RM Winter 2016 FLIP

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Reading Matters
Looking Ahead
Reading Matters | Volume 16 • Winter 2016 | |85|
First, I recommend using course texts centered on critical
literacy with young learners. For instance, I am now using
Silvers and Shorey’s (2002) “ Many Texts, Many Voices: Teaching
Literacy and Social Justice to Young Learners in the Digital Age”
as a core text in my university classroom. This text has been
instrumental for my students’ expanded view of literacy learning.
I particularly appreciate how Silvers and Shorey expand Luke
and Freebody’s (1999) Four Resources Model in relation to an
expanded critical curriculum (p.18). Silvers and Shorey also
describe and explain, in a highly readable and clear manner, how
classroom teachers can facilitate “learning to live responsibly
in a critical community of practice” (p. 9). Overall, this text is
a wonderful resource for what critical literacy may look like
and sounds like in a first grade standards-based classroom.
Second, I recommend including pertinent journal articles to
the course readings. For example, consider Stribling’s (2014)’s
insightful research about creating a critical literacy milieu in a
kindergarten classroom. Her scholarship is helpful for discussing
ways the early childhood teachers can “support students
to respectfully consider multiple viewpoints, to engage in
thoughtful problem solving, and to openly discuss difficult issues
revolving around difference” (p. 45). Other important articles to
consider are (1) Enriquez and Shulman-Kumin’s (2014) article on
using children’s nonfiction for social justice and common core
goals; (2) Hughes and Hunt-Barron’s (2011) article on fostering
stronger classroom communities through literature focused
on disabilities; and (3) Fox and Caloia’s (2011) article about the
representation of the father figure in children’s picture books.
Third, I recommend incorporating digital social justice book
talks, as explained by Hughes and Robertson (2011). These
scholars discuss pre-service teachers’ shifting views of critical
literacy and the place of critical literacy in the language arts
classroom. They also assess the usefulness of digital book talks
for engaging pre-service teachers with social justice issues.
Fourth, I recommend engaging students in an inquiry-
based project about extending a read-aloud as part of the
course requirements. This can be done as a small-scale
action research project where students select a book and
conduct a critical read-aloud (see Meller et al, 2015). I
also suggest assigning a reflective paper where students
explore what it means to go beyond a pedestrian approach
to picture books centered on social justice issues.
Concluding Thoughts
As we conclude, we reiterate that a pedagogical challenge
served as a catalyst for rethinking how to “do more” and
“dig deeper” in relation to critical literacy, social justice, and
children’s literature. This collaborative narrative represents
just one manifestation of the inquiry and reflection process
we engaged in after the conference. Both early childhood
and university students can be given the opportunity to
understand the world around them through the diverse body
of children’s literature that is available; to understand that
there is more to the world than just the small corner that they
themselves inhabit. In closing, we welcome feedback from
readers and invite you to share their own experiences and
perspectives around the use of social justice-themed children’s
literature in early childhood and university classrooms.
References
Botelho, M. J. & Rudman, M. K. (2009). Critical multicultural analysis of children’s
literature: Mirrors, windows, and doors. New York, NY: Routledge.
Chafel, J. A., Seely Flint, A., Hammel, J., & Harpole Pomeroy, K. (2007). Young
children, social issues, and critical literacy stories of teachers and researchers.
Young Children, 62(1), 73-81.
Cowhey, M. (2006).Black ants and Buddhists: Thinking critically and teaching
differently in the primary grades. Portland, ME: Stenhouse.
Cunningham, K. E., & Enriquez, G. (2013). Bridging core readiness with social
justice through social justice picture books. New England Reading Association
Journal, 48(2), 28-37, 87.
Dever, M., Sorenson, B., & Broderick, J. (2005). Using picture books as a vehicle to
teach young children about social justice.Social Studies And The Young Learner,
18(1), 18-21.
Enriquez, G., & Shulman-Kumin, A. (2014). Searching for“truth”: Using children’s
nonfiction for social justice and common core goals. Journal of Children’s Literature,
40(2). 16-25.
Fox, K., & Caloia, R. (2011). Representation of the father figure in children’s picture
books. Reading Matters, 12, 25-31.
Hughes, E. M., & Hunt-Barron, S. (2011). Making connections: Fostering stronger
classroom communities through literature focused on disabilities. Reading
Matters, 11, 32-36.
Hughes, J. M., & Robertson, L. (2011). Teachers as moral compasses:
Exploring critical literacy through digital social justice book talks. Language and
Literacy, 13(2), 23-36.
Kelley, J. E., & Darragh, J. J. (2011). Depictions and gaps: Portrayal of U.S. poverty
in realistic fiction children’s picture books. Reading Horizons, 50(4), 263-282.
Meller, W.B., Richardson, D., & Amos Hatch, J. (2015). Using read-alouds with
critical literacy literature in K-3 classrooms. In K. Winograd’s (Ed.) Critical literacies
and young learners: Connecting classroom practice to the common core. New York,
NY: Routledge.
Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds:
Culturally responsive and socially just practices in U.S. classrooms. Portsmouth, NH:
Heinemann.
O’Neil, K. (2010). Once upon today: Teaching for social justice with postmodern
picturebooks.Children’s Literature In Education, 41(1), 40-51.
Short, K. G., Giorgis, C., & Lowery, R. M. (2013). Books that make a difference: Kids