1. Diversity and Inclusion in Children’s and Young Adult Literature

Module 3 Highlights

• The notes emphasise the importance of representing diverse voices in literature, focusing on windows, mirrors, and sliding glass doors (Rudine Sims Bishop).
• Diverse books allow children to see themselves and others, encouraging empathy and a sense of belonging.
• Challenges in the publishing industry include a lack of diversity in authorship and character representation.

Articles

1. “The Exclusive White World of Preservice Teachers’ Book Selection for the Classroom” (Adam et al., 2021)

• This study examines the lack of diversity in preservice teachers’ book selections.
• Findings reveal that preservice teachers often default to books with white characters due to familiarity, reflecting systemic biases.
• Recommendations include embedding diverse texts in teacher education to normalise inclusive literature.

2. “Telling the Real Story: Diversity in Young Adult Literature” (Kwaymullina, 2015)

• Advocates for authentic storytelling that respects cultural nuances rather than perpetuating stereotypes.
• Highlights the importance of including Indigenous voices to challenge dominant narratives and initialise reconciliation.

3. “Mirrors, Windows, and Sliding Glass Doors” (Rudine Sims Bishop)

• Introduces the concept of literature as mirrors (reflecting the reader’s identity), windows (offering insight into other experiences), and sliding glass doors (inviting readers to step into another’s world).
• Argues that lack of representation marginalises children and reinforces societal inequities.

4. “Beyond the Single Story” (McKenney, 2016)

• Discusses Chimamanda Ngozi Adichie’s concept of “The Danger of a Single Story.”
• Emphasises the need for multiple narratives to counteract stereotypes and provide a holistic understanding of cultures.

2. Speculative Fiction and Fantasy in Education

Module 3 Highlights

• Speculative fiction and fantasy engage students’ imaginations while addressing real-world issues such as morality, identity, and societal structures.
• Genres like dystopian fiction and steampunk encourage critical thinking and historical inquiry.

Articles

1. “A Case for Dystopian Fiction in Primary Schools” (Beeche, 2021)

• Advocates for introducing dystopian fiction to upper primary students to develop critical thinking and resilience.
• Highlights texts like The Hunger Games and The Giver as tools to discuss themes of power, freedom, and ethical decision-making.

2. “Why Is Dystopian Fiction Still So Popular?” (Campbell, 2014)

• Explores the enduring appeal of dystopian fiction, particularly during times of societal unrest.
• Suggests that these narratives resonate with readers by reflecting contemporary anxieties and offering hope through resistance.

3. “How to Save the World and Other Lessons from Children’s Environmental Literature” (Echterling, 2016)

• Discusses the role of speculative fiction in building environmental consciousness among young readers.
• Examines texts that balance imaginative storytelling with actionable ecological lessons.

4. “Steampunk in Children’s Literature” (Koren, 2012)

• Explores steampunk’s potential to make history engaging for young readers.
• Highlights the genre’s use of alternative histories and speculative technologies to encourage critical analysis of historical events.

3. Historical Fiction and Cultural Literacy

Module 3 Highlights

• Historical fiction provides a bridge to understanding the past, blending factual events with imaginative narratives.
• Encourages students to empathise with historical figures and critically analyse historical contexts.

Articles

1. “Using Fiction to Develop Higher-Order Historical Understanding” (Rodwell, 2019)

• Advocates for using fiction to deepen students’ historical knowledge and critical thinking.
• Provides examples of how novels set in historical periods can illuminate complex societal dynamics.

2. “Multi-Platformed Historical Fiction: Literacy, Engagement, and Historical Understanding” (Donnelly, 2017)

• Explores how digital tools and multi-platform narratives enhance students’ engagement with historical fiction.
• Encourages interactive approaches, such as online forums and multimedia projects, to extend learning.

3. “Understanding History Through the Visual Images in Historical Fiction” (Youngs, 2012)

• Focuses on the role of visual elements in historical fiction to convey context and emotion.
• Suggests pairing visual texts with written narratives for a comprehensive understanding of history.

4. Realistic Fiction and Social Issues

Module 3 Highlights

• Realistic fiction addresses contemporary issues such as bullying, mental health, and social justice.
• Encourages empathy and discussion among readers by presenting relatable challenges and solutions.

Articles

1. “Contemporary Realistic Fiction: Controversy and Contemporary Realism” (Vardell, 2019)

• Examines how realistic fiction tackles sensitive topics while maintaining age-appropriateness.
• Discusses the role of educators in mediating challenging themes.

2. “Blurring Gender Lines in Readers’ Advisory for Young Adults” (Brendler & Tarulli, 2014)

• Highlights the importance of gender diversity in literature, focusing on breaking traditional stereotypes.
• Advocates for inclusive book recommendations that reflect varied gender identities and experiences.

