The CBC Diversity Committee was established in 2012 as one of the committees created by the Children’s Book Council, the national nonprofit trade association for children’s trade book publishers. It strives to increase the diversity of voices and experiences contributing to children’s and young adult literature. Alvina Ling, executive editor at Little, Brown, is a founder and chair, and has edited titles by Grace Lin, Matthew Quick, Bryan Collier, Libba Bray, and Karen Healey.

Ling says that it is important for young readers to have access to books with diverse characters because “it helps foster acceptance and understanding of different people. These titles are for that child who is not seeing himself in the books he’s reading or a child from a different culture to have compassion towards people who are not like him.”

Stacy Whitman, editorial director of Tu, multicultural publisher Lee & Low’s young adult fantasy and science fiction imprint, agrees. She adds, “In our growing multicultural world, kids need to know what it is to empathize with people that are different. I think fantasy and science fiction does that best, because you’re already putting yourself in a setting that is already so different.”

Whitman cites recent projects such as Joseph Bruchac’s Killer of Enemies—a postapocalyptic Apache steampunk novel—and Karen Sandler’s conclusion to the Tankborn trilogy, Rebellion, as examples of non-Northwest European and Tolkien-influenced fantasies.

In recent weeks, #DiversityinSFF was a trending conversation on Twitter, of which Whitman was an avid participant. And though according to her it is very similar to the Race Fail 2009 discussion—in which fantasy and sci-fi fans lamented the lack of diversity in the genres—she hopes that this recent flare up will stir into action those with influence in the industry. “The recent Twitter conversation pushed agents to change their submission guidelines, encouraging people of diverse backgrounds to send their work. The publisher Tor also changed their guidelines. I hope others will do the same.”

And while Putnam editor Stacey Barney agrees that the clamor for more diverse books isn’t a recent one, she has noted a change in the discussion in recent years. “It’s creeping up to the top of more people’s agenda. The tenor in the conversation has changed in a positive way. It’s moved beyond ‘we need to have more black characters or black authors’ to ‘we need characters of color who are experiencing everyday events,’ not historical landmarks or in an urban setting.” She cites Crystal Allen’s How Lamar’s Bad Prank Won a Bubba-Sized Trophy (HarperCollins, 2011) as a great example of this.

Barney, who has edited several books with diverse characters, such as Tara Sullivan’s Golden Boy (2013), about the albino killings in Tanzania, and Kristin Levine’s The Lions of Little Rock (2012, both Putnam), does believe that more can be done to market books and authors of diverse backgrounds.

“I think people miss the point when they argue that there should be more editors of color, which I think is true,” Barney says. “However, what we lack is an infrastructure that will support these books once they’re published. We’ll see more acquisitions when we have more success stories. We have to remember that this is a business. Editors want to acquire books that will get the best marketing launch possible. We just don’t have that in place yet.”

The desire to promote their books is what inspired Malindo Lo and Cindy Pon to start the Diversity in YA tour and website in 2011. The two authors discovered that they were both publishing Asian-inspired fantasies that year, and wanted to celebrate them and all diverse teen literature with this initiative. Relaunched in 2012 with a Tumblr account, Pon and Lo continue to promote books about all kinds of diversity, from race to sexual orientation to gender identity and disability.

And while Lo agrees that there’s been a recent explosion in the blogosphere about the subject, she’s also discovered that writers continue to struggle to get their LGBQT books to the public. “As I have talked to more authors, I have heard stories about many of them—published and unpublished—who have been blocked in their endeavors,” she says. “I’m getting this impression that we’re in this stuck point. I’m hoping that the continued discussion raises awareness of this issue, and that there will be considered effort to change that for the better.”

What can librarians do? Whitman suggests, “The last few years people have been talking about the need for diversity, but it’s time to put our money where the mouth is. Librarians have always had finger on the pulse of what their readers need, but these resources haven’t always been available to them.”

Responding to the point that Sun made during Summer Teen about the importance of diversity in YA book covers, one attendee asked how librarians should act in regards to cases of “whitewashing.”

Logo for Disability in Kid Lit website.

Klise, an author and a librarian replied, “I work at an urban high school in Chicago, and know that to engage my very diverse student population in reading for fun, I need to display books with faces they can identify with. We have to be aware of the [whitewashing] cases. It makes for really provocative conversation for my book club at school. The teens share my outrage—and outrage, when funneled into activism, is what makes the world change for the better.”

Whitman adds that librarians can make sure to include diverse books in their collection development budget, even if their communities are not diverse. “Look for awesome books no matter what the characters’ backgrounds may be. Even if your community isn’t diverse, the world is. Buy your books accordingly. Seek out resources to help you booktalk those titles. The resources are out there; become aware of them and use and share them with your colleagues.”

RESOURCES FOR FINDING DIVERSE BOOKS FOR TEENS AND KIDS

From School Library Journal:

Collection Development
Tamora Pierce’s Fantasy Novel Picks | SLJ SummerTeen
By Tamora Pierce

Straight Talk on Race: Challenging the Stereotypes in Kids’ Books
By Mitali Perkins

LGBTQ Lit: Speaking Out
By Megan Honig

From Diversity to Civil Rights | Nonfiction Notes
By Daryl Grabarek

Jackie Robinson: Remembering an American Hero | Watch and Read
By Joy Fleishhacker

Islam in the Classroom
By Lauren Barack

Books to Celebrate the Everyday Heroes of the Civil Rights Movement
By Rhona Campbell

Resources for Finding Latino Kid Lit
By Shelley M. Diaz

Kick-Starting a New Life | Recent YA Titles
By Mahnaz Dar

Our Bodies, Our Minds | Confronting Self-Image in YA Fiction
By Mahnaz Dar

YA Underground: Books for Teens You Might Have Missed
By Amy Cheney

Interviews
Between Violence and Tenderness: Aristotle and Dante Author Sáenz Talks to SLJ
By Karyn M. Peterson

Lesléa Newman Discusses her Novel in Verse About the Death of Matthew Shepard, ‘October Mourning’
By Mahnaz Dar

The “Radioactive Energy” of Bullies | An Interview with Meg Medina
By Jennifer M. Brown

The Power of Pictures: A Visit with Bryan Collier
By Rocco Staino

Andrea Cheng on Etched in Clay, Which Charts the Courageous Life of Dave the Potter
By Rick Margolis

Looking for Light: In Darkness Author Nick Lake talks to SLJ
By Karyn M. Peterson

News Articles
First Book’s “Stories for All Project” Lobbies for Kid Lit Diversity
By Karyn M. Peterson

Community Angered by Tossed Black History Collection
By Lauren Barack

Picture Book About Islam Ignites Twitter Battle
By Shelley Diaz

Librarians Sound Off: Not a Lack of Latino Lit for Kids, but a Lack of Awareness
By Shelley Diaz

Kid Lit Authors Discuss Diversity at NYPL
By Mahnaz Dar

Blog Posts/Opinion
2013 Middle Grade Black Boys: Seriously, People?
By Betsy Bird

America’s Changing Face | Consider the Source
By Marc Aronson

From The Horn Book:
A Very Good Question
By Roger Sutton

Young dreamers
By Christopher Myers

Indigenous protagonists and people of color
By Elissa Gershowitz

Horn Book Resources for Talking About Race
By Horn Book Staff

Other recommended sites:
Children’s Books by and about People of Color Published in the United States
CCBC Blog
As Demographics Shift, Kids’ Books Stay Stubbornly White from NPR
CBC Diversity (Maintains a Goodreads account with updated booklists of diverse books and resources.)
Stacy Whitman’s Pinterest Board on Diverse YA Fantasy
Disability in Kid Lit
The Brown Bookshelf
American Indians in Children’s Literature
Rich In Color (Reviews YA books that feature or are by people of color.)
Gay YA
De Colores Blog (Reviews books that feature Mexican American characters.)
Diversify YA (A collection of short interviews that focus on all sorts of diversity.)
Cynthia Leitich Smith has compiled resources on diverse books, including multiracial titles with biracial characters.
Forever Young Adult’s new series on diversity in YA
Articles on Diversity on YALSA’s Hub Blog
It Matters if You’re Black or White: The Racism of YA Book Covers
Lee & Low Blog (The multicultural children’s book publisher’s blog.)
First Book Blog (The organization’s commitment to diversity in children’s books.)
Crazy QuiltEdi (Promoting literacy for teens of color, one book at a time.)

“The point of ‘Stories for All’ is to say to the publishing industry that there really is a strong market out there for books about and by people from every conceivable culture on the planet. There really is, and we represent a big segment of that,” Zimmer says.

“First Book serves the kids and families in the lowest 30 percent of the socioeconomic strata in the U.S. and Canada, and that’s about 45 percent of American kids,” Zimmer notes. “And what that means is that if we really build this market, we actually by volume will dwarf the regular retail market—and that changes everything. Then the publishers have a strong market that they can step into with content that addresses a much broader cultural array of kids. So that’s what this is about.”

The nonprofit group—which has provided more than 100 million new books and resources to schools and programs in under-served communities in the U.S. and Canada since 1992—in March purchased $1 million worth of titles from HarperCollins and Lee & Low Books featuring a diverse array of characters and cultures, the first phase of the project.

A complicated problem
“Part of the problem with the lack of diversity part of it is kids from those cultures don’t get to see themselves,” Zimmer explains. “The other part is that white kids who are growing up with lots of books in more affluent families are getting a very skewed version of the world. We’re doing them a disservice, because they’re stepping out without understanding the full spectrum of what the world looks like, and we are ill-preparing everybody. This market problem is a tragedy on both sides.”

First Book chose the two publishers—one major publisher and one smaller publisher—out of 26 bids, “a stunningly positive response” to the group’s mandate for “a high degree of diversity and a real deal—the lowest prices—to get as many books into kids’ hands as possible,” Zimmer says. “It showed me that the industry desperately wants to reach every kid who is waiting for books and they want to reach them in the most powerful way that they can, with books that are relevant and books that are as low a price point as they can possibly get to. Because they really, really stepped up on this.”

Zimmer adds, “There’s something unique about publishing and book people…[they] deeply love books and reading, and that’s a big deal, because it means that you’ve got people on both sides of the table who fundamentally want the same thing. If you called Detroit and you said to the auto makers, ‘We’re going to spend a half a million dollars and we want solar vehicles’—well, you probably wouldn’t even get a return phone call. But the publishers already so much want to be part of the solution, and I think we tapped a nerve. They were deliriously happy to find a solid opportunity to sell books that they love, that reflect the diversity that they know as well as everyone is part of the American culture. They stepped up, and they stepped up with enormous enthusiasm.”

As a result of that first phase, the group was able to purchase 255,350 culturally diverse books, adding more than 700 titles to the First Book Marketplace available to those serving kids in need.

