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Coretta Scott King Award Recipients List for Rohrbach Library

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Coretta Scott King Award Recipients List for Rohrbach Library

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2023 Coretta Scott King WinnersandHonors.pdf

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Pura Belpre Award - Medal and Honor List 

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Pura Belpre Award - Medal and Honor List 

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[KU library] Where Are You From ? by Yamile Saied Méndez

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[KU library] Where Are You From ? by Yamile Saied Méndez

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A picture book about a little brown girl who, after being indirectly questioned about her identity by peers and adults alike, feels left out, and seeks the counsel of her abuelo (grandfather)

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This resonant and award-winning picture book tells the story of one girl who constantly gets asked a simple question that doesn't have a simple answer. A great conversation starter in the home or classroom-a book to share, in the spirit of I Am Enough by Grace Byers and Keturah A. Bobo.

When a girl is asked where she's from-where she's really from-none of her answers seems to be the right one.

Unsure about how to reply, she turns to her loving abuelo for help. He doesn't give her the response she expects. She gets an even better one.

Where am I from?

You're from hurricanes and dark storms, and a tiny singing frog that calls the island people home when the sun goes to sleep....

With themes of self-acceptance, identity, and home, this powerful, lyrical picture book will resonate with readers young and old, from all backgrounds and of all colors-especially anyone who ever felt that they don't belong.

2019 Nerdies Fiction Picture Book Award Winner | Silver Medalist for Bank Street College of Education's Best Spanish Language Picture Books of the Year | Named one of Kirkus Reviews Best Books of 2019 |A Mighty Girl's 2019 Book of the Year | Named one of New York Public Library's Best Books for Kids 2019

" Lyrical language and luminous illustrations. An ideal vehicle for readers to ponder and discuss their own identities." - Kirkus (starred review)

"An enchanted, hand-in-hand odyssey [and] opportunity to acknowledge and celebrate the many, many backgrounds, roots, histories, of those who live in these United States." -Shelf Awareness (starred review)

" A much-needed title that is a first purchase for libraries and classrooms." - School Library Journal

"This touching book addresses a ubiquitous question for children of color, and in the end, the closeness between the girl and Abuelo shows that no matter the questions, she knows exactly where she's from." - Booklist

" Although the book begins as a gentle riposte to narrow cultural and ethnic categorizations, its conclusion reaches out to all readers, evoking both heritage and the human family." - Publishers Weekly

A Spanish-language edition, ¿De dónde eres ?, is also available.

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Where Are You From? [Méndez, Yamile Saied, Kim, Jaime] on Amazon.com. *FREE* shipping on qualifying offers. Where Are You From?

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IRIS Center: Portrayers of People with Disabilities

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IRIS Center: Portrayers of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Children's Books: Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S.

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This novel tells the story of Auggie, a young boy with a facial deformity, as he navigates the challenges of attending a mainstream school.

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Wonder by R. J. Palacio: 9780375869020 | PenguinRandomHouse.com: Books

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1 NEW YORK TIMES BESTSELLER * Millions of people have fallen in love with Auggie Pullman, an ordinary boy with an extraordinary face-who shows us that kindness brings us together...

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Critical Analysis of Childrens Literature.docx

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All Are Neighbors by Alexandra Penfold & Suzanne Kaufman

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All Are Neighbors by Alexandra Penfold & Suzanne Kaufman

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Read 44 reviews from the world's largest community for readers. When a new family moves in, the whole neighborhood comes together to celebrate their divers...

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Read 58 reviews from the world's largest community for readers. This inspiring picture book by New York Times bestselling author Bakari Sellers is a tribut...

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[KU library] The Name Jar by Yangsook Choi

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[KU library] The Name Jar by Yangsook Choi

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A young girl from Korea experiences being new in an American school and grapples with the decision of whether to change her name to fit in.

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[KU library] Federico and the Wolf by Rebecca J. Gomez

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[KU library] Federico and the Wolf by Rebecca J. Gomez

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★ "This brightly colored, digitally illustrated picture book is a valuable reminder that all children are special and have what it takes to achieve their dreams ... A great read-aloud." - School Library Journal, starred review

"An invitation to children to take on challenges and celebrate themselves as they follow their dreams ... An enthusiastic and inspiring clarion call to young dreamers." - Kirkus Reviews

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Why Not You? by Ciara, Russell Wilson: 9780593374405 | PenguinRandomHouse.com: Books

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NEW YORK TIMES BESTSELLER * From Grammy-winning pop star Ciara and Super Bowl champion quarterback Russell Wilson comes a picture book to inspire young readers to see the value in themselves, be brave,...

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[KU library] Pink is for Boys by Robb Pearlman 

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[KU library] Pink is for Boys by Robb Pearlman 

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This timely and beautiful picture book rethinks and reframes the stereotypical blue/pink gender binary and empowers kids-and their grown-ups-to express themselves in every color of the rainbow.

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An empowering and educational picture book that proves colors are for everyone, regardless of gender.

Pink is for boys . . . and girls . . . and everyone! This timely and beautiful picture book rethinks and reframes the stereotypical blue/pink gender binary and empowers kids-and their grown-ups-to express themselves in every color of the rainbow. Featuring a diverse group of relatable characters, Pink Is for Boys invites and encourages girls and boys to enjoy what they love to do, whether it's racing cars and playing baseball, or loving unicorns and dressing up. Vibrant illustrations help children learn and identify the myriad colors that surround them every day, from the orange of a popsicle, to the green of a grassy field, all the way up to the wonder of a multicolored rainbow.

