Publication Date

2-25-2025

Document Type

Article

Publication Title

Reading Teacher

Volume

78

Issue

5

DOI

10.1002/trtr.70000

First Page

348

Last Page

351

Abstract

The study is dedicated to advancing literacy for all children by spotlighting literature that reflects diverse global perspectives and amplifies marginalized voices. By showcasing culturally rich books in fiction and nonfiction, the column aims to create an inclusive reading environment that empowers children and educators alike to explore the vast tapestry of human experiences. This initiative underscores the critical role of culturally reflective literature in fostering understanding, empathy, and connection in classrooms and communities.

Keywords

1-early childhood, 2-childhood, 3-early adolescence, children’s literature

Comments

This is the peer reviewed version of the following article: Gardner, R.P. and Briceño, A. (2025), The Reading Teacher’s Children’s Literature Review Column. Read Teach, 78: 348-351. https://doi.org/10.1002/trtr.70000, which has been published in final form at https://doi.org/10.1002/trtr.70000. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.

Department

Teacher Education

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