BY EUN YOUNG YEOM
Using YAL to include emergent bilinguals’ voices
Reading young adult literature (YAL) can be very beneficial for secondary-level students and can operate as a powerful context for discussing complex social issues relevant to students’ lives and current society. Reading and discussing YAL can expand students’ horizons and their conceptions of themselves. The benefits of reading and discussing YAL could also be applied to English learning emergent bilingual adolescents. Recent studies show that leveraging emergent bilinguals’ heritage languages as a scaffold can support English development. However, few educators and researchers discuss how secondary-level emergent bilinguals make sense of the world through reading and discussing YAL written in English, how responding to YAL can be a medium to amplify their voices, and how their heritage languages could be a steppingstone for them to immerse themselves into YAL texts.
In many U.S. classrooms that are often dominated by standard English, emergent bilingual adolescents’ perspectives toward YAL and their conceptions of the world can easily be dismissed. One core reason could be that emergent bilinguals’ written and oral utterances, often expressed through developing English mixed with their heritage languages, might look different from standard English expression. However, emergent bilinguals make sense of the world through intermingling their heritage languages and English, a process called translanguaging. Using heritage languages can serve as a bridge for emergent bilinguals to make meaning of YAL texts written in English because translanguaging is a natural way in which bilinguals engage with the world. Through this lens, emergent bilinguals are seen as capable meaning makers with diverse cultural and linguistic repertoires, not as English learners with limited English proficiency who cannot form proper English sentences.
Classroom language policy matters
Taking advantage of their heritage languages for discussing YAL can open doors for emergent bilingual students to express their opinions easily, and to access their lived experiences and cultural values in relation to the YAL texts they are reading and discussing. For secondary ELA classrooms where many YAL texts are incorporated, allowing emergent bilingual students use of their heritage languages could be a first step toward including more of their voices in discussions. For written responses, opening translanguaging spaces for intermixing heritage languages and English could be another way to honor bilingual students' cultural and linguistic resources and expand their expression options. Ultimately, teachers’ efforts to create a more linguistically inclusive classroom environment can support emergent bilingual students’ active involvement in YAL reading and discussions and can enrich the breadth of ideas and interpretations made available to the classroom community. Teachers’ modeling of blending two languages to make meaning could also reap benefits.
Integrating culturally relevant YAL also matters
In addition to efforts toward linguistic inclusiveness through translanguaging practices, incorporating culturally relevant YAL is equally important. If emergent bilingual students have to sit in a classroom reading a novel written in a second language they have started learning, text analysis will take tremendous energy. If they also have to discuss the novel in the foreign language, they may not be able to fully express their thoughts and feelings, even when formulating insightful ideas in their heads. To make matters worse, if the novel is irrelevant to their lives and cultures, the hardship comes in a combo plate. Incorporating YAL texts that are relevant to emergent bilinguals’ lives is one of the choices teachers can make for emergent bilinguals to feel more included by seeing themselves in the stories they are reading.
Emergent bilingual adolescents, who may feel marginalized due to languages, race, and their status as immigrants or refugees, need school to be a space where they feel valued and validated. They are an important part of the colorful fabric of U.S. classrooms, which have increasingly become linguistically diverse. By respecting emergent bilingual adolescents’ bilingual repertoires and honoring their cultural identities through culturally relevant YAL, ELA classrooms can become a welcoming, empowering space for emergent bilingual adolescents to express their feelings, thoughts, and perspectives.
Translanguaging Guides | CUNY-NYSIEB
Recommended sites for finding culturally relevant YAL for emergent bilingual adolescents
Immigration and refugee experiences:
Asian immigrant experiences:
Latinx immigrant experiences
African immigrant experiences:
YAL about immigrants from the Middle East or Middle Eastern characters:
Eun Young Yeom was an in-service middle/high school English teacher in South Korea for 12 years, and is a doctoral student in the Department of Language and Literacy Education at the University of Georgia. Her research revolves around transnational emergent bilinguals’ language practices and their responses to young adult literature.
Conducting a Writing Cohort with the Support of the Bonnie Campbell Hill Award
BY KATIE SCHRODT
CLA Blog: Knowledge is Power: Mirrors, Windows, and Sliding Glass Doors
BY MELISSA ANTINOFF
I was honored to be named one of the 2020 Bonnie Campbell Hill National Literacy Leader Award recipients. My project was to continue my equity work as a literacy leader. It is imperative that every classroom in every school district has books with BIPOC characters by BIPOC authors. Students need to see themselves in books (like a mirror) and see the rest of the world as well (like looking out a window). Books are the perfect gateway for this (like a sliding glass door that automatically opens and invites you in).
