Document Type

Article

Publication Date

2-2013

Journal Title

Teacher Librarian

Volume

40

Issue

3

First Page

38

Last Page

40

Abstract

As the number of diverse and underserved student populations in our schools increases, it is imperative that school librarians create an environment where all students, regardless of cultural and linguistic background, are welcomed, feel supported, and are afforded authentic opportunities for learning.

In the library science education programs at the University of Nebraska at Omaha, we recognize the need to include a formal culturally responsive teaching component in our coursework, and have made a concerted effort to raise our candidates· confidence levels as culturally responsive educators by raising their awareness of culturally responsive teaching practices. In the UNO library science education programs, we have discussions in all courses about the importance of including materials and resources in the school library that are representative of all learners and their cultural communities. However, as our Special Methods: School Library course focuses on reaching practices in the school library, we felt including the important component of culturally responsive teaching to be a natural fit in the course.

Comments

Published in Teacher Librarian 40:3 (February 2013), pp. 38-40. © 2013 E L Kurdyla Publishing LLC. Used by permission.

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