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Access to Multicultural Children's Literature During COVID-19.
The Reading Teacher
|July 7, 2021
Summary
This study highlights a social justice initiative providing multicultural literature to children of color in low-income areas during the COVID-19 pandemic. It addresses educational inequities by supporting home-based reading and academic success.
Area of Science:
- Education
- Social Justice
- Children's Literature
Background:
- COVID-19 pandemic exacerbated educational inequities for diverse, low-income students.
- School closures disrupted access to educational resources, including books.
- Long-standing socioeconomic and health disparities impacted student learning and social development.
Purpose of the Study:
- To implement a social justice initiative delivering multicultural literature to students of color in low-poverty communities.
- To address academic and social concerns arising from pandemic-related educational disruptions.
- To foster home-based reading and support student literacy development.
Main Methods:
- Partnered with a local after-school program serving students and families.
- Selected high-quality multicultural children's literature based on research.
- Developed strategies for facilitating home-based reading comprehension and motivation.
Main Results:
- Provided students with access to culturally relevant books at home.
- Facilitated a literacy partnership to support students and families.
- Offered recommendations for literature selection and reading support.
Conclusions:
- Multicultural literature access is crucial for addressing educational inequities.
- Home-based literacy initiatives can mitigate pandemic-related learning loss.
- Social justice in education requires equitable access to diverse reading materials.
Keywords:
1‐Early childhood2‐Childhood3‐Early adolescence4‐AdolescenceAwards < LiteratureChildren’s literatureCommunity‐based programsComprehensionFamily literacyFictionLiteratureMulticultural literatureNonfictionresources < Family literacyMore Related Videos
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