Multicultural Children's Literature: Through the Eyes of Many Children

Multicultural Children's Literature: Through the Eyes of Many Children

by Donna E. Norton

Other Format(Older Edition)

$35.00

Overview

Written by one of the most highly regarded names in the field of children's literature, this compact guide to selecting high-quality examples of multicultural literature offers future teachers the broad-based introduction they need to the literature of the many cultures that comprise America today and a way to assess whether or not multicultural titles are authentic representations of that culture. Coverage focuses on three main ideas: incorporating the best multicultural books into the classroom, honoring and respecting both the literature and the cultures inhabiting the classroom, and using quality children's literature to motivate readers while simultaneously nurturing a culturally-responsive classroom. Teachers and librarians who are responsible for choosing authentic representations of African American, Asian, Native American, Latino, Jewish and Middle Eastern multicultural children's literature titles .

Product Details

ISBN-13: 9780132431224
Publisher: Pearson Education
Publication date: 07/12/2000
Edition description: Older Edition
Pages: 341
Product dimensions: 9.60(w) x 8.20(h) x 0.50(d)

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PREFACE:

Preface

This text is intended for any adult who is interested in evaluating, selecting, and sharing multicultural literature written for children and young adults. The focus and organization of the text are designed for classes in departments of Education, English, and Library Science. The text focuses on the most outstanding literature in the following areas: African American, Native American, Latino, Asian, Jewish, and Middle Eastern. The text is written in the hope that those who share books with children will help them develop an appreciation for and an understanding of a varied and rich cultural heritage.

HIGHLIGHTS

Two-Part Chapter Organization
Each chapter focuses on two important areas related to multicultural literature. The first part of each chapter includes a discussion of specific literature, nonfiction, and fiction that develops a historical perspective of the culture, poetry, and contemporary literature. The second area in each chapter develops the techniques and methodologies that adults may use to help children develop an understanding for the culture.

Time Lines
Each of the chapters is introduced with a time line that highlights historical and literary milestones within the culture. These time lines encourage students to develop an in-depth understanding of the culture.

Criteria for Evaluating Literature
Each chapter discusses criteria that could be used when selecting and evaluating the literature. These criteria may be used in a historical perspective so that students understand the various changes in evaluation that may have occurred overtime.

Issues
Each chapter discusses various issues that are associated with writing, publishing, selecting, and evaluating the literature. These issues are written in such a way as to encourage students to discuss or even debate various viewpoints.

Authentication
Examples are developed that show how students can authenticate the text and the illustrations in multicultural literature. Many of these authentication examples are research projects developed by university students.

Additional Activities for Developing Understanding of Each Literature
Each chapter includes lists of additional activities that university professors may use as assignments with their students. There are also lists of additional activities that may be used with each of the phases to be used with children.

Involving Children Sections with Each Chapter
Each chapter includes a five-phase procedure of activities and learning experiences that may be used to help children develop an understanding of culture. These activities progress in the following order: phase one, general approach to traditional literature; phase two, folklore from a narrower region; phase three, historical nonfiction; phase four, historical fiction; phase five, contemporary literature. The activities in these phases were developed during field research in which the activities were tested with school children.

Text Teaching Aids
Each chapter includes various charts, webs, and teaching strategies that increase understanding of and interest in the culture. For example, several chapters include modeling activities that help teachers develop understanding of the culture and the literature.

Annotated Bibliographies
Each chapter concludes with annotated bibliographies that describe the literature. These annotations provide a short description of the book, readability level, and an interest level.

ACKNOWLEDGMENTS

I would like to thank the reviewers of the manuscript for their insights and comments: Richard F. Abrahamson, The University of Houston; Mingshui Cai, the University of Northern Iowa; Rodney D. Keller, Ricks College; Janice V. Kristo, The University of Maine; Roberta Rosenberg, Christopher Newport University; and Masha K. Rudman, The University of Massachusetts-Amherst.

