Ramirez S Bibliography Final
Ramirez S Bibliography Final
Ramirez S Bibliography Final
Annotated Bibliography
Serena Ramirez
Professor Muhlbauer
1 June 2021
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GMS600 Ramirez, Serena
Serena Ramirez
Professor
GLMS600
30 May 2021
Diverse Literature:
Lafferty, Karen. “What Are You Reading?”: How School Libraries Can Promote Racial
https://doi.org/10.1080/15210960.2014.951888.
libraries. Lafferty’s findings uncovered multicultural literacy is very scarce in many schools.
multicultural literature to help students develop a love for reading by seeing representation
Henderson, Janelle et al. “Take a Close Look: Inventorying Your Classroom Library for
Diverse Books.” The Reading Teacher, vol. 73, no. 6, 2020, pp. 747–55, Wiley Subscription
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The classroom library is a main access point for literature accessibility. In this article several
teachers go thoroughly through their classroom library to take notice on diverse literature
for the different populations in the classroom. In this article Henderson surveys three
were gender, race, disability, LGBTQ, language use, family structure and social issues. The
outcome proved that classroom libraries lacked representation. Henderson then emphasized
more books need to be incorporated into these libraries for students to see themselves in
what they read. Between the questionnaire, focus questions, tables, and graphs the findings
show diversity in literacy must be implemented in the classroom library because the lack of
Hardie, Ann. “Inclusive Primary School Libraries: Stories of Diverse Families.” New Zealand
Journal of Educational Studies, vol. 46, no. 2, 2011, pp. 95–102. ProQuest Central,
http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-
journals/inclusive-primary-school-libraries-stories/docview/920893649/se-2?
accountid=277.
Hardie conducted a study with 88 primary schools to see if they had 11 diverse books
(carefully chosen focusing on diversity and inclusion) in their school libraries. Out of those
88 schools 79 followed up with their findings and the outcome showed the representation of
these books were very low. The 11 books ranged from different cultural viewpoints, family
components, LBGT representation. Although this study was a quick survey, the content was
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very accessible and organized in tables and graphs. The results of this survey proved that the
Boyd, Fenice et al. “Culturally Diverse Literature: Enriching Variety in an Era of Common
Core State Standards.” The Reading Teacher, vol. 68, no. 5, 2015, pp. 378–387.
Accessibility to culturally diverse literature has not been easily accessible. In this study
researchers focused on the availability of culturally diverse literature in trade books. After
receiving approximately 3,200 books, only 466 had a multicultural author or illustrator,
theme, topic, or character. This poses a challenge to multicultural learners because the
Librarian, vol. 67, no. 3, 2019, p. 133–137. The School Library Association,
https://sjfc.primo.exlibrisgroup.com/permalink/01SJFC_INST/1355dqh/cdi_gale_lrcgauss_
A602105833.
Courtney reflects on a study in the United Kingdom focusing on the diversity of literature in
class libraries. In the study there was little exposure to different representation groups.
Courtney focused on schools to provide students with the exposure to diverse text especially
since resources are not as accessible to this population because they are from low economic
households. Through statistics and data, the findings showed that the school libraries had a
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poor selection of books for the diverse population and the deficit of multicultural literacy is
a challenge all over the world (not just The United States).
Tovar-Hilbert, Jessica. “Mirror, Mirror: Who Are Literature Anthologies Really Reflecting?”
English in Texas, vol. 47, no. 1, 2017, p. 20–24. Texas Council of Teachers of English
Language Arts,
https://sjfc.primo.exlibrisgroup.com/permalink/01SJFC_INST/1355dqh/cdi_eric_primary_E
J1262871.
Tovar-Hilbert researched the diversity in high school anthologies to find multicultural text
to benefit young adult readers. Exposure to multicultural text helps readers build on their
experiences and self as well as give them a sense of belonging. Tovar-Hilbert’s study found
that the growth of diverse anthology authors was very minimal. This study was conducted in
Lin, Grace. “The Windows and Mirrors of your Child’s Bookshelf.” YouTube, uploaded by
In Grace Lin’s Ted Talk she discusses her desire to being Americanized ignoring her
Chinese heritage growing up. It is when she is an adult, in college where she starts
children’s books. That is when she decides to become an author and illustrator creating
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Underserved Populations:
Raikes, Helen, et al. “Mother-Child Book Reading in Low-Income Families: Correlates and
Outcomes During the First Three Years of Life.” Child Development, vol. 77, no. 4, 2006,
Raikes performed a study on 2,581 low-income mothers and how often they read to their
children in the first three years of their life. The study focused on the number of mothers
who read to your young children, their accessibility to books, language proficiency and if
After supporting the parents over this research period studies showed (with supporting
resources) the children could be successful and have a fair starting point to their higher
income peers. Raikes studies various aspects of early reading supporting her findings with
various graphs, demographic breakdowns and following the children during several time
Capotosto Lauren. Do third grade students from low-income families have access to ‘just right’
books? Results from a home visit study. Journal of Early Childhood Literacy. 2020, pp. 1 –
Capotosto posed the question “Do third grade students from low-income families have
access to “just right” books?” In this study 84 third graders were chosen across several
schools. Researchers met with the families for an hour-long interview in English (or their
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native language), regarding accessibility to books and books on the child’s reading level.
