More Mirrors in the Classroom

Using Urban Children's Literature to Increase Literacy

By (author) Jane Fleming, Susan Catapano, Candace M. Thompson, Sandy Ruvalcaba Carrillo

Publication date:

08 June 2016

Length of book:

252 pages

Publisher

Rowman & Littlefield Publishers

Dimensions:

239x158mm
6x9"

ISBN-13: 9781475802153

Nearly 30% of all public school children attend school in large or mid-size cities, totaling more than 16 million students in 22,000 schools. For schools serving culturally and linguistically diverse populations and large numbers of children living in poverty, a significant achievement gap persists. Proponents of multicultural education often advocate for instruction with culturally relevant texts to promote inclusion, compassion, and understanding of our increasingly diverse society. Less discussion has focused on the significant body of research that suggests that culturally relevant texts have important effects on language and literacy development. By “connecting the dots” of existing research, More Mirrors in the Classroom raises awareness about the critical role that urban children's literature can play in helping children learn to read and write. In addition, it provides practical step-by-step advice for increasing the cultural relevance of school curricula in order to accelerate literacy learning.

Preface
Acknowledgements
Chapter 1: Increasing Cultural Relevance with Urban Children’s Literature
Chapter 2: The Power of the Mirror: Identity, Academic Self-Concept, and Motivation to Learn
Chapter 3: Enhancing Reading and Writing Instruction with Urban Children’s Literature
Chapter 4: Supporting the Literacy Development of Dual Language Learners
Chapter 5: Urban Children’s Literature as a Critical Subgenre
Chapter 6: Guidelines for Text Selection: Literature
Chapter 7: Guidelines for Text Selection: Informational Texts
Chapter 8: Cultural and Linguistic Authenticity in Urban Children’s Literature
Chapter 9: Transforming Your Curriculum with Urban Children’s Literature
Chapter 10: Getting Started: Adding More Mirrors in the Classroom
Reference List of Recommended Children’s Literature
References
About the Authors
Index

Starting with the statement that 'children use languages and experiences that are familiar to them to recognize words, understand texts, and tell stories,' this volume quickly sheds light on a fundamental oversight: when producing titles for mainstream audiences, many publishers omit urban settings and communities. The authors seek to encourage those who work with young children to become aware of the many benefits of using literature that depicts positive images of urban life to engage students and bolster their literacy development. Beginning chapters support research that urban children’s literature, both fiction and informational, can impact students’ motivation to learn. Studies are cited, showing that when children are exposed to scenarios with which they can identify, more meaning can be derived from the readings. The authors present a case for making urban titles a subgenre of multicultural literature, arguing that it portrays specific settings and situations that highlight the socioeconomic and cultural realities of children’s daily city life. This work offers guidelines for selections as well as a caution to use culturally authentic materials. Readers will appreciate information on how to transform the curriculum and the advice on how to start adding 'more mirrors' to the classroom or library. A comprehensive list of recommended books rounds out the volume, and dual language learners are covered as well. Verdict: Whether they serve diverse populations or not, librarians will find this an excellent addition.