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STEM Ed Announcement: 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, msolomon@fivecolleges.edu.

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