Poonam, A., Martens, P., Wilson, G., Altwerger, B., Jin, L., Laster, B., & Lang, D. (2005). Reclaiming literacy instruction: Evidence in support of literature-based programs. Language Arts, 83(1), 63-72.

Do children learn about phonics when teachers use literature as the foundation of their reading program? Researchers found that children learning to read through commercial phonics-based programs were not significantly better than students in literature-based programs in terms of phonics use, accuracy, or comprehension. In addition, students in literature-based programs were found to use more strategies, take more risks, and take action when what they read didn’t make sense.

Cunningham, A., & Shagoury, R. (2005). The sweet work of reading: Kindergartners explore reading comprehension using a surprisingly complex array of strategies. Educational Leadership, 63(2), 53-57.

This article will be especially interesting to teachers who work with kindergarten and first grade students. The authors provide numerous examples of young children learning to dig deep as they are also learning to read. They show how comprehension strategies can be taught right from the beginning.

Brozo, W., & Tomlinson, C. (1986). Literature: The key to lively content courses. The  Reading Teacher, 40(3), 288-293.

This classic article describes how trade books can be used to help older students understand the textbooks used in their content courses. While textbooks are often dry and not very inviting, literature brings new topics to life.

Web and Book Resources

Coretta Scott King Award (African American)

American Indian Youth Literature Award (Native American)

Pura Belpré Award (Latino/a)

Tomás Rivera Award (Mexican American)

Sydney Taylor Award (Jewish)

Américas Book Award (Latin American, Caribbean, or U.S. Latino/a)

Carter G. Woodson Book Award (topics related to ethnic minorities and race relations sensitively and accurately)

Asian/Pacific American Award for Literature

Jane Addams Book Award (effectively promotes peace, social justice, world community and the equality of the sexes and all races)

Notable Social Studies Trade Books (emphasize human relations, represent a diversity of groups and are sensitive to a broad range of cultural experiences)

IRA Notable Books for a Global Society

Middle East Book Award

Asian American:
Asian American Curriculum Project
http://www.asianamericanbooks.com/browse.htm#kids

Native American:
http://www.oyate.org/

Seale & Slapin (2005). A broken flute: the Native experience in books for children. Walnut Creek, CA: AltaMira Press

African American:
https://aalbc.com/books/children.php

Brown Sugar and Spice Educational Books and Services
http://www.brownssbooks.com

Latino/a/x:
Latinxs in Kids Lit
https://latinosinkidlit.com

Multicultural:
https://www.adl.org/education-and-resources/resources-for-educators-parents-families/childrens-literature
(includes filters by topics)

Reading While White—Allies for Racial Diversity & Inclusion in Books for Children and Teens
http://readingwhilewhite.blogspot.com/p/blog-page.html

University of Wisconsin—Cooperative Children’s Book Center—Multicultural Literature
https://ccbc.education.wisc.edu/books/multicultural.asp

Harris, V.J. (1997) Using multiethnic literature in the K-8 classroom. Christopher-Gordon Publishers

International: http://wowlit.org/
(Worlds of Words from the University of Arizona)

Social Issue Books

Multicultural Books

International Books

Leland, C., Harste, J. C., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Exploring critical literacy: You can hear a pin drop. Language Arts, 77(1) 70–77.

Louie, B. Y. (2006). Guiding principles for teaching multicultural literature. The Reading Teacher, 59(1), 438–448.

Short, K. G. (2009a). Critically reading the word and the world building understanding through literature. Bluebird: A Journal of International Children’s Literature, 47(2), 1–10.

This article discusses both problematic issues and productive learning in classrooms when teachers read children’s books that have the power to engage students in “critical” conversations about issues of power and social justice, and how systems of meaning in society position educators. It offers descriptions of 12 such books for children, lists chapter books, books for older readers, and books about taking social action for social justice.