“We’re delighted,” Zimmer says. “We’ve gotten responses from major partners like Reading is Fundamental—they made a big purchase through First Book because the diversity was so great—and small rural places that have Native American kids, and cultures that hardly ever get to see themselves in books. Suddenly it was available in a way that hit the two big blockages for books for kids. One is price, and the second one is relevancy, and with this we knocked them both out.”

An innovative solution
Indeed, the reaction from small nonprofit groups sourcing from First Book has been very positive.

“I love the books from First Book!” says Susan Jaye-Kaplan, president and co-founder of Link to Libraries, which distributes thousands of new books to needy kids in Western Massachusetts, Connecticut, Vermont, and New York through a variety of innovative programs.

“The Stories for All Project” is helping Link to Libraries meet a desperate need for more diverse stories, Jaye-Kaplan tells SLJ. “We have a melting pot society, especially here,” Jaye-Kaplan says of her community. “We give books in seven languages. We have a lot of Latino and Somali children, and that’s why we like this particular group of books. It’s very important for us that we give books that are about these boys and girls and their families and their experiences, and books that talk to them and not at them. We want very much to give them books that give them reasons to want to read.”

She adds, “This particular collection of books, the minute I saw it I knew it was something I had to have because it’s talking to every child that we’re involved with. It is so relevant to who we are here, and the books are beautiful, and the graphics are breathtaking. They are so engaging and so gorgeous.”

Those sentiments are shared by Julia Rogers of the Children’s Literacy Foundation, a non-profit that serves low-income and rural children in Vermont and New Hampshire. “’The Stories for All Project’ is allowing us to purchase books that speak directly to many of our families,” she tells SLJ. “I’m thrilled to be able to bring more multicultural titles to our events—especially ones that serve the growing refugee population in northern Vermont and southern New Hampshire. Children will react to a book differently when they identify with the main characters. It’s wonderful to see a child connect with a story on a deeper level. That’s exactly the kind of relationship we’re trying to build between children and books.”

Adds Amanda Wilkinson, senior program director at the YMCA of Greater Charlotte (NC), “We are excited about the initiative to get books that represent a greater diversity into our kids’ hands….Our goal is to get kids reading on grade level, and we need lots of books to accomplish this.”

Her group’s Y Readers program, a collaboration with three local school districts, serves K–3 students reading below grade level both after school and during a six-week summer camp. This past summer, the program served 492 students, of which 27 percent were English language learners, 41 percent were African American, and 42 percent were Latino.

“I think it is important that students are immersed in books and resources that represent who they are,” Wilkinson says. “It is powerful when a student reads books with characters that look like them or when the characters have similar experiences. We support the diversity initiative and would love to see even more books suitable for K–3 students in the collection.”

So what’s next for First Book? In June, the group unveiled at the Clinton Global Initiative America the planned next phase of the project, a “Commitment to Action” that includes outreach to 30,000 new schools and programs, special collections of diverse and multicultural titles, matching grants for educators, and an influential council of authors to help inspire new books and stories.

“This is a jump for us. We were thrilled to make that commitment and we take it very seriously,” Zimmer says. She also notes that the commitment is actually just the tip of the iceberg.

Advocacy in action
Though First Book hasn’t traditionally taken on an advocacy role, “what we’re realizing as we grow—we represent 65,000 classrooms and programs and we’re growing by more than 2,000 classrooms and programs a month—is we’re gaining this huge momentum,” Zimmer says.

“We can actually step into a role that will bridge the gap between the audience of kids that we represent and the traditional publishing audience that is out there that walks into bookstores. When we were smaller, we were not at the point where we swung a big enough stick and understood our own market as well as we do now. But we are in a much stronger position. We’ve almost doubled in size in just two year, and we’ve built in very strong feedback loops, so we’re talking to our constituents almost all the time, so that we can say to them ‘What do you want? What do you need?’”

However, Zimmer is quick to point out that the large numbers of programs that First Book serves is actually only about 4 percent of the population eligible to sign up for First Book’s free resources.

“All of those heroic librarians who are trying with resources that have been cut out from underneath them to meet the needs of the students that are coming in to their schools—tell them to sign up with us, because that will make it happen faster,” Zimmer says.

“This is about growing that network so they are talking to us and we know what they need—what languages, what cultures, age levels. That is critical. So help us spread the word: if you are a teacher or you are a librarian and you are working in a Title I or a Title I-eligible school or you have a special program that does outreach work with kids who are in need, sign up. Tell us what you need. Because I promise you, we will stand on our heads to make it happen.”

In the meantime, First Book will continue to push kid lit publishers to diversify their offerings. “There will be some creative, innovative strategies to say to the publishers ‘You know what? Go find some new authors. We know they’re out there,’” Zimmer says. “There are a lot of brilliant people from a lot of places all over the world, and they want to tell their stories, and we’re going to be…sending out the word to really inspire a whole group of new authors to start telling their wonderful stories.”

Zimmer also hints at some additional exciting developments coming down the pike, the details of which First Book is keeping under wraps for the moment. “There will be another announcement late this month,” she teases. “It’s an exciting move for us, and you’ll understand why it’s important to diversity.”

Below are the winners of the International Latino Book Awards in the Children, Youth, and Young Adult categories. For a complete listing, visit the Latino Literacy Now website.

Best Latino Focused Children’s Picture Book–English

LightKeepers to the Rescue! Marisa de Jesús Paolicelli; illus. by Susan E. Daly.
A Caribbean Experience Con Amor

Best Latino Focused Children’s Picture Book–Spanish or Bilingual

Conoce a Simón Bolívar. Edna Iturralde; illus. by Ytziar Cori Alvarez.
Alfaguara Grupo Santillana

Best Children’s Fiction Picture Book–English

The Beautiful Lady: Our Lady of Guadalupe. Pat Mora; illus. by Steve Johnson & Lou Fancher.

Random

Best Children’s Fiction Picture Book–Bilingual

Guacamole. Jorge Argueta; illus. by Margarita Sada.
Groundwood Bks

Best Children’s Fiction Picture Book–Spanish

Cocorina y El Puchero Mágico. Mar Pavón; illus. by Mónica Carretero.
Cuento de Luz

Best Children’s Nonfiction Picture Book

Diego Rivera: His World and Ours. Duncan Tonatiuh.
Abrams

Best Educational Children’s Picture Book—English

Spike, the Mixed-Up Monster. Susan Hood; illus. by Melissa Sweet.
S & S

Best Educational Children’s Picture Book—Spanish or Bilingual

¡Nos Divertimos con la Ciencia! Ángels Navarro; illus. by Anna Mongay.
Editorial Combel

Most Inspirational Children’s Picture Book

The Sky of Afghanistan. Ana Eulate; illus. by Sonja Wimmer.
Cuento de Luz

Best Youth Latino Focused Chapter Book

Crossing the Line. Bk. 1 (Border Town Series). Malin Alegria.

Scholastic

Best Youth Chapter Fiction Book—English

Love, Amalia. Alma Flor Ada; illus. by Gabriel M. Zubizarreta.
S & S

Best Youth Chapter Fiction Book–Spanish or Bilingual

Oro, Incienso y Mirra.  Ariel González Calzada.
Floricanto Pr.

Most Inspirational Youth Chapter Book

Calling Him Dad. Virginia Kamhi; illus. by Florence Ko.
WPR Bks.

Best Young Adult Fiction Book

When The Guns Fell Silent. Edna Iturralde.
WPR Bks.

SLJ Best Book and Pura Belpre Medal Winner Aristotle and Dante Discover the Secrets of the Universe (S & S) by Benjamin Alire Sáenz received an Honorable Mention. Pura Belpré Author Honor, Sonia Manzano’s The Revolution of Evelyn Serrano (Scholastic) received the same distinction.

Best Young Adult Nonfiction Book

The Pregnancy Project. Gaby Rodriguez with Jenna Glatzer.
S & S

Best Educational Young Adult Book

Puberman: El Enfrentamiento. Maria Villegas & Jennie Kent; illus. by Ivan Chacon.
Villegas Editores;

Most Inspirational Young Adult Book

The Day of Yesterday. Edna Iturralde.
WPR Bks.

Teachers and parents alike are unsure about the topic, but it’s never been more important

Islam proved a tough subject for Coco Huguet when she went looking for resources to use with a fifth-grade global history class at the Hewitt School five years ago. “I looked all over the Internet for teaching material on [Islam] and couldn’t find anything,” says the English and history teacher at the all-girls school on New York’s Upper East Side. “Up until a few years ago, there was very little, especially for younger kids.”

But this fall, Huguet’s students will read the novels The Breadwinner (Groundwood, 2001) by Deborah Ellis and Andrew Clements’s Extra Credit (Atheneum, 2009), along with a National Geographic history reference, The Islamic World (2005)—as part of an attempt to enhance student understanding of the religion from an academic viewpoint and also provide a deeper context to the concerns permeating today’s headlines. “This year they’re going to be more aware,” says Huguet. “Some of these issues, especially Afghanistan and the division you see about the Mosque are coming to a head.”

Between recent threats by a Florida pastor to burn the Quran, our nation’s ongoing presence in Afghanistan, and protests at the planned site for Park 51, an Islamic community center and mosque set to be built two blocks from the World Trade Center site, the topic of Islam is a tricky one, especially in K–12 schools, say many educators.

For starters, it can be difficult to find appropriate materials to bring into media centers and classrooms. And then, parents can object to Islam being taught to their children, as protest groups across the Internet can attest. Of all major religious groups in the United States, Muslims trigger the most feelings of prejudice among Americans, according to a poll released in January by the Gallup Center for Muslim Studies. More than four in 10 Americans, or 43 percent, admitted to feeling at least “a little” prejudice against Muslims—as compared to 18 percent feeling similarly toward Christians, and 14 and 13 percent toward Jews and Buddhists respectively. And just 37 percent of Americans say they even know a Muslim American personally, according to a recent Time-Abt SRBI poll, with 46 percent believing that Islam actually supports the idea of its followers bringing harm to nonbelievers (http://bit.ly/dlchZy).

This prejudice can play out when organizations hear of Islamic culture being taught in schools, as Linda Tubach discovered when she launched a weekend professional development course for Los Angeles Unified School District’s (LAUSD) teachers four years ago. “The Anti-Defamation League sent observers for a couple of years, and one person objected because [the class] was on the Jewish Sabbath,” says the retired high school social studies teacher, who runs the program through the interfaith group Fellowship of Reconciliation, which offers teachers salary point credit for the two-day course. “But that’s subsided, and our last class had no observers. People just seem to accept it at this point, and we feel very good about that.”

Participating teachers travel to the Helen Bernstein Professional Development Center in downtown Los Angeles to create lesson plans and review Internet sites for use in K–12 classes. They’re also treated to Middle Eastern luncheons and dancing. But the goal of the class is for educators to learn how to encourage questions and dialogue among K–12 students, specifically on the subject of Islam.

