More Mirrors in the Classroom

December 1, 2016

Starting with the statement that "children use languages and experiences that are familiar to them to recognize words, understand texts, and tell stories," this volume quickly sheds light on a fundamental oversight: when producing titles for mainstream audiences, many publishers omit urban settings and communities. The authors seek to encourage those who work with young children to become aware of the many benefits of using literature that depicts positive images of urban life to engage students and bolster their literacy development. Beginning chapters support research that urban children's literature, both fiction and informational, can impact students' motivation to learn. Studies are cited, showing that when children are exposed to scenarios with which they can identify, more meaning can be derived from the readings. The authors present a case for making urban titles a subgenre of multicultural literature, arguing that it portrays specific settings and situations that highlight the socioeconomic and cultural realities of children's daily city life. This work offers guidelines for selections as well as a caution to use culturally authentic materials. Readers will appreciate information on how to transform the curriculum and the advice on how to start adding "more mirrors" to the classroom or library. A comprehensive list of recommended books rounds out the volume, and dual language learners are covered as well. VERDICT Whether they serve diverse populations or not, librarians will find this an excellent addition.-Carol Connor, Cincinnati Public Schools, OH

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