Parents and kids will delight in Robb Pearlman's sweet, simple script, as well as its powerful message: life is not color-coded.

Product Details

ISBN-13:

9780762462476

Publisher:

Running Press Book Publishers

Publication date:

06/05/2018

Pages:

40

Sales rank:

27,079

Product dimensions:

9.40(w) x 9.10(h) x 0.50(d)

Age Range:

3 - 7 Years

About the Author

Robb Pearlman is the author of many books, including Pink Is for Boys, Bob Ross and Peapod the Squirrel, Groundhog's Day Off, Passover Is Here, and others. He grew up in New York City and now lives in New Jersey with his husband and puppy dog Oscar.

Eda Kaban has illustrated many popular books for children, including Pirates Don't Go to Kindergarten, Even Superheroes Have Bad Days, and Robb Pearlman's Pink Is For Boys. Born and raised in Turkey, Eda now lives in Oakland, California, with her husband, small son, and two Siamese cats.

Editorial Reviews

03/26/2018
To whom does a color belong? Pearlman (Groundhog's Day Off) invites readers to think about this question gender-agnostically. "Pink is for boys," he writes. "And girls. And bows on fancy clothes." A bow, of course, could be a snappy bow tie on a dress shirt, or a big bow on a party dress. Nine more colors follow, with the boy-and-girl order flipped each time ("Green is for girls. And boys.") But except for an evocative acknowledgement that everyone owns the color orange in the form of "popsicles dribbling down sticky chins," the narrative sags after the opening salvo against traditional binary thinking and opts for predictable pairings (yellow is for paper crowns, brown is for teddy bears, and boys and girls have access to both). Happily, Kaban's (Old MacDonald Had a Truck) illustrations, resembling 1960s animation, create an inviting, kinetic world. Her characters are bundles of mischievous, untrammeled energy, with mouths wide open in expressions of infectious and very toothy joy, as if using their inside voices-or paying attention to any admonition from an adult-is the furthest thing from their minds. Ages 4-8. (June)

Publishers Weekly

"[C]haracters are bundles of mischievous, untrammeled energy, with mouths wide open in expressions of infectious and very toothy joy."-Publishers Weekly

"The message doesn't just drive but serves as the whole vehicle for this manifesto against linking gender with particular colors. As a component in a gender-centric storytime, this has a role."-- Booklist

From the Publisher

06/01/2018
PreS-Gr 1-It starts with "Pink is for boys. And girls. And bows on fancy clothes." So the structure of the book begins with a color for girls and boys on one page followed by another thing it's good for on the next. Each duo is its own vignette. Blue baseball uniforms, yellow crowns, green grass, orange Popsicles, purple unicorns ("because...unicorns!"), etc. It is all summed up on the second-to-last page, "And all the colors are for EVERYONE. Girls and boys." The illustrations are an integral part of the reading experience as they perfectly set the scene for each color be it on the ball field, race track, park, or fancy dance. They depict a reccurring cast of characters; the kids are all joyously engaged within each scene. Kaban uses a mix of saturated color and white space to good effect and easily shows a myriad of activities. VERDICT A good choice for opening discussion about color stereotypes, but one that ultimately undermines its message by equating "boys and girls" with "everyone," and failing to recognize nonbinary children. An additional purchase for most libraries.-Catherine Callegari, Gay-Kimball Library, Troy, NH

School Library Journal

2018-03-04
Pink, blue, yellow, and orange-all colors that are for boys, girls, popsicles, and unicorns.With simple text and vibrant illustrations of racially diverse children playing together, this book introduces 10 colors "for boys. And girls." For each new color, Pearlman shares an example of where to find the color: on sports uniforms, crowns, race cars, and teddy bears. Each color is presented in simple, repetitive text on verso (alternating which gender as specified first) with a vignette on recto and then on the next, full-bleed double-page spread. Kaban's illustrations of children dancing, running, and flying on winged unicorns add an element of liveliness to keep the repetition from turning stale. Colored type that corresponds with the name of each introduced color encourages young readers to participate in the story. Although the book shares the message that "all colors are for everyone," the lead-up to this conclusion perpetuates the notion that gender is binary. The statement that "PINK [or blue, yellow, etc.] is for boys. And girls" leaves out anyone who might not fit those categories until the end. Even the examples for pink and blue reinforce stereotypical associations for the colors, since pink is for "bows on fancy clothes" and blue is for "uniforms on a team." For a book that aims at inclusiveness, this one misses the bull's-eye.In this picture book, pink may be for boys, but colors are still not quite for everyone. (Picture book. 3-5)

Kirkus Reviews

Read More

A New York Times Bestseller The

Her teacher smiled.

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An empowering and educational picture book that proves colors are for everyone, regardless of gender. Pink is for boys . . . and girls . . . and everyone! This timely and beautiful picture book rethinks and reframes the stereotypical blue/pink gender binary and empowers kids-and...

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[KY library] "William's Doll" by Charlotte Zolotow 

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[KY library] "William's Doll" by Charlotte Zolotow 

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The story revolves around a boy named William, who wishes to have a doll as his plaything. However, his family and friends disapprove of his choice, suggesting that he should have more "boy-appropriate" toys like trucks and balls. William's grandmother, who understands his desire, buys him a doll.