In a recent session, Tubach had two teachers role play—one assuming the role of an Israeli and the other a Palestinian—acting out a historic event from different viewpoints. The hope is that by addressing real history and potential stereotyping together, teachers will treat the subject matter with more confidence in a classroom setting. “People worry about backlash when they take on these issues,” says Tubach. “But we found you can handle that successfully if you design a class that meets high standards.”

But few students have an opportunity to take a class on world religions—let alone Islam. With budget cuts fairly standard across U.S. school districts, electives beyond the standard English, science, history, and mathematics courses are pretty limited. “Our school can’t afford to have more exotic classes because we’re already cutting back on others,” says Mithi Hossain, a senior at Stuyvesant High School in lower Manhattan. “We did have a college-level course on Arabic after school. But that’s a language. And it was cut.”

Hossain, who serves as vice president of Stuy’s Muslim Student Association (MSA), is very passionate about her Muslim identity. She’s worn a hijab since the fifth grade and wishes more students at her school—beyond MSA’s 25 members—understood details about Islam. While elementary school is a little early to introduce the topic, she says, she believes that certainly high school students should be educated in the nuances of world religions. “When you’re going out into the world, you can’t rely on stereotypes to make decisions,” she says. “I believe school is the right place to learn about these subjects like Islam, as long as it’s not biased. I know that’s a very difficult thing to do. But if it’s coming from a teacher who is well educated and not from a Muslim background, then sometimes it’s more acceptable. Sometimes people are more willing to hear from a person with a different background than what they’re teaching.”

Knowing how to craft such a lesson is key. For teachers who don’t have access to professional development programs like Tubach’s, guidance on how to structure lesson plans is available online. New York’s Morningside Center for Teaching Social Responsibility has a “Teachable Moment” section on its site, which covers subjects from “Engaging the Muslim World” to a fairly topical one called “NYC Muslim Community Center: Why There? Why Not?”, which includes tips on how to guide a student discussion on U.S. and Muslim relations.

Schools across the country have accessed these lessons and have also been helped directly by Tala Manassah, deputy executive director of the Morningside Center, who believes that a properly constructed course can be effective in combating stereotypes. “You want to approach this from a historical side so they have some context,” says Manassah. “Because some of this squawking that goes on with controversial issues comes from ignorance.”

Nancy Gallin might concur. The history department chair at the Hewitt School for the past 15 years occasionally encounters queries from students that give her pause. “You’ll get the odd questions like, ‘Are Catholics Christians?’” she says.

But her students are taught about Islam through multiple disciplines and over many years to help stem that lack of knowledge. In the eighth grade, students learn how the Quran figures as a document of religious law, while ninth graders study the Crusades and the extension of Islam into Europe. By 10th grade, they’re prepared to examine the religion within a more current context. “My general approach is to note similarities between today and history,” says Gallin. “Because of the Muslim Community Center, I’ll talk this year about the fact that xenophobia goes back to the Alien and Sedition Acts [of 1798]. And I’ll connect that to the point that even though we live in a country with such an eclectic culture, some people think they’re more real of an American than others.”

Yet even a well-prepared teacher can watch a spirited conversation among students about burqas and the Five Pillars of Islam dissolve into a heated argument or even cross into proselytizing. Knowing not just how to present material, but how students may even respond, can make the difference.

Diane Moore helped pilot an online program, launched this fall through Harvard Divinity School, to turn public school teachers into peer scholars who can then teach the topic of Islam to fellow educators.

“One of the main things we’ll be working with is not just content, but how do you teach about [Islam] and what you should be attentive to,” says Moore, a professor of the Practice in Religious Studies and Education, and director of the Program in Religious Studies and Education at Harvard. “Content knowledge is not insignificant, but it is the how of teaching religion that is really critical. How do you introduce the subject to your students when they have their own misperceptions? So part of it is anticipating what your students already think about this.”

That kind of teaching may be imperative in helping teachers overcome concerns that prevent them from even broaching the topic of Islam or Muslims in class—even if they believe these are subjects that could be helpful for their students. “There’s a real consensus that public schools need to teach more about religious diversity and aren’t doing a better job because so many teachers are afraid of touching the topic with a 10-foot pole,” says Henry Goldschmidt, program associate with the Interfaith Center of New York, which runs professional development courses for teachers every summer.

For the two dozen or so educators who come for the weeklong program in New York, the Interfaith Center offers visits with community religious leaders including those from the Jewish, Santería, and Christian faiths, lectures from academic experts, and even field trips to different houses of worship—outings K–12 teachers can arrange for their own classes. The hope is that teachers will see religion as more a base of lived traditions and not just historical doctrines—and in that way make the subject more accessible and alive to K–12 students.

“That’s one of the reasons K–12 curriculum is reduced to historical facts and dates,” says Goldschmidt. “It’s simpler for students and teachers to get their hands around that. But while they may be able to recite the Ten Commandments, they may not have any understanding of the lives of Muslims, Buddhists, or Jews living in America today.”

But that’s not going to be the issue with Gallin’s students at Hewitt this fall. Every Thursday morning, the school holds a town meeting—usually filled with reminders for children to bring in permission slips, or about parent conferences. However, Gallin says she’s going to use the time to keep the school community more aware of the current issues surrounding Islam.

“I’m going to call people’s attention to what’s going on in downtown New York, in particular, with Islam,” she says. “I think if we’re assuming these young women are going to be citizens of the world, they should know what’s happening around them.”

Resources foR teaching about islam

Luckily, you can find a lot more material online today than in recent years. Many organizations offer K–12 curricular guides, and while it’s still a challenge to find content for younger grades, these resources are a good place to start:

Elementary School

Access Islam
Thirteen.org

Ten multimedia lessons for grades 4–8 about Islamic holidays, traditions, and cultures, from Ramadan to the Quran.

Children’s Book Study Guides: The Librarian of Basra and Alia’s Mission: Saving the Books of Iraq
Morningside Center for Teaching Social Responsibility

A way to introduce the Iraq war to younger children by discussing the Library of Basra that burned.

Information on Islam
Woodland Junior School, Kent, England

Offers simple history questions for younger students complete with photographs and a multi-faith calendar.

Middle School

Extra Credit study guide
Andrew Clements

Guidance for teachers to help students discuss the story of two sixth graders, a young girl in Illinois and a boy in Afghanistan, who become pen pals.

Geometry and Islam
Asia Society

A student activity that incorporates Islamic textiles and architecture.

Teaching on Controversial Issues: Guidelines for Teachers
Morningside Center for Teaching Social Responsibility

A teacher guide to presenting complicated and potentially controversial subjects.

High School

NYC Muslim Community Center: Why there? Why not?
Morningside Center for Teaching Social Responsibility

Background regarding the proposed mosque and community center, with guidelines for conducting a discussion with students.

Islam, Empire of Faith
PBS Educational Resources

The first of five lessons aimed at students in grades 6–12.
The World of Islam
National Geographic

National Geographic story on Islam, with links to online forums, bibliographies, Muslim organizations, and a digital Quran.

SLJ‘s Recommended Titles

Picture Books

ADDASI, Maha. Time to Pray. tr. by Nuha Albitar. illus. by Ned Gannon. Boyds Mills. 2010. RTE $17.95. ISBN 978-1-59078-611-6.

Gr 1-4–During a visit to her grandmother in the Middle East, Yasmin learns about her religion and finds a way to pray at home, even though there are no mosques where she lives. A warm intergenerational story, told in English and Arabic, with  illustrations that feature Islamic geometric designs and Arab architecture and culture.

ADDASI, Maha. The White Nights of Ramadan. illus. by Ned Gannon. Boyds Mills. 2008. RTE $16.95. ISBN 978-1-59078-523-2.

Gr 1-4–When Noor, who lives in Kuwait, sees the almost-full moon rise, she knows it’s time to prepare for Girgian, a Muslim celebration observed mostly in the Arabian Gulf states during the middle of the month of Ramadan. The story underlines the importance of sharing, self improvement, and community welfare. Highlighted with moonlit hues, the attractive illustrations are done in a style that reflects one of many Muslim cultures.

JALALI, Reza. Moon Watchers: Shirin’s Ramadan Miracle. illus. by Anne Sibley O’Brien. Tilbury House. 2010. RTE $16.95. ISBN 978-0-88448-321-2. LC 2009046324.

Gr 1-4–Shirin is disappointed because she is too young to fast, but her father encourages her to do good deeds. As Ramadan ends, the family prepares for Eid-ul-Fitr, and a big surprise awaits Shirin, a “miracle.” O’Brien’s watercolor illustrations depict a Persian-American family.

KHAN, Hena. Night of the Moon: A Muslim Holiday Story. illus. by Julie Paschkis. Chronicle. 2008. Tr $16.99. ISBN 978-0-8118-6062-8.

Gr 2-4–A seven-year-old Pakistani-American girl learns about the Islamic calendar and enjoys a special dinner with her family. Typical events follow, such as a celebration of the “Night of the Moon” at the community center. Then Ramadan is over, and the next day is Eid. Paschkis’s stunning paintings incorporate Islamic tile art, adding to an authentic sense of the culture.

MOBIN-UDDIN, Asma. A Party in Ramadan. illus. by Laura Jacobsen. Boyds Mills. 2009. RTE $16.95. ISBN 978-1-59078-604-8.

Gr 2-6–Leena faces a difficult decision when she wants to fast during Ramadan, but also wants to attend her friend’s pony party. She decides to do both, but finds that resisting the tempting treats isn’t easy. When it is time to end the fast, her friends come with cake, and her mother invites them to share the iftar dinner. This well-told story is a great resource for discussing choices and religious differences

ROBERT, Na’ima B. Ramadan Moon. illus. by Shirin Adl. Frances Lincoln. 2009. Tr $17.95. ISBN 978-1-84507-922-2.

K-Gr 4–A girl explains what happens throughout the month as people pray in mosques, listen to imams read verses from the Qur’an, and perform good deeds. The language is poetic, and the art shows the moon’s waxing and waning phases as the family worships and rejoices.

WHITMAN, Sylvia. Under the Ramadan Moon. illus. by Sue Williams. Albert Whitman. 2008. Tr $15.99. ISBN 978-0-8075-8304-3.

Gr 2-4–In a lyrical text, Whitman describes how a modern family observes Ramadan. Soft pastels captures the events and family interactions, and show women in hijaab giving hugs and talking on cell phones.

For Older Readers

Fiction

ABDEL-FATTAH, Randa. Does My Head Look Big in This? Scholastic/Orchard. 2007. Tr $16.99. ISBN 978-0-439-91947-0.

Gr 7 Up–Amal, a devout Muslim, decides to wear the hijab full time. She faces typical teen concerns and deals with  misconceptions non-Muslims have about her religion and culture. The novel deals with some heavy issues, but it’s also very funny. See also Randa Abdel-Fattah’s Ten Things I Hate About Me.

