Building and Representing Diversity in Your Classroom Library!

As a future educator who loves picture books, I strongly believe that having literature in the classroom that represents all students is vital. In Roxanna Harde’s article Putting First Nation Texts at the Center, she writes, “Think of it this way: when a story is written about a white child, the child is seen as an individual, so the Native child as individuated subject became the basis of my criteria for the collection.” She emphasizes the importance of viewing Indigenous children as protagonists and individuals, not merely as stereotyped side characters. I believe this applies to all cultures as children need to see themselves reflected in the literature.

Additionally, this connects to Rudine Sims Bishop’s “mirrors, windows, and sliding glass doors” analogy. Bishop further emphasizes how critical it is for children to see themselves in literature (mirrors), as well as for children to encounter characters who are different from them so they can better understand that the world is diverse, full of color, and not solely defined by a superiority complex (windows). Moreover, it is crucial for children to be introduced to content that allows them the opportunity to step into someone else’s shoes and experience realities beyond their own (sliding glass doors).

It’s currently February, which means it’s Black History Month! This is the perfect time to explore some storybooks that I personally love, which focus on supporting and building diverse representation in your classroom library. These books can play a significant role in helping students see themselves in the stories they read, while also learning about experiences and cultures beyond their own. Let’s dive into some of these incredible titles!

Garden of Lost Socks by Esi Edugyan 

Akosua is often told that she’s too nosy and tends to get into trouble, but she believes that she can find anything! One day, she meets a boy named Max, who is missing a sock. Together, they set off on an adventure to find it and soon discover the magical Garden of Lost Socks.

-Themes: curiosity, teamwork, solving mysteries. 

-Ages: 4-7

-Black representation (Canadian)

I Am Enough by Grace Byers 

“And in the end, we are right here, to live a life of love, not fear… to help each other when it’s tough, to say together: I am enough.” 

I Am Enough encourages young readers to recognize their worth, no matter the challenges they face or how different they may feel. Through poetic language and empowering messages, the story promotes self-acceptance, resilience, and the importance of kindness. It helps children understand that they are enough just as they are.

-Themes: respecting others, kindness, self-love.

-Black representation 

-Ages: 4-8

Milo Imagines the World by Matt de la Peña

Milo is a boy who imagines the lives of strangers on the subway ride but he soon learns that appearances can be deceiving. 

-Themes: empathy, imagination, and seeing beyond external appearances. 

-Black representation

-Ages: 4-8

The Sharing Circle by Theresa “Corky” Larsen-Jonasson 

When two red foxes have an argument that divides their community, a wise and gentle buffalo seeks the help of an elder to organize a sharing circle for all the animals.

-Themes: listening, empathy, and cooperation.

-Indigenous representation (Canadian) 

-Ages: 4-8 

Trudy’s Healing Stone by Trudy Spiller 

A young girl named Trudy discovers a special healing stone. This stone helps her understand the importance of healing both physically and emotionally.

-Themes: resilience, self-care, and compassion. 

-Indigenous representation (Canadian)

-Ages: 4-6 (the story is very short in length making it great for kindergarten)