Book Reviews
You will select and evaluate 3 children’s books from your childhood and 3 other children’s books from the following lists.
https://www.ala.org/advocacy/literacy/inclusive-booklists
https://diversebookfinder.org/books/
https://www.weareteachers.com/childrens-books-about-disabilities/
https://www.ala.org/alsc/sites/ala.org.alsc/files/content/awardsgrants/bookmedia/caldecottmedal/caldecott-medal-honors-to-present.pdf
For each book you review, complete the following tasks.
-Read the book and attend to the pictures.
-Think critically about the book using the Derman-Spark article as a guide for considering the pictures and words.
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- Respond in writing to the following prompts about how well the book affirms self-concept, teaches accurate (or misleading) information about people of various identities, and fosters positive (or negative) attitudes about diversity.
1) Provide the following information about the book: Title, copyright date, author, and illustrator.
2) Evaluate the illustrations:
Look for Stereotypes – Are they present? If so, how and where?
Look for tokenism – If present, how and where do you see it?
3) Evaluate the relationships between characters – Who has power? Whose voices are centered? Who are the doers and achievers? Who are the problem makers?
4) Evaluate the lifestyles depicted – Are their assumptions? Is there value placed on different lifestyles? Is it current and/or real?
5) Evaluate the effect on self and social identity – Does the book reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, abilities, or type of family structure?
6) Review the copyright date. How current is the book? Evaluate if the copyright date matters based on the content.
7) Describe the appeal – Is the book interesting and appealing to young children? What age group would be most interested in this book?
8) Summary thoughts –
After responding to each of the previous prompts, what are your thoughts about the appropriateness of the book for affirming children’s concepts about themselves and others?
Describe how you might use the book in your classroom OR if you would not use the book, explain why.
Grading Rubric
Criteria
Does Not Meet Expectations (F)
Developing (C)
Approaching Expectations (B)
Meets Expectations (A)
Provide the following information about the book: Title, copyright date, author, and illustrator
Did not provide information for any book OR there were many omissions in identifying information for all books.
Significant inaccuracies or omissions in identifying titles, copyright dates, authors, and illustrators for many of the books.
At least 4 of the books had complete identification of titles, copyright dates, authors, and illustrators.
Accurate and complete identification of titles, copyright dates, authors, and illustrators for all books.
Evaluate the illustrations
Incomplete or absent evaluation of illustrations for most or all books.
Some evaluation of illustrations, addressing stereotypes and tokenism with some specific examples and insightful analysis for at least 2-3 books.
Adequate evaluation of illustrations, addressing stereotypes and tokenism with some specific examples and insightful analysis for most books (at least 4).
Thorough evaluation of illustrations, addressing stereotypes and tokenism, providing specific examples and insightful analysis for all books.
Evaluate the relationships between characters
Incomplete or absent analysis of power dynamics, doers, and achievers, and problem-makers among characters for most or all books.
Some analysis of power dynamics, centering of voices, doers, and achievers, and problem-makers among characters, providing some examples and critical insights for at least 2-3 books.
Adequate analysis of power dynamics, centering of voices, doers, and achievers, and problem-makers among characters, providing examples and critical insights for most books (at least 4).
In-depth analysis of power dynamics, centering of voices, doers, and achievers, and problem-makers among characters, providing examples and critical insights for all books.
Evaluate the lifestyles depicted
Incomplete or absent evaluation of assumptions, value placed on different lifestyles, and relevance to current realities.
Some evaluation of assumptions, value placed on different lifestyles, and relevance to current realities providing some examples and critical insights for at least 2-3 books.
Adequate evaluation of assumptions, value placed on different lifestyles, and relevance to current realities, providing examples and critical insights for most books (at least 4).
Thorough evaluation of assumptions, value placed on different lifestyles, and relevance to current realities, providing examples and critical insights for all books.
Evaluate the effect on self and social identity
Incomplete or absent analysis of the books’ impact on self-concept, accurate or misleading information, and attitudes about diversity.
Some analysis of each book’s impact on self-concept, accurate or misleading information, and attitudes about diversity, with examples and critical insights provided for at least 2-3 books.
Adequate analysis of each book’s impact on self-concept, accurate or misleading information, and attitudes about diversity, with specific examples and critical insights provided for most books (at least 4).
Thorough analysis of each book’s impact on self-concept, accurate or misleading information, and attitudes about diversity, with specific examples and critical insights provided for all books.
Review the copyright date
Incomplete or absent evaluation of the currency and relevance of the books.
Some evaluation of the currency and relevance of the books (at least 2-3).
Adequate evaluation of the currency and relevance of most books (at least 4).
Thorough evaluation of the currency and relevance of each book.
Describe the appeal
Incomplete or absent analysis of books’ appeal.
For at least 2-3 books, provided limited analysis of books’ appeal to young children, identifying the target age group with reasons.
Adequate analysis of most (at least 4) books’ appeal to young children, identifying the target age group with specific reasons.
Insightful analysis of all books’ appeal to young children, identifying the target age group with specific reasons.
Summary thoughts – appropriateness
Incomplete or absent summary on appropriateness.
For at least 2-3 books, provided thoughts on appropriateness.
Adequate summary thoughts on appropriateness for most books (at least 4), providing reflections on affirming children’s concepts about self and others.
Well-articulated and insightful summary thoughts on the appropriateness of each book for affirming children’s concepts about themselves and others.
Summary thoughts – classroom use
Incomplete or absent suggestions on classroom use.
Some suggestion for how at least 2-3 books might be used in the classroom, demonstrating limited understanding of anti-biased approaches.
Adequate suggestions for how most books (at least 4) might be used in the classroom, demonstrating some understanding of anti-biased approaches.
Clear ideas about how each book might be used effectively in the classroom, demonstrating a deep understanding of applying anti-biased approaches.
from the list:
“All the Way to the Top: How one Girl Fight for Americans with Disabilities Changed Everything” March 10, 2020,
“All Year Round” January 1, 2022
“Bear Came Along” June 4, 2019
3 from childhood:
Brown Bear, Brown Bear, What Do You See?” September 15,1996
“The Very Hungry Caterpillar” March 23,1994
“The Kissing Hand” October 15,1993