One important aspect of instilling a passion for reading in young students is providing an appropriate and effective classroom library. Classrooms across every content area and every grade level should contain classroom libraries that contain texts which are appealing and accessible to the students. One characteristic of a quality classroom library is cultural responsiveness. First, students need to be able to identify with the individuals represented in books, so they will try to find characters who look like them. In addition, educators have a responsibility to teach students of all cultures to embrace and celebrate others who are different than themselves. Some children are fearful of people who do not look like they do or act like them due to a lack of knowledge about other cultures. “Literature can be one of the most powerful tools for combating the ignorance that breeds xenophobic and judgmental behaviors” (Young, Bryan, Jacobs, and Tunnell, 2020, p.79).

Culturally Diverse Children’s Books

The Cooperative Children’s Book Center (CCBC) at the University of Wisconsin-Madison provides statistics about culturally diverse children’s books published each year. According to their data, the percentage of multicultural books has not increased over the last 20 years (Howlett & Young, 2019, p.41). This statistic demonstrates the urgency for educators to use intentionally when selecting texts for their classroom libraries. It may require going the extra mile by seeking out specific titles that students in the classroom need. “Getting to know the children in each classroom is one of the most important factors when selecting texts” (Howlett & Young, 2019, p.43). To provide students culturally responsive books in the classroom library, teachers must develop relationships with their students and families. Each classroom contains a unique set of demographics so teachers should strive to provide books that are responsive to the specific represented cultures.

Cultural Authenticity

 As teachers research texts and make selections, they should consider whether each individual book is culturally authentic. Would individuals from the culture believe the book “has accurately and honestly reflected their experiences and viewpoints” (Young, et al., 2020, p. 81)? Books that are written by authors who are not part of the community represented sometimes do not accurately represent that culture. Also, children can be influenced by literature that is not authentic. They may develop stereotypes that negatively affect their understanding of and relationships with others in their community and across the world. “Well-written multicultural (diverse culture) children’s books may serve to help our new generations see people living in far-flung parts of the globe or even in their own city as equal and valuable citizens” (Young, et al., 2020, p.78).

“Othering” versus “Centering“

After the challenging work of creating a diverse classroom library has been met, some students may not naturally gravitate towards selecting multicultural books. The way a teacher introduces the books is important as well. Young, Bryan, Jacobs, and Tunnell (2020) describe “othering” as a method of introducing a book to students in a way that instills separation because the teacher highlights the geographical distance or the cultural differences of the characters in the book compared to the classroom students. This sets students up to think of the individuals in the text as outsiders with which they have nothing in common. On the other hand, when a teacher introduces a book by asking students personal questions that can help them connect to the events or characters in the book, the students are more aware of the similarities between their lives instead of the differences. This method of focusing on common experiences is called “centering” (Young, et al., 2020, pp.85-86). Sometimes classroom teachers do not realize how much influence they have on their students’ reading attitudes and even views of specific genres or individual texts. Thoughtful preparation of a quality classroom library and intentional planning when introducing multicultural books may “enrich readers’ appreciation of persons of various cultures and help them overcome stereotypical views” (Howlett & Young, 2019, p.40).

Building a high-quality and effective classroom library that is appropriate for the individual students in the classroom is challenging. However, teachers who make it a priority and invest the time and effort to locate culturally responsive texts will reap the benefits through their students’ attitudes and interactions with staff and with each other.

Resources for Developing a Multicultural Classroom Library

Building a Classroom Library Based on Multicultural Principles: A Checklist for Future K-6 Teachers

In this journal article, Howlett and Young have included a list of recommended multicultural books and an evaluation tool that educators can use as they search for multicultural books to include in their classroom libraries.

Carter G. Woodson Book Award Winners

The Carter G. Woodson Book Awards were established for the most distinguished books appropriate for young readers that depict ethnicity in the United States.

Jane Addams’ Children’s Book Award Winners

The Jane Addams’ Award books focus on effectively engaging children in thinking about peace, social justice, global community, and equality for all people.

Notable Books for a Global Society

The Notable Books for a Global Society (NBGS) list was developed to help students, teachers, and families identify books that promote understanding of and appreciation for the world’s full range of diverse cultures and ethnic and racial groups.

References

Howlett, K. M., & Young, H. D. (2019). Building a Classroom Library Based on Multicultural

Principles: A Checklist for Future K-6 Teachers. Multicultural Education, 26(4-3), 40-46.

Young, T., Bryan, G., Jacobs, J., & Tunnell, M. (2020). Children’s Literature, Briefly (7th ed.).

Pearson.