Journal of Research in Innovative Teaching - National University

experiences, confront social inequities, and make changes in themselves and the world around
them.
Literature Review
The following review of literature establishes the value and relevance of read-aloud literature
and multicultural literature, the need for critical interactions with literature, and the potential
power of literature in the lives of children and in education for a socially just and tolerant world.
Reading Literature Aloud
Reading aloud is an essential practice within the literacy curriculum of elementary schools and
has long been recognized to have beneficial academic effects. Through read-alouds, children
learn the joy of good literature, gain information and knowledge, develop a sense of story,
increase vocabulary, expand their linguistic repertoire, awaken imagination, create a community
with other learners, and expand their worldview (Moss, 2002; Trelease, 2001; Yenika-Agbaw,
1997). Reading aloud can also be viewed as a political and social opportunity to promote cultural
diversity, engage in critical explorations of text, hold conversations, and ask questions about
social issues, power, and social justice (Ballentine & Hill, 2000; Fox, 2001; Leland & Harste,
2002; Mitchell, Waterbury, & Casement, 2003).
Multicultural Literature
Multicultural literature comprises books that reflect diverse cultures other than those of the
dominant culture and reflect a power differential between groups created by ethnicity, race,
gender, ability, or economics (Botelho & Rudman, 2009; Cai, 2002). There are multiple rationale
for utilizing multicultural literature in the classroom. Multicultural literature may heighten
respect for individuals, acknowledge contributions of minorities, bring children in contact with
other cultures, enhance students’ self-concept and awareness of personal cultural heritage, help
children realize inequities in society, and encourage students to detect prejudice and work
towards its elimination (Barta & Crouthers, 1996; Bishop, 2007; Colby & Lyon, 2004; Yokota &
Cai, 2002). Multicultural picture books can be used to teach the foundations of democracy,
common good, cultural appreciation, social justice, caring and compassion, moral decisionmaking,
and social responsibility (Owens & Nowell, 2001; Wolk, 2004).
Selection and Use of Multicultural Literature
Within the framework of critical literacy, the selection of text and use of open discussions are of
utmost importance in the utilization of multicultural literature. Teachers have the power to affirm
students' lives, language, cultural context, and voice as unique and important through the
selections of the literature that is read. Quality multicultural literature should lead students to
think critically about society (Cai, 2008; Henkin 1998). Multicultural literature used in the
classroom should encourage positive portrayals of characters with authentic and realistic
behaviors in contemporary and historical settings, support high literacy quality with strong plots
and authentic illustrations, foster belief in cultural diversity, avoid perpetuating distorted views
of differences and reinforcing prejudices and stereotypes, broaden students' experiences and
vision, promote multiple perspectives, and invite reflections (Christensen, 2001; Leland &
Harste, 2002; Norton, 2009). Class, along with race, gender, religion and language should be
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