In February, two professors of
literacy sent a
letter signed by more than 500 educators to The New York Times asking
the paper to add three children’s nonfiction bestseller lists to parallel the
current lists, which focus on fiction.
The
letter was also published on more than 20 blogs that serve the children’s
literature community and amplified on social media as part of the
#KidsLoveNonfiction campaign.
A
few weeks later, The New
York Times responded, saying they weren’t
interested in adding nonfiction lists at this
time. Many people were disappointed by this decision and expressed their
frustration on social media. I asked some of them to write essays explaining
their point of view and describing their own experiences with and relationship
to children’s nonfiction.
Today,
aftercare teacher Debbie Elizabeth Cajas shares her story. Thank you, Debbie.
Books can be windows, mirrors, and
sliding glass doors for people, as Dr. Rudine Sims Bishop stated in her highly-regarded
1990 article in Perspectives: Choosing and Using Books for the Classroom.
Books can help readers feel understood.
They can teach empathy and encourage confidence. They can share knowledge and
promote growth. Books are an important part of a student’s journey to becoming a
well-rounded adult and, while fiction books help with this journey, nonfiction
books are just as important.
After I graduating from college with a
B.A. in Social Work, I became an instructional assistant at an elementary
school where I was trained in reading intervention. This opened my eyes to a
side of education I’d never seen before.
The program offered students a variety
of fiction and nonfiction books. The kids loved seeing photographs of real
animals, real people, and real places. They loved learning about different
plants and environments. Nonfiction books sparked their curiosity and made them
want to learn more.
Now that I’m an aftercare teacher, I
strive to create a multicultural and diverse learning environment by promoting
a passion for books. This includes a love of nonfiction. I’ve had many
“non-readers” find a love of reading thanks to the Who Would Win? book series by
Jerry Pallotta, illustrated by Rob Bolster. I’ve also checked out books, both
fiction and nonfiction, from the Los Angeles Public Library for my more
advanced readers. When the pandemic hit in 2020, I agonized over closing my
class library, but I continued to read to the six kindergartners I had.
One of them was a 5-year-old boy who loves animals, especially reptiles. He
was always talking to me about his pet turtle. Then he got a snake. This year,
as a first grader, he got an iguana and is looking to expand his “zoo.” His
dream is to be a zookeeper. He wants to learn all about animals and loves
informing me about what he’s learned. Sometimes he’ll correct his classmates
when they are misinformed about animals. He’s constantly asking me to look up
animals he’s heard about when he sees I don’t have a book on them.
I have another student who loves
reading facts about space. She searched my books for a rover, so she could draw
it.
Yet another student wants to be an
astronaut and is on a quest to learn all
about science. Now that my class library is open again, he’s picking up
nonfiction books.
Nonfiction also helps promote diversity.
I just purchased Just Ask! Be Different, Be Brave, Be You by Sonia
Sotomayor, illustrated by Rafael López, so we could have a class conversation
about different (dis)abilities.
I came to the #KidsLoveNonfiction campaign
kind of
late, first learning about The New York Times petition the day
Melissa Stewart tweeted that the paper had declined the request to add
children’s nonfiction bestseller lists.
At first, I was surprised such lists
didn’t already exist, but then I realized I’d never seen them. I was upset that
the response was to turn the idea down. These lists would help me get nonfiction
book donations for my class library. If parents see a book being recommended by
a well-respected source, they don’t have to wonder about what they’re buying.
Due to covid-related modifications to
my classroom, I had to remove five shelves of books. But I refused to get rid
of any nonfiction titles. I have books on insects, art, math, animals, science,
dinosaurs (of course!), and transportation.
I’d like to rearrange the classroom I
now share with another teacher, so we’ll have space to bring in more books.
Because our program was hit hard by the pandemic, I’m waiting to hear what kind
of budget I’ll have going forward. If there’s money available, you can bet
nonfiction will be high on my wish list!
Debbie
Elizabeth Cajas loves reading
and teaching almost as much as she loves her dog, Rex. She has been writing
stories since she was eight and hopes to one day be a published bilingual
author. She wanted to be a vet, but graduated as a social worker. Then she fell
in love with being an aftercare teacher. It gives her the flexibility to create
her own lesson plans divorced from state academic standards and allows her to write
when she’s not hustling to pay the rent.
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One Response
Debbie,
Your after care class is so lucky to have you. I love that you know the nonfiction topic that each student is interested in and that you encourage their questions. I am interested in donating to your library. You can contact me at setwiggs@gmail.com.