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Reflections of Realities and Renewals: USBBY’s 2020-22 Outstanding International Books (OIB) Text Sets

2/8/2022

 

By Bettie Parsons Barger and Jennifer M. Graff

For so many of us, books can feel like best friends, close family members, long-lost relatives, or trusted mentors. We gravitate toward them through our desire to connect or understand, to be inspired, or to experience a new or fresh perspective. As educators and literature advocates we also strive to help youths develop relationships with books, often relying on their curiosity about themselves and the unknown to help forge those connections.The United States Board of Books for Young People’s Outstanding International Books (OIB) lists are excellent resources for such pursuits. Shared in previous CLA Blog posts, each OIB list highlights 40-42 international books that are available in the United States. In 2021, the OIB committee read over 530 books prior to selecting the 42 titles for the 2022 list. These titles represent outstanding literature from 24 different countries and 2 indigenous territories in Canada.
Picture
Picture
OIB Selection Criteria*
*Not every book will meet every criterion equally.*​​
  • represent the best of children’s literature from other countries
  • introduce readers in the U.S. to outstanding artists and writers from other countries
  • help children in the U.S. see the world from other points of view
  • provide perspectives or address topics otherwise missing from children’s literature in the U.S.
  • exhibit distinct cultural flavor, help counteract stereotypes, bridge cultural gaps, build connections, and engage and prove accessible to young readers in the U.S.

​See the USBBY website for additional content and presentation considerations.

​As we look at the past three years of OIB lists, we recognize how our current realities are reflected in the committees’ selections. Julie Flett’s (2021) We All Play/ Kimêtawânaw illustrates humans’ innate connection to nature and the joyous experiences of playing outdoors, as the current pandemic has encouraged. The Elevator (Frankel, 2020) speaks to the power of humorous storytelling to unite strangers who unexpectedly find themselves in close quarters. The current Ukrainian-Russian tensions mirror the conflict in How War Changed Rondo (2021). Silvia Vecchini’s (2019) graphic novel, The Red Zone: An Earthquake Story, and Heather Smith’s (2019) picturebook, The Phone Booth in Mr. Hirota’s Garden, are stirring testimonies about ongoing global natural disasters, such as the recent volcano eruption and subsequent earthquake and tsunami that have devastated the Pacific nation of Tonga.

Partnering the beliefs that books including hostile and traumatic events “can provoke reflection and inspire dialogue that sensitizes readers . . .” (Raabe, 2016, p.58) and that “stories are important bridging stones; they can bring people closer together, connect them, and help overcome alienation” (Raabe & von Merveldt, 2018, p.64), we created a sampling of five text sets that can be readily used in K-12 classrooms.
A Sampling of Outstanding International Books Text Sets (2020-2022)
(Book covers are organized by younger-to-older audience gradation.)
Wars and Revolutions
(civil, border, global, & cultural)

2022 OIB Books
Book cover: The Story of Bodri
Book cover: How War Changed Rondo
Book cover: Soul Lanterns
Book cover: When the World was Ours
Book cover: War
Book cover: Freedom Swimmer
Countries represented: Sweden, Ukraine, England/Germany, Japan, Austria/Poland/England, Portugal, China
​2021 OIB Books
Book cover: Maurice and His Dictionary
Book cover: Mexique: A Refugee Story
Book cover: War is Over
Book cover: Catherine's War
Book cover: Crossing the Farak River
Countries represented: Canada, Mexico, United Kingdom, France, Myanmar
​2020 OIB Books
Book cover: A Sky Without Lines
Book cover: The Taste of Rain
Book cover: Our Castle by the Sea
Book cover: Questions I Am Asked about the Holocaust
Book cover: Voyages in the Underworld of Orpheus Black
Book cover: Bone Talk
Countries represented: US/Mexico Border, China, United Kingdom, Sweden, United Kingdom, Philippines
Human Resilience
(civil, border, global, & cultural)

