EDUC 121: Multicultural Children's Literature

Concept Introduction, Concept Application, Plan to Approach Assignments

Reflection on Instructional Change:

I focused on implementing practices in my class related to the active learning cycle. This cycle consists of us engaging students in the following: 1) inquiry through concept exploration, 2) knowledge building through concept introduction, and 3) application of new knowledge through concept application. I chose this practice to scaffold concepts that students would engage in through a written essay. To implement this practice, I first identified an assignment in which I could implement the active learning cycle. I started by introducing students to elements of a picture book, and then the concept of critical race content analysis through an assigned reading. Given this is a hybrid class, during our face-to-face meeting, we read a story together and conducted an analysis together. The students then had an asynchronous assignment which allowed them to apply the concept in a practice analysis. Once we came back the next week in person, the students shared their findings in small groups, and we shared the themes as a large class.

These activities took place to prepare them for their written essay in which they conducted their analysis of a book using a critical race content analysis framework. Implementing these activities and steps ensured that students had practice with analyzing a children’s book before they completed their assignment. During our small group sharing many students expressed that they had not thought about larger socio-political contexts about children’s books, and doing practice assignments gave them clarity on the assignment. In addition, students expressed that they learned about new perspectives and insights when they discussed them in small groups.

The demonstration, observing, and analyzing videos were the most impactful in my instruction. The videos were a great tool in which I was able to identify the practices and identify the areas in which the instructor could improve on.

In participation in the “Observe and Analyze Session” with my group, I continued to learn more about my pedagogical approaches and how to further improve my delivery of concepts. This was a great activity because it helped us scaffold our implementation while receiving feedback.

Evidence of Instructional Change
Image 1: Canvas Assignment	Image 2: Student Example of a CRCA	Image 3: ACUE Badges

Practice and Reflect: Concept Application

Course Syllabus: EDUC 121- Fall 2023

Faculty Bio
	Lorena Camargo Gonzalez [she/her/ella] is an Assistant Professor of Undergraduate Studies in Education at Sacramento State University. Her current research undertakes a historical analysis of how civil rights movements shaped the activism of critical Latina/o/x librarians and community organizations to advocate for anti-racism, anti-sexism, and social justice in children’s literature.

Work supported by:
	Academic Affairs GI 2025 STEM4Equity: P031C210012 Department of Education STEMZone: 1832335 National Science Foundation *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.