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Technology and Literature for Literacy Development - Coggle Diagram

- - - - Fit the story line
      - Complement the setting, plot and mood
      - Become a part of the story
      - Hold the child's attention
      - Are appropriate for the child
    - - Hold the child's attention and is it exciting
      - Use words that are interesting, but not too complex
      - Use words that are playful and possibly new to the child
      - Use a style that is appropriate for the child
    - - Well thought out and does it hold the child's attention
      - Original and well-constructed
      - Written to enhance the theme of the story
      - A part of the story is enjoyable to the child
    - - Well-developed and do they enhance the story
      - Convincing and original
      - Engaged in lively conversation
      - Dynamic
    - - The story shone for me.
      - It was a book that came together in all the key areas.
      - I enjoyed it as much as the child I read it to.
      - The author was excellent in plot, language, character and illustration choices
  - - - Recognize the abundant diversity of cultures
      - Respect differences
      - Acknowledge the validity of different cultural expressions and contributions
      - Value what other cultures offer
      - Encourage the contribution of diverse groups
      - Empower people to strengthen themselves and others to achieve their maximum potential by being critical of their own biases
      - Celebrate rather than just tolerating the differences in order to bring about unity through diversity.
- - - - Common Harmful/Undermining Stereotypes
        
        Strong, independent girls and women are “manlike”
        
        Book-loving or nonathletic boys and men are “effeminate”
        
        Latino men talk funny, are lazy, gang members, or wear oversize sombreros
        
        Latina women are earth mothers or subservient
        
        African American men are gang members, oversexed, or underemployed
        
        African American women are too independent, oversexed, or “welfare moms”
        
        LGBTQ people are invisible or sexual predators
        
        Poor people are invisible or depicted as passively needing help from others
        
        American Indians live in teepees, carry bows and arrows, or are half-naked in winter
        
        People with disabilities are not independent or are to be pitied
        
        Arab and/or Muslim men are terrorists
        
        Arab and/or Muslim women are voiceless and passive
        
        All Muslims are Arab
  - - - Examples of Groups of People Who Are Often Invisible in Children’s Books or Mainstream Media
        
        Families who live in rural areas
        
        Blue-collar workers
        
        Musicians, artists, and writers
        
        Families with two dads or two moms
        
        Single mothers or fathers
        
        Homeless families
        
        Families with an incarcerated parent
        
        People of Arab descent and/or families who practice Islam
        
        Transgender adults and children
  - - - Your book collection needs a balance of different people in “doer” roles.