In this article, Louie offers seven principles that teachers should pay attention to when using multicultural literature in classrooms. These include issues of authenticity, understanding character’s worlds and perspectives, relating self to the text, the value of having variants of the same story, and why it is important to encourage students to talk, write, and respond throughout reading the multicultural texts. Louie reports on a study in a fourth-grade classroom in which her principles were applied in teaching four variants of the Mulan story and watching Walt Disney’s “Mulan” video.

This article describes a collaborative project that involved elementary teachers integrating international literature into their classrooms without using a “tourist approach.” Short provides a very useful framework for creating a curriculum that’s international. It includes focusing on personal cultural identities, cross-cultural studies, integration of intercultural perspectives, and inquiries into global issues.

This article provides examples of underlying messages in picture books. Shannon includes testimonials from authors like Dr. Seuss and offers his perspectives on why famous people like Presidents Clinton and Bush might have selected specific books to read aloud when they visited schools.

Baildon, M., & Damico, J. (2006)."We have to pick sides”: Students wrestle with counter claims on websites. Social Education 70(3), 156-160.

The authors describe how middle school students attempted to deal with conflicting information found on different websites. They provide a list of questions for teachers to use to help students evaluate websites more effectively. Some of the questions focus on the importance of locating evidence for the various claims being made.

Leland, C., & Harste, J., with Huber, K. (2005). Out of the box: Critical literacy in a first-grade classroom. Language Arts, 82(4), 258-268. 

This article describes the professional journey of a first grade teacher who decided to begin using critical literacy practices in her rural classroom. Examples of the children’s writing, art, and discussions about authors’ intent document the success of young children taking engaging in language study.

Clyde, J.A. (2003). Stepping inside the story world: The subtext strategy—A tool for
 connecting and comprehending. The Reading Teacher, 57(2), 150-160.

Jean Anne Clyde explains her work with the subtext strategy. Teachers may find it useful to read the article together and follow it with a picture book or short story so they can try doing the strategy and getting feedback from each.

Leland, C., & Harste, J. with Davis, A., Haas, C., McDaniel, K., Parsons, M.,& Strawmyer, M. (2003) “It made me hurt inside”: Exploring tough social issues through critical                 literacy. The Journal of Reading Education, 28(2), 7-15.

This piece describes how five teacher education interns moved from wondering if critical literacy was appropriate for their students to engaging in inquiry projects that focused on the actual use of these books in classrooms. A number of different literacy response strategies that can be used with both older and younger children are discussed and samples of student work are shown.

Smith, K. (1995). Bringing children and literature together in the elementary classroom. Primary Voices K-6, 3(2), 22-30.

Karen Smith’s classic article provides a wonderful glimpse into a successful fifth/sixth grade literature study program. The author describes how her instructional approach changes during the year to match students’ development and needs. She also discusses how she deals with problems and distractions.

Genre Study

Author Study

Silvers, P., Shorey, M., & Crafton, L. (2010) Critical literacy in a primary multiliteracies classroom: The hurricane group. Journal of Early Childhood Literacy, 10(1), 379–409.

Damico, J.S. (2005) Evoking heads and hearts: Exploring issues of social justice through poetry. Language Arts, 83, 137–146.

Frost, S. & Sibberson, F. (2005) Author studies, School Talk, 10, 1–3.

This qualitative study describes how young children engage in multiple literacies while exploring personal inquiries about Hurricane Katrina in New Orleans, LA. The article illustrates the ability of children to ask critical questions, explore alternative perspectives, and engage in multimodal responses to construct and communicate meaning as they take social action.

This article describes the effectiveness of using poetry in a fifth grade classroom with students who initially saw poetry as “sappy.” Through various poems and activities, these students came to see how poetry can be a catalyst for a provocative inquiry question such as, “What does it mean to be American?”

This issue of school talk has articles and ideas by Ralph Fletcher, Aimee Buckner, and Megan Hillegass. It covers author studies from a number of angles, including the perspectives of book authors and teachers. There are lots of practical ideas on how to conduct an author study.

Harste, J. C., (2011).  Seamlessly art.  In R. J. Meyer & K. F. Whitmore (Eds.), Reclaiming reading.  Mahwah, NJ:  Erlbaum.

