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Reading Matters
You Matter
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86
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Reading Matters | Volume 16 • Winter 2016 |
scira.org CLICK HERE TO RETURN TO TABLE OF CONTENTStaking action for social justice.
Journal of Children’s Literature, 39
(1), 32-35.
Short, K. G. (2011). Children taking action within global inquiries.
The Dragon
Lode
,
29
(2), 50-59.
Silvers, P. & Shorey, M. C. (2012).
Many texts, many voices: Teaching literacy and
social justice to young learners in the digital age.
Portland, ME: Stenhouse.
Souto-Manning, M. (2013).
Multicultural teaching in the early childhood classroom:
Approaches, strategies, and tools, preschool-2nd grade.
New York, NY: Teachers
College Press.
Stribling, S.M. (2014). Creating a literacy milieu in a kindergarten classroom.
Journal of Language and Literacy Education
,
10
(1), 45-64.
Vazquez, V., Egaway, K. A., Harste, J.C., & Thompson, R.D., (2004).
Literacy as social
practice: Primary voices K-6
. Urbana, IL: National Council Teachers of English.
Wade, R. C. (2000). Beyond charity: Service learning for social justice.
Social Studies
And The Young Learner
,
12
(4), 6-9.
Winograd, K. (Ed.). (2015).
Critical literacies and young learners: Connecting
classroom practice to the common core.
New York, NY: Routledge.
Wolk, S. (2013).
Caring hearts & critical minds: Literature, inquiry, and social
responsibility
. Portland, ME: Stenhouse Publishers.
Children’s Books Cited
Boelts, M. (2007).
Those shoes
. Cambridge, MA: Candlewick Press.
Bromley, A. C. (2011).
The lunch thief
. Gardiner, MN: Tilbury House Publishers.
Cooper, M. (1998).
Getting’ through thursday.
New York, NY: Lee & Low Books Inc.
Gunning, M. (2004).
A shelter in our car
. San Francisco, CA: Children’s Book Press.
Williams, V. B. (1982).
A chair for my mother
. New York, NY: HarperCollins/
Greenwillow Books.
Jill Shumaker
( keeblerelf79@hotmail.com) is a Dean’s Teaching
Fellow and a graduate of the PreK-4 Leading Teacher Master’s Program
at Duquesne University in Pittsburgh, PA. Her research interests
include children’s literature, reading motivation, and critical literacy.
Sandra Quiñones
( quinoness@duq.edu) is an assistant professor of
Literacy Education in the Department of Instruction and Leadership
in Education at Duquesne University. Her research interests include
Latina/o education, critical literacy, and family & community
engagement in schools. Her qualitative scholarship centers bilingual-
bicultural constructions of being a well-educated person, with special
emphasis on Puerto Rican teachers’ experiences and perspectives.