As children’s worldview is shaped through books, the ideologies embedded in readings influence yo... more As children’s worldview is shaped through books, the ideologies embedded in readings influence young readers’ values and beliefs. There are very limited representations of Taiwanese protagonists and their culture in the mainstream book market of the United States. Therefore, the aim of this paper is to examine the portrayal of Taiwanese children and culture in five picture books published in the US: Livia Blackburne’s I Dream of Popo (2021), Alan Woo’s Maggie’s Chopsticks (2015), Belle Yang’s Hannah is My Name (2008), Grace Lin’s The Ugly Vegetables (1999), and Yi Ling Hsu’s Typhoon Holidays (2015). To deeply analyse the textual and non-textual content of these picture books, the paper employs the theoretical framework of ideology and Orientalism, which is detailed in such patterns as characters, relationships, interactions, conflicts, and problem solutions in the stories. The authors of the study argue that the interwoven ideologies of gender roles, capitalism, and patriarchy impli...
Journal of Problem Based Learning in Higher Education
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in high... more Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
In a graduate level children's literature class, Eun Hye, the second author, was facilitating the... more In a graduate level children's literature class, Eun Hye, the second author, was facilitating the discussion of the importance of multicultural children's literature from an assigned reading of Rudine Sims Bishop's "Mirrors, Windows, and Sliding Glass Doors" (1990). As Lin, the first author, was engaged in the discussion by sharing different childhood experiences, one student, who was adopted from China by Americans as a toddler, said that she found herself rarely represented in picture books while growing up in the U.S. We both felt bad because we grew up in China and Korea respectively, surrounded by many children's books representing children like ourselves. However, when we each came to the United States in our 20s to attend higher education, we quickly learned that there is a limited number of books portraying Chinese and Korean children living in the United States. At different time periods, we both developed intellectual interests toward critically examining how these two groups of children (Chinese and Korean) have been portrayed in multicultural children's books. Considering one of the pedagogical goals of multicultural education is having students from diverse racial, ethnic, and social communities experience educational equity (Banks, Cultural Diversity 3), it is important for children from marginalized backgrounds to have equal opportunities to find themselves represented in the books they have access to and read. Furthermore, based on our observation, while there is an abundance of picture books about school experiences of white American children, including the first day of school, friendship, new kids, and many other themes, there are far fewer books that reflect culturally and linguistically diverse children's school experiences. After listening to the adopted graduate student's story, we began thinking and questioning whether or not any picture books portray the school experiences of one specific ethnic group, Chinese children.
Quality children\u27s literature is at the cornerstone of any thriving classroom. Literature that... more Quality children\u27s literature is at the cornerstone of any thriving classroom. Literature that is beautifully written, with multidimensional characters who invite the reader into their lives to laugh, cry, and dream with them, should line the shelves of every classroom library. For this themed issue of Language Arts, Locating Standards, we have compiled a list of award- winning children\u27s literature that exceeds curriculum standards and embodies characteristics that raise the literary imagination
Adult authors, artists, publishers, educators, parents and scholars variously create, interpret, ... more Adult authors, artists, publishers, educators, parents and scholars variously create, interpret, and re-create notions of childhood. But what about children? How do they participate in the process of creating notions of childhood through narratives? One could argue that an indirect mode of participation is through choice; by choosing their favourite stories, children identify their preferred interpretations of childhood. It is under this lens that we examine the past ten years of the ILA Children’s Choices in Literature.