2022 OIB Books
Book cover: Peter Lee's Notes from the Field
Book cover: Coffee, Rabbit, Snowdrop, Lost
Book Cover: We Dream Medicine Dreams
Book cover: Wounded Falcons
Book cover: The Big Bad Wolf in my House
Book cover: The Sour Cherry Tree
Book cover: The Caiman
Book cover: The Star Outside My Window
Book cover: Carry On: Poetry by Young Immigrants
Countries represented: Canada, Denmark, Canada: Northwest Territories, Mexico, Canada, Canada, Venezuela, UK: England, Canada
​2021 OIB Books
Book cover: All the Dear Little Animals
Book cover: Weekend Dad
Book cover: Some Days
Book cover: The Barren Grounds
Book cover: Migrants
Book cover: Blood Moon
Countries represented: Sweden, Canada, Argentina, Canada, Mexico, United Kingdom
​2020 OIB Books
Book cover: The Moose of Ewenki
Book cover: Angryman
Book cover: The Phone Booth in Mr. Hirota's Garden
Book cover: Girl of the Southern Sea
Book cover: The Red Zone: An Earthquake Story
Book cover: Vanishing Colors
Book cover: Lubna and Pebble
Book cover: Paws and Edward
Book cover: Caravan to the North
Countries represented: China, Norway, Japan, Indonesia, Italy, Norway, United Kingdom, Norway, El Salvador/US
Telling Stories and Sharing Memories
(personal, biographical, cultural, geographical, historical, traditional, philosophical, intergenerational, visual, epistolary)

2022 OIB Books
Book cover: Comings and Goings
Book cover: My Words Flew Away like Birds
Book cover: Sona Sharma, Very Best Big Sister
Book cover: Sakamoto's Swim Club
Book cover: Thao
Book cover: Too Small Tola
Book cover: Africa, Amazing Africa: Country by Country
Book cover: The Caiman
Book cover: Living with Viola
Book cover: All the Colors of Life
Book cover: Carry On: Poetry by Young Immigrants
Book cover: Freedom Swimmer
Countries represented: Greece, Canada, India, Canada, Vietnam/Canada, Nigeria, Entire Continent of Africa, Venezuela, Canada, Norway, Canada, China
​2021 OIB Books
Book cover: Letters from Bear
Book cover: The Magic Doll
Book cover: The Lady with the Books
Book cover: Under the Great Plum Tree
Book cover: A Story About Afiya
Book cover: The Elevator
Book cover: The Time of Green Magic
Book cover: Music for Tigers
Book cover: The Barren Grounds
Book cover: Catherine's War
Book cover: Gamayun Tales I
Book cover: The Ode to the Goddess of the Luo River
Countries represented: Belgium, Central African Republic, Canada, United Kingdom, United Kingdom, Argentina, United Kingdom, Australia, Canada, France, Russia, China
​2020 OIB Books
Book cover: The Happiest Tree
Book cover: Thukpa for All
Book cover: The Girl and the Wolf
Book cover: Hicotea: A Nightlights Story
Book cover: Riding a Donkey Backwards
Book cover: The Parrot and the Merchant
Book cover: The Apartment: A Century of Russian History
Book cover: The Girl Who Rode a Shark
Book cover: Perception: A Photo Series
Book cover: This Place 150 Years Retold
Countries represented: South Korea, India, Canada, United Kingdom, United Kingdom, Iran, Russia, Canada, Canada, Canada
Connecting with Nature
(accentuating humans’ relationships with the natural world)

2022 OIB Books
Book cover: We All Play
Book cover: This is How I Know
Book cover: Little Bird's Day
Book cover: Ducks Overboard!
Book cover: 189 Canaries
Book cover: Wounded Falcons
Book cover: The Sour Cherry Tree
Book cover: Seasons: A Year in Nature
Book cover: Almost Nothing, yet Everything
Book cover: Tiger, Tiger, Burning Bright!
Countries represented: Canada, Canada: Anishinaabewaking, Australia, England, Germany, Mexico, Canada, United Kingdom, Japan, United Kingdom
​2021 OIB Books
Book cover: The Barren Grounds
Countries represented: Finland, West Africa, Portugal, Canada
​2020 OIB Books
Book cover: The Farmer
Book cover: Birdsong
Book cover: Along the Tapajos
Book cover: Hicotea: A Nightlights Story
Book cover: The Moose of Ewenki
Book cover: The Grizzly Mother
Countries represented: Switzerland, Canada, Brazil, United Kingdom, China, Canada
Creative Outlets
(Playful approaches to familiar topics, how play and curiosity can foster connections and community, and the role of imagination in creating new possibilities and realities, benefits of unexpected journeys)

