Beyond the Books

Windows, Doors, and Mirrors in Digital Spaces

Special Interest Project

As the world around us changes and begins to diversify, it is essential to look at the educational system and think about the creation of a diverse environment. How students see themselves within the classroom is essential, and has begun with books and creating diverse literature for children. In 1990, Rudine Sims Bishop proposed that books can be windows into experiences different from the reader’s, sliding glass doors invite readers to explore new worlds and mirrors reflect readers' own experiences. She called for educators to utilize literature as a method for creating classroom environments that are reflective of our richly diverse world. In a special interest project titled Beyond the Books: Windows, Doors, and Mirrors in Digital Spaces, that my fellow classmates and I created for the MSU MAET program, we wondered how we could extend Bishop’s (1990) foundational metaphor into digital literacies. Following Enriquez’s (2021) critique of “foggy mirrors”, “tiny windows,” and “heavy doors,” we researched methods for digitally defogging mirrors, expanding windows, and lightening doors. We proposed that this begins with intentionally diversifying digital resources for students, which can make learning contextual, celebrate diversity, and promote students' voices (Argawal, 2020). Accurate and authentic representation matters. It helps students accept themselves as well as those around them.  Our research culminated in questions for teachers to consider as they examine the potential digital mirrors, windows, and sliding glass doors within their curriculums. It is imperative that students are invested, see themselves in the resources, and are immersed in diverse perspectives.