Table of Contents

1. Introduction to Multicultural Literature

Developing a Study of Multicultural Literature

Availability of High Quality Multicultural Literature

2. African American Literature

Issues Related to African American Literature

Changing Availability of Quality Literature

Authors Who Write and Illustrate African American Literature

Traditional Literature

Historical Nonfiction and Fiction

African American Poetry

Involving Children with African American Literature

3. Native American Literature

Authors Who Write and Illustrate Native American Literature

Issues Related to Native American Literature

Traditional Literature

Historical Nonfiction and Fiction

Native American Poetry

Contemporary Realistic Fiction

Nonfiction Informational Books

Involving Children with Native American Literature

4. Latino Literature

Historical Perspectives

Authors Who Write and Illustrate Latino Literature

Values in Latino Culture

Folklore

Historical Nonfiction and Fiction

Contemporary Realistic Fiction and Nonfiction

Involving Children with Latino Literature

5. Asian Literature

Values That Are Part of the Cultures

Concerns Over Stereotypes in Literature from the Past

Asian Folklore

Early History of the People and the Culture

Poetry

Contemporary Literature with Asian Roots

Involving Children with Asian Literature

Visualizing Chinese Art

Writing Connections with Asian Literature

6. Jewish Literature

What Does It Mean to Be Jewish?

Folklore and Ancient Stories of the Jewish People

Early History of the Jewish People

Applying Knowledge Gained About Jewish Folklore

Years of Emigration and Immigration

The Holocaust in Children's and Young Adult Literature

Jewish Poetry

Contemporary Jewish Literature

Involving Children with Jewish Literature

7. Middle Eastern Literature

Historical Perspectives

Authors Who Write and Illustrate Middle Eastern Literature

Values Identified in the Culture and Literature

Folklore and Ancient Stories from the Middle East

Early History

Contemporary Literature with Middle Eastern Roots

Involving Children with Middle Eastern Literature

Visualizing Middle Eastern Art

Writing Connections with Middle Eastern Literature

Preface

PREFACE:

Preface

This text is intended for any adult who is interested in evaluating, selecting, and sharing multicultural literature written for children and young adults. The focus and organization of the text are designed for classes in departments of Education, English, and Library Science. The text focuses on the most outstanding literature in the following areas: African American, Native American, Latino, Asian, Jewish, and Middle Eastern. The text is written in the hope that those who share books with children will help them develop an appreciation for and an understanding of a varied and rich cultural heritage.

HIGHLIGHTS

Two-Part Chapter Organization
Each chapter focuses on two important areas related to multicultural literature. The first part of each chapter includes a discussion of specific literature, nonfiction, and fiction that develops a historical perspective of the culture, poetry, and contemporary literature. The second area in each chapter develops the techniques and methodologies that adults may use to help children develop an understanding for the culture.

Time Lines
Each of the chapters is introduced with a time line that highlights historical and literary milestones within the culture. These time lines encourage students to develop an in-depth understanding of the culture.

Criteria for Evaluating Literature
Each chapter discusses criteria that could be used when selecting and evaluating the literature. These criteria may be used in a historical perspective so that students understand the various changes in evaluation that may have occurredovertime.

Issues
Each chapter discusses various issues that are associated with writing, publishing, selecting, and evaluating the literature. These issues are written in such a way as to encourage students to discuss or even debate various viewpoints.

Authentication
Examples are developed that show how students can authenticate the text and the illustrations in multicultural literature. Many of these authentication examples are research projects developed by university students.

Additional Activities for Developing Understanding of Each Literature
Each chapter includes lists of additional activities that university professors may use as assignments with their students. There are also lists of additional activities that may be used with each of the phases to be used with children.

Involving Children Sections with Each Chapter
Each chapter includes a five-phase procedure of activities and learning experiences that may be used to help children develop an understanding of culture. These activities progress in the following order: phase one, general approach to traditional literature; phase two, folklore from a narrower region; phase three, historical nonfiction; phase four, historical fiction; phase five, contemporary literature. The activities in these phases were developed during field research in which the activities were tested with school children.

Text Teaching Aids
Each chapter includes various charts, webs, and teaching strategies that increase understanding of and interest in the culture. For example, several chapters include modeling activities that help teachers develop understanding of the culture and the literature.

Annotated Bibliographies
Each chapter concludes with annotated bibliographies that describe the literature. These annotations provide a short description of the book, readability level, and an interest level.

ACKNOWLEDGMENTS

I would like to thank the reviewers of the manuscript for their insights and comments: Richard F. Abrahamson, The University of Houston; Mingshui Cai, the University of Northern Iowa; Rodney D. Keller, Ricks College; Janice V. Kristo, The University of Maine; Roberta Rosenberg, Christopher Newport University; and Masha K. Rudman, The University of Massachusetts-Amherst.

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