• Children from dominant cultural and social groups have no trouble finding mirrors in texts. But if they are always staring into the mirror, they become transfixed, unable to find empathy or understanding for those who are not like them. Similarly, the reverse is also true. As Bishop writes in her landmark text, Mirrors, Windows, and Sliding Glass Doors : “When children cannot find themselves reflected in the books they read, or when the images they see are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part” (1990, p. 557). • One important goal is for literature to offer readers a realistic and authentic mirror of their lives and experiences. Seeing themselves accurately and sympathetically represented helps children develop “positive self-images and sense of worth” (Lehman et al., 2010). • Literature can help children develop their cultural identity by providing positive representations of their culture, strengthening self-identity. It can also help children understand and appreciate other cultures, which can reduce negative stereotypes (Al- Hazza & Bucher, 2008). • Texts should include multicultural literature, which focuses on diverse experiences within the United States, and global literature, which focuses on international cultures and contexts (Lehman et al., 2010). • Simply providing access to multicultural books will not ensure equity. Gholdy Muhammad states, “Equity is teaching and learning centered on justice, liberation, truth, and freedom and is free of bias and favoritism. You cannot talk about true justice, liberation, truth, and freedom without talking about anti-racism. Equity is not just about adding a multicultural book to the classroom library or providing access to something educationally good or sound. Doing that does not ensure that children will learn about their identities and histories” (2023, p. 33). • Identities are multilayered and shaped by the social and cultural environment as well as by literacy practices (Gee, 2000).
4) Well-Being
• Recent research from neuroscience, developmental science, and the learning sciences reveals that effective instruction “depends on secure attachments; affirming relationships; rich, hands-on learning experiences; and explicit integration of social, emotional, and academic skills” (Darling-Hammond & Cook-Harvey, 2018, p. 1). • Experts agree that education should focus on teaching the “whole child” to (1) develop healthy personal relationships, (2) treat others with respect and dignity, (3) develop the cognitive capacity to solve problems and think creatively, (4) succeed in post- secondary education and the labor market, and (5) be a good citizen (Greenberg, 2023, p. v).
SCHOLASTIC LITERACY FRAMEWORK EXECUTIVE SUMMARY 12
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