This article describes a seamless curriculum in which there is constant movement across various sign systems throughout the day.  After reading this article, plan a day in your classroom in which you and your students move seamlessly across sign systems.

Leland, C. H., & Harste, J. C.  (1994).  Multiple ways of knowing:  Curriculum in a new key.  Language Arts, 71 (5), 337-345.

Try replicating the engagement that is discussed in this article in your own classroom and share you findings with colleagues.

Harste, J. C.  (2008).  Visual Literacy.  In Lewison, M., Leland, C. H., & Harste, J. C., Creating Critical Classrooms.  Mahwah, N.J.: Erlbaum.

Try to analyze some of your students’ art using the visual discourse procedures described in the article.

Book Award and Purpose

Criteria

Newbery Medal: awarded to the author of the most distinguished contribution to American literature for children.

In identifying “distinguished contribution to American children's literature,” the committee considers:

• Interpretation of the theme or concept;
• Presentation of information including accuracy, clarity, and organization;
• Development of a plot;
• Delineation of characters;
• Delineation of a setting;

Appropriateness of style.

Caldecott Medal: awarded to the artist of the most distinguished American picture book for children.

In identifying a “distinguished American picture book for children,” the committee considers:

• Excellence of execution in the artistic technique employed;
• Excellence of pictorial interpretation of story, theme, or concept;
• Appropriateness of style of illustration to the story, theme or concept;
• Delineation of plot, theme, characters, setting, mood or information through the pictures;

Excellence of presentation in recognition of a child audience.

Batchelder Award: awarded to an American publisher for a children's book considered to be the most outstanding of those books originally published in a language other than English in a country other than the United States, and subsequently translated into English and published in the United States.

• The translation should be true to the substance (e.g., plot, characterization, setting) and flavor of the original work and should retain the viewpoint of the author.
• The book should not be unduly "Americanized."
• Folk literature is not eligible.
• Other criteria are similar to Newbery Medal

Aspects of the overall design of the book should be considered, including: illustration, typeface, layout, book jacket, etc.

Pura Belpré Author Award or Illustrator Award:  presented to a Latino/Latina writer or illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

In identifying the author of an "outstanding " book for children, in addition to looking for an accurate and positive portrayal of the Latino culture, the committee considers criteria similar to the Newbery and Caldecott Awards.

Geisel Award: given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers published in English in the United States.

Committee considers:

• Subject matter must be intriguing enough to motivate the child to read;
• The book may or may not include short "chapters";
• New words should be added slowly enough to make learning them a positive experience;
• Words should be repeated to ensure knowledge retention;
• Sentences must be simple and straightforward;
• There must be a minimum of 24 pages.
• Books may not be longer than 96 pages;
• The illustrations must demonstrate the story being told;
• The book creates a successful reading experience, from start to finish;

The plot advances from one page to the next and creates a "page-turning" dynamic.

Sibert Medal: awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in English for children.

In identifying the most distinguished informational book for children, the committee considers:

• Excellent, engaging, and distinctive use of language.
• Excellent, engaging, and distinctive visual presentation.
• Appropriate organization and documentation.
• Clear, accurate, and stimulating presentation of facts, concepts, and ideas.
• Appropriate style of presentation for subject and for intended audience.
• Supportive features (index, table of contents, maps, timelines, etc).

Respectful and of interest to children.

Wilder Award: honors an author or illustrator whose books, published in the United States, have made, over a period of years, a substantial and lasting contribution to literature for children.

The committee considers:

• Some or all of the books have been available to children for at least ten years;
• Some or all of the books are exceptionally notable and leading examples of the genre to which they belong;

Some or all of the books have established a new type or kind of book or new trends in books available to children.

Edwards Award: honors an author, as well as a specific body of his or her work, that have been popular over a period of time. It recognizes an author's work in helping adolescents become aware of themselves and addressing questions about their role and importance in relationships, society, and in the world.