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Discussion 3.1: Multicultural Voices in Library Collections

Discussions Module 3.1
Consider the following points to inform your response:

• To what extent are indigenous OR multicultural voices represented in your school library or local public library collection?
• Do you have an unstated or stated selection criteria in the provision of this type of resource?

Post a comment to Discussion 3.1 naming children’s texts (2) that you could recommend as important additions to support either:

• Cross currriculum priority of Aboriginal and Torres Strait Islander Histories and Cultures or Asia and Australia’s Engagement with Asia or another indigenous group relevant to your location or context
  General capability of Intercultural Understanding

Current Representation in Library Collections

As a British International School in Singapore, our school library serves a diverse student body, aiming to reflect the multicultural environment in its collection. While there is a strong emphasis on diversity, the representation of Southeast Asian voices and other underrepresented cultures could be enhanced to better align with the demographics and experiences of the community.

The library currently lacks a formal selection policy prioritising multicultural voices. Establishing clear criteria to include these perspectives would ensure a more deliberate approach to ensuring intercultural understanding among our Upper Key Stage 2 students.

Recommended Additions to the Collection

1. The Name Jar by Yangsook Choi

• Targeted Priority/Capability: Intercultural Understanding.
• Why It’s Important: This book follows Unhei, a Korean girl navigating her first days at a new school and deciding whether to adopt an English name. The story explores themes of cultural identity, self-acceptance, and inclusion, making it relatable for students in an international school setting.
• Educational Value: Suitable for Years 5 and 6, the book provides an accessible entry point for discussions about respecting and celebrating diverse names and cultural traditions. Our Korean cohort of students is one of our highest representations at school.

2. Tiger Daughter by Rebecca Lim

• Targeted Priority/Capability: Asia and Australia’s Engagement with Asia and Intercultural Understanding.
• Why It’s Important: This contemporary novel, set in Australia, highlights the struggles of Wen, a Chinese-Australian girl, as she deals with cultural expectations, friendship, and her aspirations. The book provides insight into Asian migrant experiences while addressing universal themes of resilience and belonging.
• Educational Value: Although aimed at the upper primary level, it is engaging and thought-provoking for Years 5 and 6, offering a nuanced exploration of family, identity, and cultural challenges. Aspects of the book could be adapted for Years 3 and 4.

Rationale for Selection

Both books align with Rudine Sims Bishop’s framework of windows, mirrors, and sliding glass doors. The Name Jar offers a mirror for students grappling with their cultural identity and a window for others to understand their peers’ experiences. Tiger Daughter bridges the gap between personal stories and broader societal issues, encouraging empathy and critical thinking.

These age-appropriate additions enrich the library collection by addressing the General Capability of Intercultural Understanding, helping students navigate the multicultural world they inhabit. By providing relatable and meaningful stories, the library can empower students to celebrate diversity and develop a stronger sense of global citizenship.

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Discussion 3.2: Connecting Literature with UN Sustainable Development Goals

Discussions Module 3.2
Select one of the UN’s Sustainable Development Goals for consideration.

• Identify one curriculum area that this goal can be connected with.
  Name two books (different forms if possible) and briefly explain how they will prompt a readers’ understanding about the issue.

Selected Sustainable Development Goal

Goal 13: Climate Action
Take urgent action to combat climate change and its impacts.

Curriculum Area

Science and IPC
This curriculum area focuses on developing students’ understanding of ecological systems, the effects of climate change, and the importance of sustainability. We cover these topics throughout Primary.

Recommended Books

1. The Last Tree by Ingrid Chabbert and Guridi

• Form: Picture Book.
• Why It’s Important: This is a beautifully illustrated story which follows a child who discovers the last tree in their area and tries to save it. The book introduces the consequences of deforestation and environmental neglect in a manner accessible to younger readers.
• Connection to Climate Action: Through its simple narrative and poignant illustrations, The Last Tree encourages students to consider their relationship with nature and the impact of human activities on the environment. It serves as a starting point for discussions about reforestation, conservation, and sustainable living.

2. The Plastic Problem by Rachel Salt

• Form: Nonfiction Illustrated Book.
• Why It’s Important: This book explores the growing issue of plastic pollution and its devastating effects on marine ecosystems and the planet. Using engaging visuals and real-world examples, it educates readers about the scale of the problem and potential solutions.
• Connection to Climate Action: By providing practical insights into reducing plastic use and adopting sustainable practices, this book equips students with actionable knowledge. It develops critical thinking about consumer habits and the role individuals play in mitigating climate change.

How These Books Prompt Understanding

• The Last Tree uses storytelling to evoke empathy and a personal connection to environmental issues, making what can feel like an abstract concept of climate change relatable to younger students.
• The Plastic Problem provides factual, visually engaging content that deepens students’ understanding of specific environmental challenges and solutions.