CLEMENTS, Andrew. Extra Credit. illus. by Mark Elliott. S & S/Atheneum. 2009. Tr $16.99. ISBN 978-1-4169-4929-9.

Gr 4-7–Illinois sixth-grader Abby Carson and Sadeed Bayat, the best English-language student in his Afghan village, become pen pals, but because it isn’t proper for a boy and girl to correspond with one another, he must pretend he is his sister.  He can’t keep the secret though, and the two become friends and learn about one another’s culture and connect through their shared love of Frog and Toad Are Friends.

ELLIS, Deborah. Parvana’s Journey. Groundwood. 2002. Tr $15.95. ISBN 0-88899-514-8; pap. $5.95. ISBN 0-88899-519-9.

Gr 7-10–This heart-wrenching sequel to The Breadwinner (Groundwood, 2001) follows 13-year-old Parvana as she searches through war-torn Afghanistan looking for her mother and siblings who had disappeared in the tumult of the Taliban takeover. An unforgettable read about the will to survive.

STRATTON, Allan. Borderline. HarperTeen. Tr $16.99. ISBN 978-0-06-145111-9; PLB $17.89. ISBN 978-0-06-145112-6.

Gr 7 Up–Sami is bullied at school because he is a Muslim, and the administration doesn’t do anything to stop it. Then the FBI breaks into his house and takes his dad away, unjustly assuming that he is a terrorist. A fast-paced thriller with strong characterizations.  

Nonfiction

CALVERT, John. Divisions Within Islam. ISBN 978-1-4222-0533-4..

KAVANAUGH, Dorothy. Islamic Festivals and Celebrations. ISBN 978-1-4222-0534-1.

––––. The Muslim World: An Overview. ISBN 978-1-4222-0532-7.

LUXENBERG, Alan. Radical Islam. ISBN 978-1-4222-0536-5.

MELMAN, Anna. Islam in America. ISBN 978-1-4222-0535-8.

RADU, Michael. Islam in Europe.  ISBN 978-1-4222-1363-6.

RUBIN, Barry. The History of Islam. ISBN 978-1-4222-0531-0.

SKLAR, Tanya. Islamic-Jewish Relations Before 1947. ISBN 978-1-4222-1361-2.  

    ea vol: 64p. (World of Islam Series). Mason Crest. 2009. Tr $22.95.

Gr 6 Up–These titles clarify issues facing the Muslim world and show the diversity of opinions within the religion. They also show the diversity of thought and opinion within Islam, In order to get a broad picture of the Islamic faith, the books work best as a set.

ELLIS, Deborah. Three Wishes: Palestinian and Israeli Children Speak. Groundwood. 2004. Tr $16.95. ISBN 0-88899-554-7.

Gr 7-9–Alternating accounts from young people between the ages of 8 and 18 show the devastating effect of war on their lives and how any sense of childhood has been stolen from them.

HAFIZ, Dilara & Imran Hafiz, & Yasmine Hafiz. The American Muslim Teenager’s Handbook. Acacia Pub.. 2007. pap. $11.95. ISBN 978-0-9792531-2-6.

Gr 7 Up–A fine introduction to the basics of Islam. Quotes from teens tell what it’s like to be a Muslim in America, and the authors address dating, dancing, drinking, and drugs. The conversational style will appeal to teen readers, whether practicing the religion or wanting to know more about it.

 See also: Picture Book About Islam Ignites Twitter Battle

Despite her usual policy of abstaining from heated political interactions on social media, Messner continued the conversation, refusing to be intimidated.

“I’m a writer. Recommending books is probably what I do most in my social media life. Those who follow me are accustomed to that,” Messner tells School Library Journal . “This book connects with what’s going on in the news today. I didn’t think anything of it.”

She explains, “I was at first perplexed about how someone from outside of my Twitter feed, who does not even follow me, could have found my tweet.  And when I looked at the person’s feed and profile, I realized that he or she had to be someone that has set up a search for Islam, and made it their mission to seek out anyone that had something positive to say about the religion.”

The Twitter battle of words was witnessed by many of the author’s supporters and friends, including educators and librarians. A few of them added the title to their future purchase lists, or brought awareness of the book to their own audiences.

Educator and writer Michelle Cusolito, who teaches at Lesley University in Cambridge, MA,  was spurred on to suggest Golden Domes to her local bookstore, Eight Cousins in Falmouth, MA, and to create a Pinterest page for World Religion resources, with Khan’s title its first entry. “What most upset me about the situation was that all Kate wanted to do was promote openness and diversity, and this person was trying to stop that and intimidate her,” Cusolito tells SLJ. “My immediate response is, ‘I have to buy it.’ The second it hit my table, both my kids read it.”

Lauren Strohecker, a school media specialist at McKinley Elementary outside of Philadelphia, PA, tells SLJ that she sympathizes with Messner’s situation, and was disappointed that what Messner meant to be an act of sharing incurred such blowback. “It’s really hard to find books on religion appropriate for younger age groups in a K-6 school library,” Strohecker says. “But it’s important to have these titles available. Kids should have the opportunity to expand their worldview at any age.”

Strohecker has already added Golden Domes to her purchase list for the next school year because of its broad appeal, and plans on using it in a unit about colors. “It’s a book that I can integrate on subjects other than religion,” she explains.

The discussion took place over the course of a few days, with both sides coming to a standstill. Messner says she was shocked at the other party’s continuous harassment and religion bashing, but ultimately chose not to block the person, “Because that conversation—the fact that it happened—opened a lot of people’s eyes to the need for more conversations. Sharing books is powerful, and I think responding to hate with poetry and education is just about the best we can do in this world.”

Strohecker agrees. “We have the choices every day. How do we respond to hate? More hate? Or hope and stories and education? That’s a better route. And if we have that conversation with kids now, we’ll be less likely to see reactions like this one in the future.”

For a list of resources that can be used by parents, classroom teachers, and librarians, see also: Islam in the Classroom

A first for the Navajo Nation:

Tapahonso has written five books of poetry and stories, as well as a children’s book—Songs of Shiprock Fair (Kiva Pub., 1999). Saánii Dahataal (1993) and Blue Horses Rush In (1997, both Univ. of Arizona Press) are two of her better known collections. In 1999 she was named Storyteller of the Year by the Wordcraft Circle of Native Writers.

Take the Challenge—Fight Obesity

Improve kids’ eating habits: A Day without Sugar, or Un Día Sin Azucar in Spanish, is a new initiative that has been launched by Arte Público Press, a U.S. publisher of Hispanic literature. The campaign challenges children to cut back on their sugar intake. Educators, community organizations, and families are encouraged to focus on the health risk of consuming too much sugar by challenging children to go through an entire day without any sugary drinks, candy, cookies, and other foods with added sugar. The initiative has provided free materials, such as a toolkit that outlines fun activities that can be used to teach kids about sugar, low-sugar recipes, coloring pages, fact sheets, and more.

According to an Arte Público news release, “nationally among children ages 6–11, roughly 30 percent are overweight and roughly 15 percent are obese. Among Mexican-American children, roughly 39 percent are overweight and roughly 24 percent are obese, according to the Centers for Disease Control and Prevention. If current trends persist, half of all Latino children born after 2000 will develop type 2 diabetes during the course of their lives.”

And the Winner Is…

South Asia Book Awards: The Rumor (Tundra; PreS–Gr 4), written by Anushka Ravishankar and illustrated by Kanyika Kini, and Kids of Kabul: Living Bravely Through a Never-Ending War (Groundwood; Gr 5–12), written by Deborah Ellis, have won the 2013 South Asia Book Award (SABA) for children’s and young adult literature. The award is given annually for up to two outstanding works of literature, ranging from early childhood to secondary reading levels, which “accurately and skillfully portray South Asia or South Asians in the diaspora, that is the experience of individuals living in South Asia or of South Asians living in other parts of the world.”

The titles recognized as Honor Books are: Chained (Farrar; Gr 4–7) by Lynne Kelly; The Elephant’s Friend and Other Tales from Ancient India (Candlewick; K–Gr 4) by Marcia Williams; The Wooden Sword (Whitman; K–Gr 5), written by Ann Redisch Stampler and illustrated by Carol Liddiment; and Same Sun Here (Candlewick; Gr 4–7) by Silas House and Neela Vaswani.

There were also five titles recognized as Highly Commended Books: Ganesha’s Sweet Tooth (Chronicle; PreS–Gr 3) by Sanjay Patel and Emily Haynes; Michael Morpurgo’s Shadow (Feiwel & Friends; Gr 5–8); The Sweetest Mango (Tulika; PreS–Gr 3), written by Malavika Sherry and illustrated by Ajanta Guhathakurta; Tina’s Mouth: An Existential Comic Diary (Houghton Harcourt; Gr 9 Up), written by Keshni Kashyap and illustrated by Mari Araki; and Veera Hiranandani’s The Whole Story of Half a Girl (Delacorte; Gr 5–8).

The award ceremony will take place on October 19, 2013 at The Madison Concourse & Governor’s Club Hotel in Madison, Wisconsin. The event, sponsored by the South Asia National Outreach Consortium (SANOC), is free and open to the public. Books will be sold at the ceremony and authors will sign copies at the close of the event.

Debut authors and illustrators: Author Karina Wolf and illustrators Ben and Sean Hilts are first-prize winners of the 2013 Marion Vannett Ridgway Award for The Insomniacs (Putnam, 2012). Established in 1993, the award is given each year to first-time children’s book authors or illustrators to celebrate the memory of Ridgway, an artist’s representative who worked in New York City’s publishing community for more than 40 years and encouraged new talent. The honor award was given to illustrator Christian Robinson for Harlem’s Little Blackbird (Random, 2012). The first prize recipient receives $800, while the honor award winner gets $200.

As dwindling funds and looming budget cuts reach many of the nation’s public libraries, 12 institutions received $5,000 mini-grants to support programming in their diverse communities. After a time-intensive process, the Association for Library Service to Children (ALSC) recently gifted these Día Family Book Club Program awards to expand El día de los niños/El día de los libros (Día) into an ongoing yearlong celebration. The winning libraries give SLJ some insights into how they garnered the much-needed funds.

Founded in 1997 by children’s author Pat Mora—with the help from the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking (REFORMA)—Día (Children’s Day/Book Day), “emphasizes the importance of literacy for children of all linguistic and cultural backgrounds” and culminates yearly on April 30. The winning libraries ranged widely in diversity of population, grant application-savvy, and level of experience in celebrating Día.

The grant announcement came right on time for Linda Atkinson of Joliet Public Library, IL. The early childhood literacy coordinator had been looking for a way to expand programming for her growing Latino community, and was already planning the library’s first official Día celebration. “The 2010 Census showed us that Spanish-speakers make up a third of our city’s population,” she tells School Library Journal. “We had already started a bilingual storytime to address that change. For us, Día is every day.”

