Roberto Germán [00:00:01]:
Welcome to Our Classroom. In this space, we talk about education, which is inclusive of, but not limited to, what happens in schools. Education is taking place whenever and wherever we are willing to learn. I am your host, Roberto Germán, and our classroom is officially in session. Welcome back to Our Classroom. During our recent trip to the Dominican Republic, Lorena and I had the opportunity to visit a children's library in Santo Domingo. And as you can probably imagine, 2 educators walking into a library together is going to lead to some interesting conversations. Lorena was particularly interested in finding picture books about Dominican history and historical We wanted books that we could bring home and use with our own children to help them learn more about their heritage.
Roberto Germán [00:01:03]:
And while we were exploring the library, we noticed things. We started noticing that some of the books were very text-heavy. Others had relatively small print. We came across books that were missing pages. books that seemed more like textbooks than literature written specifically to engage young readers. We also found books with beautiful illustrations and some interesting collections. But we kept returning to a question: who is the intended reader, and how might that reader experience this book? Now, I want to be careful here. We were visitors.
Roberto Germán [00:01:44]:
We weren't conducting a formal evaluation of the library. And we certainly don't know everything about children's publishing or reading practices in Dominican Republic. In fact, Lorena and I acknowledged during our conversation that we were bringing our own biases and experiences into what we were observing. But I think that's precisely why the experience was valuable. It prompted us to ask questions And those questions extend far beyond any one library, because whether we're talking about a classroom, a school library, a bookstore, or our own homes, we should be asking, are we creating environments that actually invite children into reading, or are we simply making books available and hoping Children will engage with them. So let's start with the books themselves. What makes a book appropriate for a particular age group? I think sometimes we oversimplify that question. We look at the recommended grade level, we look at the number of pages, maybe we consider the vocabulary, and then we make a decision.
Roberto Germán [00:03:07]:
But there's much more to consider. Think about a child who is still developing confidence as a reader. You hand them a book with small print, dense paragraphs, and very few illustrations. The content might be fascinating. The information might be important. But what happens when the child opens that book? What happens? Does it feel inviting or does it feel overwhelming? And here's an important distinction. A book can contain age-appropriate information without being presented in a developmentally inviting way. That doesn't mean children should never challenge, or encounter, I should say, challenging texts.
Roberto Germán [00:03:51]:
Quite the opposite. We want students to grow as readers. We want them to encounter sophisticated ideas, complex language, and increasingly demanding material. But there's a difference between challenging a reader and unnecessarily creating barriers to reading. For example, imagine teaching a group of elementary students about the Constitution. You hand them a dense legal document and ask them to read it. Or you could introduce the same fundamental ideas through a picture book, a graphic novel, an illustrated explanation, or or a combination of texts. The content doesn't have to become less important.
Roberto Germán [00:04:34]:
The pathway into the content could become more accessible. And that's what good teaching does. It creates pathways. So here's my first invitation to educators. When evaluating a text, don't ask only whether the text is appropriate, Ask whether the presentation supports the reader's ability and willingness to engage. Consider the typography, illustrations, page layout, language, background knowledge, and the support students will receive. And remember that age alone doesn't determine reading readiness. 2 children of the same age may need very Different entry points.
Roberto Germán [00:05:27]:
Now let's move beyond the books. Let's talk about the spaces where children encounter them, because I believe the environment communicates expectations long before a teacher or librarian says a word. Imagine walking into 2 different reading spaces. In the first, Books are tightly packed on shelves. You can't easily see the covers. There's little room to sit comfortably. Everything feels organized primarily around storing books. Now imagine another space.
Roberto Germán [00:06:10]:
Books are displayed with their covers facing outward. There are inviting places to sit. Children can easily reach and explore the collection. There are opportunities to browse, discover, and make choices. The environment communicates something different. One says, here are the books. The other says, come explore, there's something here for you. And I want to be clear that an engaging environment doesn't require expensive furniture or a beautifully renovated library.