The outcomes showed that the children either had books above level or below level and this
influenced their reading performance slightly. When tested outcomes showed readers who
had difficult books performed lower than their peers who had just right or easy books.
This article focuses on the socio-economic effect on readers by providing surveys,
assessments as well as two comparison models in the study (the Lexile and a performance
indicator).
Luo, Rufan, et al. “Children’s Literacy Experiences in Low‐Income Families: The Content of
Books Matters.” Reading Research Quarterly, vol. 55, no. 2, 2020, pp. 213–233. Blackwell
Luo conducted a study focusing on book accessibility within 153 diverse 4-year-olds and
their accessibility to books. The students measured book availability and mother and child
reading and interactions. Research confirmed that children in low-income households had
less books at home as well as less mother and child literacy interaction. This study proved
low income and non-English speakers would benefit from exposure to books of different
Neuman, Susan B., and Donna Celano. “Access to Print in Low-Income and Middle-Income
vol. 36, no. 1, 2001, pp. 8–26. Blackwell Publishing Ltd, Accessed 8 May, 2021,
doi:10.1598/RRQ.36.1.1.
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Neuman and Celano studied four low- and middle-income neighborhoods in Philadelphia to
assess the accessibility children had to print. In this 3-year study, researchers surveyed
reading materials in stores, through signage, public spaces and literacy in day cares and
school libraries. The research concluded that literature was more accessible in middle- and
upper-class neighborhoods with the results showing a huge disparity to a print rich
Latham Don, and Melissa Gross. “Collaborating for Success: Teachers and Librarians as
Partners in Learning.” Voices from the Middle, vol. 24, no. 4, 2017, p. 64–66. National
com.pluma.sjfc.edu/scholarly-journals/collaborating-success-teachers-librarians-
as/docview/1895370447/se-2?accountid=27700.
Latham focused on the collaborate relationship between teachers and librarians and how
often the relationship is overlooked. He mentions that the relationship may be still very
underdeveloped because teachers are not familiar with the full librarian role and well as
teachers are unable to collaborate due to the pressures of high stakes testing.
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This article is very resourceful because it covers the four levels of “Montiel-Overall’s
model” regarding teacher librarian relationships. It mentions Model A, which sees the
librarian as a tool of resources. It also mentions Model B which the teacher and librarian
work together to collect resources or technology support for a curriculum. In the Model C
method, the teacher and librarian coteach and collaborate in a lesson. Finally, Model D
discusses the collaboration of the librarian in the school community. This article provides
valuable information to support the theme collaboration with the school librarian.
Collaboration:
Perez-Stable, Maria A., et al. “From Service Role to Partnership: Faculty Voices on
Collaboration with Librarians.” Portal, vol. 20, no. 1, 2020, pp. 49–72. Johns Hopkins
Perez-Stable focused on two universities and the faculties collaboration with librarians. The
research questioned the faculty with faculty attitude, engagement, instructional practices,
and challenges to collaboration using a survey. The outcome of the study proved the faculty
did not utilize their librarians to their full potential. Faculty explained they did not have time
to collaborate and wanted the students to work independently. The studies finding were very
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Sturge, Jennifer. “Assessing Readiness for School Library Collaboration.” Knowledge Quest,
url=https://www-proquest-com.pluma.sjfc.edu/scholarly-journals/assessing-readiness-
school-library-collaboration/docview/2161597506/se-2?accountid=27700.
