WK1

Learning Resources

Required Resources

• Course Text: Galda, L., Sipe, L. R., Liang L. A., & Cullinan, B. E. (2014). Literature and the child (8th ed.). Belmont, CA: Thomson/Wadsworth.
• • Chapter 1, “Children’s and Adolescent Literature”
• For this week’s Application, read:
  
  • One chapter book and one picture book written by Book Creators listed in the “Writers and Illustrators to Look for” booklist (p. 34 of the course text)
• • One book from any of the booklists at the end of Chapters 3–9 that is marked with the “sun” icon, which indicates that the book includes some aspect of diversity
• Position Statement: National Council of Teachers of English: NCTE Position Statement: Resolution on the Essential Roles and Value of Literature in the Curriculum. Urbana, IL: Author.
  Copyright 2006 by the National Council of Teachers of English. Reprinted with permission.

• Article: Asheim, L. (1953, September). Not censorship but selection. Wilson Library Bulletin, 28, 63–67. Retrieved from
  http://www.ala.org/Template.cfm?Section=basics&Template=/ContentManagement/ContentDisplay.cfm&ContentID=109668
  Used with permission.
  
• Web Site: American Library Association: Censorship and First Amendment Issues
  http://www.ala.org/ala/issuesadvocacy/intfreedom/censorshipfirstamendmentissues/index.cfm
• Article: The Council on Interracial Books for Children. (n.d.). 10 quick ways to analyze children’s books for racism and sexism. Retrieved January 13, 2009, from http://www.birchlane.davis.ca.us/library/10quick.htm
  Used with permission.
• Article: North Central Regional Educational Laboratory (n.d.). Criteria for evaluating multicultural materials. Retrieved January 13, 2009, from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li4lk26.htm
  Copyright © 2007 Learning Point Associates. All rights reserved. Reprinted with permission.

• Article: Pitts, J. (2007, March 21). Novel might have helped saved missing scout’s life. Baltimore Sun. Retrieved from http://www.baltimoresun.com
  Courtesy of the Baltimore Sun Company, Inc. All rights reserved.
  

Optional Resources

• Web Excerpt: “Facts: On the Nature of Whole Language Education” by Constance Weaver
  http://www.heinemann.com/shared/onlineresources/08894/08894f6.html

• Web Article: “On the Selection of Reading Materials” by the International Reading Association
  http://www.reading.org/downloads/resolutions/resolution97_selection_reading_materials.pdf

• Web Site: NCTE Anti-Censorship Center
  http://www.ncte.org/action/anti-censorship

• Web Article: “How to Choose the Best Multicultural Books” by Luther B. Clegg, Etta Miller, Bill Vanderhoof, Gonzalo Ramirez, and Peggy K. Ford
  com/browse/article.jsp?id=3757″>http://www2.scholastic.com/browse/article.jsp?id=3757

• Web Site: Association for Library Service to Children: Literary and Related Awards
  http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/index.cfm
  
• Web Article: “Choices Booklists: Children’s Choices” by the International Reading Association
  http://www.reading.org/Resources/Booklists/ChildrensChoices.aspx

• Article: Hall, K. W. (2008, January). Reflecting on our read-aloud practices: The importance of including culturally authentic literature. Young Children, 63(1), 80–86.
  Use the ERIC database and search using the article’s Accession Number: EJ784126

Culturally Diverse Literature

Three of this week’s resources (Chapter 1 of the course text, “10 Quick Ways to Analyze Children’s Books for Racism and Sexism”, and “Criteria for Evaluating Multicultural Materials”) discuss a vital consideration for book selection: a respectful and accurate depiction of cultural diversity. As you have learned, the mere inclusion of multiple ethnicities does not qualify a book as a quality example of culturally diverse literature. However, there are myriad criteria that you can use to assess how effectively and fairly an author has represented diversity. Reflect on what you have learned about:

• The many ways to think about diversity and culture
• The depth and breadth of culturally diverse literature
• The determinants of quality in culturally diverse literature
• The role of culturally diverse literature in the lives of children and adolescents

By Day 3

With these thoughts in mind, post your responses to the following questions:

• Do you agree or disagree with the authors of the text that culturally diverse literature can be a powerful influence on children and adolescents? Substantiate your thinking with examples from both your readings and personal experiences.
  
• Consider the following quote, “In another promising development, teachers, critics, authors, and publishers [of children’s literature] are becoming increasingly aware of the diversity within diversity…” (Galda & Cullinan, 2006, p. 289). Based on what you have been learning about culturally diverse literature, what does “diversity within diversity” mean to you? Explain whether or not you believe this is a promising development.