While I have learned so much from the conferences I have attended so far this year, the most important piece of knowledge I’ve gained is that my equity work has spread from my school to my community. I now have language to teach my friends and family how to advocate for BIPOC and LGBTQ+ communities. Recently, the fervor over Dr. Seuss Enterprises no longer publishing 6 books with racist imagery was all over my social media feeds. I was shocked and disappointed by friends that thought the company was “going overboard.” One friend even said, “If you don’t like it, don’t buy it.”
I replied with pictures of the offensive illustrations by Seuss, explaining why those 6 books were no longer going to be published. I used the analogy of windows. mirrors, and sliding glass doors to explain how none of those pictures have a place in our society. As librarian Leslie Edwards said, “A book published in 1937 with images that are considered racist by the group publishing the book...doesn't have a place in an elementary classroom or school library in 2021. Nostalgia isn't a reason for keeping a book. In schools and school libraries, the collection should reflect diverse viewpoints in an age- and developmentally appropriate manner. These diverse viewpoints should not demean or diminish others.”
Some of my colleagues refuse to even touch the subject of racism and prejudice with their students, much less have diverse books in their classroom libraries. Last year, when I used our language arts budget for diverse books for each of my grade level’s classroom libraries, a colleague told me that the money was better spent on other materials. After attending my workshop on Culturally Responsive Teaching Through Diverse Literature, she changed her mind. She now could now understand the importance of a diverse library and how it will help her reach all of her students.
I recently read aloud Lailah’s Luncbox, by Reem Faruqi. It’s a book about a girl fasting for Ramadan. I have a Muslim student in my third grade class that fasts. The other students now have an appreciation for her culture and she was so happy to share her knowledge with her classmates. Mirrors, windows, and sliding glass doors.
With all of this professional and personal development, I now have the language and knowledge to change people’s minds. My students, colleagues, and community do, too.
Katie Schrodt is a professor of literacy at Middle Tennessee State University where she works with pre-service and serving teachers. Katie’s research interests include reading and writing motivation with young children. She is one of the 2020 Bonnie Campbell Hill Award recipients.
Melissa Antinoff is the 2019 Burlington County Teacher of the Year. She has been an elementary educator since 1992. Melissa specializes in developing a love of reading in her students.
Planting Seeds for Professional Involvement with Bonnie Campbell Hill
BY KATHRYN WILL
Winning the 2018 Bonnie Campbell Hill National Literacy Leader Award for my clinical work with preservice teachers in our local schools allowed me to support the attendance of two university students, Emily and Allicia, at the 2018 NCTE conference in Houston. They were astounded by the warm welcome they received at the CLA breakfast that year, the sessions they attended, and of course the free books signed by authors. To say they were gobsmacked would be accurate. Upon our return from the conference, they shared their experience in a student gathering on campus with others where it was well received and created a buzz in the teacher education program for quite a time afterwards. They graduated in the Spring of 2019, accepting their first teaching positions in nearby schools. Because of the positive experience they had at the 2018 conference, they attended NCTE 2019 in Baltimore as seasoned conference attendees, focusing in on their current classroom needs and of course gathering books for their classroom libraries.
After starting a YA book club in the summer of 2019, we continued to meet together virtually throughout the pandemic--sometimes for our book club that grew out of the initial NCTE experience, and other times to navigate classroom or learner challenges. When we met a few weeks ago, I asked them about the initial experience of attending NCTE with me. Emily commented that the experience opened her eyes to the importance of making connections within the profession at a national level. Allicia added that she never would have considered going to something like NCTE if she had not gone with me. It made her dream bigger as a teacher and as a person. They both agreed they will attend again. I am so grateful that winning this award allowed me to plant and nurture the seeds of professional involvement for these teachers in the early stages of their careers. I hope there are opportunities for me to continue this in the future with other preservice teachers.
