Meeting Characters in Caldecotts: What Does This Mean for Today's Readers?

Koss, Melanie D.; Martínez, Miriam; Johnson, Nancy J.

doi:10.1002/trtr.1464

Cited by 11 publications

(5 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“… Avoid limiting the search for diverse texts to those that have received awards such as the Caldecott and Newberry awards. Instead, seek books that were recognized for their representation of diverse ethnic groups, such as the Coretta Scott King Award (Boyd, Causey, & Galda, 2015; Koss, Martinez, & Johnson, 2016; McNair, 2016). Consider the authenticity of the characters’ experience to ensure that students are able to find relevance in the literature (Boyd, Causey, & Galda, 2015).…”

Section: Resultsmentioning

confidence: 99%

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Kelly-Howard¹

2021

The Reading Teacher

View full text Add to dashboard Cite

Educators in the 21st century must not only use texts to facilitate the acquisition of literacy but also support students in developing attitudes of acceptance and criticality for overgeneralizations of diverse characters and cultures represented in literature. Utilizing culturally sustaining pedagogies to enhance the literacy learning of elementary age students provides teachers with an opportunity to understand students’ perspectives and orientation toward the injustices represented in multicultural texts and to facilitate discussions of advocacy for tolerance and equity in today’s society. This manuscript explores literature published in The Reading Teacher (2015–2020) regarding the integration of diverse texts in elementary classrooms (grades K‐6). Implications from the reviewed articles are used to provide practical applications for enhancing culturally sustaining pedagogies in the elementary classroom.

show abstract

Section: Resultsmentioning

confidence: 99%

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Kelly-Howard¹

2021

The Reading Teacher

View full text Add to dashboard Cite

show abstract

“…There are multiple benefits associated with using multicultural picture books as tools to promote racial justice in the classroom (McNair, 2016; Osorio, 2018 a,b). First, multicultural picture books can serve as mirrors, windows, and sliding doors for children (Koss, Martinez, & Johnson, 2016; McNair, 2016; Sims-Bishop, 1990). In other words, multicultural picture books provide opportunities for children from diverse racial backgrounds to have their personal and collective experiences, histories, and knowledge bases related to race affirmed and celebrated in the classroom.…”

Section: Benefits Of Using Multicultural Picture Booksmentioning

confidence: 99%

Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

Husband

2018

Urban Education

View full text Add to dashboard Cite

Recent census data indicate that student populations in U.S. classrooms continue to become increasingly racially diverse. Despite these changes, many early childhood teachers remain reluctant to teach children about race and racial justice. In this article, I argue that multicultural picture books can and should be used to promote racial awareness and racial justice among young children. I discuss reasons why early childhood teachers should abandon colorblind approaches to race and racism in their classrooms. Then, I provide a framework of multiple approaches to teaching children about race through multicultural picture books. Practical considerations are presented.

show abstract

“…Lysaker, Tonge, Gaulson, and Miller () found that characters can foster social imagination by helping readers learn how to better live in the world beyond the book. If characters are to serve in these ways, readers must connect to and follow them willingly into and through stories (Koss, Martinez, & Johnson, ).…”

Section: The Importance Of Charactersmentioning

confidence: 99%

Through the Sliding Glass Door: #EmpowerTheReader

Johnson¹,

Koss²,

Martínez³

2017

The Reading Teacher

Self Cite

View full text Add to dashboard Cite

This article seeks to complicate the understanding of Bishop's () metaphor of mirrors, windows, and sliding glass doors, with particular emphasis on sliding glass doors and the emotional connections needed for readers to move through them. The authors begin by examining the importance of the reader and the characters he or she meets. Next, the authors extend Bishop's metaphor by exploring the role of readers’ emotional connections to texts and characters. The authors then make recommendations for selecting appropriate books, linking books thematically, and guiding readers in ways to respond. They conclude with a call to action for teachers to consider their responsibility to #EmpowerTheReader.

show abstract

Meeting Characters in Caldecotts: What Does This Mean for Today's Readers?

Cited by 11 publications

References 12 publications

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Lessons Learned from a Review of Diverse Literature in The Reading Teacher (2015–2020)

Using Multicultural Picture Books to Promote Racial Justice in Urban Early Childhood Literacy Classrooms

Through the Sliding Glass Door: #EmpowerTheReader

Contact Info

Product

Resources

About