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Diverse Classroom Libraries
A Prism Conceptual Framework Towards Identifying, Analyzing, and Selecting Diverse Children's Texts
What criteria should be used to determine if a book should be included in a classroom library?
Illustrations
Illustrations are accurate without being stereotypical
- Characters from different races, ethnicity, and cultures are not drawn the same but with different skin colors. For example, if a White, African American, and Hispanic characters all look the same but with different skin color, it would not be appropriate. This strips the different races, ethnicities, and cultures of their individuality.
- Includes specific physical attributes associated with the race, ethnicity, or culture without dramatizing these features.
- Example: People from black and/or of the African Diaspora have different hair textures to those from White descent. It would be appropriate to give an African American character an afro but inappropriate to make the afro comically large. This depiction could signify African American hair is something to laugh and make jokes about due to the illustration.
Character Representation
Main characters represent different races, ethnicities, or cultures
- Main character or characters are not representing only one race, ethnicity, or culture. There should be a variety of races, ethnicities, or cultures depicted as main characters. For example, if a book takes place in a doctor's office, the characters shouldn’t all be white but a variety of races.
- If the book is focusing on a racial, ethnical, or cultural component, the main character is from that group. For example, if the book discusses the Chinese tradition of Chinese New Year, the main character should be Chinese.
Informational
Informs about the race, ethnicity, and/or culture
- Provides accurate and non stereotypical information about the race, ethnicity, or culture. Information included about the race, ethnicity, or culture is from personal experience of the author or illustrator from that group, has been highly researched, or comes from information learned from talking to people of this group.
- Example: A book about Kwanzaa was written using information learned from being raised celebrating Kwanzaa, from discussion with people who celebrate Kwanzaa, or from intensive research on Kwanzaa.
- Example: A book about Kwanzaa was written using information learned from being raised celebrating Kwanzaa, from discussion with people who celebrate Kwanzaa, or from intensive research on Kwanzaa.
- Doesn’t focus on racial, ethnical, or cultural components that are not contributing to the story. Avoid stories that add unnecessary components of a race, ethnicity, or culture.
- Example: A book about a boy and his dog doesn’t need to draw special attention to what clothes, foods, or physical appearances the boy has if it is unrelated to the plot. An illustration can show the family eating a traditional Indian dinner, but it doesn’t need to bring special attention to it if it has nothing to do with the boy and his dog.
- Example: A book about a boy and his dog doesn’t need to draw special attention to what clothes, foods, or physical appearances the boy has if it is unrelated to the plot. An illustration can show the family eating a traditional Indian dinner, but it doesn’t need to bring special attention to it if it has nothing to do with the boy and his dog.
- Uses language appropriate for the race, ethnicity, or culture. If the book discusses a race, ethnicity, or culture that has their own language, it is important to incorporate it into the book.
- Example: A book about a festival taking place in Warsaw, Poland might use polish words for items like decorations, foods, clothing, and more. To make it more accessible to all students, see if the book contains English translation and if not, create a vocabulary/translation sheet for students to use while reading or listening.
- Example: A book about a festival taking place in Warsaw, Poland might use polish words for items like decorations, foods, clothing, and more. To make it more accessible to all students, see if the book contains English translation and if not, create a vocabulary/translation sheet for students to use while reading or listening.
- Discusses cultural practices in an accurate and respectful manner. Many cultures have traditions, practices, and holidays that are significant to that group. It is important to teach about these practices using accurate information and respectful activities. The inclusion of these traditions, holidays, and practices will aid in fostering an educational and welcoming environment for those that identify with these cultures and for those who don’t.
- Example: During Thanksgiving, instead of having students make headbands that resemble an Indigenous headdress, which can be disrespectful to this culture, have students research which tribes originally lived on their land and learn more about that specific tribe.
Positive Examples
May Your Life Be Deliciosa by A girl named Rosie participates in a family tradition of making tamales with her abuela. As she learns to make tamales, Rosie’s abuela also teaches her how to live a life filled with family, love, and spice. The book uses both the English and Spanish language making it beneficial to ELL learners. Both the author and illustrator come from Hispanic upbringings making the information included accurate to their cultural experience. The book avoids stereotypes and offensive illustrations.
The Day You Begin by A story that explains to young readers there will be times in one's life where they are different from others. These differences make everyone unique, and instead of feeling sad or isolated by one's differences, one should share them with the world. The book tells that once one shares their story, the world will accept and make space for them. The book includes characters from multiple races, cultures, and ethnicities without the inclusion of offensive illustrations. Characters depicted are accurate and varied. It also includes multiple situations where characters from a variety of cultures, races, and ethnicities are led to feel different. This shows differences are worldwide and not subjected to only one culture, race, or ethnicity. In the end, all the characters feel accepted and special.
Sulwe by A young girl feels alienated due to her skin being darker than her family and classmates. The girl makes multiple attempts to lighten her skin because she thinks this will make her happier. Eventually, the little girl learns that everyone needs both darkness and light. She learns her skin may be dark but her brightness comes from within. In the end, the little girl finds happiness and comfort in her own skin. The book avoids stereotypes and offensive illustrations.
Negative Example
Tintin in America by Publication Date: 2002Belgian reporter Tintin and his dog travel to America to fight crime in Chicago. During their hunt for the Chicago gangsters, they come across the Blackfoot Native American tribe. This book uses offensive language like redskin and paleface. These terms are not used in the present day and are disliked by the Native American community. It also misrepresents this community by depicting them as often violent. The book also includes multiple incidents of racism. If this book is the first time students are introduced to the Native American community, it could be damaging. Students may believe this community is dangerous and that the racist remarks and actions within the book are justified. Students from the Native American community may allow this book to affect their relationship with their community and also their self-esteem.
