Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children’s Needs through Diverse Book Selection

Cahill, Maria; Ingram, Erin; Joo, Soohyung

doi:10.1086/714317

Cited by 13 publications

(2 citation statements)

References 19 publications

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“…These forms of curriculum erasure exemplify a concept from children’s literature called “windows and mirrors” (Cahill et al, 2021; Ramanujan, 1989; Sotirovska & Kelley, 2020), which posits that children need to read and be exposed to texts that are both reflections (“mirrors”) of themselves and “windows” into the lives of others. For Black girls, scholars argue mirrors and windows are often nonexistent or, at least, broken and foggy (Brooks & McNair, 2014).…”

Section: Resultsmentioning

confidence: 99%

Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools

Apugo

Castro

Dougherty

2022

Review of Educational Research

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In recent decades, a growing body of work casts light on Black girls’ schooling experiences to inform the emerging field of Black girlhood studies. Our theoretical review applies intersectionality as a guiding analytic framework to synthesize literature in this emerging field. We specifically highlight the macro and microlevel domains of power (interpersonal, cultural, structural, and disciplinary) in U.S. K–12 schools shaping Black girls’ schooling experiences. The data were drawn from a systematic search of 75 research articles. Our analysis indicated that schools perpetuate racial containment through the policies and practices they maintain as well as the cultural artifacts, objects, and people that coalesce to influence school culture, the instructional practices and curricula Black girls encounter, and the social scripts and covert messaging that dictate how Black girls claim agency in school environments. A key contribution of this review aims to situate power—a central concept in intersectionality—to offer new insights and directions for research on Black girls.

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Section: Resultsmentioning

confidence: 99%

Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools

Apugo

Castro

Dougherty

2022

Review of Educational Research

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“…Though librarians tend to focus on the contributions songs make to literacy development, the value of songs extends to other areas of learning. Because songs and music are culturally situated (Barton, 2018; Bohlman, 2005; Walters and Spitzer, 2003), incorporation of culturally diverse songs within storytimes can serve as a means to expand representation of peoples and ideas, which recent research identifies as a challenge for public library storytime providers (Cahill et al., 2021). As reflected in preschool social studies standards (Epstein, 2014), integrating diverse music is a strategy to help young children develop civic competence.…”

Section: Literature Reviewmentioning

confidence: 99%

The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

Joo¹,

Cahill²,

Ingram³

et al. 2021

Journal of Early Childhood Literacy

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Through analysis of the language, this study aimed to investigate the current practice of using songs in public library storytimes. Language interactions in 68 storytime programs involving 652 child participants were observed and transcribed. Then, textual analysis was conducted to examine the language of singing songs, focusing on how language used in singing songs differs from spoken language in storytime programs. Specifically, the study compared sentence and grammar structure between singing and non-singing language and explored how topics and themes covered in singing language compare with those of spoken language. In addition, the study examined singing accompanied by use of props and movements. The findings of this study indicate that the language of singing in storytime programs is rich; thereby, signaling the power of singing with young children as means to advance language development. Practical implications and strategies for maximizing integration of singing in storytimes and other informal learning activities for young children are discussed.

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An Investigation of English Children’s Literature in Pakistani Schools (PreK—Grade 3)

Mahmood,

Ankrum

2024

Early Childhood Educ J

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Storytime Programs as Mirrors, Windows, and Sliding Glass Doors? Addressing Children’s Needs through Diverse Book Selection

Cited by 13 publications

References 19 publications

Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools

Taught in the Matrix: A Review of Black Girls’ Experiences in U.S. Schools

The literacy-enhancing potential of singing versus spoken language in public library storytimes: A text analytics approach

An Investigation of English Children’s Literature in Pakistani Schools (PreK—Grade 3)

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