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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ1454945 |
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| _version_ | 1867181837729660928 |
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| author | Mary-Kate Sableski Jackie Marshall Arnold |
| author_facet | Mary-Kate Sableski Jackie Marshall Arnold Mary-Kate Sableski Jackie Marshall Arnold |
| collection | Education Resources Information Center |
| contents | Developing Mental Models for Examining Diversity in Children's Literature Mary-Kate Sableski Jackie Marshall Arnold Diversity Childrens Literature Student Characteristics Reading Material Selection Classroom Environment Scoring Rubrics Decision Making Undergraduate Students Equal Education Preservice Teachers Teacher Education Programs Educational Change Student Diversity Schemata (Cognition) Multiple Literacies Cultural Pluralism Inclusion Teachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers need a resource that will offer cogent arguments and support for their book choices to administrators, parents, and colleagues. This article includes a rubric that can help guide and inform diverse literature selections. We share how we taught preservice teachers to use the rubric in their literature choices. We also provide a discussion of the rubric's potential in empowering teachers to make purposeful, informed literature selections that reflect and embrace diversity for equitable classroom communities. To examine how the rubric might support the expansion of cultural models and multimodal interpretations of diverse texts, we used the rubric with 20 preservice teachers from one section of an undergraduate children's literature course. The use of the rubric facilitated the development of mental models of diverse literature in preservice teachers. As these preservice teachers transition into their roles as classroom teachers, these mental models have the potential to actively transform the typical literature selections found in today's classrooms, leading to more equitable classroom contexts inclusive of all children. |
| format | Recurso educativo Open Access |
| id | eric_EJ1454945 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2025 |
| record_format | eric |
| spellingShingle | Developing Mental Models for Examining Diversity in Children's Literature Mary-Kate Sableski Jackie Marshall Arnold Diversity Childrens Literature Student Characteristics Reading Material Selection Classroom Environment Scoring Rubrics Decision Making Undergraduate Students Equal Education Preservice Teachers Teacher Education Programs Educational Change Student Diversity Schemata (Cognition) Multiple Literacies Cultural Pluralism Inclusion Developing Mental Models for Examining Diversity in Children's Literature Mary-Kate Sableski Jackie Marshall Arnold Diversity Childrens Literature Student Characteristics Reading Material Selection Classroom Environment Scoring Rubrics Decision Making Undergraduate Students Equal Education Preservice Teachers Teacher Education Programs Educational Change Student Diversity Schemata (Cognition) Multiple Literacies Cultural Pluralism Inclusion Teachers need tools to build mental models of what makes a book diverse, how a book impacts the classroom community, and what contribution it makes within a classroom library. Beyond this, teachers need a resource that will offer cogent arguments and support for their book choices to administrators, parents, and colleagues. This article includes a rubric that can help guide and inform diverse literature selections. We share how we taught preservice teachers to use the rubric in their literature choices. We also provide a discussion of the rubric's potential in empowering teachers to make purposeful, informed literature selections that reflect and embrace diversity for equitable classroom communities. To examine how the rubric might support the expansion of cultural models and multimodal interpretations of diverse texts, we used the rubric with 20 preservice teachers from one section of an undergraduate children's literature course. The use of the rubric facilitated the development of mental models of diverse literature in preservice teachers. As these preservice teachers transition into their roles as classroom teachers, these mental models have the potential to actively transform the typical literature selections found in today's classrooms, leading to more equitable classroom contexts inclusive of all children. |
| title | Developing Mental Models for Examining Diversity in Children's Literature |
| topic | Diversity Childrens Literature Student Characteristics Reading Material Selection Classroom Environment Scoring Rubrics Decision Making Undergraduate Students Equal Education Preservice Teachers Teacher Education Programs Educational Change Student Diversity Schemata (Cognition) Multiple Literacies Cultural Pluralism Inclusion |
| url | https://eric.ed.gov/?id=EJ1454945 |