Joliet will be using its grant funds to host a six-week bilingual family book club which will focus on early literacy skills, with guest appearances by Spanish storyteller Marina Morino, folk dancers, and Paleta the ice cream man, Atkinson says.

Lucía Gonzalez is not a stranger to the Día party. The library director at North Miami Public Library, FL, has celebrated the book fiesta in every institution she has been employed. She piloted a similar book club program when she began as director two years ago. Because of her past experience, the mini-grant was a perfect fit for what she had already implemented at the library, she tells SLJ.

A predominantly Haitian American community, North Miami’s first book club session will kick off with visits by a Haitian American author to the participating 12 elementary schools in the area, and then continue with book club meetings every two weeks. “There will be a facilitator and a translator, and a bilingual book discussion led by local storyteller Lilian Nerette Louise,” says Gonzalez. “Parents will have the experience of reading books together with their children. They are mostly working parents and it’s very hard to get them to the library. We’re also offering them a nice sit-down dinner.”

The mini-grants are part of the Everyone Reads @ Your Library grant awarded to ALSC from the Dollar General Literacy Foundation, and applicants had be located within 20 miles of a Dollar General Store, distribution center, or corporate office.

In fact, the East Branch Library in Irving, Texas is housed in the same building as the city’s local Dollar General, and Senior Librarian Corine Barberena sees the grant as an opportunity to recharge its Día program, which hadn’t been organized in the past few years. Her “Books Matter at Your Library” program will be mostly after school, and will be incorporating technology as part of the bilingual storytime portion. Barbarena anticipates using some of the grant funds to purchase an Elmo Digital Visual presenter and the online picture books website, Tumblebooks, to project the print text in order to facilitate English and Spanish language learning, she tells SLJ. However, she plans to go the traditional route for the program launch on April 29: the Artes de la Rosa group from Fort Worth will be performing Pinocchia, a bilingual version of Pinocchio.

Barberena says the service-oriented Irving community has already responded to the impending program with interest. “We have a long list of partners, and hope to work with them to host the bilingual book club sessions in various venues, including the parks recreation center and many of the schools,” she notes. “The library is housed in the county Human Services building, so all of the local social service agencies will be advertising and promoting for us.”

Florida’s Orlando Public Library youth programs assistant Jackie Padilla and youth outreach coordinator Natalie Houston also found that having strong relationships and partnerships with local businesses and talent was a big plus in applying for this award. Community groups, Houston says, can “either help spread the news about programs, or donate their time and services. We’ve used a local deejay for entertainment, a Cuban bakery for refreshments, etc. But these relationships have to be built over time.”

Houston, who wrote the grant for this award, says another boon in their favor was that they had already done a lot of the research needed for the application for previous grants. Most of the legwork had been completed before the deadline, which helped them reach the quick turnaround date. Padilla stresses the need to understand and continually evaluate programs and community. This will be Orlando’s seventh Día program, and the library will extend the celebration into the whole year until next April with bilingual storytimes and its “Cuentame un cuento /Tell Me a Story Book Club.” Some of the picture books featured will include Susan Middleton Elya’s Say Hello to Spanish as an introduction to vocabulary, and a perennial favorite, a Fisher Price CD with Spanish cultural songs as the final giveaway.

Most of the winning libraries tell SLJ that they will use the grant to aid in longstanding children’s services goals.

Youth services librarian Lani Revell, at the City of Palmdale Library, CA, hopes to encourage an intergenerational connection among with the four programs that the min-grant will be funding in her library. Some of the books discussed will include Tony Johnston’s My Abuelita and Grace Lin’s Where the Mountain Meets the Moon. “These stories emphasize storytelling and sharing memories with the whole family,” she says.

Tina Viglucci, Hispanic services manager at Gail Borden Public Library, Elgin, IL, will integrate her book club within Gail Borden’s STEM-focused programming. As a precursor to the library’s summer reading activities, its sessions will introduce children to community gardening during its “Forest Fiesta,” and even focus on geology when it becomes a stop on the Super Croc—the largest crocodile fossil unearthed—tour, hosted by Project Exploration. The “Libros Books Family Fiestas” program will target the 8–11 age group. “We saw that attendance at the library usually started to drop off around third to sixth grade. We hope that these programs will help plant the seeds of literacy,” says Viglucci.

Tracee Yawger, head of children’s services for Montgomery County’s Norristown Public Library, PA, began a Día celebration with her local elementary school when the 2010 Census showed a dramatic 196 percent increase of the town’s Hispanic population. Yawger credits school principal Jeanette Fernandez for fostering a climate of inclusion for Hispanic parents. “Because of our partnership with the school, we were able to have a library card drive to make it easy for Latino parents to get kids cards without being intimidated, since they’ve already provided personal information to the school,” she tells SLJ. “Now, 86 percent of the student body has cards.” Working with volunteers from Bryn Mawr College’s “Mujeres” group and the school district’s parent association has also proved to be a huge resource, she says.

Día events are not just for the Latino population. Yawger plans to have all storytimes in English, Spanish, and American Sign Language (ASL), “to give the program a more inclusive feel because we can all benefit from this.”

Herb Landau, library director of the Lancaster Public Library, PA, wants to emphasize the ways the different cultural groups of his community are the same. “Our patrons come from backgrounds as varied as Latino, Amish, Nepali, and Egyptian,” he says. “Our library’s citizenship class has at least 28 nationalities represented. Food is a common denominator, and so we decided to modify our popular adult multicultural cooking program for families and children: Cocina y Culturas Familiares/Cultures and Cooking for Families.”

Coordinated by children and teen services manager Jessica Pérez Blasko, Lancaster’s program will include three family book club readings of a multilingual children’s book which will focus on a type of universal food such as flatbreads: tortilla (Mexican), roti and naan (Indian), pancakes (Kenyan), matzo (Jewish),  and pita (Greek). For grant applications, it’s important that applicants respond to needs of the community after thorough assessment, Landau says, adding, “We found that events food in our community generally draws in people. A local joke is that eating is a hobby here. Think out of the box and be imaginative.”

Only 12 libraries received the mini-grants but that shouldn’t stop libraries from celebrating the special day. Día promotes reading and appreciation of different cultures.

Vilma Martinez of Springdale Public Library, AK, who will be hosting a multicultural-themed book club called MOSAIC, suggests displaying and reading multicultural books during storytime. “Make your regular storytime fun and interactive. Decorate with balloons and have refreshments. Even hang up a piñata. It doesn’t have to be too expensive,” she says.

Elizabeth Marcus, children’s librarian at Finkelstein Memorial Library, Spring Valley, NY, encourages those who want to make their own fiesta to use already established partnerships to make your celebration special. “We’re libraries. We have and are built-in resources.”

Connie Hsu, Sofia Quintero, Zetta Elliott, and Betsy Bird.

With the announcement of the Youth Media Awards only weeks in the past, talk turned to those such as the Pura Belpré and Coretta Scott King Awards. Several of the panelists discussed how these awards were a way for them to see themselves represented in literature. Little, Brown book editor Connie Hsu described growing up as an Asian American child in Alabama, and how gravitating towards books that received these awards was one of the few ways she was able to see worlds outside her own, adding that, “As a young person growing up, those awards helped me identify where I could see myself on the page.”

However, author Zetta Elliott noted that simply honoring authors of color wasn’t enough, and underscored the need to examine these awards more closely. Citing a study by Kyra Hicks that found that sixty percent of the Coretta Scott King awards go to twenty percent of writers, she voiced her frustration that fewer new and lesser-known authors are being honored. She also expressed concern over the fact that so many biographical or historical titles receive this honor, as she believes that while these books are admittedly well-written, children may not connect with them.

“Black children get the Brussels sprouts and liver books,” Elliott said. “They get the books that are good for them, they get the books that aren’t necessarily fun and exciting that would perhaps attract some of the reluctant readers in the black community.”

The panel also delved into more subtle obstacles to diversity. In some cases, the panelists said, simply including culturally diverse characters isn’t enough; attitudes are the problem. Quintero brought up the racially-tinged backlash after The Hunger Games was cast. When characters that were clearly depicted as darker-skinned were cast as actors of color, she said, many white readers were perturbed. “Even when there are characters of color on the page, people don’t see them.”

Along these lines, Elliott raised a common issue in many YA novels: white-washing covers, or depicting characters of color in such a way that draws attention away from their ethnicity on the book jacket. Elliott brought up Alaya Dawn Johnson’s recent steampunk novel The Summer Prince, which is set in an African-descended community in Brazil, but whose cover features the female protagonist in profile and from behind, making her racial identity far more ambiguous.

Though many believe that the answer is to stop putting figures on covers at all, Elliott feels that this is a copout. “We can’t surrender. We cannot give up that easily,” she said. “We have to put authentic images, accurate images on the cover.”

The panelists agreed that above all, education—at all levels—was key. Elliott, who currently teaches at the Center for Ethnic Studies at the Borough of Manhattan Community College, emphasized the need to offer training and workshops to writers and editors in order to establish cultural competence. For her, it’s vital that “people can look at a piece of literature and learn how to identify bias, how to identify distortions.”

Quintero also related an experience with the publishing industry that she said displays the pressing need not just for diversity but for awareness and cultural sensitivity. Quintero, who identifies as Afro-Latina, described having a Latina editor turn down one of her manuscripts. The rationale? Because the book’s protagonist was living in foster care instead of in a large extended family, her editor didn’t find her “Latina enough.”

Ultimately, literature is important to helping young people to be culturally sensitive and aware, Elliott stressed. “The way that the world is changing, they need to be able to demonstrate cultural competence,” she advised. “They need to understand their own cultural location but be able to communicate cross culturally with others, and books are an excellent way to do that.”

Celebrated author Benjamin Alire Sáenz swept the Youth Media Awards on Monday with Aristotle and Dante Discover the Secrets of the Universe (S & S, 2012). The young adult novel about two Mexican-American teen boys whose friendship deepens into romance in 1987 El Paso, Texas, won the Pura Belpré Author Medal, the Stonewall Medal, and a Michael L. Printz Honor. Yet Saénz is just one of the many talented writers of children’s literature with Latino characters and themes. Below is a compilation of tools for locating books and program ideas for not only Spanish-speaking patrons, but for all of those interested in reading more diverse titles. Please list any resources we might have missed in the comments section below.

Book Award Lists

The Pura Belpré Awards are presented to “a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.”

The Tomás Rivera Book Award, established in 1985 by the Texas State University College of Education, honors authors and illustrators who create literature that best depicts the Mexican-American experience.

The Américas Awards Book Award for Children’s and Young Adult Literature recognizes works of fiction, poetry, folklore, or non-fiction published in the previous year in English or Spanish in the United States that “authentically and engagingly portray Latin America, the Caribbean, or Latinos in the U.S.”

Websites

REFORMA is the American Library Association’s affiliate association dedicated to promoting library and information services to Latinos and the Spanish-speaking community.

