“What Are You Reading?”: How School Libraries Can Promote Racial Diversity in Multicultural Literature

Lafferty, Karen Elizabeth

doi:10.1080/15210960.2014.951888

Cited by 7 publications

(3 citation statements)

References 16 publications

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“…It was interesting to note that there was mention of promoting texts that include an array of cultural perspectives, which is responsive to the culturally diverse composition of most schools. In the context of continued privileging of canonical texts that lack this diversity of cultural representation, school librarians can play a valuable role in sharing texts presenting culturally diverse perspectives and themes with students (Lafferty, 2014). While there is research exploring how discussion of books can influence students' attitudes toward books and reading (Alvermann et al, 1999;Ivey & Johnston, 2013), there is little research that explores how librarian's use of book talks and book promotion strategies such as events and displays may impact on students.…”

Section: Text Promotion and Student Choicementioning

confidence: 99%

School Librarians as Literacy Educators Within a Complex Role

Merga

2020

Journal of Library Administration

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Librarians in schools are expected to play an important role as literacy educators, and have a positive impact on young people's literacy learning. However in the context of their diverse workload, relatively little is known about how this aspect of their role sits within its competing demands, and the exact scope of the literacy educator requirements. Using a hybrid approach to content analysis, this article analyses 40 recent job description documents to identify the nature and prevalence of different aspects of the role, and to explore the literacy educator aspect of this profession. Findings suggest that while the literacy educator aspect is one of the most common role requirements, it sits within a complex workload, and the literacy educator aspect is itself multi-faceted and demanding.

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Section: Text Promotion and Student Choicementioning

confidence: 99%

School Librarians as Literacy Educators Within a Complex Role

Merga

2020

Journal of Library Administration

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“…The use of literature helps teachers deal with these issues, encouraging students to reflect on their knowledge and about the themes outlined in the books, sharing them and solving them with their peers (Osorio, ). In addition, books in which stories have been experienced by culturally diverse characters allow students to discover details about themselves that are seemingly insignificant, using those intercultural experiences to understand and make sense of the text and the images in the books (Lafferty, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Values and Intercultural Experiences Through Picture Books

Tomé‐Fernández¹,

Fernández²,

Ruiz‐Martín³

2019

The Reading Teacher

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The authors searched for picture books that are useful for intercultural education and for discovering students’ perceptions about the values and intercultural experiences conveyed through the books. To do so, the authors selected two books by following established criteria and analyzed students’ responses through semistructured interviews. The data were obtained after reading the books aloud to 30 fifth‐grade students in a school located in the south of Spain and reflecting on the books’ contents. As a main conclusion, the authors found that students’ answers revealed the presence of some positive values, such as helpfulness, friendship, and empathy, through questions about the experiences of characters in the books. Thus, prejudices were dismantled and positive intercultural experiences in school were fostered.

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“…Igualmente, se han considerado instrumentos transmisores de cultura y valores (Etxaniz, 2011). En este sentido, existen experiencias previas donde se diseñan relatos inéditos o adaptados para abordar el racismo y la diversidad con escolares y alumnado preuniversitario (Lafferty, 2014;Potter, Thirumurthy, Szecsi y Salakaja, 2009). Asimismo, hay cada vez más literatura infantil y juvenil (LIJ) coeducativa, ajena a estereotipos de género (Emakunde, 2009).…”

Section: Cuentos Y Narraciones Como Recurso Para Trabajar Valores De Equidadunclassified

Impacto de un relato sobre las percepciones de racismo y sexismo en escolares de Primaria

Mateos-Jiménez¹,

Torres-Martínez²,

Fernández³

2018

Ocnos

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Las discriminaciones por etnia, cultura y sexo siguen presentes en nuestra sociedad y a menudo se interconectan. La escuela es un lugar fundamental para educar en las competencias en interculturalidad e igualdad entre sexos. El objetivo de esta investigación es comprobar si un relato elaborado ad hoc puede considerarse un recurso didáctico útil para trabajar ambas discriminaciones. Se presenta un estudio de caso en el que se han identificado las percepciones de un grupo de estudiantes sobre el racismo y el sexismo. Para ello se aplicó un cuestionario antes y después de una intervención de aula, empleando la narración. La muestra se compuso de 111 escolares de 3º a 6º de Educación Primaria. Los resultados indican que los participantes modificaron sus percepciones y mejoraron sus ideas sobre la no discriminación en los dos ámbitos, sin diferencias significativas entre sexos. Se discute el interés didáctico de la narración empleada y su novedad como texto integrador de varios valores y contenidos. Se aboga por la necesidad de formar docentes capaces de trabajar la competencia intercultural y el género.

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“What Are You Reading?”: How School Libraries Can Promote Racial Diversity in Multicultural Literature

Cited by 7 publications

References 16 publications

School Librarians as Literacy Educators Within a Complex Role

School Librarians as Literacy Educators Within a Complex Role

Values and Intercultural Experiences Through Picture Books

Impacto de un relato sobre las percepciones de racismo y sexismo en escolares de Primaria

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