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Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections

Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections

Anne Homza, Tiffeni J. Fontno
Copyright: © 2021 |Pages: 24
ISBN13: 9781799873754|ISBN10: 1799873757|ISBN13 Softcover: 9781799873761|EISBN13: 9781799873778
DOI: 10.4018/978-1-7998-7375-4.ch020
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MLA

Homza, Anne, and Tiffeni J. Fontno. "Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections." Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals, edited by Danielle E. Hartsfield, IGI Global, 2021, pp. 398-421. https://doi.org/10.4018/978-1-7998-7375-4.ch020

APA

Homza, A. & Fontno, T. J. (2021). Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections. In D. Hartsfield (Ed.), Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals (pp. 398-421). IGI Global. https://doi.org/10.4018/978-1-7998-7375-4.ch020

Chicago

Homza, Anne, and Tiffeni J. Fontno. "Supporting Teacher Candidates as Social Justice Change-Makers: A Faculty-Librarian Collaboration for Building and Using Diverse Youth Collections." In Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals, edited by Danielle E. Hartsfield, 398-421. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7375-4.ch020

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Abstract

Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.

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