Día de los niños/Día de los libros (Children’s Day/Book Day) is usually celebrated on April 30. Now approaching its 17^th year, it emphasizes the importance of reading and literacy for children of all backgrounds. The website contains reading guides (updated yearly) and resources for creating a “Día” program in your library.

SLJ’s “Libro por Libro” column is written by Tim Wadham, the director of the City of Puyallup Public Library in Washington State, and longtime advocate for awareness of Latino-themed kid lit.

¡Imagínense Libros! Founded by Dr. Jamie C. Naidoo, past chair of the Pura Belpré award, is designed to help librarians, educators, and parents choose high-quality books authentically representing Latino cultures.

¡Colorín Colorado! is a bilingual site for families and educators of English language learners.

CBC Diversity is a Children’s Book Council committee dedicated to “increasing the diversity of voices and experiences contributing to children’s and young adult literature.”

Mamiverse Books is the book division of the website for “Empowering Latina Moms and Families.” It publishes online reviews, author interviews, and timely articles on kid’s literature.

The Latin Baby Book Club was created for families looking for bilingual children’s literature that celebrates Latino culture.

La Bloga is written by Latino(a) authors, novelists, essayists and poets. It concentrates primarily on Hispanic literature of all kinds, and many times features children’s authors.

Publishers That Specialize in Latino-themed Kid Lit

North America:

Groundwood Books is a Canadian publisher of Canadian and American children’s fiction for all ages. Its Tigrillo imprint focuses on Latin American authors.

Lectorum, formerly an imprint of Scholastic, is an online book distributor that has launched a new Spanish-language website for consumers, offering thousands of adult and children’s Spanish-language titles.

Lee & Low Books is an independent children’s book publisher focusing on diversity. Imprints include Bebop Books (for the classroom), Arcoíris (Spanish-language), Children’s Book Press (bilingual), and Tu Books (fantasy, sci-fi, & mystery).

Piñata Books is the children’s imprint of Arte Público Press, the nation’s largest publisher of contemporary literature by U.S. Hispanics.

Cinco Puntos Press is a small, independent publishing company rooted in El Paso, Texas.

Latin America/Spain:

Alfaguara Infantil (Spain) publishes Latin American authors and translations of popular U.S. titles.

Ediciones Ekaré (Venezuela) offers bilingual and Spanish-language titles.

Editorial de la Universidad de Puerto Rico publishes primarily Puerto Rican authors.

Editorial Hotel Papel (Spain) has the Libros para crecer en igualdad series, among others.

Fondo de Cultura Económica (México) produces books for young readers by authors/illustrators from around the world.

Grupo Edebé (Spain) offers books for children and teens in Spanish.

Popular and Award-winning Latino Author/Illustrators
Alma Flor Ada (Dancing Home; Love, Amalia)
Malin Alegría (Estrella’s Quinceañera, “Bordertown” series)

Julia Alvarez (Before We Were Free; Return to Sender; “Tia Lola” series)

Rudolfo Anaya (Bless Me, Ultima)

Jorge Argueta (“Cooking Poem” series)
Monica Brown (Marisol McDonald Doesn’t Match; Waiting for the Biblioburro)

Viola Canales (The Tequila Worm)

Veronica Chambers (“Marisol & Magdalena” series; Celia Cruz, Queen of Salsa)

Judith Ortiz Cofer (The Meaning of Consuelo; Call Me, Maria)
Raul Cólon (Tómas and the Library Lady; My Name is Gabito)

David Díaz (Martín de Porres; Smoky Night)

Margarita Engle (The Surrender Tree; The Poet Slave of Cuba)

Caridad Ferrer (When Stars Go Blue; Adíos to My Old Life)

Oscar Hijuelos (Dark Dudes)

Guadalupe Garcia McCall (Under the Mesquite; Summer of the Mariposas)

Sonia Manzano (The Revolution of Evelyn Serrano)

Nicholasa Mohr (Nilda; El Bronx Remembered)
Pat Mora (“Día del libro” founder; Doña Flor)

Yuyi Morales (Little Night; Los Gatos Black on Halloween)

Pam Muñoz Ryan (Esperanza Rising; The Dreamer)

Nancy Osa (Cuba 15)

Gary Soto (“Chato” picture book series; Baseball in April)

Matt de la Peña (Ball Don’t Lie; Mexican Whiteboy)

Ashley Hope Perez (What Can’t Wait; The Knife and the Butterfly)

Benjamin Alire Sáenz (Aristotle & Dante; Sammy and Juliana in Hollywood)
René Saldaña Jr. (The Jumping Tree; “Mickey Rangel” mysteries)

Eric Velasquez (Grandma’s Gift, The Skirt)

Professional Development

Serving Latino Communities: A How-to-do-it Manual for Librarians. Carmila Alire & Jacqueline Ayala. 2^nd ed. Neal Schuman.

Serving Latino Teens. Salvador Avila. (Libraries Unlimited).

El Día de Los Niños/El Día de Los Libros: Building Culture of Literacy in Your Community Through Día. Jeanette Larson. ALA.

Celebrating Cuentos: Promoting Latino Children’s Literature and Literacy in Classrooms and Libraries. Jaime Naidoo, ed. Libraries Unlimited.

Early Literacy Programming en Español: Mother Goose on the Loose Programs for Bilingual Learners. Betsy Diamant-Cohen. Neal Schuman.

National Latinos Children’s Literature Conference

America can be described in one word: diverse. The nation’s history, though short as far as other national histories go, is complex. From its conception as a refuge for religious dissidents to its 21st-century manifestation as a major world power, America has undergone breath-taking changes. Collectively, this season’s series chronicle the heterogeneous character of America. Some sets approach our history with an eye for important people; others illumine events, including the Salem Witch Trials of the 1690s on up through the Civil Rights Movement of the 1960s, and/or examine specific topics in great detail. And, finally, some approach history by honing in on governance, civic involvement, and geography. With titles for students of all ages, these series explore America’s rich and storied development.

Preschool-Grade 4

ANDERSON, Joanna. The Many People of America. illus. ISBN 978-1-4488-8591-6; ISBN 978-1-4488-8592-3. LC 2012014001.
CHARLESTON, Janice. Our Country’s Holidays. reprods. ISBN 978-1-4488-8587-9; ISBN 978-1-4488-8588-6. LC 2012010989.
MCGRAW, Earl. Electing Our Leaders. chart. ISBN 978-1-4488-8583-1; ISBN 978-1-4488-8584-8. LC 2012012059.
PICKMAN, Richard. Let’s Volunteer. chart. ISBN 978-1-4488-8589-3; ISBN 978-1-4488-8590-9. LC 2012012056.
RIPLEY, Ellen. What Are Rules and Laws? diag. ISBN 978-1-4488-8585-5; ISBN 978-1-4488-8586-2. LC 2012013258.
WESOLOWSKI, Harriet. The Songs We Sing: Honoring Our Country. chart. map. reprods. ISBN 978-1-4488-8581-7; ISBN 978-1-4488-8582-4. LC 2012009646.
ea vol: 24p. (I’m an American Citizen Series). photos. glossary. index. CIP. Rosen/PowerKids Pr. 2012. PLB $22.60; ebook $22.60.
K-Gr 2–This series provides basic information about citizenship. One third of each page consists of a few simple sentences; the rest is covered by a large color photograph, map, chart, or illustration that complements the text. Most photos are of people and reflect a diversity of skin colors. With the exception of Songs, the information is accessible without being watered down to the point of uselessness. For example, Leaders states, “Voting is one way to be a good American….One rule is that you have to be 18 years old.” Songs is the weakest in the series; it relies on generalities, such as “Everybody in America is different, but we are all Americans. This makes us feel happy.” The titles are not detailed enough for reports. Nonetheless, when used as part of a larger curriculum, they are excellent starting points.

COOKE, Tim, ed. Causes of the War: 1800-1861. map. ISBN 978-1-59920-813-8. LC 2012001162.
–––– . The Confederacy Advances: 1861-1862. maps. ISBN 978-1-59920-814-5. LC 2012001163.
–––– . Home Front: 1861-1865. ISBN 978-1-59920-817-6. LC 2012001307.
–––– . Politics of the War: 1861-1865. maps. ISBN 978-1-59920-818-3. LC 2012001309.
–––– . Triumph of the Union: 1864-1865. maps. ISBN 978-1-59920-816-9. LC 2012001173.
–––– . The Turning Point: 1863. maps. ISBN 978-1-59920-815-2. LC 2012001168.
ea vol: 48p. (Civil War Highlights Series). photos. reprods. chron. further reading. glossary. index. websites. CIP. Smart Apple Media. 2012. PLB $35.65.
Gr 4-6–Designed for students new to the subject, these titles describe the political and social background of the Civil War. In the process, military strategies and key persons are discussed. A time line runs along the bottom of all of the books, listing not only events of the Civil War but also major events in the world at large. Each title concludes with a “Need to Know” section that reinforces the book’s themes by listing important terms, personalities, and strategies, including information about life on the home front. In addition, a “Test Yourself” page encourages reader ownership of the book’s content by posing study questions, such as “How did General McClellan gain an advantage at Sharpsburg?” and “What Amendment to the U.S. Constitution finally ended slavery?” Each title is profusely and colorfully illustrated with photographs, reproductions, and ephemera. Each image corroborates the accompanying text. These books are first-rate introductions.

DAVIS, Graeme. The Weapons and Gear of the Revolutionary War. map. photos. ISBN 978-1-4296-8588-7; ISBN 978-1-4296-9288-5. LC 2012001121.
FOREST, Christopher. The Biggest Battles of the Revolutionary War. maps. ISBN 978-1-4296-8429-3; ISBN 978-1-4296-9282-3. LC 2011048847.
–––– . The Rebellious Colonists and the Causes of the American Revolution. maps. chron. ISBN 978-1-4296-8428-6; ISBN 978-1-4296-9290-8. LC 2011046679.
HALL, Brianna. Great Women of the American Revolution. chart. map. chron. ISBN 978-1-4296-8451-4; ISBN 978-1-4296-9284-7. LC 2012010867.
OTFINOSKI, Steven. The U.S. Constitution, Bill of Rights, and a New Nation. chart. map. chron. ISBN 978-1-4296-8589-4; ISBN 978-1-4296-9292-2. LC 2012011885.
SCARBROUGH, Mary Hertz. Heroes of the American Revolution. chron. ISBN 978-1-4296-8590-0; ISBN 978-1-4296-9286-1. LC 2011048657.
ea vol: 32p. (Fact Finders: The Story of the American Revolution Series). reprods. further reading. glossary. index. websites. CIP. Capstone. 2012. PLB $26.65; pap. $7.95.
Gr 3-5–From the early tensions wrought by the French and Indian War to the decisive days of the Constitutional Convention, these introductions delineate the Revolutionary War in a way that is compelling and informative. The sentence structure is short, direct, and engaging, e.g., “Spies used both words and weapons to fight during the war.” Colorful and captioned reproductions and photos, maps, time lines, charts, sidebars, and “Fast Fact” text boxes enhance the texts. Challenging words are defined twice, first in a shaded box on the spread on which the word appears and then again in the glossary. Colonists and Constitution provide background material, while the other volumes deliver topic-specific information. Women is the female counterpart to Heroes; Nancy Morgan Hart is the only person who is in both. Sources are not cited, though each title was written under the consultation of experts in the field.

