TY  - GEN
AB  - This study explores how teachers select books to enhance classroom libraries, focusing on the need for diverse literature. This is fundamental for helping K-12 students develop empathy, critical thinking, and an understanding of diverse experiences, which reduces stereotypes and fosters inclusivity. Many libraries, however, remain Eurocentric, potentially “othering” students of color and impeding their educational growth and ability to become life-long readers. A qualitative case study was conducted across ten classrooms in both private and public schools. The study involved a frequency audit of 11,371 book titles and interviews with teachers to understand their book selection processes. Books were cataloged using the Book Connect app, focusing on themes like race and ethnicity due to data saturation. The analysis revealed gaps in diverse representation and identified challenges such as high book costs, curriculum constraints, and outdated materials. Findings showed varied levels of intentionality among teachers. Some effectively utilized inclusive literature and frameworks like Rudine Sims Bishop’s "Windows, Mirrors, and Sliding Glass Doors" to reflect diverse student experiences, while others struggled with outdated resources or lacked an approach to updating their libraries. The study emphasizes the need for intentional book selection and regular up-to-date purchases to ensure cultural relevance and inclusivity. Creating a culturally relevant library involves thoughtful curation and engagement with diverse perspectives. By following frameworks from Bishop, Ladson-Billings, Nieto, and Gay, teachers can incorporate a range of genres and promote discussions on diverse topics, enhancing student engagement and fostering an inclusive learning environment.
AD  - University of Southern Indiana
AU  - Pycior, Janell
DA  - 2024-09-19
DO  - 10.58090/usi.1562267
DO  - doi
ID  - 1562267
KW  - Diversity in children's literature
KW  - diverse literature
KW  - classroom libraries
KW  - book selections
KW  - empathy
KW  - inclusivity
KW  - cultural relevancy
KW  - critical thinking
KW  - book audit
KW  - children's literature
KW  - middle grades literature
L1  - https://library.usi.edu/record/1562267/files/USI%20Dissertation_Pycior_FINAL.pdf
L2  - https://library.usi.edu/record/1562267/files/USI%20Dissertation_Pycior_FINAL.pdf
L4  - https://library.usi.edu/record/1562267/files/USI%20Dissertation_Pycior_FINAL.pdf
LA  - eng
LK  - https://library.usi.edu/record/1562267/files/USI%20Dissertation_Pycior_FINAL.pdf
N2  - This study explores how teachers select books to enhance classroom libraries, focusing on the need for diverse literature. This is fundamental for helping K-12 students develop empathy, critical thinking, and an understanding of diverse experiences, which reduces stereotypes and fosters inclusivity. Many libraries, however, remain Eurocentric, potentially “othering” students of color and impeding their educational growth and ability to become life-long readers. A qualitative case study was conducted across ten classrooms in both private and public schools. The study involved a frequency audit of 11,371 book titles and interviews with teachers to understand their book selection processes. Books were cataloged using the Book Connect app, focusing on themes like race and ethnicity due to data saturation. The analysis revealed gaps in diverse representation and identified challenges such as high book costs, curriculum constraints, and outdated materials. Findings showed varied levels of intentionality among teachers. Some effectively utilized inclusive literature and frameworks like Rudine Sims Bishop’s "Windows, Mirrors, and Sliding Glass Doors" to reflect diverse student experiences, while others struggled with outdated resources or lacked an approach to updating their libraries. The study emphasizes the need for intentional book selection and regular up-to-date purchases to ensure cultural relevance and inclusivity. Creating a culturally relevant library involves thoughtful curation and engagement with diverse perspectives. By following frameworks from Bishop, Ladson-Billings, Nieto, and Gay, teachers can incorporate a range of genres and promote discussions on diverse topics, enhancing student engagement and fostering an inclusive learning environment.
PY  - 2024-09-19
T1  - Enhancing Cultural Responsiveness: The Importance of Integrating Diverse and Inclusive Children's Literature in K-8 Classrooms
TI  - Enhancing Cultural Responsiveness: The Importance of Integrating Diverse and Inclusive Children's Literature in K-8 Classrooms
UR  - https://library.usi.edu/record/1562267/files/USI%20Dissertation_Pycior_FINAL.pdf
Y1  - 2024-09-19
ER  -