Catching Up with Quintin: A Bonnie Campbell Hill Literacy Leader Award Update
BY QUINTIN BOSTIC
When he won the award in 2018, Quintin was preparing to teach his first course in elementary writing instruction for undergraduate preservice teachers. Although his time in the Ph.D. program is coming to an end, the doors to opportunities are just beginning to open. Shortly after receiving the Bonnie Campbell Hill Literacy Leader Award, Quintin began to implement his PLC series. The 3-day series supported teacher trainers and teachers in using various strategies to have critical conversations with students through picture books in their classrooms. The professional development program addressed topics like #BlackLivesMatter, LGBTQIA+ families, multilingualism, varying abilities, and more. Attendees of the professional development supported students from preschool to third grade in an inner-city school district in Atlanta, Georgia. A major highlight from the project was that because it was so well received, the project was further funded through a local agency for the continued support of teachers in the local area. Through the Bonnie Campbell Hill Literacy Leader Award, not only was Quintin able to implement the PLC series, but he was also able to attend the annual convention of the National Council of Teachers of English (NCTE) in Houston, Texas in 2018, attend the Children’s Literature Assembly’s breakfast, and attend the all-attendee event that featured author Sharon Draper. Because of the award, Quintin has gained a platform that has helped him to continue to advance in his academic career.
Quintin is currently wrapping up his Ph.D. in Early Childhood and Elementary Education at Georgia State University. His research focuses on how race, racism, and power are communicated through the text and visual imagery in children’s picturebooks. Additionally, in 2020, Quintin was named co-chair of the National Association for Professional Development Schools (NAPDS) Anti-Racism Committee. The association – which provides professional development, advocacy, and support for school-university partnerships – first established the Anti-Racism Committee in response to racial violence in 2020. As co-chair, Bostic will work to foster a culture of equity and inclusion within the association, and in the communities it supports; create and implement anti-racist policies, practices, and systems; and recommend and implement tools and approaches for continued reflection and progress. “Our goal is to address racism by providing teachers and community partners with the necessary resources to do so,” Bostic said. “These resources vary, ranging from trainings to resources, that can help challenge and overcome racist ideologies that are embedded throughout society.” He also just started a new career with Teaching Lab, in which is serves as a Partnerships Manager.
Quintin is beyond thankful to Bonnie Campbell Hill, her family, the Children’s Literature Assembly, and everyone who makes this award possible. “There are so many people, like me, who would have never had the opportunity to have so many experiences without the support, love and care of people like the Bonnie Campbell Hill Award family. I am so appreciative, and I look forward to seeing what amazing things will come out of this award in the future.”
Kathryn Will is an Assistant Professor of Literacy at the University of Maine Farmington (@KWsLitCrew). She is passionate about sharing the power of children's literature with her students. She is one of the 2018 Bonnie Campbell Hill Award recipients, a member of the 2019 Notables Committee, and current chair of the Notables Committee.
Quintin Bostic is a Ph.D. Candidate at Georgia State University. He is also Partnerships Manager at Teaching Lab and co-Chair of the NAPDS Antiracism Committee. His personal website is https://drquintinbostic.com.
Check out our April 6 Post about the Bonnie Campbell Hill Literacy Leader award and look out for another award recipient update post next week. If you are interested in applying for this year's award, visit the Bonnie Campbell Hill Literacy Leader Award page for the application details.
A Partnership of Poetry and Politics: Carole Boston Weatherford’s Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement
BY JENNIFER M. GRAFF & JOYCE BALCOS BUTLER, ON BEHALF OF THE BIOGRAPHY CLEARINGHOUSE
Our current celebration of poetry as a powerful cultural artifact and the national dialogue about voting rights generated by the introduction of 300+ legislative voting-restriction and 800+ voting-expansion bills in 47 states have inspired a rereading of the evocative, award-winning picturebook biography, Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement. Written by Carole Boston Weatherford, illustrated by Ekua Holmes, and published by Candlewick Press in 2015, Voice of Freedom offers a vivid portrait of the life and legacy of civil rights activist, Fannie Lou Hamer. Her famous statement, “All my life I’ve been sick and tired. Now I’m sick and tired of being sick and tired” (p.18) serves as a testimonial to the psychological and physiological effects of the injustices and violence inflicted upon Hamer and other Black community members in Mississippi. Additionally, Hamer’s statement signifies her tenacity, conviction, and unwavering fight for voting rights, congressional representation, and other critical components of racial equality until her death in 1977.
Below we feature one of two time-gradated teaching recommendations included in the Create section of the Voice of Freedom book entry.
Youth As Agents of Change in Local Communities
Weatherford begins Voice of Freedom with Hamer’s own words: “The truest thing that we have in this country at this time is little children . . . . If they think you’ve made a mistake, kids speak out.” Pairing Hamer’s advocacy detailed in Voice of Freedom with contemporary youth activists, guide students in their exploration of how they can (or continue to) be agents of change in their communities.
To see more classroom possibilities and helpful resources connected to Voice of Freedom: Fannie Lou Hamer, Spirit of the Civil Rights Movement, visit the Book Entry at The Biography Clearinghouse. Additionally, we’d love to hear how the interview and these ideas inspired you. Email us at firstname.lastname@example.org with your connections, creations, and questions.
