Starting with the statement that 'children use languages and experiences that are familiar to them to recognize words, understand texts, and tell stories,' this volume quickly sheds light on a fundamental oversight: when producing titles for mainstream audiences, many publishers omit urban settings and communities. The authors seek to encourage those who work with young children to become aware of the many benefits of using literature that depicts positive images of urban life to engage students and bolster their literacy development. Beginning chapters support research that urban children’s literature, both fiction and informational, can impact students’ motivation to learn. Studies are cited, showing that when children are exposed to scenarios with which they can identify, more meaning can be derived from the readings. The authors present a case for making urban titles a subgenre of multicultural literature, arguing that it portrays specific settings and situations that highlight the socioeconomic and cultural realities of children’s daily city life. This work offers guidelines for selections as well as a caution to use culturally authentic materials. Readers will appreciate information on how to transform the curriculum and the advice on how to start adding 'more mirrors' to the classroom or library. A comprehensive list of recommended books rounds out the volume, and dual language learners are covered as well. Verdict: Whether they serve diverse populations or not, librarians will find this an excellent addition.

School Library Journal

More Mirrors in the Classroom is a well-written and needed addition to the library of educators, filling a gap in the professional literature. It is a user-friendly resource that stimulates thinking and calls for creativity and flexibility on the part of educators, while fulfilling a scholarly mission as a professional resource. It is a useful resource for those already in the field and may be useful in teacher training programs.

PsycCRITIQUES

More Mirrors in the Classroom is a comprehensive, thoughtful and respectful text that underscores the literacy practices of city-based children and teens as competent readers of their own lives and experiences. The text conveys an insightful explanation of the ways in which educators must consider the nuances of urbanity as a knowledge base for city children when selecting texts and building classroom and library book collections for urban schoolchildren. More Mirrors in the Classroom further encourages educators to reflectively consider their own diverse identity construct as a foundation upon which a fully open approach to multi-cultural literature can become a normative pedagogical framework from which truly connective and edifying teaching can emerge. The text offers important step-by-step suggestions that allow educators a solid start towards competently embracing urban children's literature for the classroom, library, and beyond. This text is a must–have resource for pre-service and veteran educators everywhere.

Vanessa Irvin, Ed.D., author, "The Readers' Advisory Guide to Street Literature"

Building on culturally relevant pedagogical tenets, insights, and practices, More Mirrors in the Classroom: Using Urban Children's Literature to Increase Literacy provides guidance and a wealth of resources which reflect and affirm the realities and lived experiences of urban youth, families, communities, and perspectives. Accessible to practitioners and teacher educators alike, this poignant and engaging book is a much-needed addition to the knowledge base.

Gloria Boutte Ph.D, author of "Multicultural Education: Raising Consciousness"