The committee considers:

• Does the book(s) help adolescents to become aware of themselves and to answer their questions about their role and importance in relationships, society and in the world?
• Is the book(s) of acceptable literary quality?
• Does the book(s) satisfy the curiosity of young adults and yet help them thoughtfully to build a philosophy of life?
• Is the book(s) currently popular with a wide range of young adults in many different parts of the country?

Do the book or book(s) serve as a "window to the world" for young adults?

The Coretta Scott King Awards: honor African-American authors and illustrators who create outstanding books for children and young adults.

These awards are given to commemorate the life and work of the late Dr. Martin Luther King, Jr., and to honor Mrs. Coretta Scott King for her continuing efforts in working for peace and civil rights issues. The committee considers:

• Artistic expression of the black experience via literature and the graphic arts including: biographical, social, historical, and social history treatments.

Books that promote an understanding and appreciation of the black culture and experience.

Morris Award: honors a debut book published by a first-time author writing for teens and celebrating impressive new voices in young adult literature.

The Morris award focuses on books that illuminate the teen experience and enrich the lives of its readers.  The committee considers:

• Compelling, high quality writing and/or illustration;
• The integrity of the work as a whole;

Its proven or potential appeal to a wide range of teen readers.

Printz Award: honors a book that exemplifies literary excellence in young adult literature.

The award-winning book may be fiction, nonfiction, poetry or an anthology.  The committee has very flexible criteria.  They state:

• What is quality? We know what it is not. We hope the award will have a wide AUDIENCE but POPULARITY is not the criterion for this award.
• CONTROVERSY is not something to avoid. In fact, we want a book that readers will talk about.

Criteria change with time. Therefore, flexibility and an avoidance of the too-rigid are essential components of these criteria. What we are looking for, in short, is literary excellence.

Schneider Family Book Award: honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.

Content may be fiction, biography, or other form of nonfiction.  The committee considers:

• Portrayal of emotional, mental, or physical disability as part of a full life, not as something to be pitied or overcome.
• Representation of characters with disabilities that are realistic avoiding exaggeration or stereotypes.
• Characters with disability should be integral to the presentation, not merely a passive bystander.                 
• The theme must be appropriate for and respectful of the intended audience age.
• Information on a disability must be accurate.      
• Excellence of style in writing and illustrations.

Rainbow Book List: is created by the Rainbow Book List Committee of the Gay, Lesbian, Bisexual, and Transgender Round Table of the American Library Association.

The Rainbow Book List presents an annual bibliography of quality books with significant and authentic GLBTQ content, which are recommended for people from birth through eighteen years of age.

Norton-Meier, L.A. (2009) In defense of crappy literature: When the book is bad but the literary thinking is rich! Language Arts, 86(1), 188–195.

Heffernan, L. & Lewison, M. (2009) Keep your eyes on the prize: Critical stance in the middle school classroom. Voices from the Middle, 17(1), 19–27.

This article starts with the story of a young adult novelist who was sure his new book Boy Toy (Lyga, 2007) would spark controversy when it hit the bookstores and libraries, but nothing happened. The book was getting rave reviews and Awards despite its controversial content. Then Lyga heard stories about how school librarians loved the books but were afraid to buy it for their libraries for fear of complaints. This article describes how many wonderful children’s and young adult books are being kept out of school libraries and what we can do about it.

This article begins with the story of Norton-Meier’s kindergarten class and how one child proclaims, “Now, that was a crappy piece of literature!” This rather shocking statement provides an opportunity for an examination of literacy, identity, agency and power. Critical issues and provocative questions emerge about the importance of “crappy” literature and how we create spaces in our classrooms for students to question, examine, respond, and think in a variety of ways about all types of texts.

This study focuses on ways that sixth graders reacted to the question of book awards and awards in general, positioning themselves as reflective inquirers as they engaged in the regular sixth-grade beginning-of-the-year curriculum—reading books that have been nominated for the state book award. The article focuses on how students examined book awards from four types of critical stance—conscious engagement, trying on alternate ways of being, responsibility to inquiry, and reflexivity.