Summer Institute on Global Childrens Literature

This is not a UMass program.
Contact information is below.

Summer Institute on Global Children's Literature

Doors to the World Project summary: A partnership among the Five
College Schools Partnership, The Eric Carle Museum of Picture Book Art,
Hampshire College, the Five College Center for East Asian Studies, the
University of Massachusetts Amherst (UMass Amherst) College of
Education, and the UMass Amherst Center for Educational Software
Development, this project supports global understanding through
literacy development, targeting Pre-K to Grade 3 children in U.S.
classrooms. We will create an online resource that provides educators
with in-depth materials that will enhance their ability to deepen
childrens understanding of the world and of themselves. The website
will feature a list of carefully chosen published picture books coming
from and/or relating to a wide range of countries and cultures, each
book presented with curricular, visual and informational materials that
richly contextualize the story and enable teachers to readily integrate
lessons using the book into their classrooms. The linked materials for
each book will include:

- a cover image hyperlinked to locations where the book can be
accessed, such as libraries and bookstores;
- a list of relevant curricular strands within the Common Core and
Social Studies C3 frameworks;
- links to related texts and materials that represent multiple cultural
experiences of the story, including visual arts, music, dance, oral
storytelling, drama, photography and/or video/film;
- in-depth information and resources about the place, the author, the
origin and the context of the story; and
- lesson plans for teachers to use with the book and the accompanying
resource materials.

The website will also offer conceptual and practical tools for guiding
young children toward increased global understanding; guidance on how
to find and choose good texts to support global understanding in the
early years; guidelines for teachers to help their students create
their own texts as they respond to and innovate on the books; a
blog/comment space; and, in a future phase, a section for teachers to
submit and curate child-generated texts and other materials and lesson
plans they develop using the Doors to the World model and resources.

The metaphors of mirrors, windows and doors have a long association
with childrens literature. Childrens books can serve as mirror
reflections of readers identities and lived experiences. They can also
function as windows giving panoramic views of other peoples cultural
circumstances. Through imagination, books can become doors that allow
children to be part of the world created by the texts words and images,
expanding their view of the world. Critical engagement with global
childrens literature can transform readers lives because of the
reader-text interactions potential to affirm, diversify and recast
their social experiences within a global context.

Teachers need resources to help them provide such critical global
engagement experiences for their students. Doors to the World will
offer directly accessible resources that teachers can use to extend the
impact of the books for their students. Global competency in young
children is not just about what to read, but also about how to read.
Doors to the World gives teachers resources they need to lay the early
foundations of global competency through multimodal engagement with
culture as expressed in childrens literature.

For more information, contact Marla Solomon, Director of Partnership
Programs, Five Colleges Consortium,