By Angeline P. Hoffman, White Mountain Apache Tribe
Worlds of Words’s current exhibit, “Code Making and Perspective Taking,” features stories of Native American code talkers, with art reflections from Tucson High Magnet School art students and fifth graders at Van Buskirk Elementary School. This week, with Veteran’s Day on Friday, November 11, I present a list of children’s and Native American literature that focuses on Native American veterans and their contribution to war efforts.
By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District
Throughout this past month we have looked at trends in transnational Asian children’s books. Further, we have discussed new transnational authors that expand cross-cultural peer relations in books and give voice to stories beyond traditional folklore. To wrap up the month of October, we present contemporary Korean and Japanese authors with books released in the U.S. These lists include authors that we have mentioned this month and some that we have not. Each name links to the author’s website, where you can find their books, the authors’ cultural backgrounds and other connections.
Katrina Goldsaito, left, is a new Japanese-American author who lived and wrote in Japan. Linda Sue Park, right, is the first Korean-American author to win the Newbery Award.
By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District
This week, we discuss new patterns in portraying additional U.S. Asian groups in books by new transnational authors. Like books about Korean and Japanese people and cultures, we observed new themes and perspectives that differ from previous Asian-American books in the ’90s and 2000s. We wondered how such new insights and experiences came to be available for young readers. One big change we’ve observed is the growth of new career authors and illustrators who have different stories to tell compared to previous decades’ stories.
By Junko Sakoi, Tucson Unified School District,
and Yoo Kyung Sung, University of New Mexico
This week we discuss newly published children’s literature in the U.S. about Japanese and Japanese-American people in global contexts. Three patterns emerge when we consider the new trends in transnational Japanese children’s books: 1) little-known historical events between Japan and the U.S., 2) transnational children’s and teen’s journeys across time and space, and 3) children’s experiences in universal and cultural contexts.
By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District
Most of the stories of Korean-Americans and Korean immigrants are products of the ’90s and 2000s. Ae-Kyung’s Dream (1988) by Min Paek is the only picture book of a Korean immigrant child’s story published in the 1980s. Picture books and chapter books of U.S. Korean groups present different experiences and stories of immigration and integration. The majority of transnational Korean children’s books are either exploring new immigration experiences or following Korean-American children’s journeys of developing their bicultural identities (Sung, 2009).
By Yoo Kyung Sung, University of New Mexico,
and Junko Sakoi, Tucson Unified School District
A couple of weeks ago, I (Yoo Kyung) celebrated a student’s cross-departmental achievement. At the dinner in honor of this achievement, the strawberry ice cream prompted those at my table to share their “favorite” things. With my reputation as a teacher of children’s literature courses at a local university, my table-mates asked what my five favorite children’s books were. Then someone asked me, “Do you think children’s books in this country are getting better or worse?”
By Janelle Mathis, University of North Texas
Our final topic for September, “change over time,” may seem like a natural occurrence and not necessarily an issue of concern. However, we know it all depends on the change and how it is perceived by different individuals. As a global issue, change over time can involve people, places, environmental issues, and cultural perspectives, to mention a few.
By Janelle Mathis, University of North Texas
While contemplating contemporary issues that cross global communities reflected in children’s literature, I recently found a title of interest in the 2016 Outstanding International Book list of USBBY. This list crosses all levels of readers, young children to young adult, and includes books from a diversity of countries.
By Janelle Mathis, University of North Texas
We continue last week’s introduction on sharing children’s literature by focusing on picture books. The notion of a picture book for many is that of “cute” books for young readers. However, images and text in picture books nurture creative and critical thinking. Each new class of preservice teachers I instruct proves this idea and so do many educators already in classrooms. While chapter books approach social issues in their own right, the significance of images in today’s communicative contexts creates a place for illustrators to tell their stories through a variety of modes and mediums. With this in mind, we consider immigration through global perspectives in recent picture books.
By Janelle Mathis, University of North Texas
Teaching classes not directly related to children’s or adolescent literature can challenge those whose professional and personal lives involve the potential of literature to bring new insights and perspectives to readers. While our field is vast, not all educators, parents or readers are aware of the potential for contemporary literacy learners. Contemporary children’s literature offers diverse, global perspectives and nurtures a critical mindset for understanding societal issues.