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"An excellent book about a boy named William who wants the forbidden-a doll. The long-awaited realistic handling of this theme makes it a landmark book."- School Library Journal

More than anything, William wants a doll. "Don't be a creep," says his brother. "Sissy, sissy," chants the boy next door. Then one day someone really understands William's wish, and make it easy for others to understand, too. William gets a doll, so he can learn to be a loving parent someday.

Written by beloved author Charlotte Zolotow and illustrated by Newbery Medal-winning author and Caldecott Honor Book illustrator William Pène du Bois, William's Doll was published in 1972 and was one of the first picture books to deal with gender stereotypes. William's Dol l has been welcomed by teachers, librarians, and other caregivers as a springboard for discussion about gender roles and intolerance, whether shared one on one or with groups in a classroom or library setting.

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William's Doll [Zolotow, Charlotte, Pene du Bois, William] on Amazon.com. *FREE* shipping on qualifying offers. William's Doll

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his graphic novel memoir chronicles the author's childhood experiences with hearing loss and her journey to find her own "superpowers."

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Read 7,879 reviews from the world's largest community for readers. Starting at a new school is scary, even more so with a giant hearing aid strapped to you...

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[KU library] "My Brother Charlie" by Holly Robinson Peete and Ryan Elizabeth Peete

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[KU library] "My Brother Charlie" by Holly Robinson Peete and Ryan Elizabeth Peete

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Written by a mother and daughter, this book shares the story of a young girl who describes her brother's experiences with autism.

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"Charlie has autism. His brain works in a special way. It's harder for him to make friends. Or show his true feelings. Or stay safe." But as his big sister tells us, for everything that Charlie can't do well, there are plenty more things that he's good at. He knows the names of all the American presidents. He knows stuff about airplanes. And he can even play the piano better than anyone he knows.
Actress and national autism spokesperson Holly Robinson Peete collaborates with her daughter on this book based on Holly's 10-year-old son, who has autism.

Product Details

ISBN-13:

9780545094665

Publisher:

Scholastic, Inc.

Publication date:

03/01/2010

Pages:

40

Sales rank:

62,242

Product dimensions:

8.92(w) x 11.24(h) x 0.35(d)

Lexile:

AD540L ( what's this?)

Age Range:

4 - 8 Years

About the Author

Twins Ryan Elizabeth Peete and Rodney Peete wrote this book with their mother, Holly Robinson Peete, to help share awareness about autism with other children who have been touched by it in some way. Ryan and Rodney travel with their mom, speaking to teens about their experiences growing up together. The Peetes live in Beverly Hills, California.

Read an Excerpt

We've always been together-even in mommy's tummy, my twin brother, Charlie and I.

We still share lots of things:

Curly hair and brown eyes.

How much we love hot chocolate with marshmallows.

Rolling in the grass.

Interviews

When Autism Strikes Home: It's a Family Affair

By Holly Robinson Peete

I experienced the elation every mother feels when she holds her newborns for the first time. When my twins were born, it was a double blessing — two beautiful children, a boy and a girl, both as sweet as their butterscotch cheeks.

RJ, my oldest son, was born two minutes before his sister, Ryan. Like many twins, mine were close from the very beginning. It was as if they had a language all their own. Even as infants, they seemed to understand each other's impulses and desires. When RJ cried, Ryan cried too. When Ryan wanted milk, so did RJ. When something happened to cause one of them giggle or gurgle, the other one giggled and gurgled along.

When RJ and Ryan began to talk, the beauty of language swept them up into the joys of making words and expressing themselves to me and to each other. While many parents can't wait to hear their children say "Mama" or "Da-da," RJ's very first word was "cow." Delighted with himself, RJ turned this into a singsong: "Cow, cow, cow!"

Ryan would join in, and the two of them were a chorus of "cow, cow, cow!" It didn't matter to me and my husband, Rodney, that our twins were talking about a farm animal before they were calling out to us. What was most important — and wonderful to witness — was that RJ and Ryan were both very talkative toddlers who were hitting their developmental milestones right on time.

Then, one day, when the twins were just two years old, all the chatty fun ended very abruptly. It seemed as if a plug had been pulled on RJ's joyous ability to speak and giggle with his sister. Ryan's development continued typically. She pointed at stars in the sky, birds, and high-flying planes. But RJ had changed. He'd become withdrawn, sullen, and distant. He was locked up in a place I couldn't reach, though I tried to rouse him by calling his name loudly when I wanted to get his attention. I took to screaming, mostly out of feeling helpless.

"RJ, RJ, RJ!" I would call.

After taking RJ to a series of specialists, we got the diagnosis that RJ had autism. It was the year 2000. RJ and Ryan had turned three. The medical community defines autism as a neurobiological disorder. The Centers for Disease Control and Prevention issued some startling statistics on the disorder: 1 in 110 children in the United States has an Autism Spectrum Disorder.

When I learned of these statistics, I asked myself why my child had to be "the one." My husband and I were angry and confused and felt powerless to help RJ. This was underscored by members of the medical community and our social circle who didn't fully understand autism and its effects.

I will always remember what Rodney and I have come to call the "never" day. After enduring a battery of tests for RJ, we sat with a specialist who told us our son would never speak to us like a "normal" child, that he would never engage in real conversation with us or Ryan, and that he would never say "I love you" without being prompted.

