groups were underrepresented and even absent. Not only does comprehension improve when readers experience themselves in the books they read (McNair, 2013), picture-books may introduce topics and cultures that are not present in children’s daily lives (Moerk, 1985). Exposure to diverse characters can encourage attitudes of social justice and perspective-taking (Brown et al, 2015; Labadie et al, 2013; Zambo, 2011), which could even promote the development of empathy.…”

Section: Discussionmentioning

confidence: 99%

Young children’s picture-books as a forum for the socialization of emotion

Garner

Parker

2018

Journal of Early Childhood Research

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Guided by Vygotsky's zone of proximal development, this article examined whether characters in emotion picture-books express and talk about emotions in ways that are consistent with theory and research on children's emotions. In general, we found that picture-books recommended by experts in social-emotional development contain content that is fairly consistent with published research in early childhood. We also found parents' reading of the picture-books was consistent with the content analysis, even though we recorded their spontaneous emotion-based language in addition to the text presented in the picturebooks. The findings also suggested that reading of emotion picture-books may increase preservice teachers' references to emotions, which could translate into greater use of emotion language in the early childhood classroom. Results are discussed with regard to the role of picture-books as an important source of emotionrelated information for children, parents, and teachers.

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Section: Discussionmentioning

confidence: 99%

Young children’s picture-books as a forum for the socialization of emotion

Garner

Parker

2018

Journal of Early Childhood Research

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“…According to previous studies, it is found that moral values become one main consideration for parents to selecting children's books (Barza & von Suchodoletz, 2016; Indonesian Parents' Consideration to Select Children Books in Constructing Moral Identity, Mehrunnisa Ani Mufti https://jurnal.uisu.ac.id/index.php/languageliteracy 89 Nationally Accredited SINTA 3, and indexed in DOAJ and Copernicus Bergman Deitcher et al, 2019;Lynch, 2001;McNair, 2011). In Uni Emirat Arab, most of the books chosen by the parents as books for shared reading were books that include adventurous stories.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Since reading books is believed to foster language development, linguistic competencies, and knowledge enrichment (Dickinson, Griffith, Golinkoff, & Hirsh-Pasek, 2012;Umek, Fekonja, Kranjc, & Musek, 2003), many parents from different backgrounds consider some aspects of selecting books for their children. Children's preferences, moral or local values, illustrations, and educational contents are the aspects that were most highlighted by the parents in selecting children's books (Barza & von Suchodoletz, 2016;Bergman Deitcher, Aram, & Adar, 2019;Lynch, 2001;McNair, 2011). However, even though many books have attractive illustrations and knowledge-rich content, many of them normalize gender-binary, bisexual, transgender, atheism, or other related issues that are not in line with moral identity in some countries.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Parents’ Consideration to Select Children Books in Constructing Moral Identity

Mufti

2022

LANGLIT

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Parents believe that books are the media to enhance children’s knowledge enrichment, language development, and linguistic competencies. However, there are limited studies that envisage the involvement of parents in selecting books for their children. Current research that considers parents’ background as one of the literacy resources remains rare. This narrative inquiry explores Indonesian parents’ consideration in selecting children’s books as a means of constructing moral identity. Parents of a second-grade elementary student in Yogyakarta were the participants in this research. A semi-structured online interview sparked a discussion on what factors they consider when choosing children's books and why. The responses of parents revealed some key concerns about book choices: their experience, child’s contextual needs, and child’s interests. Furthermore, it is found that Indonesian children’s books tend to have moral fallacies that did not fit well with parents’ moral identity. As a result, parents’ book selection for the child was more into foreign publishers because they had more precise Islamic moral value representation.

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“…Moll and Greenberg (1990) noted that family literacy programs should provide parents with necessary information and tools to help children succeed in school while also recognizing, valuing, and respecting their language structures and literacy forms. Additionally, the cultural background knowledge and heritage language(s) of families should be incorporated into programming, communication, resource materials, and books (Friedrich, Anderson, & Morrison, 2014;McNair, 2013).…”

Section: Family Literacymentioning

confidence: 99%

Transformative Learning in a Mexican American Mothers’ Book Club

Ochoa¹,

Quiroa²

2020

The Reading Teacher

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In this qualitative case study, the authors explored the responses of seven Mexican American mothers during a bilingual (Spanish–English) parent book club with a chapter book from their children’s elementary school literacy curriculum. The authors sought to better understand the findings of a previous study in which parents expressed new learning during comprehension‐related activities. Specifically, the authors examined how these women came to better understand their identities as literate individuals capable of assisting peers and their children’s literacy learning. Analysis of interviews and book club session transcripts, written and artistic artifacts, and researcher reflective journal entries revealed that during reflective dialogue, participants assumed all of Brooks and Browne’s (2012) homeplace reader positions (ethnic group, community, family, and peers) and the additional positions of empowerment and action.

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“I Never Knew There Were So Many Books About Us” Parents and Children Reading and Responding to African American Children’s Literature Together

Cited by 19 publications

References 17 publications

Young children’s picture-books as a forum for the socialization of emotion

Young children’s picture-books as a forum for the socialization of emotion

Indonesian Parents’ Consideration to Select Children Books in Constructing Moral Identity

Transformative Learning in a Mexican American Mothers’ Book Club

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