Book Selection & K-12 Global Books for the Linguistically & Culturally Diverse Classroom

Wednesday, March 30, 2022
Noon - 1:00pm (Central Time)
Ayers Institute Webinars


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Selecting appropriate books involves looking at elements of diversity, quality, developmentally appropriateness, and kid appeal.  This session will empower current and preservice teachers to select titles for classrooms through a critical literacy lens.  Dr. Jeanne Gilliam Fain will highlight several new K-12 global book titles during this webinar from the Notable Books for a Global Society (NGBS) book list. 


Additional resource(s): 

Book lists:


Evan Ortlieb, & Earl H. Cheek Jr. (2018). Addressing Diversity in Literacy Instruction: Vol. First edition. Emerald Publishing Limited. “Chapter in this book Utilizing a Rubric to Identify Diversity in Children’s Literature. (Arnold & Sableski) 

Freire, P. (1970).  Pedagogy of the Oppressed. New York: Continuum International Publishing.

Hapgood, K., & Fennes, H. (1997). Intercultural learning in the classroom: Crossing borders. London: Continuum International Publishing Group.

Murrell, P. (2006). Toward social justice in urban education: A model of collaborative cultural inquiry in urban schools. Equity & Excellence in Education, 39(1), p. 81-90.

Short, K. (2009).  Critically Reading the Word and the World: Building Intercultural Understanding through Literature.  Bookbird: A Journal of International Children’s Literature, 47(2), 1-10.

Short, K. (2010).  Developing intercultural understanding through responses to global children’s literature.  Paper presented to the Literacy Research Association (formerly National Reading Conference) annual conference, Ft. Worth, TX.        

Tomlinson, C. & Lynch-Brown, C. (1989).  Adventuring with international literature: One teacher’s experience.  The New Advocate, 2(3), 169-178.

Vygotsky, L.  (1978).  Mind in Society.  Cambridge, Massachusetts: Harvard University Press.

Wade, S., Thompson, A., & Watkins, W. (1994). The Role of Belief Systems in Authors’ and Readers’ Constructions of Text. In Garner, R. & Alexander, P. (Eds.), Beliefs About Text and Instruction with Text. Lawrence Erlbaum Associates.