Well — I have never experienced such pessimism from a doctor! When we met with her, it was a chilly afternoon (made even colder by the woman's icy office and less-than-warm bedside manner).

Some time after that meeting, Rodney and I made a decision — we would never allow someone to rob us of hope of a meaningful life for RJ and never, ever give up on finding the best treatments for him. Thankfully, soon after that awful day, we were blessed with a team of caring professionals who have rallied around our family and RJ. We call these men and women "Team RJ" and have taken to chanting, "Go, Team RJ!"

At age thirteen, RJ has grown into one of the loveliest and most charming kids! He's intelligent, playful, thoughtful, and funny. He's an ace swimmer and can play the piano and guitar with passion and verve. Adolescence has brought with it some new hurdles, but our boy has checked so many of those nevers off of his list.

Like any siblings, RJ and Ryan have had their challenging times, but the two of them are as close as ever. And they're back to talk, talk, talking — and sharing that special connection that twins have. We have two younger sons, Robinson, age six, and Roman, age eight, and two dogs, Harriet and Freddie. So we're a busy and boisterous family.

When Ryan and RJ were in the fourth grade, Ryan discovered that other kids and their parents had very little knowledge about autism and its affects on individuals and families. Ryan was constantly sticking up for RJ at school, and I found myself frequently fielding questions from other parents who just didn't know any better. For example, one mom worried that autism was contagious, so would refuse to invite RJ to playdates!

This is when Ryan came to Rodney and me, and showed us a wonderful program she'd developed on her own, called "Ryan's Autism 101" — a checklist of very practical advice and facts about autism that Ryan shared with our family, then invited Rodney and me to present to her classmates. We now offer "Ryan's Autism 101" to families struggling with a new diagnosis of autism and to those who have no autism in their immediate families but who have friends or schoolmates affected by autism. These ideas are outlined in the children's book I coauthored with my daughter, entitled My Brother Charlie. There is also helpful information in a book for fathers by my husband, Rodney Peete, entitled Not My Boy: A Father, a Son, and One Family's Journey with Autism.

Here are some ideas we have found most helpful.

* Social connection can be challenging for people with autism. If someone who has autism doesn't respond or make eye contact right away when you speak to them, it doesn't mean they're being rude. Often they don't like to be touched. Don't take it personally. Help them by being extra kind. Go the distance. Don't give up on your chance to make a friend.

* Many have trouble making friends, but it's even harder for those with autism. Include people with autism even more than you would others. If you give them time, you'll discover that they're just human beings with real feelings. And, like every human being, they want to be included even if they cannot verbally express it.

* We are all special in our own ways. Rather than point out what someone doesn't do well, focus on what they do well. Explore and praise the strengths, and acknowledge that everyone has strengths and weaknesses.

* People with autism can be exceptionally smart, but their brains are wired differently. It can take them longer to process information. Please be extra patient.

* If you see a child struggling or having a tantrum in a public place, such as a supermarket or airport, don't judge. Often that child is not being "naughty" but might have autism. Offer a smile or support to a mom or dad who could really use it!

* For more information, contact the HollyRod Foundation, an organization to help children with autism gain access to affordable treatments and therapies. HollyRod Foundation, 9250 Wilshire Blvd., Suite LL15, Beverly Hills, CA 90212.

www.hollyrod.org

Remember, a person may have autism, but autism doesn't have them.

Actress, Author, and Advocate Holly Robinson Peete has devoted her life and career to the service of others. She is a board member of Autism Speaks, and travels internationally to advocate on behalf of autism causes. She has worked tirelessly to help families everywhere who are raising children with autism. Ms. Peete is the wife of former NFL quarterback Rodney Peete, and the working mother of four children. Inspired by the journey of her dad's struggle with Parkinson's disease, and by her son's autism, Ms. Peete and her husband founded the HollyRod Foundation, dedicated to providing compassionate care to those suffering with debilitating life circumstances like Parkinson's disease and autism. She is currently a cohost of CBS's The Talk, the new hit daytime talk show with an emphasis on motherhood.

Videos

Holly Robinson Peete & Ryan Peete

Editorial Reviews

PreS-Gr 2-Twins Callie and Charlie have a lot in common, but they are also very different: Charlie has autism. Callie narrates the story, describing what autism is and exploring the issues that come along with it. The theme is of love, patience, and acceptance. Endnotes give a few basic facts for children unfamiliar with the disorder. The authors, a mother-daughter team, based this story on personal experience. Evans's bright, mixed-media illustrations skillfully depict the family's warmth and concern. Pair this with Ouisie Shapiro's Autism and Me: Sibling Stories (Albert Whitman, 2009) to raise awareness and understanding of autism. This title should have a place in most library collections.-Laura Butler, Mount Laurel Library, NJ

School Library Journal

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"Charlie has autism. His brain works in a special way. It's harder for him to make friends. Or show his true feelings. Or stay safe." But as his big sister tells us, for everything that Charlie can't do well, there are plenty more things that he's good at.

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[KU library] "Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah" by Laurie Ann Thompson

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[KU library] "Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah" by Laurie Ann Thompson

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This book tells the inspiring true story of a young boy from Ghana with a disability who overcame societal expectations to achieve his dreams.

