Books Like Me: Engaging the Community in the Intentional Selection of Culturally Relevant Children's Literature

Abstract

Culturally relevant literacy instruction can be helpful in addressing student achievement gaps in U.S. schools. Research shows that lack of sufficient background knowledge impedes students' comprehension of school texts. This article examines the potential benefits of children's literature that employs culturally congruent themes and images. The authors also encourage use of “community teachers” who would possess the cultural knowledge to establish meaningful connections with the students, families, and communities. Uncovering such knowledge bases within a community may improve teaching and subsequently help mobilize student learning and enhance the relevance of students' school experiences.