Editor's note: I am pleased to share this post by Betsy McEntarffer of Lincoln Public Schools in Lincoln, Nebraska. A few weeks ago, Betsy and I were writing to each other about children's books with Native content. She mentioned one of the ways she and the Library Media Staff work with teachers. I asked her to write it up for me. The work Betsy describes is important for two reasons. First, they offer teachers works in the multicultural category that they believe accurately reflect the population the book is about. Second, when they learned that teachers needed more than the positive lists of books, they developed a "not chosen" initiative that, she writes, really helped teachers see things they weren't seeing before. Betsy writes below:
"Many visitors told us when
they studied these examples and read the rationale used for their reviews, they
could clearly see how students would be adversely affected and felt these
materials were excellent learning opportunities."
Their model is important. Thanks, Betsy, for sharing it with me, and I hope others try it out!
_______________________
Getting
culturally accurate and positive books
in the hands of students and teachers –
one idea that works.
Betsy McEntarffer
Like other educators in Lincoln, Nebraska, I’m interested in
ensuring that all of our students have books and other materials in which they
can see themselves and their lives positively and accurately mirrored. As a
fairly large school district of over 35,000 students and with a diverse
population of students from over 40 different countries speaking 50+ different
languages, communication is the key to sharing information about those books
and materials with all.
Before relating all the events leading to such a diverse and
caring community, let me say that neither my journey nor the school district’s
began with such wide diversity. I’m a white, middle class girl from the midwest
who now works as a secretary for Staff Library Media Services of Lincoln Public
Schools. Of course, there have long been schools in the district with
diversity, but not in the part of town where I lived nor in the schools I
attended. This was not intentional (at least not on my part), it was the way
the population of our Midwestern college town was divided. I didn’t have any
close encounters with persons of another culture until a small group of refugee
families moved into the area where I worked as a library aide in my children’s
elementary school. As I became acquainted with Assad, Nasifah, Yuriy, and Tuan
I discovered that our library collection couldn’t supply them with books with
which they could identify. Not only were
the geographical books on their home countries old and out-dated, but we had no
stories with Afghan, Russian or Vietnamese characters. Actually, I did find one book for Yuriy by
Frank Asch that was in the Russian language. It’s about a colony of mice
concerned with the arrival of a cat: Here Comes the
Cat! = Siuda
idet kot! [Scholastic, ©1989]. In my naivety I thought he would be
thrilled and while he was kind of tickled to see his own language the story
didn’t excite a 10 year old. At the same
time, when Assad looked at me with very sad eyes and said “nothing in Farsi?” I
knew our collection and my knowledge needed updating. I learned that I wasn’t alone and that others
were concerned about incorporating the diversity of the community, country and
the world into our schools.
Twenty years ago a group of students from Norfolk, Nebraska
lobbied the state legislature to infuse multicultural education into the K-12
curriculum of schools in the state. LB 922 and LB 27 eventually became law and
required the Nebraska Department of Education to design a process of evaluation
of the implementation and effectiveness of multicultural programs. As a result,
Rule 16: Rules and Regulations for Approval of School District Multicultural
Education Programs was written. In 2003 Rule 16: Multicultural Education was
rolled into Rule 10 and became part of the schools’ accreditation process. The
bill states:
“this act, multicultural education shall include, but not be
limited to, studies relative to the culture, history and contributions of
African Americans, Hispanic Americans, Native Americans and Asian Americans.
Special emphasis shall be placed on human relations and sensitivity toward all
races.”
As the law was being
discussed in 1992, a group of media educators from Lincoln Public Schools voluntarily
gathered to discuss how best to meet the evaluation guidelines of Rule 16 that
impacted school libraries. These guidelines are:
- How adequate is the library/media
center’s collection of multicultural resource materials for staff?
- How
adequate is the library/media center’s collection of multicultural resource
materials for students?
- How adequate is the process for
selecting appropriate multicultural education curriculum materials for the core curriculum? [which often uses library/media center materials]
- How often
does the library/media center use multicultural resource and reference
materials for displays and special presentations?
- Are there specific guidelines or
procedures in place regarding the acquisition of additional multicultural materials in the library or resource room?
They decided to form the Library Media Services
Multicultural Book Review Committee to provide students with quality literature
that mirrors the lives of all our students, especially those of under-represented
cultures. What they envisioned to communicate this work has now evolved into
MOSAIC, a yearly display of some the best, most recently published
culturally-related books available to children and youth. Grade leveled portions of each year’s MOSAIC
travel to schools throughout the year so students, staff and parents can see
them. The committee of current and retired educator reviewers continues to read
and make recommendations for books that will comprise the content of the next
display. Their reviews and comments as well as those from professional sources
are inserted inside each book. Titles from each yearly MOSAIC form a
Multicultural Collection, housed at the district office, which provides books
for all schools, students and staff, to read and use. Since school librarians
use this display as a collection development tool, 35,000+ students and over
2000 staff members in all 56 schools and other special programs of our district
benefit from this collection. Lincoln Public
Schools may not have been the first school district to develop plans to serve
all children but we were catching up fast.
So was I as I helped coordinate the MOSAIC displays while serving as a
volunteer of a Fair Trade Organization. Then I became a secretary for the
district’s Library Media Services department and discovered so much more that I
did not know.
Three years ago as the committee was discussing the increase
in availability of better and more inclusive books for children and youth, they
also noted that teachers and support staff were still confused and uncertain
about how to identify accurate and positive cultural content in those resources.
As a result, a collection of ‘Not Chosen
for MOSAIC’ materials was begun. Books that were poorly reviewed due to
questionable or incorrect content both in text and illustration, were clearly
marked and displayed in addition to the excellent examples. Again, reviews and
rationale for the book’s exclusion from the display were included in each
title.
The reaction was instantaneous. Many visitors told us when
they studied these examples and read the rationale used for their reviews, they
could clearly see how students would be adversely affected and felt these
materials were excellent learning opportunities. The ‘not chosen’ books are
kept for teachers to use as a compare/contrast activity with students or for
use with University classes, teacher and librarian training, and other learning
opportunities. We have one community college instructor who regularly uses them
with her children's literature class. To be sure there is no confusion, an
additional note is inserted in each book stating “This book is used for
presentations by media staff as a poor example of Multicultural Children’s
Literature. Please read the rationale for this poor rating as presented inside
the front cover of the book. It is recommended that students/staff compare and
contrast this material with the excellent examples of Multicultural Children’s
Literature from the Multicultural Collection.”
We inform the school librarians in each of our schools about the books
we exclude from the display. It is their choice whether to have the materials
in their school library collections. I
am proud to be a part of the Library Media Services Multicultural Review
Committee and thrilled that it is ‘my job’ to help our Library Media Specialist
coordinate and facilitate their work.
Of the books in this collection that include American Indian
content the rationale given for the reviews is often taken from Debbie Reese’s ‘American
Indians in Children’s Literature’ blog or from ‘A Broken Flute’ and the ‘Oyate’
website and used with their permission. We are indebted to these dedicated
advocates of positive children’s literature for their expertise and willingness
to share their knowledge. I am indebted
to them as well, for now I certainly realize how much I have to learn and I’m
thankful to have the opportunity.
__________________________________
Link:
Library Media Services, Lincoln Public Schools
