Abstract
Knowledge of diverse and multilingual undergraduate/graduate teacher education students’ reading experiences and awareness of diverse children’s literature can inform academic librarians’ book collection and instruction. Study includes 1) education student survey (n = 180) focused on identity and reading; and 2) survey of education students (n = 20) who participated in diverse children’s book library class sessions. Findings include respondents who learn about diverse and bilingual books are likely to share them with children; and respondents who enjoyed specific books as children are likely to share those same books with children. Academic library instructional role around children’s books is also discussed.
Disclosure statement
No potential conflict of interest was reported by the authors.