Sturge mentions how many schools use their librarians as a coverage/specials teacher rather
than the media specialist they are. She decided to create a project to further assess why
teacher collaboration was not successful and how it should look and be implemented by
This study is very resourceful because Sturge provides support to taking the successfully
implementing a successful library program in elementary schools. It has a model case study
Ewbank, Ann Dutton, and Judi Moreillon. “Is There a Teacher-Librarian Worldview? This We
Believe.” Knowledge Quest, vol. 36, no. 1, 2007, p. 12–15. American Association of School
Librarians, http://pluma.sjfc.edu/login?url=https://www-proquest-
com.pluma.sjfc.edu/scholarly-journals/is-there-teacher-librarian-
worldview/docview/194730824/se-2?accountid=27700.
Ewbank and Moreillon speak with teacher librarians to discuss their role as the librarian as
well as their role with other teachers within the school building. In this article the teachers
saw the librarians as a partner and resource who can support their teaching. Ewbanks was
able to receive first person reflections of the role of the teacher librarian.
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Unlimited, 2011.
In Collaborating for Inquiry-Based Learning: School Librarians and Teachers Partner for
Student Achievement, Wallace and Husid focused on the traditional library role
essentials. This book provides valuable resources including partnership models and teaching
Makerspaces
Nadelson, Louis S. “Makerspaces for Rethinking Teaching and Learning in K-12 Education:
of Educational Research (Washington, D.C.), vol. 114, no. 2, 2021, pp. 105–107, Routledge,
doi:10.1080/00220671.2021.1914937.
Makerspace provides the learners with the opportunity to create construction and improve
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their creation nurturing the sense of growth mindset. Makerspace also provides the
rich Educational Makerspace.” British Journal of Educational Technology, vol. 51, no. 2,
and its effect on intervention using Makerspace. This study consisted of 94 students in
the 9-12 age range in Finland. Students were recorded during their interactions using
Makerspace between peers and the teachers. Through the video footage researchers were
able to identify various intervention during the sessions with a finding that technology
effects the teaching and learning between student and teachers when involved in a STEM
related assignment.
Digital Tools:
Laidlaw, Linda, and Joanne O’Mara. “Rethinking Difference in the iWorld: Possibilities
Language & Literacy (Kingston, Ont.), vol. 17, no. 2, 2015, pp. 59–74. Language and
In this tech heavy generation, children are exposed to technology at a very young age.
processing and the option to find research at your fingertips. With access to infinite
possibilities there are many pros and cons. Pros include assisted technology for children who
are unable to write due to handicap needs or children being able to write prompting the
spelling. Cons include parents being unable to download an app or update these devices at
home as well as teachers not being up to date with technology. This article clearly explains
how this shift in learning an amazing tool can be to advance us forward or a tool that can
bring us backwards.
Knowledge Quest, vol. 43, no. 5, 2015, p. 58–63. American Library Association,
http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-
journals/lets-play-why-school-librarians-should-embrace/docview/1692023758/se-2?
accountid=27700.
Over the years libraries have incorporated puzzles and games to reinforce problem solving
skills into the library media. With the technological shift with the internet and computers
many digital games promote critical thinking and problem-solving skills while working with
others. Gaming is proven to be a very beneficial learning tool in both the formal and
informal environment. Gaming in the library also benefits children who are not as fortunate
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Witteveen, April. “Flipping For Genrefication: Ditching Dewey? Here Are Some Ideas to Get
You Started.” School Library Journal, vol. 65, no. 8, 2019, p. 40–44. EBSCO Hosts,
http://web.b.ebscohost.com.pluma.sjfc.edu/ehost/pdfviewer/pdfviewer?
vid=3&sid=f847bc34-0205-4b90-8339-940cbd78d2e6%40pdc-v-sessmgr02.
For many years the Dewey organization system was the primary way to organize literature
in the library. Although many libraries use this method, it is not the best method for
children. To help children find books easier librarians are turning to genrefication to
organize the library. Children can find books based on the topic or type of literature. In this
article Darien library in Connecticut decided to gather the manpower and commit to
genrefying the library, it has been a huge success and the students are enjoying finding their
Digital Citizenship:
http://pluma.sjfc.edu/login?url=https://www-proquest-com.pluma.sjfc.edu/scholarly-
journals/chapter-4-digital-citizenship-legacy-school/docview/2441556599/se-2?
accountid=27700.
Librarians expose the students to many forms of literacy and with a technological shift
information literacy has been a main component in the library. A form of informational literacy
is digital citizenship education, and many states are not including their librarians. Currently the
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states are pushing for digital citizenship instruction in which the librarian would be responsible.
The goal of this instruction is for students to engage with technology in a respectful and
responsible manner. Elements include digital accessibility for all students, digital commerce,
digital communication and collaboration, digital etiquette, digital fluency, digital health and
welfare, digital law, digital rights and responsibility, and digital security and privacy. It is
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