Jennifer M. Graff is an Associate Professor in the Department of Language and Literacy Education at the University of Georgia where her scholarship focuses on diverse children’s literature and early childhood literacy practices. She is a former committee member of NCTE’s Orbis Pictus Award for Outstanding Nonfiction K-8, and has served in multiple leadership roles throughout her 15+ year CLA membership.
Joyce Balcos Butler is a fifth-grade teacher in Winder, Georgia, where she focuses on implementing social justice learning through content areas. She is a National Writing Project Teacher Consultant, a Red Clay Writing Fellow at the University of Georgia, and a member of CLA.
BY NANCY J. JOHNSON
Whether face-to-face, virtual, or hybrid, there is no doubt this past year has tested your teaching in ways that defy imagination. We salute your knowledge, creativity, innovative pedagogy, and re-imagining of resources as you've keep literacy learning at the heart of your students' lives. And now it's time to channel your hopes and dreams as a teacher of readers and writers by applying for the 2021 Bonnie Campbell Hill National Literacy Leader Award.
Who is Bonnie Campbell Hill and what is this award?
Bonnie Campbell Hill was teacher, literacy leader, reader and writer, and a good friend of CLA. She was also an internationally known educational consultant specializing in literacy instruction and assessment. Bonnie worked extensively with individual schools and school districts, mentoring teachers around the world, and collaborating with them at state, national, and international conferences. Her teaching and writing (including nine books and numerous articles) centered around literature circles, writing instruction, classroom-based assessment, developmental continuums, portfolios, and student-led conferences. Following a cancer diagnosis in 2010, Bonnie dreamed of opportunities to continue her commitment and fierce advocacy for teachers as literacy leaders. That fall, she gathered family, friends, and colleagues to help launch Bonnie's Big Idea, a project that has continued to maintain her literacy legacy. The Bonnie Campbell Hill National Literacy Leader Award is a direct outgrowth of Bonnie's Big Idea. It recognizes two literacy leaders each year, and is generously funded by Dr. Hill's family. Over the past ten years, CLA has been grateful to serve as the home for this award.
What does this award mean for you?
This award recognizes your role as a literacy leader and provides funding ($2,500 plus $125 in professional materials published by Heinemann) to support your own big literacy-related ideas. We recognize the unprecedented challenges you've faced as a literacy leader, whether in your classroom (virtual and in-person), your school, or even your greater educational community. Now it's time to dream about -- and create -- opportunities that turn your challenges, your questions, your professional needs, even your hopes and dreams into reality. You can do that through a Bonnie Campbell Hill National Literacy Leader Award.
What goes into your application? How do you apply?
Start with your own big ideas about literacy learning/teaching and professional development. If you were granted $2,500, how could you use that money to support your work as a literacy leader for grades K-8? Your application must include a proposed plan, a budget, your resume or vita, and a letter of support from a supervisor. A professional development proposal could focus on attending a workshop, class, or conference on your own or with colleagues. You might even take advantage of online classes, conferences, and events. Without having to budget for travel, you could create a dynamic proposal with enough funds to support an entire team of colleagues learning together! Perhaps you've always wanted to sponsor a professional book study or you've dreamed of doing some mentoring in your school or community. Now is the time to pursue those plans. Don't worry if your proposal includes events that eventually get cancelled (i.e. attendance at an in-person conference). Go ahead and propose plans as if they will happen. Then, if the event is cancelled, you can use the funds for the following year, or even apply them to a virtual event. In light of ongoing pandemic-related unknowns, we're offering some flexibility in how (and when) you use the award monies. Be creative as you dream up your proposal, but be sure to use the award requirements to prepare your application. These include: membership in both NCTE and CLA and submission of all application materials no later than August 15, 2021. The BCH National Literacy Leader Award application is available here (with further information on the CLA website).
If you're unsure whether you and your ideas are award-worthy, you might find it valuable to "meet" some of the prior BCH Award recipients and learn about their proposals. In addition, keep your eyes open for blog post from past recipients in the coming weeks.
Feel free to send questions (and eventually your proposal) to Nancy Johnson at njjohnson0303@gmail. Remember, applications are due by August 15th.
Nancy J. Johnson is a Professor Emeritus of Children's/Young Adult Literature and English Education at Western Washington University. She is the Bonnie Campbell Hill Award Committee Chair for CLA.