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Emmanuel's Dream: The True Story of Emmanuel Ofosu Yeboah

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32 Total Resources 6 Awards 16 State Lists View Text Complexity Discover Like Books

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[KU library] The Hundred Dresses" by Eleanor Estes

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[KU library] The Hundred Dresses" by Eleanor Estes

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A thought-provoking chapter book about a girl who faces the consequences of her actions when she participates in the teasing of a classmate from a lower socioeconomic background.

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[KU library- Dornish Collection]"Fly Away Home" by Eve Bunting

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[KU library- Dornish Collection]"Fly Away Home" by Eve Bunting

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This book sensitively explores the issue of homelessness through the eyes of a young boy living with his father in an airport.

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[KU library] "Last Stop on Market Street" by Matt de la Peña

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[KU library] "Last Stop on Market Street" by Matt de la Peña

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This picture book follows a young boy named CJ as he takes a bus ride with his grandmother and learns to appreciate the beauty in his economically diverse neighborhood.

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[KU library] "Those Shoes" by Maribeth Boelts

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[KU library] "Those Shoes" by Maribeth Boelts

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This story explores themes of desire, need, and sharing as a young boy longs for a pair of trendy shoes that his family cannot afford.

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[KU library] "The Bicycle Man" by Allen Say

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[KU library] "The Bicycle Man" by Allen Say

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His book reflects on the experience of a young boy from a low-income family who dreams of owning a bicycle, which symbolizes his aspirations and challenges.

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[KU library] "Each Kindness" by Jacqueline Woodson

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[KU library] "Each Kindness" by Jacqueline Woodson

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This story addresses the impact of bullying and the missed opportunity for kindness when a new student from a lower socioeconomic background is excluded.

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Critical Analysis of Children_s Literature (Grouping).docx

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[KU library] "We'll Paint the Octopus Red" by Stephanie Stuve-Bodeen 

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[KU library] "We'll Paint the Octopus Red" by Stephanie Stuve-Bodeen 

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This book tells the story of a young girl, Emma, who learns about her brother's Down syndrome and her family's journey in preparing for his arrival. It's a great way to teach children about acceptance and embracing differences

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[KU library] "Just Ask!: Be Different, Be Brave, Be You" by Sonia Sotomayor 

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[KU library] "Just Ask!: Be Different, Be Brave, Be You" by Sonia Sotomayor 

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Written by the Supreme Court Justice Sonia Sotomayor, this book celebrates the differences that make us unique. It features characters with various disabilities and encourages kids to ask questions and learn from one another.

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[KU library] "The Junkyard Wonders" by Patricia Polacco

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[KU library] "The Junkyard Wonders" by Patricia Polacco

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This heartwarming story is about a girl with a disability who joins a class of students with various abilities. It's a tale of acceptance, friendship, and the power of seeing beyond differences.

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"The Old Woman Who Named Things" by Cynthia Rylant

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"The Old Woman Who Named Things" by Cynthia Rylant

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This story follows an elderly woman who has difficulty making friends and naming her possessions for fear of outliving them. It teaches children about loneliness and the importance of forming connections regardless of age.

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This book tells the story of an elderly woman who befriends a young boy. It promotes intergenerational friendships and shows how meaningful relationships can develop between people of different ages.

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This book is about a young boy named Sam who befriends an elderly performer, Miss Lou, who is initially met with skepticism by Sam's classmates. It teaches kids about not judging people based on their age.

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[KU library] "How to Live Forever" by Colin Thompson

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[KU library] "How to Live Forever" by Colin Thompson

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In this imaginative story, the author explores the concept of aging and the quest for eternal life. It encourages children to reflect on the value of each stage of life.

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Locating Diverse Children’s Literature at the Rohrbach Library

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Locating Diverse Children’s Literature at the Rohrbach Library

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Karen Wanamaker

Children's Literature: Use the tabs below to find resources

The children's literature collection at the Rohrbach Library is called the "Library Science Collection." It is located on the ground floor next to the CMC collection.
Finding Materials:

Please check the Rohrbach Library's online catalog if you are searching for specific titles or topics.

All call numbers in the Library Science Collection will start with "Libsci." The collection contains a wide array of titles arranged in four main sections in this order:

Easy Fiction "E": arranged alphabetically by the first six letters of the author's last name (Example: Chris Van Allsburg's The Polar Express will be listed under E VanAll)

Adolescent Fiction "F": arranged by the first six letters of the author's last name (Example: Louis Sachar's Holes will be listed under F Sachar)

Biographies "B": arranged alphabetically by the last name of the person who is the subject of the book (Example: to find a book about Abraham Lincoln, go alphabetically to "B Lincoln.")

Non-Fiction: arranged by subject using the Dewey Decimal System

Other books in the Library Science Collection include:

Reference books such as children's encyclopedias and dictionaries (shelved on the side wall near the non-fiction books)

Pop-up books (shelved on the side wall near the non-fiction books)

Big Books (located outside of the CMC Kit Room)

Teaching Tip:
When using children's literature in the classroom, go to publisher and author/illustrator websites!
They sometimes have activities or discussion guides for using their books in classrooms or links to further information to use with the books! You can also find these things at TeachingBooks.net.

The library is also home to a children's literature collection called the "J. Robert and Alice R. Dornish Collection." Books in this collection will show up in your online catalog searches.

What is it? Dr. Dornish was a professor in Kutztown University's College of Education. During his life, he built a significant collection of children's literature. He and his wife donated part of the collection to the Rohrbach Library between 2001-2019.