FRIESEN, Helen Lepp. Uncle Sam. reprods. ISBN 978-1-61913-081-4. LC 2012940130.
GOLDSWORTHY, Kaite. Bald Eagle. reprods. ISBN 978-1-61913-077-7. LC 2012940126.
–––– . Mount Rushmore. ISBN 978-1-61913-079-1. LC 2012940127.
GOLDSWORTHY, Steve. Alamo. reprods. ISBN 978-1-61913-080-7. LC 2012940120.
–––– . Statue of Liberty. reprods. ISBN 978-1-61913-076-0. LC 2012940128.
KOPP, Megan. Liberty Bell. reprods. ISBN 978-1-61913-078-4. LC 2012940071.
ea vol: 24p. (American Icons Series). photos. websites. Weigl. 2012. PLB $27.13.
K-Gr 2–Similar to some of the “True Book: American History” titles (Children’s Press), these titles briefly describe American symbols. Each spread contains two to four short declarative sentences and one complementary clear photograph or reproduction. A spread of related supplemental facts and a chart pinpointing sight words and content words are appended to each title. Also with each volume, the publisher includes instructions on how readers or supervising adults can access via a website a host of extra freebies including audio readings, video excerpts, useful links, quizzes, and “much, much more!” The on-line components are mediocre, with the short videos being the strongest elements. However, the books themselves are well-done.

JEFFREY, Gary. The Little Rock Nine and the Fight for Equal Education. illus. by Nana Li. ISBN 978-1-4339-7483-0; ISBN 978-1-4339-7486-1. LC 2011045583.
–––– . Malcolm X and the Fight for African American Unity. illus. by Emanuele Boccanfuso. ISBN 978-1-4339-7487-8; ISBN 978-1-4339-7490-8. LC 2012000227.
–––– . Martin Luther King Jr. and the March on Washington. illus. by Nick Spender. ISBN 978-1-4339-7491-5; ISBN 978-1-4339-7494-6. LC 2011050608.
–––– . Medgar Evers and the NAACP. illus. by Nick Spender. ISBN 978-1-4339-7495-3; ISBN 978-1-4339-7498-4. LC 2011045581.
–––– . Rosa Parks and the Montgomery Bus Boycott. illus. by Nick Spender. ISBN 978-1-4339-7499-1; ISBN 978-1-4339-7502-8. LC 2011050607.
–––– . Thurgood Marshall: The Supreme Court Rules on “Separate but Equal”. illus. by John Aggs. ISBN 978-1-4339-7503-5; ISBN 978-1-4339-7506-6. LC 2011045579.
ea vol: 24p. (A Graphic History of the Civil Rights Movement Series). photos. glossary. index. CIP. Gareth Stevens. 2012. PLB $23.95; ebook $23.95.
Gr 3-5–Focusing on action and drama, these titles highlight the lives of Civil Rights heroes. The author makes effective use of the graphic-novel format. At times, the illustrations are realistic enough to border on photo-realism. Each volume begins and ends with pages of narrative information and photos. The texts of the comic-style sections are easy to follow. Dialogue appears in white speech bubbles, while explanations and background information are presented in gray boxes. Shifting visual perspectives add interest. One vantage point is looking over Lincoln’s massive stone shoulder while Martin Luther King, Jr. addresses a crowd from the steps of the Lincoln Memorial. Another panel shows the contemplative face of Rosa Parks looking out a bus window, street signs reflecting on the glass. Unfortunately, sources are not cited. Still, these titles offer an exciting look at important history in an appealing format.

MURRAY, Julie. Illinois. ISBN 978-1-61783-351-9; ISBN 978-1-61480-013-2. LC 2012004278.
–––– . Maine. ISBN 978-1-61783-357-1; ISBN 978-1-61480-019-4. LC 2012005983.
–––– . Maryland. ISBN 978-1-61783-358-8; ISBN 978-1-61480-020-0. LC 2012005984.
–––– . Minnesota. ISBN 978-1-61783-361-8; ISBN 978-1-61480-023-1. LC 2012007060.
TIECK, Sarah. Alaska. ISBN 978-1-61783-340-3; ISBN 978-1-61480-002-6. LC 2012000752.
–––– . California. ISBN 978-1-61783-343-4; ISBN 978-1-61480-191-7. LC 2012000755.
–––– . Colorado. ISBN 978-1-61783-344-1; ISBN 978-1-61480-006-4. LC 2012000754.
–––– . Florida. ISBN 978-1-61783-347-2; ISBN 978-1-61480-195-5. LC 2012003046.
–––– . Hawaii. ISBN 978-1-61783-349-6; ISBN 978-1-61480-011-8. LC 2012003048.
ea vol: 32p. (Explore the United States Series). maps. photos. reprods. chron. glossary. index. websites. CIP. ABDO/Buddy Bks. 2012. PLB $28.50; ebook $28.50.
Gr 1-3–Similar in scope to “Our Amazing States” (Rosen/PowerKids Pr), each title is a veritable Chamber of Commerce. In a few short paragraphs per spread, the highlights of each state (geographical location, population, primary industries, landmarks, and early history) are described. A “Hometown Heroes” section focuses on famous people. A mix of modern-day and historical figures connects the past to the present. For example, Francis Scott Key and Michael Phelps are the notables from Maryland. A “Tour Book” spread suggests fun places to visit. A “Fast Facts” section includes date of statehood and other information. Clear color photos and reproductions flanked by stars-and-stripes borders are eye-catching. Simple, straightforward tables of contents and indexes are ideal for students just learning research skills. The content is well organized and the uncluttered layout and ample white space make the large-font text pop.

Grades 5 & Up

BJORNLUND, Lydia. The Civil Rights Movement. ISBN 978-1-60152-478-2. LC 2012011560.
MARCOVITZ, Hal. The Roaring Twenties. ISBN 978-1-60152-248-1. LC 2011045415.
ROBSON, David. Colonial America. chart. ISBN 978-1-60152-246-7. LC 2011041358.
STEWART, Gail B. The Salem Witch Trials. ISBN 978-1-60152-282-5. LC 2011047778.
YANCEY, Diane. The Abolition of Slavery. ISBN 978-1-60152-476-8. LC 2012005992.
ea vol: 96p. (Understanding American History Series). maps. photos. reprods. chron. further reading. index. notes. websites. CIP. ReferencePoint. 2012. PLB $27.95.
Gr 7-9–This companion set to the publisher’s “Understanding World History” series describes eras in American history with impartiality and candor. America is presented as a place of contradictions: a land with religious freedom and oppression, a restrictive lifestyle and cultural vitality, etc. An illustrated time line at the beginning of each title is followed by coverage of characteristics of the time periods and their precursors, major events and people, and the ensuing legacy. Concisely written and well organized, these volumes feature photographs and reproductions that are few but colorful and integrated effectively. For the most part, illustrations depict history as it is happening: a vibrant image of Paul Revere’s midnight ride; a prohibitionist emptying a barrel of beer into the street; and a stark black-and-white photograph of two black men, the victims of a lynch mob, shown hanging from a tree.

BURGAN, Michael. The Split History of the American Revolution. ISBN 978-0-7565-4570-3; ISBN 978-0-7565-4592-5. LC 2012004681.
FITZGERALD, Stephanie. The Split History of the Civil War. photos. ISBN 978-0-7565-4572-7; ISBN 978-0-7565-4594-9. LC 2012004680.
MUSOLF, Nell. The Split History of Westward Expansion in the United States. photos. ISBN 978-0-7565-4571-0; ISBN 978-0-7565-4596-3. LC 2012004747.
ROSE, Simon. The Split History of World War II. photos. ISBN 978-0-7565-4569-7; ISBN 978-0-7565-4598-7. LC 2012004745.
ea vol: 64p. (Perspectives Flip Books Series). maps. reprods. bibliog. chron. further reading. glossary. index. notes. websites. CIP. Compass Point. 2012. PLB $33.32; pap. $8.95.
Gr 4-6–Each title in this engaging series is actually two books in one, right down to having two front covers and two indexes. One half of each volume describes events, people, and ideologies that represent one side’s view of a major historical event or period. The other half recounts the opposing side’s position. Using concise, well-researched content, this approach engages critical-thinking skills by encouraging students to look at issues from a variety of perspectives. For example, in Expansion the “Settlers’ Perspective” is that “they would be settling the land and improving it both for themselves and future generations.” In contrast, the “American Indian Perspective” is that “They felt cheated by the U.S. government and angry over how they were treated.” Archival photographs and reproductions, in both color and black and white, effectively illustrate the texts, and sidebars offer profiles of important figures and other relevant information. The simple layout helps keep the flip concept from being fussy or confusing.

CAMPBELL, Ballard C. American Wars. 418p. reprods. ISBN 978-0-8160-7727-4; ISBN 978-1-4381-3879-4. LC 2011017577.
FORRET, Jeff. Slavery in the United States. 445p. reprods. ISBN 978-0-8160-8115-8; ISBN 978-1-4381-3837-4. LC 2011009090.
LUNA, Marcos. The Environment Since 1945. 493p. ISBN 978-0-8160-7884-4; ISBN 978-1-4381-3811-4. LC 2011007697.
ea vol: (Issues & Controversies in American History Series). maps. photos. bibliog. chron. index. websites. CIP. Facts On File. 2012. PLB $55; ebook $55.
Gr 9 Up–Broad in scope and deep in detail, this thoroughly researched series provides scholarly insight into three contentious subjects in U.S. history: slavery, the environment, and wars. Ten to 12 chapters in each title divide the topics into interesting and digestible subtopics. For example, divisions in Slavery include slavery as it related to the American Revolution, the Constitution, taxation, and westward expansion. In addition, each chapter presents arguments relevant to an opening question (e.g., “Should the Environmental Protection Agency have banned DDT?” and “Did Russia start the Cold War?”). Background information, maps, and chronologies provide context, and what-if scenarios and discussion questions encourage critical thinking. The scholarly writing and high level of detail might be more than what most high school students need. Occasional photos and reproductions are a nice touch, but do little to support or enhance the texts.

