American Indian reference and resource books for children by Barbara Kuipers

By Barbara Kuipers

This annotated bibliography of greater than two hundred prompt reference books has been compiled to help public librarians, college library media experts, and lecturers in supplying top of the range, appropriate nonfiction fabrics on American Indians. each one access has entire bibliographic facts and exhibits topic quarter and studying point. Annotations are long and talk about the strengths and weaknesses of every ebook and its strength use within the curriculum. furthermore, a whole part is dedicated to standards for choosing books approximately American Indians that stay away from stereotypes and make sure objectivity, and an easy-to-use list for comparing fabrics is integrated.

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Students often look for specific information that can be found only if the book has a table of contents or an index. Young readers need to know where the author found the information so they can search further and know that the author's work has some credibility. Books of reference value for children and young adults should contain information written at an appropriate grade level. Often when authors present information for younger readers, they tend to oversimplify or romanticize the subject. In many books, authors omit important facts and "imagine" the details of an event in an attempt to make it more readable.

Being an Indian: Language, generosity, unity, respect 2. His land (home): Attachment to land vs. pressure to part with it 3. Arts and crafts: Indigenous skills such as beadwork vs. blue collar tasks 4. Health: Dissolution of healthy life vs. poor health in urban environment 5. Religion: Disappearance of religious priorities 6. Hunting and fishing: Respect for nature vs. killing for sport 7. Law and order: Tribal code vs. White man's judicial system 8. Commitment to community: Responsibilities undertaken without pay (Metoyer 1978, 16) Page 16 These values or traits occur frequently among many different native people and are highly regarded.

Do they have many faults and few virtues? In addition, are minority people and their groups depicted as "different" in a way that seems inferior to the white middle class? As library professionals and educators read American Indian literature they will become more conscious of authors' attitudes toward American Indian people and choose books by authors who do not perpetuate stereotypes. Perhaps the real test of authorship is best expressed in the words of Paula Gunn Allen, an American Indian poet and professor of ethnic studies at the University of California at Berkeley: "I was nearly 30 years old before I read a book that was about me, that spoke to me out of shared experience and knowledge, out of spiritual and social kinship" (Coughlin 1990, A7).

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