Names Matter: Fostering Cultural Awareness through Multimodal Literacy in a Predominantly White Classroom
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| Title: | Names Matter: Fostering Cultural Awareness through Multimodal Literacy in a Predominantly White Classroom |
|---|---|
| Language: | English |
| Authors: | Shuling Yang (ORCID |
| Source: | Reading Teacher. 2026 79(6). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Cultural Awareness, Picture Books, Childrens Literature, Young Children, Reading Aloud to Others, Interdisciplinary Approach, Visual Arts, Music, Handicrafts, Artificial Intelligence, Reflection, Creative Activities, Critical Thinking, Learner Engagement, Learning Experience, Instructional Design, Naming, Self Concept |
| DOI: | 10.1002/trtr.70046 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | This article demonstrates how picture books centered on names can foster cultural awareness and identity development in young children. Through a cycle of repeated read-alouds combined with multimodal activities, including visual arts, music, crafts, and generative AI, we guided students toward personal reflection and creative expression. Our findings indicate that this approach extends classroom discussions beyond surface-level comprehension to foster critical thinking and meaningful connections with the students' lived experiences, resulting in high levels of engagement. We provide practical strategies and classroom examples to help educators design inclusive, identity-affirming learning experiences that honor each child's unique story about their names. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504107 |
| Database: | ERIC |
| Abstract: | This article demonstrates how picture books centered on names can foster cultural awareness and identity development in young children. Through a cycle of repeated read-alouds combined with multimodal activities, including visual arts, music, crafts, and generative AI, we guided students toward personal reflection and creative expression. Our findings indicate that this approach extends classroom discussions beyond surface-level comprehension to foster critical thinking and meaningful connections with the students' lived experiences, resulting in high levels of engagement. We provide practical strategies and classroom examples to help educators design inclusive, identity-affirming learning experiences that honor each child's unique story about their names. |
|---|---|
| ISSN: | 0034-0561 1936-2714 |
| DOI: | 10.1002/trtr.70046 |