Where is it? Any books that were donated and were first editions, rare books, or contained signatures of authors and illustrators were added to The Dornish Collection and are stored in secure locations in the library. A portion of these books are on display on the first floor to the right of the elevator and steps. Any books that were not added to The Dornish Collection were reviewed by librarians and many were added to the Library Science Collection so that our students could use them.
How can I read the books?

Dornish Collection books: The staff and students the Information Commons Desk will retrieve Dornish Collection item(s) for you. You must use the books here in the Library.

Library Science Collection books: Books that were added to the Library Science Collection will circulate as a regular item from that collection, and they can be taken out of the building.

Online Resources for Children's Literature:

DATABASE Children's Literature Comprehensive Database(CLCD): This is a fantastic, fully searchable database of children's literature titles, reviews, and related information! You can search by subject or title, and the database provides a wide variety of search limits to help you find just the right books for your needs. KU authentication is required to use this database.
( A 30-minute tour of CLCD by Karen Wanamaker. Note: The library's website has changed--click on the A-Z Databases link directly below the search boxes now.)

DATABASE Teaching Books - One stop provides resources for books you are reading and teaching, including author and illustrator interviews, lesson plans, and other enrichment content.

DATABASE Gale Literature - This database includes access to critical reviews, biographies, news, and media relating to literature, including children's literature. You can search for a topic, author, or title. KU authentication is required.

ONLINE BOOKS:
1. MackinVIA: We have access to digital collections of children's literature through EBSCO and through a consortium package with MackinVIA. Both collections will show up in our online catalog results, and to get to the books, you click on the link in the catalog record.

KU patrons also can browse the books we get through MackinVIA by going to:

https://kutztown.mackinvia.com/dashboard and authenticating with your KU login.

Some books are ebooks (you can see each page and read it digitally) and others are audiobooks (only the cover is shown while you listen to the book).

Use the links on the left to see books by category or a list of all resources.

Search for a topic or book by using the search box at the top right.

If a book is marked as "out", another patron is using it. You may request the book by clicking on "request" to the right of the book.

2. EPIC: EPIC's website is another way to locate online children's books. We do not have a campus-wide subscription to this, but EPIC has free access to some books. KU students and faculty can subscribe for access individually to obtain the ability to create classrooms and use the educator tools.

WEBSITES: These websites can help you locate children's literature by subject or themes for creating text sets:

OTHER LISTS: National teacher associations, textbook publishers, and children's literature research centers also have great recommendations for books in certain disciplines:

The Children's Book Council has a great list of publisher sites with, "fun and educational resources, activities, discussion guides, teacher guides and more to share with children of all ages"

Evaluating Children's Literature When incorporating children's literature into your curriculum, you want to include books that have diverse characters. However, it is critical to avoid children's literature with bias or stereotypes. These resources will help you to understand what to look for and give you examples of what to use.

Locating Diverse Children's Literature at the Rohrbach Library

Finding diverse books will take multiple searches in our online catalog. Here are some things to think about and places to go to find some help.

1. What do you mean by diverse? Think of the subjects you want to cover and incorporate those terms into your search. Examples:

1. Cultures such as African American, Asian, German, Latin American, etc.

2. Abilities and Differences such as deaf, blind, autistic, etc.

3. Families, family structure, divorce

4. Gender and identity

5. Socioeconomic status

2. Once you have entered your search in the online catalog and are looking at a list of results, limit your search to our Library Science Collection by using the "Location" limit along the left side in the online catalog. This will limit your results to our circulating children's collection.

3. Look for award-related books that have won or been honored by the Corretta Scott King Award or the Pura Belpre Award by using the lists found under the "Award Lists for Rohrbach" tab on this page.

4. In the sample search below, the search used "Asian" as the first term and "picture book" as the second term. Using "picture book" allows you to further limit your search to picture books rather than novels. You can also use the limit along the top for Children's Literature instead of the side limit for "Library Science" as a location.

5. If you have ANY questions, please ask a librarian. Karen's office is right next to the Library Science Collection in RL21. You can also ask for a librarian at the Main Desk or using the "Ask Now" tab at the right of the library's website/online catalog page.

American Library Association:

The American Library Association (ALA) website contains an extensive, alphabetical list for all of their ALA Book, Print & Media Awards (think Newbery, Caldecott, etc. plus so many, many more).

Part of ALA, the Association for Library Service to Children (ALSC) also produces a nice list of Notable Children's Books each year.

Some of the most well known awards include:

The following lists show which titles we have at the Rohrbach Library for various awards and types of books. Call numbers are included. While we try to update these lists annually, to find all the titles we have at any given time, please ask a librarian or use the online catalog.

Mentor texts are examples of good writing that students can read and use as a model for their own writing.
These mentor texts can be published trade books, poems, lyrics, articles (newspaper, magazine, journal), or a variety of other writings--anything that demonstrates good elements of writing worthy of emulation.

If you are looking for some mentor texts to use with lessons, we have resources in the Curriculum Materials Center collection that can help. Search for "mentor text" in the online catalog or ask a librarian for assistance. There are also several helpful websites linked below.

Finding Leveled Books

In the CMC kit room: The CMC has sets of leveled books in the kit room. Look for the "Leveled Books" sign on the shelves. You will see some in blue boxes, some in yellow bins, and others in plastic bags.

