This multi-layered reading practice is informed by critical multicultural analysis (Botelho & Rudman, 2009; Botelho, 2015), critical literacy questions (Sowell, 2015), and whole book approach strategies (Lambert, 2015). The whole book approach invites children to participate actively as they take notice of the book’s construction through visual thinking strategies (Yenawine, 2013), which is an inquiry-based engagement with texts. Critical literacy practices explore how the context in which the book was produced shapes its words, images, and storyline. Building on this critical understanding of texts, critical multicultural analysis offers additional tools to consider the point of view, the social processes among the characters, ending, genre(s) of the story within its present and past contexts.

References:

Botelho, M. J., & Rudman, M. K. (2009). Critical multicultural analysis of children’s literature: Mirrors, windows, and doors. New York, NY: Routledge.

Botelho, M. J. (2015) Learning with/from multicultural children’s literature. In He, M. F., Schultz, B. D., and Schubert, W. H. (Editors). The Sage Guide to Curriculum in Education. Thousand Oaks, CA: Sage Publishing.

Lambert, Megan Dowd. (2015). Reading picture books with children. Watertown, MA: Charlesbridge.

Short, K. (2011). Paired books: Reading a book in the context of another book. WOW Currents Blog. Retrieved from http://wowlit.org/blog/2011/02/14/paired-books-reading-a-book-in-the-context-of-another-book.

Sowell, N. (2015). Critical literacy questions. IA156 Dramatizing Children's Literature, Hampshire College, Amherst, MA, March 6, 2015. Lecture/Discussion.

Yenawine, Philip. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Cambridge, MA: Harvard Education Press.