Immigration-Themed Youth Literature

Nyhet

Perspectives for K–12 Educators

Inbunden, Engelska, 2026

2 529 kr

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As the US immigrant population rises, this book guides librarians, K–8 teachers, and higher education faculty toward new ways of exploring immigration-themed children’s literature in the classroom and library.The United States is a nation of immigrants, and the millions of US immigrant youth deserve books that represent and reflect their experiences. Culturally responsive teachers and librarians can serve these young people and facilitate their sense of belonging by providing immigration-themed literature in classrooms and libraries. Meanwhile, US-born children can expand their understanding of immigration by learning from the diverse array of immigrant experiences represented in contemporary books. Chapters written by youth literature experts from schools and universities across the United States support K–8 teachers, school and public librarians, graduate students, and higher education faculty by· identifying high-quality contemporary immigration-themed literature· investigating what readers can learn from this literature· integrating this literature into instructionImmigration-Themed Youth Literature fills the gap in resources on contemporary immigration-themed literature and is a valuable tool for advancing educators’ and librarians’ professional learning. Each chapter provides a diverse perspective on reading and teaching immigration-themed literature.

Produktinformation

Utgivningsdatum2026-07-09
Mått156 x 235 x undefined mm
FormatInbunden
SpråkEngelska
Antal sidor272
FörlagBloomsbury Publishing Plc
ISBN9798216194910

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Referensverk och tvärvetenskap inom Samhalle och politik

IllustrationsPrefaceIntroductionPart 1: Reading Immigration-Themed Literature1. Amplifying Their Voices: Immigrant Children’s Experiences in a New Land, Ruth McKoy Lowery (University of North Texas, USA) and Jeanne G. Fain (Lipscomb University, USA)2. Landscape of Immigration in Contemporary Children’s Literature: Portrayal of Character, Setting, Perspective, and Genre, Sandip LeeAnne Wilson (Husson University, USA)3. Supporting Preservice and Inservice Teachers in Identifying and Utilizing Diverse Immigration- and Refugee-Themed Literature, Ruth Quiroa (National Louis University, USA), Jackie Marshall Arnold (University of Dayton, USA), and Mary-Kate Sableski (University of Dayton, USA)4. Postcolonialism: A Lens for Critically Reading Immigration-Themed Youth Literature, Danielle E. Sachdeva (University of North Georgia, USA)Part 2: Teaching Immigration-Themed Literature in K-125. Imagined to Real: Building Inclusive Communities Through Global Children’s Literature and Pen Pal Dialogues, Junko Sakoi (Tucson Unified School District, USA) and Yoo Kyung Sung (University of New Mexico, USA)6. Pushed and Pulled: Stories of Migration in Children’s, Middle Grade, and Young Adult Literature, Sharryn Larsen Walker (Central Washington University, USA)7. Transformational Experiences of Asian Migrants in Picture Books: Refugees, Empathy, and Resilience, Danilo Madayag Baylen (University of West Georgia, USA)8. “Give Peace A Chance”: Teaching Critical Literacy, Empathy, and the Israeli and Palestine Conflict Through Immigrant and Refugee-Themed Children’s Literature to Students in Grades 3-8, Kathleen S. Howe (Emporia State University, USA), Sandra Bequette (Emporia State University, USA), and Elizabeth Dobler (Emporia State University, USA)Part 3: Sharing Immigration-Themed Literature with Educators9. Inquiring About Immigration with Preservice Teachers, Deanna Day (Washington State University, USA)10. Preservice Teachers Examine Themes of Immigration in Award-Winning Children’s Literature, Mary Ellen Oslick (Stetson University, USA)11. A Community Literacy Partnership: Preservice Teachers Create Family Literacy Projects Around Immigration-Themed Literature for Local Students, Anne Katz (University of Houston, USA)12. Designing Professional Development on Teaching Immigration-Themed Children’s Literature, Annmarie Wright (University of North Georgia, USA) and Sarah Williams (University of North Georgia, USA)ConclusionIndex