It's difficult to ignore all the recent teacher talk about the importance of helping our students... more It's difficult to ignore all the recent teacher talk about the importance of helping our students become adept users of nonfiction texts. With this rising interest and attention being focused on nonfiction books, spurred by the adoption of Common Core Standards, we decided to look at the Children's Choices finalists over the last ten years to determine if there was a connection to what children liked to read. We were especially curious about how many of the award winning books selected by children were actually nonfiction. Given our findings, we also decided to investigate further by analyzing all the publishers' title submissions over the same ten years to determine the ratio of fiction to nonfiction titles. In this article, we begin by providing readers with an overview of IRA's Children's Choices Project and a review of studies focused on the use of nonfiction books in elementary school instruction and classroom libraries. We then will share with you what we consider to be very interesting and somewhat telling findings based on our investigation. What Is "Children's Choices?" In 1974, the International Reading Association (IRA) and the Children's Book Council (CBC) teamed up to begin an annual project called Children's Choices. Each year, five sites from regionally diverse areas of the United States are selected to participate, with approximately 10,000 children in grades K-6 reading and voting on their favorite books. The result is a list of their (approximately) 100 favorite books, all of which are donated by U.S. children's book publishers for the project. The books, when distributed by the publishers, are pre-categorized as Beginning Readers (Gr. K-2), Young Readers (Gr. 3-4), and Advanced Readers (Gr. 5-6) and distributed accordingly. The goals for the project, as stated on IRA's website, are to:
Eun Hye Son "The Island Is Me" (Díaz). When I'm asked where I'm originally from, I can proudly sa... more Eun Hye Son "The Island Is Me" (Díaz). When I'm asked where I'm originally from, I can proudly say I'm from South Korea, where the 2018 Winter Olympics were held; a cool K-Pop band, BTS, is from; where Samsung, LG, and Hyundai make high-quality electronics and cars; and so many other wonderful things. However, many immigrant children, like Lola in Islandborn (Diáz), do not know much about their heritage (Suárez-Orozco and Suárez-Orozco). Some left their home when they were too little to remember anything, while others may not stay connected to the birthplace or heritage because they are too busy or stressed about adjusting to a new home. Many have a difficult time assimilating to a new culture because it often requires giving up what is familiar, beloved or standard. "Just because you don't remember a place doesn't mean it's not in you" (Diáz unpaged). Lola's abuela comforts her when Lola feels bad about not remembering the island where she was born. This was never an issue in her life until her teacher, Ms. Obi, asks the students to draw a picture of their first home, their "first country. " As her classmates chatter about the features they would include, Lola becomes sad and frustrated. As hard as she tries, nothing comes to mind. With Ms. Obi's prompting, Lola realizes she can reconnect to the island through the memories of the people in her community who always talk about it. By interviewing family
It’s difficult to ignore all the recent teacher talk about the importance of helping our students... more It’s difficult to ignore all the recent teacher talk about the importance of helping our students become adept users of nonfiction texts. With this rising interest and attention being focused on nonfiction books, spurred by the adoption of Common Core Standards, we decided to look at the Children’s Choices finalists over the last ten years to determine if there was a connection to what children liked to read. We were especially curious about how many of the award winning books selected by children were actually nonfiction. Given our findings, we also decided to investigate further by analyzing all the publishers’ title submissions over the same ten years to determine the ratio of fiction to nonfiction titles. In this article, we begin by providing readers with an overview of IRA’s Children’s Choices Project and a review of studies focused on the use of nonfiction books in elementary school instruction and classroom libraries. We then will share with you what we consider to be very i...
This article examines children's literature that depicts people undergoing political conflict and... more This article examines children's literature that depicts people undergoing political conflict and war in a post-WWII era. These books portray political conflicts, refugees' relocation, and settlement in different countries. Using these books with drama inspired activities can help students gain awareness and empathetic attitudes toward those in a global community.
ABSTRACT The authors discuss the burgeoning number of graphic novels being published for young re... more ABSTRACT The authors discuss the burgeoning number of graphic novels being published for young readers (approximately PK-3) and suggest a new term for identifying this format and audience: primary graphic novels (PGNs), for primary level students. They go on to describe a series of lessons they conducted with a class of 1st and 2nd graders to capitalize on the children's curiosity for and interest in the graphic novel format in which sequencing was the primary skill addressed.
Picture books are in the midst of a boom in Korea (Korea refers to South Korea throughout this ... more Picture books are in the midst of a boom in Korea (Korea refers to South Korea throughout this article). Raabe (2009) claims an impressive comeback of Korean illustration has received attention at the national and international level (p. 58). The growth of picture books in terms of ...
