Attend
Exhibit
Encouraging DEI Through Critical Thinking With Literature |
Participate and share : Poster
Darshell Silva Karen Streeter Dr. Ruth Okoye
We used trade books, critical thinking skills and reading strategies when helping teachers plan to spark conversations about diversity and inclusion during language arts instruction. Find opportunities to think critically about identity, bias, stereotypes and empathy using tech tools to facilitate activities throughout the reading and writing cycle.
| Audience: | Coaches, Library media specialists, Teachers |
| Skill level: | Beginner |
| Attendee devices: | Devices useful |
| Attendee device specification: | Laptop: Chromebook, Mac, PC Tablet: Android, iOS, Windows |
| Topic: | Instructional design & delivery |
| Grade level: | PK-12 |
| Subject area: | Language arts |
| ISTE Standards: | For Coaches: Digital Age Learning Environments
Leader
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Many teachers are interested in learning how to help students understand the effects of bias and associated topics given growing social tensions. Using literature to set the stage for critical thinking around the concepts of inclusion, friendship, justice, race, and class allows students to draw their own conclusions without supplanting parental moral guidance.
The purpose of this presentation is to share examples of literature and activities that can be used when helping students to sift through issues surrounding bias. A variety of language arts and critical thinking activities will be shared. Some use technology tools such as Sway, Flipgrid and Synth. All can be used in remote/blended learning situations. While the books used in the examples are Strictly No Elephants, We’re Not From Here, New Kid, and Children of Blood and Bone, the activities are easily transferable to other books.
Participants will see examples of how to use popular books to spark discussions about challenging topics, learn strategies to help students draw real-world connections to the fiction they read, and leave with a proven approach for planning and executing discussion-based lessons.
Darvin, J. (2017). Critical conversations with children's literature: How cultural and political vignettes (CPVs) support young readers. Literacy, 51(3), 131-137. doi:10.1111/lit.12108
Eklund, H., & Hyman, W. B. (2019). Teaching Social Justice Through Shakespeare: Why Renaissance Literature Matters Now. Retrieved October 04, 2020, from http://www.jstor.org/stable/10.3366/j.ctvrs912p?refreqid=search-gateway:00194bab4ce52925cba9f3c0712b327a
Kelly, K., Laminack, L., & Gould, E. (2020). Confronting Bias With Children’s Literature: A Preservice Teacher’s Journey to Developing a Critical Lens for Reading the Word and the World. The Reading Teacher. doi:10.1002/trtr.1949
Labadie, M., Wetzel, M. M., & Rogers, R. (2012). Opening Spaces for Critical Literacy: Introducing Books to Young Readers. The Reading Teacher, 66(2), 117-127. doi:10.1002/trtr.01097
Newstreet, C., Sarker, A., & Shearer, R. (2018). Teaching Empathy: Exploring Multiple Perspectives to Address Islamophobia Through Children's Literature. The Reading Teacher, 72(5), 559-568. doi:10.1002/trtr.1764
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