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Researchers used content analysis to analyze 40 award-winning and "best of" children's picture books that portray refugees to answer the questions: How are refugees depicted in picture books? What messages are embedded in those depictions? Results show patterns and themes regarding depictions of trauma and violence in conjunction with setting as well as the portrayal of the arts as a vehicle for refugees to ignite personal agency in coping with the trauma they experienced. Implications for practice are discussed.

Increased awareness of autism spectrum disorder (ASD) has come with an increase in books that depict individuals with ASD. However, media representation of disabilities could be misguided. To integrate literature in the classroom that helps students better understand the population of ASD, carefully choosing quality books (e.g., narrative fiction) with authentic depictions that do not perpetuate negative stereotypes is essential. The tools and criteria presented for educators help them evaluate and select books for their classrooms or as recommendations to others. The article includes a set of guidelines that help educators facilitate proper consideration for representations of characters with ASD, including the essential and more profound components of their strengths with a positive view of diversity in mind.

Given the CDC's report of a 30% increase in autism spectrum disorder (ASD) diagnoses over the past two years, it is important to increase awareness and educate teachers and students in both general and special education classrooms. One way to bridge the gap between students with and without ASD is to use authentic narrative fiction as a teaching tool. The goal of this study was to identify aspects of stories with characters with ASD that contribute to authentic and accurate depictions. Insights were elicited from focus groups that included insiders, individuals or family members with ASD, and educators who work with students with ASD. The participants read, reviewed, and discussed fictional narratives that highlighted a character with ASD. Various themes emerged from the focus groups regarding views on authentic and accurate ASD depictions. Discussion and suggestions are presented for future use of narrative fiction in raising awareness in educational settings.

Researchers conducted a critical multicultural analysis of 58 realistic fiction children's picture books that portray people living in poverty and compared these depictions to recent statistics from the United States Census Bureau. The picture books were examined for the following qualities: main character, geographic locale and time era, focal poor character (gender, age, and race), who demonstrated action, and the type of action (individual, community, systemic) demonstrated. Results of the analysis showed that while in some areas the books accurately reflect the reality in the United States today, there are other areas in which poverty is misrepresented. For example, while the attribute of gender was found to be accurately reflected in the literature, depictions of contemporary rural poverty as well as action performed at the systemic level are seemingly absent. The analysis concludes with implications for teaching as well as recommended books to consider for inclusion in a classroom library.

Reconstructed fairy tales provide a different point of view and challenge the assumptions of a common set of values; for that reason, these stories provide a medium in which to examine power relationships in texts by applying a critical multicultural analysis (Botelho & Rudman, forthcoming, 2008, "A critical multicultural analysis of children's literature: Mirrors, windows and doors." New York: Lawrence Erlbaum) to identify and analyze power relations of "Rumpelstiltskin" (Grimm & Grimm, 1812/1987, New York: Bantam) and "Rumpelstiltskin's Daughter" (Stanley, 1997, New York: Morrow Junior Books). Specifically, this study examines how power is exercised on a continuum: domination, collusion, resistance, and agency. Findings indicate that by identifying and questioning text ideologies, critical readers can consider how texts maintain, counteract, or promote alternative systemic power structures.

Multicultural children's literature is a passport to foreign cultures. Because we live in a global and multicultural society, it is important to help children understand cultures different from their own. Many educators use picture storybooks to introduce the social life and customs of other societies. This article highlights four realistic picture storybooks that depict commonly held values, beliefs, and attitudes of Japanese culture. Specifically, this article focuses on four aspects that contribute to the foundation of the Japanese social system: harmony, empathy, loyalty, and patience. When introducing culture to children, it is imperative to share realistic picture storybooks that depict current ideology, social life, and customs. (Contains 4 figures.)