Utilizing the Multidimensional Framework for Inclusive Literature in Teacher Education

Abstract

In the United States, the student body is increasingly more diverse in ethnicity, family structure, and race; yet oftentimes libraries are not representative of these students. This dissertation aims to develop and provide a framework to help educators select books that reflect the lives of diverse students. In addition to diverse literature reflecting their own experiences and helping students to feel more seen and valued, diverse literature also allows children to learn about others’ cultures and experiences. This learning broadens minds, creates cultural awareness, and increases compassion for others. Pfundheller & Liesch (2023) developed the Multidimensional Framework for Inclusive Literature, with eight categories of diversity. This dissertation completed two studies on the framework. The first was a qualitative study to examine the framework as a tool for selecting diverse literature. Focus groups consisted of experts in education who explored the framework’s strengths, limitations, and potential applications. Results from the focus groups included the following noteworthy themes: the framework does not cover all categories and types of diversity; the framework has a good variety of inclusive categories; the framework helps select classroom libraries; and the framework helps with selecting literature for lesson plans. The second was an exploratory study that used qualitative and quantitative data to identify how educators interpret and apply the framework. The results of this study showed that although the framework is practical, it has room for adjustments such as potentially rewording and adding categories to the framework. The findings of these two studies offer specific, practical recommendations for the Wisconsin’s Department of Public Instruction and for use in PK-12 schools and in teacher education programs in higher education.