Be Seen, Be Heard and Be Represented: The Impact of Diverse Literature in Classroom Libraries Through a Windows, Mirrors and Sliding Glass Door Approach
Date
2024-04-18
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Southern New Hampshire University
Abstract
Classroom libraries are a foundational part of elementary classrooms. Traditionally, what is referred to as children’s literature has lacked both content and form. As the 21st century evolves, the growing changes in literature, education and societal norms necessitates a change in the dynamics of what constitutes a classroom library. Rudine Sims Bishop’s educational concept “Windows, Mirrors, and Sliding Glass Doors” has helped influence the field of education and literature since the early 90’s (Bishop, 1990). Based on her concept, it is common practice that children should feel represented and included when reading books from their library. Classroom libraries should reflect the demographics of the classroom and school population. The terms diversity and representation have grown to incorporate a variety of sub genres including education, political belief, family, language, religion, age, economic status, gender, disability, race, and many others (Hampton, 2021). An educational study of classroom libraries in New Hampshire elementary schools provided insight into the actual demographic of classroom libraries. By analyzing the components of current elementary classroom libraries, educators can be better informed on how their classroom collection aligns to the best practices of representation in literature. Becoming aware of the demographics of classroom libraries can help educators become well versed in the topic of literature representation when expanding or creating a classroom library. With literature and classroom libraries being a critical component of elementary classrooms; it is crucial that these collections are diverse in ways that allow the student population to feel represented and included.
Description
item.page.type
Thesis