Across the country GOP legislators parent groups and school boards are banning books and attempting to take away the power of children’s literature. The resistance comes in the form of book bans and Critical Race Theory legislation. Taking away diverse books or banning the conversations that accompany such books from happening prevents books from being windows mirrors or sliding glass doors for students.

Using critical multicultural analysis and a justice-oriented approach to teaching history this study analyzes the portrayal of George Washington in children’s biographies.

As the fifth piece of our year-long inquiry asks “What does it mean to prepare students for civic engagement?” Vivian Vasquez Carolyn Clarke and Barbara Comber speak to the importance of developing learning experiences that center our students’ experiences questions and tensions when helping them develop critical literacies.

The 2023 Notable Children’s Books in the Language Arts are of enduring quality inviting readers to deeply engage with language in expansive and varied ways.

Although most Americans know about haiku another East Asian form of poetry is less widely shared in American classrooms: Korea’s sijo. Sijo poems are longer than haiku (with 44-46 syllables) and by incorporating sijo into the curriculum teachers can expose students to a new form of poetry and expand their knowledge of East Asian culture. This article provides teachers with the tools and resources needed to teach sijo.

Teaching within a Vietnamese Two-Way Dual Language Program the author draws upon her Asian-American background as a reader and writer to inform her pedagogy emphasizing the promotion of students’ identities as readers writers and individuals.

As states across the US begin to mandate the teaching of Asian American histories the authors offer guidance for teaching this content alongside children’s literature.

Preservice and practicing teachers analyzed and then designed innovative graphic narratives to understand and model the format for curricular inclusion in young adolescents’ learning.

During the COVID-19 pandemic Latina adolescent girls found community through writing art and storytelling in the Somos Escritoras online writing workshop.

In the context of LGBTQIA+ curriculum violence imposed on schools by policymakers this perspectives article invites educators to queer literacies rather than censoring them.

This open letter encourages educators to engage in disability history and honor disability identity to resist ableism and support inclusion in literacy spaces.

Providing student-facing templates this article offers protocols for teachers to engage students with their Individualized Education Program goals during literacy lessons.

Drawing on current literature and empirical examples this three-part conceptual framework provides pedagogical guidance for literacy educators supporting students with significant support needs.

This column describes a three-pronged approach to incorporating into a classroom a book that represents some aspect(s) of diversity.

As the second piece of our year-long inquiry asking “What does it mean to prepare students for civic engagement?” Tim O’Keefe shares how his second-and third-grade students learn to observe the world more closely and ask critical questions about those things that appear to lack adequate explanation or justice.