As children’s worldview is shaped through books, the ideologies embedded in readings influence yo... more As children’s worldview is shaped through books, the ideologies embedded in readings influence young readers’ values and beliefs. There are very limited representations of Taiwanese protagonists and their culture in the mainstream book market of the United States. Therefore, the aim of this paper is to examine the portrayal of Taiwanese children and culture in five picture books published in the US: Livia Blackburne’s I Dream of Popo (2021), Alan Woo’s Maggie’s Chopsticks (2015), Belle Yang’s Hannah is My Name (2008), Grace Lin’s The Ugly Vegetables (1999), and Yi Ling Hsu’s Typhoon Holidays (2015). To deeply analyse the textual and non-textual content of these picture books, the paper employs the theoretical framework of ideology and Orientalism, which is detailed in such patterns as characters, relationships, interactions, conflicts, and problem solutions in the stories. The authors of the study argue that the interwoven ideologies of gender roles, capitalism, and patriarchy impli...
Journal of Problem Based Learning in Higher Education
Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in high... more Project-based learning (PjBL) is seeing increasing scholarly interest and pedagogical use in higher education, but instances of PjBL do not neccesarily seek the same educational outcomes. Using the grounded theory method, the authors plot five courses in a PjBL program on a matrix of course design characteristics ranging from Fixed to Flexible and Individualistic to Cooperative. They describe four major variations of PjBL based on this matrix. Recognizing that PjBL courses vary in their use of student choice and student collaboration, the authors make recommendations for assessment researchers and for teachers wishing to develop new strategies that fit their institutional and disciplinary contexts.
In a graduate level children's literature class, Eun Hye, the second author, was facilitating the... more In a graduate level children's literature class, Eun Hye, the second author, was facilitating the discussion of the importance of multicultural children's literature from an assigned reading of Rudine Sims Bishop's "Mirrors, Windows, and Sliding Glass Doors" (1990). As Lin, the first author, was engaged in the discussion by sharing different childhood experiences, one student, who was adopted from China by Americans as a toddler, said that she found herself rarely represented in picture books while growing up in the U.S. We both felt bad because we grew up in China and Korea respectively, surrounded by many children's books representing children like ourselves. However, when we each came to the United States in our 20s to attend higher education, we quickly learned that there is a limited number of books portraying Chinese and Korean children living in the United States. At different time periods, we both developed intellectual interests toward critically examining how these two groups of children (Chinese and Korean) have been portrayed in multicultural children's books. Considering one of the pedagogical goals of multicultural education is having students from diverse racial, ethnic, and social communities experience educational equity (Banks, Cultural Diversity 3), it is important for children from marginalized backgrounds to have equal opportunities to find themselves represented in the books they have access to and read. Furthermore, based on our observation, while there is an abundance of picture books about school experiences of white American children, including the first day of school, friendship, new kids, and many other themes, there are far fewer books that reflect culturally and linguistically diverse children's school experiences. After listening to the adopted graduate student's story, we began thinking and questioning whether or not any picture books portray the school experiences of one specific ethnic group, Chinese children.
Quality children\u27s literature is at the cornerstone of any thriving classroom. Literature that... more Quality children\u27s literature is at the cornerstone of any thriving classroom. Literature that is beautifully written, with multidimensional characters who invite the reader into their lives to laugh, cry, and dream with them, should line the shelves of every classroom library. For this themed issue of Language Arts, Locating Standards, we have compiled a list of award- winning children\u27s literature that exceeds curriculum standards and embodies characteristics that raise the literary imagination
Adult authors, artists, publishers, educators, parents and scholars variously create, interpret, ... more Adult authors, artists, publishers, educators, parents and scholars variously create, interpret, and re-create notions of childhood. But what about children? How do they participate in the process of creating notions of childhood through narratives? One could argue that an indirect mode of participation is through choice; by choosing their favourite stories, children identify their preferred interpretations of childhood. It is under this lens that we examine the past ten years of the ILA Children’s Choices in Literature.
