Journal of Research in Innovative Teaching - National University

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importance in society and in school. This universal power of story needs to be acknowledged as a potent source of cultural understanding in all classrooms. The second implication addresses the need for a critical literacy stance in reading and responding to multicultural literature. If students are expected to become socially responsible, teachers must help students explore views and topics that support and challenge their current thinking. The existence of multicultural literature in the classroom, therefore, is not enough. Students need to learn to analyze literature critically; question themselves to find out what they believe about race, class, and gender differences; and read literature closely to discern the meanings given to difference in our society (Flint, 2000). Blending reading of multicultural literature with written responses and active discussions requires that students observe and appreciate other cultures, discover their own ethnic identity, question issues of diversity, and move toward more empathy and tolerance of others. Multiple forms of responding serve as a means to help students use the narrative to learn about and comment on their own histories as well as experience a range of emotions that may eventually affect how they understand, confront, and overcome any acts of prejudice, intolerance, or racism they may encounter. The third implication of this study is the need for teachers to be adequately trained in critical literacy practices and in multicultural literature. This study represents an opportunity and challenge for colleges and universities to include the use of multicultural literature and critical literacy within the required training of educators. Good teaching must be present if multicultural literature is to be valued and become a normal component of the reading curriculum (Davis, Brown, Leidel-Rice, & Soeder, 2005; Powell, Cantrell & Adams, 2001). Knowing how to select literature and help children read against the grain in the literature is an important skill for all teachers. Multicultural literature and literature-related activities must be placed in the curriculum and teachers must be skilled in selecting this literature and in developing teaching strategies that can be authentically used to accompany this literature. Teachers have the responsibility to teach using curricula in which diverse voices and stories are mainstreamed, rather than marginalized. Fang, Fu, and Lamme (2000) wrote that teachers themselves need experience as analytical critical readers of multicultural text so that they can engage children in dynamic discussions about ideas and issues. Teachers must also be taught to engage in and facilitate the complex realities of facilitating good talks with children and realize that all students, even young children, are capable of engaging in meaningful and complex discussions of literature (Heffernan & Berghoff, 2000; Möller, 2002; Shannon, 2002). Through the complexity of reading aloud coupled with classroom discussions, teachers can become co-learners as dialogue about the meaning of differences is left to the children. Finally, this study highlights the need for classrooms that allow students the opportunity to respond to and act on their new understandings. There is a growing knowledge base of what critical literacy and teaching for social justice means in real classrooms. Cultural appreciation is important, but it is not enough. Critical literacy is required to support a curriculum in which children explore, understand, and work toward ending social injustice. Critical literacy teaching and learning helps prepare students to be thoughtful and informed world citizens who take on the personal investment in the well-being of others to truly become involved members of a larger community. Literacy in the 21st century should include focus on global issues and problems as well as action that can help to resolve them. If we teach students to be literate without helping them to develop a commitment to construct a just and humane world, we will foster a nation and world in which 97
there is a threat to justice everywhere. A literacy education that focuses on social justice can make a major contribution to preparing students to be thoughtful and active citizens of their nation and the world. (Banks, 2003, p. 18) Conclusions Elementary school teachers are challenged to meet the needs of an increasingly diverse student population. Educators need to commit to helping their students address racial, ethnic, and linguistic equality as well as a respect for and an appreciation of diversity. In reading classrooms, teachers must, through the critical use of literature, forge a sense of community and interconnectedness within the diverse student population. Educators are learning that Brazilian educator Paulo Freire (2000) was right that students need to read “the word and the world,” now more than ever. Educators must believe in this vision of critical literacy that equips students to engage in a dialogue with texts and society. Students need to read with questions, wrestle with ideas, and use literacy that builds on their lives, acknowledging their homes, families, languages, and struggles as worthy of study. Critical literacy practices with multicultural literature teach students to talk back to texts, to seek alternatives, to ask questions, and to confront inequality and untruths. By creating critical perspectives toward texts, students can hopefully transfer those skills to the larger society and to a more ongoing critical stance that leads to empowerment. References Allen, A. (1997). Creating space for discussions about social justice and equity in an elementary classroom. Language Arts, 74(7), 518–552. Ballentine, D., & Hill, L. (2000). Teaching beyond 'Once upon a time'. Language Arts, 78(1), 11–20. Banks, J. (2003). Teaching literacy for social justice and global citizenship. Language Arts, 81(1), 18–19. Barta, J., & Crouthers, M. (1996). Exploring bias using multicultural literature for children. Reading Teacher, 50(3) 269–270. Bishop, R. (1993). Multicultural literature for children: Making informed choices. In V. J. Harris. (Ed.). Teaching multicultural literature in grades K–8. (pp. 37–53). Norwood, MA: Christopher Gordon. Bishop, R. (2007). Free within ourselves: The development of African American children's literature. Portsmouth, NH: Heinemann. Botelho, M., & Rudman, M. (2009). Critical multicultural analysis of children's literature. New York, NY: Routledge. Boutte, G. (2002). The critical literacy process; guidelines for examining books. Childhood Education, 78(3), 147– 153. Boutte, G. (2008). Beyond the illusion of diversity: How early childhood teachers can promote social justice. The Social Studies, 99, 165–173. Cai, M. (2002). Multicultural literature for children and young adults: Reflections on critical issues. Westport, CT: Greenwood Press. Cai, M. (2008). Transactional theory and the study of multicultural literature. Language Arts, 85 (3), 212-220. Christensen, L. (2001). Where I'm from: Inviting students, lives into the classroom. In Rethinking our classrooms, volume 2: Teaching for equity and justice (pp. 6–10). Milwaukee, WI: Rethinking Schools. Ciardiello, A. (2004). Democracy's young heroes: An instructional model of critical literacy practices. Reading Teacher, 58(2), 138–147. Colby, S., & Lyon, A. (2004). Heightening awareness about the importance of using multicultural literature. Multicultural Education, 11(3), 24–28. Cooperative Children's Book Center. (2006). Children's books by and about people of color 98
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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