2022 OIB Books
Book cover: Moon Pops
Book cover: We All Play
Book cover: Agnes's Place
Book cover: Inside the Suitcase
Book cover: On the Other Side of the Forest
Book cover: Anita and the Dragons
Book cover: Time is a Flower
Book cover: Molly and the Mathematical Mysteries
Book cover: Walking in Two Worlds
Countries represented: South Korea, Canada, Norway, France, Canada, Dominican Republic, Canada, United Kingdom, Canada
​2021 OIB Books
Book cover: All Along the River
Book cover: Cannonball
Book cover: Everybody Counts
Book cover: Little Fox
Book cover: There Must Be More than That
Book cover: Sound
Book cover: The Wanderer
Book cover: The Land of Roar
Countries represented: Belgium, New Zealand, Norway, Netherlands, Ukraine, Japan, Netherlands, United Kingdom
​2020 OIB Books
Book cover: One Fox: A Counting Book Thriller
Book cover: Count on Me
Book cover: The Boring Book
Book cover: Daniel and Ismail
Countries represented: United Kingdom, Canada, Japan, Chile
​2022 OIB Bookmark & Annotations
2021 OIB Bookmark & Annotations
2020 OIB Bookmark & Annotations
Featuring over 100 OIB books from the 2020-2022 lists, including all of the 2022 books, these text sets are intentionally broad in scope and varied in format to enable numerous groupings or pairings. Here are a couple of possible groupings.
Creative Outlets
Making Friends and Building Community through Play ​
Engaging Math Explorations ​
​
  • Agnes’s Place (OIB 2022)
  • All Along the River (OIB 2021) 
  • Cannonball (OIB 2021)
  • Daniel and Ismail (OIB 2020)
  • Moon Pops (OIB 2022)
  • Count on Me (OIB 2020)
  • Everybody Counts (OIB 2021)
  • Molly’s Mathematical Mysteries: Ten Interactive Adventures in Mathematical Wonderland (OIB 2022)
  • One Fox: A Counting Thriller (OIB 2020)
Wars and Revolutions
WWII and Holocaust Survivor Stories ​​
Family Separations ​
​
  • Catherine’s War (OIB 2021) 
  • Maurice and His Dictionary: A True Story (OIB 2021)
  • Questions I’m Asked about the Holocaust (OIB 2020)
  • The Story of Bodri (OIB 2022) 
  • Soul Lanterns (OIB 2022)
  • When the World Was Ours (OIB 2022)
  • A Taste of Rain (OIB 2020)
  • Crossing the Farak River (OIB 2021)
  • Freedom Swimmer (OIB 2022)
  • Mexique. A Refugee Story from the Spanish Civil War (OIB 2021)
  • Our Castle by the Sea (OIB 2020)
  • When the World Was Ours (OIB 2022)
  • Voyages in the Underworld of Orpheus Black (OIB 2020)
We hope these possible text sets and sub-groupings serve as a springboard for additional text sets that center international stories in our academic and personal lives and help us not only better understand the past but also negotiate the present to help build a more informed, inclusive, and joyous future. 

For more information about OIB books and USBBY, please join us in Nashville, Tennessee, March 4-6, 2022 for USBBY’s Regional Conference. 


​References
Rabbe, C. (2016). “Hello, dear enemy! Picture books for peace and humanity.” Bookbird: A Journal of Children’s LIterature, 54(4), 57-61.

Rabbe, C. & von Merveldt, N. (2018). “Welcome to the new home country Germany: Intercultural projects of the International Youth Library with refugee children and young adults.” Bookbird: A Journal of Children’s LIterature, 56(3), 61-65.
Bettie Parsons Barger is an Associate Professor in the Department of Education Core at Winthrop University and has been a CLA Member for 10+ years.

Jennifer M. Graff is an Associate Professor in the Department of Language and Literacy Education at the University of Georgia, is a former CLA President and Member for 15+ years.

Amplifying Voices, Perspectives, and Experiences with USBBY’s 2021 Outstanding International Books List

3/9/2021

 

BY JENNIFER M. GRAFF AND BETTIE PARSONS BARGER

“The stories you read can transform you. They can help you imagine beyond yourself. When you read a great story you leave home. We leave home to find home.” 
(Rochman & McCampbell, 1997, p. vii)
The COVID-19 Pandemic has significantly shifted global travel to “zooming” from digital screen to digital screen and surfing online streaming services. For those fatigued by such excursions, international children’s books can offer exciting and thought-provoking adventures of the heart, mind, spirit, and global consciousness. Readers can enter fantastic worlds, hear previously unheard voices and perspectives, learn more about scientific worlds and cultural communities, and become immersed in emotional episodes that speak to senses of humanity and belonging in books published on multiple continents. The United States Board on Books for Young People (USBBY)’s annual Outstanding International Books (OIB) list is a great go-to guide for such literary experiences.