BY JEANNE GILLIAM FAIN ON BEHALF OF THE NCBLA 2021 COMMITTEE
The NCBLA 2021 committee has the following charge as a committee:
The charge of the seven-member national committee is to select 30 books that best exemplify the criteria established for the Notables Award. Books considered for this annual list are works of fiction, nonfiction, and poetry written for children, grades K-8. The books selected for the list must meet the following criteria:
1. be published the year preceding the award year (i.e. books published in 2021 are considered for the 2020 list);
2. have an appealing format;
3. be of enduring quality;
4. meet generally accepted criteria of quality for the genre in which they are written;
5. meet one or more of the following criteria:
Books transport us into new places and sometimes take us out of the craziness of the world. This was one of those years where we experienced unexpected challenges. I led this committee as we navigated some of the real challenges of the pandemic. To be perfectly honest, in September when we didn’t have the normal number of books, I panicked.
I am truly thankful for this thoughtful committee that continually encouraged me to keep going as I contacted publishers in hopes of obtaining more physical copies of books. Many publishers returned from turbulent times and physical copies of books were difficult to obtain. However, as a committee member, it’s just easier to dig deeper with a text when you have a physical copy in front of you. Thankfully, publishers started returning to sending physical copies of books at the end of January and in February. We continue to be so thankful for the support many publishers extended to us as they worked diligently to send our committee books. However, that meant, that we had to read on a rigorous schedule and we often had to meet more than twice a month in order to have critical conversations around the literature.
Here’s a figure that highlights our process as a committee:
Recurrent Themes from the 2021 NCBLA List
Some of the 2021 NCBLA Books
Jeanne Gilliam Fain is s a professor at Lipscomb University in Nashville, Tennessee and Chair of the 2021 Notables Committee.
2021 Notable Children's Books in the Language Arts Selection Committee Members
BY KATHRYN CAPRINO
How are humans and the outdoors connected? This inquiry question has been answered more acutely for some during COVID. Whereas I am grateful that I could spend time outside daily during quarantine, taking walks with my little boy and rekindling my passion for running, I know many others - for a myriad reasons - were trapped indoors.
In this post, I share three contemporary children’s picture books that will help young readers answer the inquiry question: How are humans and the outdoors connected?
After sharing brief summaries of each text, I provide a few lesson ideas.
Whereas COVID is not mentioned explicitly, the narrator reveals that there was a time when most people went inside. Sharing that humans made the best of their challenging months inside, the text leaves readers with hope of reconnecting with others outside - but not before emphasizing that even though we are all different on the outside, we are all the same on the inside. Echoes of the idea that humans need to be outside seen in Outside In are also seen in Outside, Inside, and this idea that we are all united by something much greater than ourselves links with Swashby and the Sea.
Sharing the Books with Students
Before sharing these three texts with students, pose the inquiry question How are humans and the outdoors connected? Invite them to share the ways in which they feel connected to the outdoors via discussions, written responses, or pictures.
Next, read the texts to students, providing opportunities for during-text discussions and post-text answering of the inquiry question. Ask students to reveal how each text confirms or alters their previous responses.
After reading all three texts, ask students to draw, write, or discuss their response to the inquiry question, using their personal experiences and what they thought about as a result of the three picture books.
Finally, have students engage in an activity that helps them engage with the inquiry question How are humans and the outdoors connected? in personal ways. They may want to create a project that helps keep the outdoors a hospitable place for humans. They might write to the town mayor to share some ideas on roadside trash collection, for example. Other students may pursue a more personal project, such as a drawn or written memoir or children’s picture book about their experiences with being inside and outside throughout the past year.
Perhaps the best lesson idea I have, however, is to let these texts inspire you and your students to go outside. Take an awe walk to find inspiring objects and return to the classroom to discuss or write about them. Set up an observation log in your classroom so students can track what they noticed about the outdoors. Let students draw or paint the outdoors. Or even better yet, truly be outside with them - not outside but really inside as Outside In warns - and play with them.
It is my hope that these three contemporary books that provide the opportunity for us to engage in an inquiry of the outdoors inspire us all to move and think and be outside just a bit more.
Kathryn Caprino is a CLA member, on the Editorial Board of the Journal of Children’s Literature, a blogger at katiereviewsbooks.wordpress.com, and an Assistant Professor of PK-12 New Literacies at Elizabethtown College in Pennsylvania. You can follow her on Twitter @KCapLiteracy.