In The Library Science Collection: Our children's literature collection has tons of books that can be used for guided reading and for literacy lessons, but they are organized alphabetically for fiction and arranged using Dewey Decimal Classification for non-fiction. Once you have identified a children's book that would work for your level, use the online catalog to search for the title to see if we have that book and locate the call number.

In CLCD: Many of the book records in the Children's Literature Comprehensive Database (CLCD) list Lexile ranges and other measurement program information.

Online: See the links below for websites that can help you.

Locating folklore and fairy tales in the Rohrbach Library
The best way to locate materials in any of our collections is to use the online catalog or ask a librarian for assistance.

In our children's literature collection (Library Science Collection), stories can be found at Dewey Decimal number 398.2+

In our Curriculum Materials Center and Main Collection, information about folklore and storytelling is located at call numbers that start with GR, LB1575-1576, and PN

Search our Streaming video providers. One example from Kanopy that might be of particular interest is:
Fairy-Tale Heroines--New-Style Princesses: "Cinderella. Snow White. Rapunzel. These fairy-tale heroines are imbued in our cultural consciousness. What lessons are they meant to teach? And do these lessons align with our current cultural values? Study the composite fairy-tale heroine, both in the classic fairy tales and in modern revisions from authors such as Angela Carter and Margaret Atwood."
Helpful Databases, journals, and websites for researching Folklore:

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Rohrbach Library Home: Education: Children's Literature

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This guide highlights resources helpful for education majors or those using education-related information and collections. Resources for locating and using children's literature, including the Library Science and the Dornish Collections, databases, and websites

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Rohrbach Library search engine (online catalog)

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Rohrbach Library search engine (online catalog)

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Diverse BookFinder | Identify & Explore Multicultural Picture Books

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Are you looking for multicultural children’s books? We’ve got you covered! You can search our circulating collection of picture books (2002-present), explore our quick lists, then borrow our books from your own library through interlibrary loan. We believe that too many children are left out of main…

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Guide for Selecting Anti-Bias Children’s Books

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Guide for Selecting Anti-Bias Children’s Books

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Growing up in the South Side of Chicago, Keisha Rembert recalls what it was like attending a Catholic school, where students of her background were not well-represented. Her parents are migrants from the Jim Crow South, and people who looked like her were never talked about in positive ways at school.

"I shut down and I didn't engage because I wasn't equipped to challenge the power dynamic in that classroom with the truth," said Rembert, who grew up to become a U.S. history and English teacher in middle school for 17 years. Still based in Chicago, she now "teaches teachers" as an assistant professor.

Rembert's experience is one that many students still encounter. Sometimes referred to as curriculum violence, trauma endured in the classroom can affect students at all levels, underscoring the importance for teachers and stakeholders to understand and prevent it.

What Is Curriculum Violence?

Curriculum violence refers to the subjective curricular choices around lesson planning or learning experiences that cause a student psychological harm, intellectually and/or emotionally. These educational interactions can exacerbate historical or institutional trauma, particularly for historically oppressed and marginalized groups such as people of color, women, people of varying faith, members of the LGBTQ community, people with disabilities, dual-language learners and people from immigrant populations.

"Violence can apply to anything that makes somebody feel unworthy, less than or not valued," said Elana Goldbaum, a history educator at an all-girl independent school in Los Angeles.

Contributing Factors to Curriculum Violence
Delivery Format of Activities
Example: Numerous educators have been criticized for their lessons around slavery that have ranged from forcing students to argue in defense of the practice to picking cotton in fields.
Content Choices
Example: Teaching the truth is paramount. But many students' only experiences learning about Jewish history are lessons related to the Holocaust, which can also elicit strong emotions.
Unbalanced Perspectives
Example: The "Age of Exploration" is often taught from a European-perspective, which can downplay the genocide many people indigenous to the Americas endured.

Inadequate Time on Topics

Example: Teachers may dedicate specific months to focus on the historic contributions of Black Americans or women rather than infusing their perspectives into the entire curriculum.
Erasure of Groups
Example: Refusing to acknowledge the queer identity of historic scholars, artists, scientists and politicians erases the queer community's contributions to history.
In-Classroom Behavior
Example: Assigning gendered roles for specific tasks like note taking to girls can inadvertently reinforce stereotypes.

"It's not only what is done, but what is not done that can make a young person, who is deep in their developmental stages, feel like they're not important or that they are only seen as a victim or not as good as other people profiled in history," Goldbaum said.

While curriculum violence may include acts that are explicitly racist, xenophobic, misogynistic, or homophobic, the concept is more nuanced and many teachers are often unaware that they may be inflicting trauma by the curricular choices they make.

To provide the best educational experience for students, teachers can reflect on their own unconscious biases as well as larger biases that have influenced education. But they aren't perfect and acknowledging that they, too, are developing and learning can go a long way in helping students avoid trauma, Goldbaum said.

What Are Signs That Students Are Experiencing Trauma From Curriculum Violence?

The effects of curriculum violence can be lasting.

"Curriculum violence creates a social, emotional and mental disconnect that is absolutely visible for oppressed or marginalized students in a classroom," Rembert said.

The National Child Traumatic Stress Network's guide, " Addressing Race and Trauma in the Classroom: A Resource for Educators (PDF, 1.3 MB), " summarized some of the effects of trauma that teachers may see among students:

AGES 3-5:
Recreating the event, loss of sleep, trouble eating and startled reaction to loud sounds or sudden movements.