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 List
OIB Selection Criteria*
*Not every book will meet every criterion equally.*​​
Books that
  • represent the best of children’s literature from other countries
  • introduce readers in the U.S. to outstanding artists and writers from other countries
  • help children in the U.S. see the world from other points of view
  • provide perspectives or address topics otherwise missing from children’s literature in the U.S.
  • exhibit distinct cultural flavor, help counteract stereotypes, bridge cultural gaps, build connections, and engage and prove accessible to young readers in the U.S.

​See the USBBY website for additional content and presentation considerations.

​Engaging with the 2021 OIB List: A Geographical Map and Themed Text Sets
OIB Map
Even with the grade-level band organization of the OIB list, selecting which books to read might feel daunting. Two ways to help facilitate book selections are the Interactive Google Map and thematic 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.

Themes

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.
Book Cover: Story Boat
Book Cover: The Lady with the Books
Book Cover: Mexique
Book Cover: War is Over
Book Cover: Catherine's War
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. 


​
Book Cover: Little Fox
Book Cover: The Land of Roar
Book CoveR: Gamayun Tales I
Book Cover: The Time of Green Magic
Book Cover: The Wanderer
Book Cover: Music for Tigers
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. 
Book Cover: A Story About Afiya
Book Cover: Under the Great Plum Tree
Book Cover: There Must Be More Than That!
Book Cover: Cannonball
Book Cover: The Elevator
Book Cover: From My Window
Book Cover: Planet Omar
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.

​
Book Cover: Weekend Dad
Book Cover: All the Dear Little Animals
Book Cover: Letters From Bear
Book Cover: The Magic Doll
Book Cover: Some Days
Book Cover: Small Mercies
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.
Book Cover: 1,001 Creatures
Book Cover: Everybody Counts
Book Cover: Sound
Book Cover: Plasticus Maritimus
Countries represented: Finland, Norway, Portugal, Ukraine
References
Rochman, H., & McCampbell, D. Z. (1997). Leaving home
. HarperCollins
​
​
Children’s Literature References
The OIB 2021
Bookmark has bibliographic information for the aforementioned books.

Jennifer M. Graff is an Associate Professor in the Department of Language and Literacy Education at the University of Georgia, is a former CLA President and has been a CLA Member for 15+ years.

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.

The Lived Experience: Creating and Sequencing Text Sets to Build Background Knowledge

9/8/2020

 

BY LIZ THACKERAY NELSON & MARGARET OSGOOD OPATZ

Diagram illustrating how to scaffold texts starting with texts closest to students' lived experiences and moving farther out.
As former teachers, we are familiar with our students’ common refrain: “What does this book have to do with me?” Helping our students connect to what we teach in meaningful ways increases motivation, engagement, and overall learning (Guthrie & Wigfield, 2000). In this blog post we want to explore how creating and sequencing text sets to foster student background knowledge helps students make meaningful connections and increases reading engagement. 

The importance of readers’ background knowledge has been acknowledged for decades (Anderson, Reynolds, Schallert, & Goetz, 1977; Cunningham & Stanovich, 1998; Reynolds, Taylor, Steffensen, Shirley, & Anderson, 1982), yet in schools throughout our country readers are placed in texts that are decontextualized and reflect a lived experience very different from their own, making it challenging to construct meaning from the text and ultimately learn from it (Fleming, Catapano, Thompson, & Ruvalcaba Carrillo, 2015). This is particularly true when it comes to the informational content presented in science. To support readers in comprehending and learning from texts, teachers can reshape the curriculum by beginning with students’ lived experiences in mind. Reshaping the curriculum includes the use of high-quality literature sequenced in a way that begins with familiar content and contexts and then moves further from students’ lived experiences to the expected or mainstream curriculum.