DAVIDSON, Tish. African Americans in Business. ISBN 978-1-4222-2377-2; ISBN 978-1-4222-9283-9. LC 2011051941.
–––– . African-American Scientists and Inventors. ISBN 978-1-4222-2375-8; ISBN 978-1-4222-9281-5. LC 2011051942.
ELLIS, Carol. African-American Activists. ISBN 978-1-4222-2371-0; ISBN 978-1-4222-9277-8. LC 2011051944.
MASSIE, Elizabeth. African-American Educators. ISBN 978-1-4222-2373-4; ISBN 978-1-4222-9279-2. LC 2011051943.
ea vol: 64p. (Major Black Contributions from Emancipation to Civil Rights Series). photos. reprods. chron. further reading. glossary. index. notes. websites. CIP. Mason Crest. 2012. PLB $22.95; ebook $28.95.
Gr 3-5–Sketches ranging from a few sentences to a few paragraphs showcase widely known African Americans, such as George Washington Carver, as well as lesser-known achievers, such as computer scientist Paul Williams. With a few exceptions, chapter and subject headings focus on accomplishments rather than people: “The New World of Computers,” “Making Integration Work,” etc. From book to book, the time span varies, and in many cases, the time line at the end of each title does not coincide with the content. For example, coverage in Activists ends in 2009, but the chronology ends in 1988. The uneven chronologies aside, these accounts are engaging and informative. “Did You Know?” text boxes and colorful photographs and fonts add appeal.

DEPIETRO, Frank. Latino American Cuisine. illus. ISBN 978-1-4222-2320-8; ISBN 978-1-4222-9324-9. LC 2011004338.
–––– . Latino Arts in the United States. charts. illus. ISBN 978-1-4222-2324-6; ISBN 978-1-4222-9328-7. LC 2010052161.
–––– . Spain Arrives in the Americas. charts. maps. ISBN 978-1-4222-2330-7; ISBN 978-1-4222-9334-8. LC 2010052160.
PALMER, Bill. Latino Folklore and Culture. charts. ISBN 978-1-4222-2325-3; ISBN 978-1-4222-9329-4. LC 2010051961.
–––– . Trailblazing Latino Americans. illus. ISBN 978-1-4222-2331-4; ISBN 978-1-4222-9335-5. LC 2011004337.
ea vol: 64p. (Hispanic Americans: Major Minority Series). photos. reprods. chron. further reading. index. websites. CIP. Mason Crest. 2012. PLB $22.95; ebook $28.95.
Gr 3-5–The purpose of this series is to celebrate the history and culture of Latino American and Hispanic American peoples. While promising in concept, the execution falls flat. There are a number of problems. First, generalities are abundant. For example, Folklore states, “Families in all cultures love their children, but Latinos do so especially.” Second, the texts are riddled with unsubstantiated statements: (“Salsa is even more popular than ketchup.”). Third, grammar is higgledy-piggledy. “Very” and “a lot” are used indiscriminately, as are exclamation points. Contractions and incomplete sentences are commonplace (“So does Incan attention to tiny details.”). The volumes can also be redundant. For example, in Spain, Moctezuma is described as “worried,” “nervous,” “troubled,” and “unhappy” all within three pages of text. Sandy Donovan’s The Hispanic American Experience (21st Century, 2010) is a stronger choice.

DOEDEN, Matt. American Latin Music: Rumba Rhythms, Bossa Nova, and the Salsa Sound. ISBN 978-0-7613-4505-3; ISBN 978-1-4677-0147-1. LC 2012002074.
FARSETH, Erik. American Rock: Guitar Heroes, Punks, and Metalheads. ISBN 978-0-7613-4503-9; ISBN 978-1-4677-0150-1. LC 20110453638.
KAPLAN, Arie. American Pop: Hit Makers, Superstars, and Dance Revolutionaries. ISBN 978-0-7613-4504-6; ISBN 978-1-4677-0148-8. LC 2011046501.
MENDELSON, Aaron. American R & B: Gospel Grooves, Funky Drummers, and Soul Power. ISBN 978-0-7613-4501-5; ISBN 978-1-4677-0151-8. LC 2011045636.
SACHS, Lloyd. American Country: Bluegrass, Honky-Tonk, and Crossover Sounds. ISBN 978-0-7613-4502-2; ISBN 978-1-4677-0146-4. LC 2011048799.
SACKS, Nathan. American Hip-Hop: Rappers, DJs, and Hard Beats. ISBN 978-0-7613-4500-8; ISBN 978-1-4677-0149-5. LC 2011045580.
ea vol: 64p. (American Music Milestones Series). photos. bibliog. chron. further reading. glossary. index. notes. discography. websites. CIP. 21st Century Bks. Nov. 2012. PLB $30.60; ebook $22.95.
Gr 6 Up–From bluegrass to blue-eyed soul and bubblegum pop to hip-hop, readers discover the exciting evolution of music in America. Origins, influences, controversies, and artists are presented in a writing style that is engaging and accessible. Revealing quotes by artists are highlighted. Musical terms such as “melisma,” “grunge,” and “punk” are worked in seamlessly and defined in the texts as well as in the glossaries. “Must Download” playlists (which include songs that span styles and decades) appear throughout each title, encouraging readers to listen to the best music in each genre. Every title is packed with color and black-and-white photographs, snazzy fonts, and vivid sidebars. The indexes are not thorough (e.g., Pearl Jam has its own page, but the band is not in the index), but the books are short and well organized enough that this, most likely, is not a problem. This informative set will be useful for reports and of high interest to reluctant readers.

GAGNE, Tammy. A Kid’s Guide to the Voting Process. chart. diag. map. ISBN 978-1-61228-260-2; ISBN 978-1-61228-336-4. LC 2012007538.
LEAVITT, Amie Jane. A History of the Republican Party. chart. map. ISBN 978-1-61228-261-9; ISBN 978-1-61228-338-8. LC 2012007536.
ORR, Tamra. A History of Voting Rights. maps. ISBN 978-1-61228-262-6; ISBN 978-1-61228-339-5. LC 2012007540.
ROBERTS, Russell. A History of the Democratic Party. charts. maps. ISBN 978-1-61228-259-6; ISBN 978-1-61228-337-1. LC 2012007534.
ea vol: 48p. (Vote America Series). photos. reprods. chron. further reading. glossary. index. notes. websites. CIP. Mitchell Lane. 2012. PLB $29.95; ebook $29.95.
Gr 3-5–The highs and lows of American politics, past and present, are streamlined and made accessible to young readers in these titles. Each one is organized chronologically, making it clear that politics in America is not only lively and changeable but full of historical significance. Process focuses on modern-day voter qualifications, how the Electoral College works, term limits for various offices, and youth involvement in politics. Rights explores early definitions of the word “voter” and how those interpretations shaped political involvement for blacks and women. Republican and Democratic trace the evolution of party politics and include election platforms through the years. Color photos, maps, reproductions, and charts complement the concise, well-written texts. Dynamic, informative introductions.

LACLAIR, Teresa. The Northern Colonies: Freedom to Worship (1600-1770). maps. ISBN 978-1-4222-2397-0; ISBN 978-1-4222-9307-2.
–––– . The Southern Colonies: The Search for Wealth (1600-1770). maps. ISBN 978-1-4222-2398-7; ISBN 978-1-4222-9308-9.
QUINBY, Michelle. Wars at Home: America Forms an Identity (1812-1820). maps. ISBN 978-1-4222-2401-4; ISBN 978-1-4222-9311-9.
SHARP, Constance. America Is Born (1770-1800). ISBN 978-1-4222-2399-4; ISBN 978-1-4222-9307-2.
–––– . Thomas Jefferson and the Growing United States (1800-1811). maps. ISBN 978-1-4222-2400-7; ISBN 978-1-4222-9310-2.
ea vol: 48p. (How America Became America Series). photos. reprods. chron. further reading. index. websites. Mason Crest. 2012. PLB $19.95; ebook $24.95.
Gr 4-6–This series connects the dots between the wobbly-kneed pre-Revolutionary colonies and the robust world power that America is today. The authors emphasize that much of American history was determined by land: who owned it and explored or invaded it and how it was used. Though there are no source notes, their case is convincing. The series describes the political and social circumstances that led to each of America’s acquisitions of land. For example, Thomas Jefferson, not wanting France to settle in Louisiana lest Napoleon try to commandeer the American colonies, worked to acquire the territory instead. Text boxes contribute additional facts and ask readers to ponder questions such as “Who Owned America?” Though many are very blurry, the selection of archival paintings, photos, and maps are well-curated. Photos from period reenactments add a sense of immediacy.

Most of these series have a place in classrooms, schools, and/or public libraries. For the youngest students, consider PowerKids’s “I’m an American Citizen,” Weigl’s “American Icons,” and ABDO’s “Explore the United States.” For students who are ready for more substance and analyses, Capstone’s “Fact Finders: The Story of the American Revolution,” Compass Point’s “Perspective Flip Books,” Mitchell Lane’s “Vote America,” Smart Apple Media’s “Civil War Highlights,” and Mason Crest’s “Major Black Contributions from Emancipation to Civil Rights” would be helpful purchases. Gareth Stevens’s “A Graphic History of the Civil Rights Movement” describes important events in a format that is accessible and attractive. A few series are tailored for middle school students and older. Twenty-First Century’s “American Music Milestones” is substantive and has broad appeal. ReferencePoint’s “Understanding American History” is compelling, informative, and at times dramatic. Mason Crest’s “How America Became America” is a strong survey.

Diversity in Literature

Writers of color: The New Visions Award has been announced by Tu Books, the fantasy, science fiction, and mystery imprint of Lee & Low Books. It will be given for “a middle grade or young adult fantasy, science fiction, or mystery novel by a writer of color.” The winner will get $1000 and a publication contract; an honor award winner will get $500. Children of color should be able to identify with and relate to the novel. Authors submitting a novel must include a synopsis of the story and the first three chapters (don’t send the entire manuscript) by October 30.

The manuscripts will be judged by editors of Tu Books and Lee & Low books. The finalists will be announced and full manuscripts requested no later than January 15, 2013, and the winners will be announced by March 31, 2013. Make sure to check out eligibility requirements and rules for submissions.

“I’m hopeful that this wonderful new award will allow all kinds of young readers to cheer not just for fair-skinned Narnians, tweedy detectives and uniformed wizards with English accents, and the grey-eyed heroes of Middle Earth and Panem, but also for newly-imagined swarthier heroes with African hair, Asian eyes, or Latina accents,” said award-winning author Mitali Perkins.

Literacy Initiative

Promote literacy: More than $4.8 million was raised for Reading Is Fundamental (RIF) during five-week Macy’s Be Book Smart campaign. As a result, RIF will distribute more than 1.6 million books to children in need. During the campaign, Macy’s customers were urged to donate $3 to help provide books for kids in their communities. Customers that donated were given $10 off a $50 purchase at the department store. During the campaign, there were in-store appearances by NFL players reading their favorite children’s books in Boston, Denver, Scottsdale, San Francisco, and Washington, DC. In the past eight years, Macys has raised $28.5 million for RIF, the nation’s largest children’s literacy nonprofit organization. RIF has given 400 million books to disadvantaged children since 1966.