BY DONNA SABIS-BURNS
We are obligated to educate our youth with a clear lens and to teach the richness of realistic, authentic, and contemporary literature for children and young adults. We need to promote books where Indigenous characters are up front and visible, not hidden or pushed aside. We want to highlight in a bold, distinguishable manner characters and stories that unveil and promote the beauty of diverse literature written/illustrated by and for Native Nations (also called Indigenous people and used interchangeably here when the specific Nation is not known), and all other marginalized groups.
The movements of #OwnVoices and #WeNeedDiverseBooks have elevated the bar by offering a deeper focus and expanded landscape for celebrating the intricacies that Native storytelling brings to the table. Much too often, books featuring Indigenous people are only pulled off the shelf in October (Columbus) and November (Thanksgiving/Native Heritage Month). Well, it is March/April and I am pleased to share with you some resources you may want to check out and bookmark this spring to break that cycle. This blog post features a few rich and informative web pages, the American Indian Literature Awards (AILA), a shout out to an award-winning #OwnVoices book, and other informative and fun resources that highlight the resilience, authenticity, and beauty in literature through a kaleidoscope of traditions representative of the vast diversity across Indian Country.
Native Cultural Links
What is impressive about this site is its refreshing approach to much-needed stories about Indigenous, contemporary young heroes and heroines. These heartfelt accounts are reflective of the many different Nations of a modern United States and Canada. This is a breath of fresh air because it does not perpetuate the notion that Indigenous peoples are not around anymore. Do not get me wrong, there is a definite need for authentic, truthful history stories of Native Nations, but it is truly wonderful to be able to share a good story about real time people in real time situations in a modern setting. This is a new resource that is just getting off the ground and it already has some exquisite stories to share with you.
Oyate.org is a small but mighty Indigenous organization working to share the life and histories of Indigenous people with the utmost level of honesty and integrity. This is a resource that serves as a portal into the past and is reflective of today’s society where diverse, #ownvoices books are most necessary. Oyate, appropriately named after the Dakota word for “people,” believes that the world is a healthier place when there is a better understanding and respect for one another and when history is truthfully acknowledged. They aim to distribute literature and learning materials by Indigenous authors and illustrators, provide critical evaluation of books and curricula with Indigenous themes, and offer workshops “Teaching Respect for Native Peoples.” They also have a small resource center and reference library that can be very useful for any educator or parent (or youth for that matter). Since the pandemic, the store portion of the site is temporarily not working at full capacity, but there are many other fine choices for you to peruse and enjoy.
We cannot mention websites about literature featuring Indigenous people without showcasing the American Indians in Literature (AICL) website. Established by Dr. Debbie Reese of Nambé Pueblo, and later joined by Dr. Jean Mendoza as co-editor, the AICL website provides a critical analysis of the presence of Indigenous peoples in children's and young adult books and so much more. This website is like walking into a bakery with so many wonderful choices it is hard to decide what to try first. It has been around for 15 years and is most certainly more than just a place to find a list of best books. You can discover Indigenous authors and illustrators in the Photo Gallery section, or maybe you’d rather learn tips for creating instructional materials featuring different Native nations. You can even research what books you should NOT be sharing out there. It is really a gem of a resource.
AILA Youth Literature Award
Did you know there is an award specifically for literature featuring Indigenous people? Since 2006, the American Indian Library Association (AILA) biennially considers the finest writing and illustrations by Indigenous peoples of North America for the AILA Youth Literature Award. AILA identifies and honors works that “present Indigenous North American peoples in the fullness of their humanity.” Winners and Honor Books are selected in the categories: Best Picture Book, Best Middle Grade Book, and Best Young Adult Book. If you ever need a resource for choosing quality literature, make sure you visit the American Indian Youth Literature Award web page.
For those not familiar with this organization, AILA is an affiliate of the American Library Association and it is devoted to disseminating information about Indigenous cultures and languages to the library community and beyond.
Check out the video for the 2020 Award winners.
Did you know?
Congratulations to illustrator Michaela Goade (Tlingit) for her 2021 Caldecott Award winning book, We are Water Protectors (2020), authored by Carole Lindstrom (Turtle Mountain Band of Ojibwe). Goade is the very first Indigenous winner of this prestigious award. With Earth Day around the corner, this would be a fabulous book to share. There is even a We are Water Protectors Activity Kit!
Read Native 2021 Reading Challenge
The “American Indian Library Association invites you to participate in the inaugural reading challenge. With this challenge we support and recognize our Indigenous authors, scientists, legislators, storytellers, and creators throughout the year, not just during the national Native American Heritage month.” Here is a fun reading challenge to engage readers of all ages.