It's difficult to ignore all the recent teacher talk about the importance of helping our students... more It's difficult to ignore all the recent teacher talk about the importance of helping our students become adept users of nonfiction texts. With this rising interest and attention being focused on nonfiction books, spurred by the adoption of Common Core Standards, we decided to look at the Children's Choices finalists over the last ten years to determine if there was a connection to what children liked to read. We were especially curious about how many of the award winning books selected by children were actually nonfiction. Given our findings, we also decided to investigate further by analyzing all the publishers' title submissions over the same ten years to determine the ratio of fiction to nonfiction titles. In this article, we begin by providing readers with an overview of IRA's Children's Choices Project and a review of studies focused on the use of nonfiction books in elementary school instruction and classroom libraries. We then will share with you what we consider to be very interesting and somewhat telling findings based on our investigation. What Is "Children's Choices?" In 1974, the International Reading Association (IRA) and the Children's Book Council (CBC) teamed up to begin an annual project called Children's Choices. Each year, five sites from regionally diverse areas of the United States are selected to participate, with approximately 10,000 children in grades K-6 reading and voting on their favorite books. The result is a list of their (approximately) 100 favorite books, all of which are donated by U.S. children's book publishers for the project. The books, when distributed by the publishers, are pre-categorized as Beginning Readers (Gr. K-2), Young Readers (Gr. 3-4), and Advanced Readers (Gr. 5-6) and distributed accordingly. The goals for the project, as stated on IRA's website, are to:
Eun Hye Son "The Island Is Me" (Díaz). When I'm asked where I'm originally from, I can proudly sa... more Eun Hye Son "The Island Is Me" (Díaz). When I'm asked where I'm originally from, I can proudly say I'm from South Korea, where the 2018 Winter Olympics were held; a cool K-Pop band, BTS, is from; where Samsung, LG, and Hyundai make high-quality electronics and cars; and so many other wonderful things. However, many immigrant children, like Lola in Islandborn (Diáz), do not know much about their heritage (Suárez-Orozco and Suárez-Orozco). Some left their home when they were too little to remember anything, while others may not stay connected to the birthplace or heritage because they are too busy or stressed about adjusting to a new home. Many have a difficult time assimilating to a new culture because it often requires giving up what is familiar, beloved or standard. "Just because you don't remember a place doesn't mean it's not in you" (Diáz unpaged). Lola's abuela comforts her when Lola feels bad about not remembering the island where she was born. This was never an issue in her life until her teacher, Ms. Obi, asks the students to draw a picture of their first home, their "first country. " As her classmates chatter about the features they would include, Lola becomes sad and frustrated. As hard as she tries, nothing comes to mind. With Ms. Obi's prompting, Lola realizes she can reconnect to the island through the memories of the people in her community who always talk about it. By interviewing family
It’s difficult to ignore all the recent teacher talk about the importance of helping our students... more It’s difficult to ignore all the recent teacher talk about the importance of helping our students become adept users of nonfiction texts. With this rising interest and attention being focused on nonfiction books, spurred by the adoption of Common Core Standards, we decided to look at the Children’s Choices finalists over the last ten years to determine if there was a connection to what children liked to read. We were especially curious about how many of the award winning books selected by children were actually nonfiction. Given our findings, we also decided to investigate further by analyzing all the publishers’ title submissions over the same ten years to determine the ratio of fiction to nonfiction titles. In this article, we begin by providing readers with an overview of IRA’s Children’s Choices Project and a review of studies focused on the use of nonfiction books in elementary school instruction and classroom libraries. We then will share with you what we consider to be very i...
This article examines children's literature that depicts people undergoing political conflict and... more This article examines children's literature that depicts people undergoing political conflict and war in a post-WWII era. These books portray political conflicts, refugees' relocation, and settlement in different countries. Using these books with drama inspired activities can help students gain awareness and empathetic attitudes toward those in a global community.
ABSTRACT The authors discuss the burgeoning number of graphic novels being published for young re... more ABSTRACT The authors discuss the burgeoning number of graphic novels being published for young readers (approximately PK-3) and suggest a new term for identifying this format and audience: primary graphic novels (PGNs), for primary level students. They go on to describe a series of lessons they conducted with a class of 1st and 2nd graders to capitalize on the children's curiosity for and interest in the graphic novel format in which sequencing was the primary skill addressed.
Picture books are in the midst of a boom in Korea (Korea refers to South Korea throughout this ... more Picture books are in the midst of a boom in Korea (Korea refers to South Korea throughout this article). Raabe (2009) claims an impressive comeback of Korean illustration has received attention at the national and international level (p. 58). The growth of picture books in terms of ...
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