Hi Melissa,

I co-wrote a grant two years ago and used a bunch of research on this. Here is our list.

Students in today’s world live in an increasingly global community in which they interact with diverse cultures and people on a daily basis. Culturally responsive teaching is defined as “using the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively.” (Gay, 2002, p. 106)

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53 (2), 106-116.

The International Literacy Association defined literacy as “the ability to identify, understand, interpret, create, compute, and communicate using visual, audible, and digital materials across disciplines and in any context” (para. 1). As a global organization, it recognizes that literacy both connects and empowers people to reach their potential, live together and interact with the world, and participate fully in society.

Dwyer, B. (2016). Teaching and Learning in the Global Village: Connect, Create, Collaborate, and Communicate. The Reading Teacher, 70(1), 131–136.

Children’s literature helps “children navigate the intellectual, social, and emotional terrains of childhood” (Cooper, 2007, p. 315). As they identify with the characters in the stories they are reading, children form their morals, values, and concepts about the world. By reading about people who are like them, children reinforce their own identities (Hefflin & Barksdale-Ladd, 2001). Conversely, literature also allows children to “encounter other people and to see [themselves] in their eyes, to recognize [their] own experience in an experience that at first blush seems radically different” (Levine, as quoted in Lindsay, 2006, p. 37). Thus, literature helps children develop their cultural identities as it allows them to understand and appreciate the cultures of others.

Al-Hazza, T. C. and Bucher, K. T. (2008), Building Arab Americans' Cultural Identity and Acceptance With Children's Literature. The Reading Teacher, 62: 210–219.

Also, The Reading Teacher May/June 2019 issue is all about access to children's literature with articles on culturally relevant texts.

If you can't get digital access to any of these or from a resource in your building. We have the paper copies of them all and I can send them over.

Jessica-Lynn Johnson

On Tue, May 7, 2019 at 8:19 AM Melissa Thom via CASL-L <casl-l@mylist.net> wrote:

Good Morning,

Does anyone know of or have access to any research articles that address the topic of "WHY diverse school and/or classroom libraries are VITAL?" We all know they are, but I am looking for some research to validate that and back it up.

Also, a new article from Margaret Merga was just released this past weekend entitled "Building a School Reading Culture: Teacher Librarians' Perceptions of enabling and constraining factors." I attached it below because access if free via Twitter right now. Thanks again to Laura H. for getting it to me over the weekend;) #LoveMyPLN

Thanks!!
Have a great day!
Melissa

Melissa Thom
Bristow Middle School Teacher Librarian
West Hartford Public Schools
Bristow Library Learning Commons Webpage: blog.whps.org/bristowlibrarylearningcommons
Follow us on Twitter: @bristowllc
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Currently Reading:
A Hope More Powerful Than the Sea: One Teen Refugee's Incredible Story of Love, Loss, and Survival by Melissa Fleming
Friend or Fiction by Abby Cooper (Netgalley)
Reclaiming our Calling by Brad Gustafson
Currently Listening:
Allegedly by Tiffany D. Jackson
Frost Blood by Elly Blake
Recently Finished:
City of Ghosts by Victoria Schwab
Skink by Carl Hiaasen (audio)
City of Saints and Thieves by Natalie Anderson (audio)
Love Double Dutch by Doreen Spicer-Dannelly
The Serpent's Secret by Sayantani Dasgupta
Hope To Read Soon:
Merci Suarez Changes Gears by Meg Medina
Piecing Me Together by Renee Watson
And sooooooooo many more;)

Check out my blog all about books and reading!
http://www.msthomsbookitis.weebly.com
Follow me on Twitter @msthombookitis

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