Throughout the year, find and read books and publications by and about Native Americans; visit tribal websites; search peer reviewed scholarly journals; visit Native-owned bookstores; and check with Native librarians for the best sources for learning more about Native Nations and Indigenous people around the world.
Donna Sabis-Burns, Ph.D., an enrolled citizen of the Upper Mohawk-Turtle Clan, is a Group Leader in the Office of Indian Education at the U.S. Department of Education* in Washington, D.C. She is a Board Member (2020-2022) with the Children's Literature Assembly, Co-Chair of the 2021 CLA Breakfast meeting (NCTE), and Co-Chair of the Diversity, Equity and Inclusivity Committee at CLA.
*The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned herein is intended or should be inferred.
Investigating Informational Writing and Creating Multimedia Text Sets with She Persisted: Claudette Colvin
BY JENNIFER SANDERS & COURTNEY SHIMEK, ON BEHALF OF THE BIOGRAPHY CLEARINGHOUSE
Many people have heard of Rosa Parks’ role in the Montgomery Bus Boycott, but few know that Claudette Colvin resisted bus segregation months before. Lesa Cline-Ransome’s new biography, She Persisted: Claudette Colvin, published by Penguin Random House, highlights 15 year-old Claudette’s role in the civil rights movement of the 1950s. Influenced by her teachers’ lessons on Black history, Claudette was armed with the courage of knowledge when she defied a bus driver’s order to move for a white passenger. When Claudette recalled that moment, she said, “Harriet Tubman’s hands were pushing down on one shoulder and Sojourner Truth’s hands were pushing down on the other shoulder… I couldn’t move” (Cline-Ransome, 2021, p.26).
Claudette’s frustration about the injustices she witnessed in her life, including the loss of her younger sister to polio, spurred her actions that brought “the revolution to Montgomery” (2021, p.31). Cline-Ransome highlights these frustrations and mirrors Claudette’s curious, inquisitive nature by employing a question and answer secondary text structure throughout the biography.
Cline-Ransome’s transitional chapter book about Claudette Colvin is currently featured on The Biography Clearinghouse . The crafted teaching guide includes information about three other women who resisted segregated bus policies before Rosa Parks and took the fight to federal court in the 1956 case Browder vs. Gayle. This book debunks historical myths and tells a fuller, more inclusive history of the individual and collective actions of people of color fighting oppression. Two of the plaintiffs in that court case were teenagers: Claudette Colvin was 15, and Mary Louise Smith was 18. In our interview, Lesa Cline-Ransome noted the connection between these young women’s activism and today’s young people serving as leaders of environmental and civil rights movements. This book can serve as a springboard for exploring present-day youth social activism with students.
Operating within the Investigate, Explore, and Create Model of the Biography Clearinghouse, we designed teaching ideas to accompany She Persisted: Claudette Colvin.
If you have 1-2 hours...
If you have 1-2 days...
If you have 1-2 weeks...
After reading She Persisted: Claudette Colvin, have students do a quick write about the Montgomery Bus Boycott.
Ask them to generate questions they still have about the movement or these events in history.
As a whole group, create an anchor chart of students’ questions.
Group 1: Put students into 4-6 groups (group A, B, C, etc.) and have them select one text from the set above. Give each group time to read their text, select important information, and look for answers to their personal questions (from the 1-2 hours activity).
Group 2: Regroup the students with one person from each original group in each new group (i.e., one student from A, B, and C, etc.). Each student shares what they learned from the text they read with their first group. Have each group select one question they want to explore about the event and try to answer during this group share.
Debrief with the whole class about what they learned.
Using Cline-Ransome’s writing as a mentor, create a shared book that includes questions students asked and answers they found during the jigsaw.
Students can title each chapter with the question, like Cline-Ransome did in She Persisted: Claudette Colvin, and have students answer that question in that section.
“Publish” this book and display it for visitors to read and/or place in your classroom library.
To see more classroom possibilities and helpful resources connected to She Persisted: Claudete Colvin, visit our Book Entry at The Biography Clearinghouse. Additionally, we’d love to hear how the interview and these ideas inspired you. Email us at email@example.com with your connections, creations, questions.
Kristo, J. V., & Bamford, R. A. (2004). Nonfiction in focus: A comprehensive framework for helping students become independent readers and writers of nonfiction, K-6. Scholastic Professional Books.
Courtney Shimek is an Assistant Professor in the department of Curriculum & Instruction/Literacy Studies at West Virginia University. She has been a CLA member since 2015.