AGES 6-11:
Distractibility, worry or preoccupation with safety and changes in classroom performance (withdrawal, for example).

AGES 12-17:
Fixation on the subject that is causing anxiety.

When students struggle to reconcile their identities and the lessons, they may be experiencing trauma from curriculum violence.

"Whether it's the fact that I might feel worthless because I don't see myself represented or I don't see myself affirmed, or that the curriculum is worthless, both affect me in the long run and have the potential to lead to visible trauma," Rembert explained.

What Can Teachers Do to Avoid Causing Trauma Related to Curriculum Violence?

To help avoid curriculum violence, some teachers are adopting a social justice curriculum, which refers to lessons designed to broaden student's views so they learn to challenge, change and improve conditions.

For example, when California passed a mandate requiring that teachers include queer history in classes, it prompted more careful lesson-planning and discussion about how to tell these stories.

As Goldbaum worked on developing LGBTQ history lessons, she began thinking through her own set of questions.

"My journey started with asking, OK, how can I work this into what the curriculum already has?" she said. "Now, I'm asking, How can I teach these stories without starting with oppression? That applies to every single group."

Self-Reflection Questions for Teachers

"Because we all have intersections of our identities and some of our identities are not visible [i.e., economic status], all educators must engage and review their curricula and curricular policies from multiple perspectives to ensure violence and trauma are not an educational byproduct in classrooms," Rembert said.
Rembert and Goldbaum provided eight questions for educators to use for self-reflection as they design lessons:

1. Who am I designing the lesson for-the students or me?

2. What is my knowledge about the subject that I am teaching?

3. What are my implicit biases?

4. Have I considered what knowledge my students bring to the classroom based on their own cultures and identities and how do I allow them to benefit from that?

5. Does my lesson center the humanity of all my students?

6. Have I included specific, inclusive examples?

7. What are the liberatory qualities of my lesson: Does it encourage students to engage in inquiry? Does it promote creativity, experimentation and dreams? Does it encourage them to fail without harm?

8. How do systems of oppression show up in the classroom and my school community and how do I work to dismantle that on a daily basis?

Strategies for Curriculum Violence Trauma Prevention

In addition to being intentional about lesson plans, teachers can reduce chances of causing trauma related to curriculum violence by ensuring their actions support the lessons. Rembert and Goldbaum shared these tips for educators:

Ask your students how they want to be identified. Consider that they might be more comfortable answering a questionnaire they can submit the next day.

Treat students equitably. Don't segregate them by gender or other characteristics.

Share with students when your own knowledge about a subject is still developing.

Encourage questions, even difficult ones, and be honest when it is complicated.

Teach students to share when they feel harmed. Recognize their discomfort.

Create time and space for peace in the classroom. Students may need time to decompress.

Rembert acknowledged there are challenges getting more educators and administrators to accept that curriculum violence exists.

She encourages educators who understand to remain undeterred and make the following commitment as they enter the classroom everyday: "[I will continue] the daily work of building brave spaces in my classroom, safe spaces, having conversations, allowing students to exist and allowing them to lead conversations at whatever age.I have to be sure that I'm always including them, and I have to be sure that I'm modeling how to ask and how to answer those questions [that they need to ask] in ways that don't create that harm, but that push us to have the difficult conversations that we need to have."

Educational Resources

Black Lives Matter at School: National coalition advocating for racial justice in education and providing classroom kits, guides and visuals for all ages.

Building Anti-Racist White Educators (BARWE): Group provides tools for learning, introspection and having conversations about issues of racism in schools, classrooms and communities.

Learning for Justice: Organization provides articles and tools to educators who work with children from kindergarten through high school covering topics such as affirming black lives without inducing trauma and a culturally responsive curriculum.

National Association of School Psychologists, Social Justice: Central page directs visitors to tips for educators on understanding implicit bias, supporting refugee youth and more.

National Council of Teachers of English Committee Against Racism and Bias in the Teaching of English: Helpful tips on anti-racist language teachers can use and qualities of anti-racist curricula.

Organization of American Historians (OAH), Trauma and Trigger Warnings in the History Classroom: A Roundtable Discussion: Transcript from panel on teaching violent and traumatic subjects.

Rethinking Schools: Nonprofit publisher and advocacy organization is dedicated to sustaining and strengthening public education through social justice teaching and education activism.

Teaching for Change: Organization provides teachers and parents with tools to create schools where students learn to question and rethink the world, build a more equitable, multicultural society and become active global citizens.

Understood.org, What Is Culturally Responsive Teaching?: Hub of information on how educators can implement culturally responsive teaching practices and why it's important.

Zinn Education Project: Organization encourages history education, emphasizing those who often receive only token attention (workers, women, people of color), and also on how people's actions shaped our society.

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How to Address Trauma Related to Curriculum Violence

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Growing up in the South Side of Chicago, Keisha Rembert recalls what it was like attending a Catholic school, where students of her background were not well-represented. Her parents are migrants from the Jim Crow South, and people who looked like her were never talked about in positive ways at school.

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Charlotte Huck's Children's Literature Evaluation Criteria

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Charlotte Huck's Children's Literature Evaluation Criteria

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The following questions are meant to help the reader determine the strengths of a picture book. Not every question is appropriate for every book.