Developing and Teaching with a Diverse Children’s Literature Collection at an Urban Public College: What Teacher Education Students Know and Ways Their Knowledge Can Grow about Diverse Books

Abstract

Knowledge of diverse and multilingual undergraduate/graduate teacher education students’ reading experiences and awareness of diverse children’s literature can inform academic librarians’ book collection and instruction. Study includes 1) education student survey (n = 180) focused on identity and reading; and 2) survey of education students (n = 20) who participated in diverse children’s book library class sessions. Findings include respondents who learn about diverse and bilingual books are likely to share them with children; and respondents who enjoyed specific books as children are likely to share those same books with children. Academic library instructional role around children’s books is also discussed.

KEYWORDS:

• Diverse children’s books
• library instruction
• teacher reading experiences
• teacher education
• academic libraries

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by a PSC-CUNY Award, jointly funded by The Professional Staff Congress and The City University of New York.