Learning about Animal Adaptations in an Urban Setting

For example, when addressing science standards to teach about how animals adapt to their environment, many units of study focus on exotic animals such as those found in the Amazon Rainforest, the Serengeti, or Australian Outback--using texts such as I See a Kookaburra! (Jenkins & Page, 2005) , Biggest, Strongest, Fastest (Jenkins, 1997), or What Do You Do With a Tail Like This? (Jenkins & Page, 2008).  While it certainly isn’t bad to teach about exotic animals and their unique ecosystems, to help students first understand how animals function in their unique habitat, it can be beneficial to begin with animals that are closer to students’ lived experiences. Therefore, before moving to texts that showcase exotic animals, we suggest using texts such as Please, Puppy, Please (Lee & Lee, 2005), Animal Babies in Towns and Cities (Kingfisher, 2005), City Critters: Wildlife in the Urban Jungle (Read, 2012), or Urban Roosts: Where Birds Nest in the City (Bash, 1992). These texts allow you to focus on animals that students who live in urban settings can observe in their own environment. 
 
Imagine students reading Urban Roosts: Where Birds Nest in the City (Bash, 1992), a book which illustrates several urban locations where birds live and nest (e.g., in a storefront light, under the awning of a building, on a statue that stands on a street corner, in a stoplight).  Then, as students walk outside of their school building (or their homes if they are learning online right now), they start to notice the birds that roost on the building’s exterior doorways, creating firsthand experiences of animals adapting to their environments, and opportunities to talk about scientific content beyond the school texts and science class.  When meeting as a class again, students discuss how the birds have adapted to and thrive in the urban environment. By situating school texts in familiar contexts, students are able to build background knowledge before being expected to grasp concepts in faraway, unfamiliar places. Because we live in an urban area, we would sequence our animal adaptation text set like this:


Diagram listing a sequencing example for texts on animal adaptations
Based on the area where you live, you may want to change the order of the texts. For example, salamanders are very common in some parts of the United States, so teachers in that area may want to move Salamanders by Molly Kolpin closer to the beginning of the text set.  

Explanation of Text Sequence

Creating & Sequencing Your Own Text Set

To create and sequence text sets that begin with students' lived experiences and progress outward, we propose 5 steps: 

STEP 1:

Determine the standards, learning goals, and outcomes for an instructional unit.

STEP 2:

Begin with your curriculum to integrate content.
  • Select your topic of area of focus for the unit.

STEP 3:

Determine areas of the curriculum or unit that require additional resources for students to build conceptual knowledge. 

STEP 4:

Gather texts based on the topic.
  • Use various resources to find high-quality literature: 
    • ​​American Library Association
    • Kids Like Us​
    • Lee and Low Publisher
    • Worlds of Words
    • USBBY
    • Grace Enriquez & Denise Dávila’s CLA Blog Post: Online Resources for Diverse Children's Literature

STEP 5:

Use texts to build a bridge between students' lived experiences and the school curriculum. 
  • With your students in mind, determine the books that are closest/furthest to your students' lived experiences. 
  • Go through the process of sequencing texts from closest to furthest from your students' lived experiences. 
  • Evaluate how each book fits into the development of knowledge throughout the unit. 

References

Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14(4), 367-381.

Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind.
American Educator, 22, 8-17.

Fleming, J., Catapano, S., Thompson, C. M., & Ruvalcaba Carrillo, S. (2015). More mirrors in the classroom: Using urban children’s literature to increase literacy. Lanham, MD: Rowman & Littlefield.

Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research: Volume III (pp. 403-422). New York: Erlbaum.

Reynolds, R.E., Taylor, M.A., Steffensen, M.S., Shirey, L.L., & Anderson, R.C. (1982). Cultural schemata and reading comprehension. Reading Research Quarterly, 353-366.


Liz Thackeray Nelson  is a doctoral student at the University of Utah in Educational Psychology. Her research interests include writing, multiliteracies, and children's literature. She is currently serving as the chair for the CLA Membership Committee. 

Margaret Osgood Opatz is a doctoral student at the University of Utah in Educational Psychology. Her studies include reading, literacy, and linguistics. She is a past recipient of the CLA Bonnie Campbell Hill National Literacy Leader Award. 

    Authors:
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    Supporting PreK-12 and university teachers as they share children’s literature with their students in all classroom contexts.

    Disclaimer
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    Xenia Hadjioannou
    Lauren Liang
    Liz Thackeray Nelson

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