Why This Matters
In a 2018 interview on CBC ’s Unreserved radio broadcast, Daniel Heath Justice, author of Why Indigenous Literatures Matter (2018) states; “Our literatures matter because we do… because what we have to say in the world has value ”(Justice, 2018,10:25).
As teacher-librarians, we’ve noticed that school library resources regarding Indigenous Peoples may be outdated, stereotypical, and racist. School libraries may house books that include terminology that historicizes Indigenous Cultures. Our response to the Truth and Reconciliation Commission’s Final Report (TRC) from 2015 is to consider ways for school librarians to Indigenize school library collections. The TRC’s Calls to Action highlight the role that educators must play in the reconciliation movement in Canada. Specifically, Calls to Action 62 and 63 state the need to develop age-appropriate curricula in public education that teaches students about the Canadian Residential School System, and that integrates Indigenous Perspectives across the curriculum.
Therefore, we believe it to be essential that school library collections are inclusive, and that they reflect strong Indigenous Voices and perspectives. McCallum (2018) explains that students need materials that provide an accurate, respectful view of Indigenous Peoples. When selecting resources, educators need to include stories that represent the diversity of Indigenous Traditions and Heritage. McCallum adds that Indigenous Literatures need to represent, “...local Indigenous communities as well as communities across the country...in this way, the incredible diversity of Indigenous cultures and languages will be available to students” (McCallum, 2018, para. 6). Our ultimate goal is to further non-Indigenous students’ understanding regarding Indigenous Cultures through the stories and other resources that we provide in the Library Learning Commons. Moreover, to ensure the resources are valued and inclusive of Indigenous Peoples, we encourage teacher-librarians to connect with the Indigenous curriculum consultant within the school board, and Elders and Knowledge Keepers from their local Indigenous Communities to gain feedback.
Teacher-librarian and ally Webb-Makin writes that the first step in understanding Indigenous Cultures is to know that we all need to unlearn what we learned as children (Webb-Makin, 2019). In fact, The Ministry of Education (2018) outlines that while teaching social studies, it is imperative Indigenous Education is part of the Ontario curriculum. “The Ontario First Nation, Métis and Inuit Education Policy is part of Ontario’s Indigenous Education Strategy[which]...addresses a critical gap in Ontario’s efforts to promote high levels of achievement for all students” (Ministry of Education, 2018, pp. 14-15). Therefore, with the resources, we hope to foster a more enriching social studies curriculum inclusive of Indigenous content for grades 1 to 6.
Our recommended book lists
On this website we share a collection of resources for primary and junior grades that fit with themes tied to the Ontario curriculum. Although there are many picture books/chapter books that could be used to discuss Indigenous Histories, we included fourteen titles that we feel are most applicable which can be incorporated in teaching the curriculum and offers an Indigenous Voice.
We present two lists of recommended books for elementary school students. One list includes picture books for Primary level readers (from grades 1 to grade 3), and one list includes chapter books and graphic novels for Junior level readers (grades 4 to 6). For additional book titles, please see our References Page. All of the titles we have recommended fit the following criteria: they are written by Indigenous Authors and Illustrators, they name a specific (First Nation, Inuit or Metis) Indigenous Community, they are set in the present day or present an anti-colonial version of history, and they depict strong and resilient Indigenous characters. These stories all address subjects that fit curriculum needs from grade 1 to 6.
Where to get more ideas …
American Indians in Children’s Literature is a website created by Indigenous educator and librarian, Debbie Reese; she offers reviews and analysis of young adult and children’s books written by Indigenous Authors that tell contemporary stories about Indigenous Peoples and Cultures from across North America. Reese believes that it is important to always consider the diversity of Indigenous Cultures across North America. There are many Indigenous Children’s Authors who write stories with strong and resilient Indigenous characters from different Indigenous Communities across Turtle Island for young readers.
Other sources include Inhabit Media (offers resources regarding the Inuit and life in the North), The Gabriel Dumont Institute (offers resources regarding the Métis of the prairies regions), and Theytus Books (offers materials that reflect First Nation Peoples) (McCallum, 2018). Two online Indigenous booksellers who offer exhaustive websites, and personal consultation upon request are Goodminds and Strong Nations.
Therefore, as teacher-librarians, it is essential we build an inclusive Learning Commons that reflects Indigenous strong voices and perspectives. McCallum (2018) explains, “Truth” in the Library Learning Commons means acknowledging that the material that students access must provide an accurate respectful view of Indigenous [P]eoples” (para. 7). When selecting resources, we strive to ensure the thoughts and stories shared are representative of Indigenous traditions and heritage. As resources reflect, “...local Indigenous Communities as well as communities across the country...in this way, the incredible diversity of Indigenous Cultures and Languages will be available to students” (McCallum, 2018, para. 6). Ultimately, our goal is to further non-Indigenous students’ understanding regarding Indigenous Cultures through the stories and resources that are available in the Learning Commons.