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Done diversifying? Great! Now start promoting! Find a prominent place within the classroom for your library. Make sure it is attractive and well organized. To make browsing for books easy, face as many covers out as you can. It will make the books feel more accessible and appealing. Hang rain gutters and use plate stands to showcase even more books.
It is not enough to just have the books in your library. Read and share these books with enthusiasm so students will seek these books out. Read them “in a way that promotes reflection on self, society, history, opportunity, and possibilities” (Moller, 2016, p. 65).
Don’t forget...“Cultural issues, relationships, languages, understandings shift and change across time and context, and we need to be evaluating the contents of our libraries on an ongoing basis” (Crisp et al., 2016, p. 39).
References
Crisp, T., Knezek, S. M., Quinn, M., Bingham, G. E., Girardeau, K., & Starks, F. (2016). What’s
on our bookshelves? The diversity of children’s literature in early childhood classroom
libraries. Journal of Children’s Literature, 42(2), 29–42.
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(3–4), 40–46.
Kleekamp, M. C., & Zapata, A. (2018). Interrogating depictions of disability in children's
picturebooks. The Reading Teacher, 72(5), 589–597. https://doi.org/10.1002/trtr.1766
Lafferty, K. E. (2014). “What are you reading?”: How school libraries can promote racial diversity
in multicultural literature. Multicultural Perspectives, 16(4), 203–209.
https://doi.org/10.1080/15210960.2014.951888
McNair, J. C. (2016). #WeNeedMirrorsAndWindows: Diverse classroom libraries for K-6
students. The Reading Teacher, 70(3), 375–381. https://doi.org/10.1002/trtr.1516
Moller, K. J. (2016). Creating diverse classroom literature collections using Rudine Sims
Bishop’s conceptual metaphors and analytical frameworks as guides. Master Teacher.
Journal of Children’s Literature, 42(2), 64–74.
Routman, R. (2018). Literacy essentials: engagement, excellence, and equity for all learners.
Stenhouse Publishers.
Wepner, S. B., Strickland, D. S., & Quatroche, D. J. (2013). The administration and supervision
of reading programs (5th ed.). Teachers College Press.
Monica Thomas grew up in South Dakota and met her husband at the University in North Dakota. They settled down in the Kansas City area to raise their family and teach students to read. Thomas has worked as a first grade, fourth grade, and now a second-grade teacher. She has also been a Reading Recovery Teacher, Title I Teacher, and a Reading Specialist.
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