Amplifying Voices, Perspectives, and Experiences with USBBY’s 2021 Outstanding International Books List
BY JENNIFER M. GRAFF AND BETTIE PARSONS BARGER
As mentioned in Wendy Stephens’ overview of youth literature awards and described by USBBY President, Evie Freeman, the OIB list provides readers of all ages--especially educators and readers in grades PreK-12--a collection of 40-42 books originally published outside of the United States (U.S.) that are now available in the U.S. These books, selected by a committee of teachers, librarians, children’s literature and literacy education teacher educators and scholars, connect us to noteworthy international authors and illustrators who seek to entertain, inform, challenge, delight, stimulate, and unite people through story.
OIB Selection Criteria*
*Not every book will meet every criterion equally.*
See the USBBY website for additional content and presentation considerations.
Engaging with the 2021 OIB List: A Geographical Map and Themed Text Sets
Each OIB list has its own interactive Google Map, illustrating the international communities represented by the selected books. Using the color-coded pins on the world map or the left sidebar, select a book to zoom in on its location. Additional uses of the maps include critical analyses and discussions about dominant/absent voices, cultural representations, and equity on a global scale.
The 2021 OIB books also fit within text sets conducive to interdisciplinary and socioemotional learning as well as differentiated instruction. The table below includes the 35 OIB titles identified for PreK-8 grades organized into five themes. While each book is mentioned once, many could fit into multiple themes. The variety of genres, formats, and cultural origins reminds us that storytelling and humanity have no borders and amplifies the connections and intersections of self and society. Visit the USBBY OIB website or the February issue of the School Library Journal for all of the book annotations.
2021 Outstanding International Books (PreK-8)
(Book covers are organized by younger-to-older audience gradation.)
Hearing Additional Voices from Conflicts and War
As access to information increases, so does access to stories that present multiple voices. These titles include stories of conflict, longing, loss, love, and perseverance. Sharing the experiences of a war-torn country, conflict, or persecution, these texts inform readers on living in refugee internment camps, changing identities to avoid capture, peacefully resisting becoming a soldier, and leaving families behind - never to see them again. Each book enables readers to develop a greater sense of empathy and understanding of the impact war and conflict have on people.
Countries represented: Canada, France, Mexico, Myanmar, United Kingdom, Vietnam
Embarking on Explorations with Unexpected Twists
In each of these treasures, readers will be encouraged to explore the story world, whether drifting along a river, wandering along a vast ocean, traveling through a time of magic, or becoming spellbound by music. In these journeys, readers will delight in the unexpected - a plot twist or character development that makes them pause, evaluate, or wonder.
Countries represented: Australia, Belgium, Canada, Netherlands, Russia, United Kingdom
Highlighting Our Everyday Lives
This collection of fun-filled, whimsical books reminds us of how quickly everyday moments can become joyful adventures no matter where you live! Catching chickens in West Africa, taking an elevator ride in Argentina, peering out from your window in Brazil, learning to make the perfect cannonball splash in New Zealand, contemplating the future in Japan, enjoying a great traditional tale about courage and forgiveness in India--among other stories about life’s ups and downs--remind us of the beauty of living in the moment, especially when you are with people you love.
Countries represented: Argentina, Brazil, Japan, New Zealand, United Kingdom, West Africa
Developing Empathy, Connection, and Resilience through Loss and Hope
While originating from different circumstances (e.g., divorce, death, birth, long- and short-term separations, dementia, etc.), the partnership of loss and hope in this collection contributes to our ability to empathize, connect, and persevere. These five picturebooks and one novel offer sensitive, realistic, and accessible portraits of love, loss, grief, and everlasting hope, all undergirded by faith.
Countries represented: Argentina, Belgium, Canada, Central African Republic, France, Sweden, South Africa
Piquing Curiosities with STEAM
These books are fantastic for exploring the interconnectedness of Science, Technology, Engineering, the Arts, and Mathematics (STEAM). Readers will learn about animals, the relationships numbers have with the everyday world, the science of sound, or the invasion of plastic in the world’s oceans. All of these books evoke curiosity and leave readers thinking about their everyday interactions with the topics.
Countries represented: Finland, Norway, Portugal, Ukraine
Rochman, H., & McCampbell, D. Z. (1997). Leaving home. HarperCollins
Children’s Literature References
The OIB 2021 Bookmark has bibliographic information for the aforementioned books.
Bettie Parsons Barger is an Associate Professor in the Department of Curriculum and Pedagogy at Winthrop University and has been a CLA Member for 10+ years.
Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.
The opinions and ideas posted in the individual entries are those of the individual authors and do not necessarily reflect the opinions or views of CLA or the Blog Editors.
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