Watch Rudine Sims Bishop discuss the concept of how children's literature can be a mirror, a window or a sliding door. Then, look at the stats compiled by the Cooperative Children's Book Centre.
These perspectives help us to understand why diverse children's books are useful in our classrooms. Students can see themselves reflected, and can see other worlds.
Huyck, David and Sarah Park Dahlen. (2019 June 19). Diversity in Children’s Books 2018. sarahpark.com blog. Created in consultation with Edith Campbell, Molly Beth Griffin, K. T. Horning, Debbie Reese, Ebony Elizabeth Thomas, and Madeline Tyner, with statistics compiled by the Cooperative Children’s Book Center, School of Education, University of Wisconsin-Madison: https://ccbc.education.wisc.edu/literature-resources/ccbc-diversity-statistics/. Retrieved from https://readingspark.wordpress.com/2019/06/19/picture-this-diversity-in-childrens-books-2018-infographic/.
How does terminology change over time? What affects terminology?
Read about terminology (from Indigenous Foundations, UBC), especially the section, "Why does terminology matter?"
Books to Build On: Indigenous literatures for learning
University of Calgary: Werklund School of Education
American Indians in Children's Literature (AICL)
Established in 2006 by Debbie Reese, American Indians in Children's Literature (AICL) provides critical perspectives and analysis of indigenous peoples in children's and young adult books, the school curriculum, popular culture, and society.
Walking Together: Education for reconciliation The Alberta Teachers' Association
Consider which grades and subject areas your resource is best suited for. Think broadly about cross-curricular opportunities and how the resource can be used creatively.
Kindergarten- Grade 2