Roberto Germán [00:06:42]:
I've seen teachers create wonderful reading spaces with very limited resources. Sometimes it's about rearranging furniture or about displaying books differently or about organizing books around themes that students care about. Sometimes it's simply about making sure children have the freedom to explore without feeling that every reading experience is another assignment. So here's something worth considering. Are we designing reading spaces around the books or around the children who will use them? Those are 2 different approaches, and that doesn't apply only to libraries. It applies to classrooms, to homes, to any environment where we're trying to cultivate learning. The physical environment can support curiosity, independence, and belonging. But we have to design it intentionally.
Roberto Germán [00:07:44]:
One of the reasons Lorena wanted to find children's books about Dominican history was personal. We want our children to know the history of the Dominican Republic, to learn about the people who shaped the country, to understand the cultural heritage. We want those experiences to be accessible while they're still young. That's important because sometimes we assume that meaningful historical learning has to wait until children are old enough to read dense informational texts. But why? Why can't young children learn about historical figures through picture books, through graphic novels? Why can't they explore complex social issues through stories, illustrations, and age-appropriate conversations? Of course, the material needs to be historically accurate and thoughtfully presented, but complexity doesn't always require complicated language. And this is where I think publishers, educators, and authors and librarians have an opportunity. We should be asking, what stories are available to children at different developmental stages, and whose stories are missing? Are children able to find books about the people, places, language, and communities that matter to them? Are those books available in formats that invite them to engage, or do they have to wait until they're older before they can meaningfully encounter their own histories? This is especially important for communities whose stories have historically been overlooked or underrepresented in mainstream publishing. Representation isn't simply about placing culturally relevant books on shelves.
Roberto Germán [00:09:35]:
It's also about making sure children can access and engage with those stories. Now, here's where I want to challenge myself a little. During our visit, Lorena and I kept comparing what we saw to the children's books that we're accustomed to in the United States. We talked about formatting, illustrations, tense, text density, the kind of books we thought children might find appealing, and eventually we, we had to acknowledge something: our perspectives are shaped by our experiences. We know that what children's publishing often looks like in the United States But that doesn't automatically mean that those same expectations should determine how children's books are designed everywhere else. And it certainly doesn't mean we can speak for Dominican children. So rather than immediately concluding that a particular format doesn't work, perhaps the better question is, what do the children who actually use these books think? What are they reading? Who— what do they enjoy? Which books do they return to? What makes them curious? What do they wish they had access to? And that brings us back to a principle that applies to all of education. We cannot design meaningful learning experiences for students without listening to students.
Roberto Germán [00:11:15]:
We can make observations, we can draw on research, we could use our professional expertise, but we also have to remain curious about the people we're trying to serve. That's part of cultural humility. Shout out to Sofiely Franco. She brings that up a lot. So recognizing that our experiences inform our perspectives, right? We need to do that, but don't make those perspectives universal. And sometimes the most important thing an educator could do is ask a question instead of making an assumption. There's another piece to this conversation: student choice. Think about how often we tell students that reading is important.
Roberto Germán [00:12:02]:
We want them to read independently, we want them to develop a love of books, we want them to become lifelong readers, but then we make nearly every reading decision for them. Here's the book. Here's the chapter. Here's the assignment. Here's the deadline. Here's what you need to write about it. Now, there's absolutely a place for shared texts and assigned reading. I'm a former English teacher.
Roberto Germán [00:12:26]:
I understand the importance of introducing students to literature they might never choose independently. But if every reading experience is controlled by an adult, when do students develop their own identities as readers? When do they discover what they enjoy? When do they learn to select books? When do they experience reading as something that belongs to them? This is why classroom libraries and reading environments should provide variety: picture books, graphic novels, poetry, informational texts, novels in verse, biographies, books in different languages, texts that offer different levels of challenge, And we should be careful not to assume that a student's preferred format tells us everything about their intellectual ability. A student who loves graphic novels isn't necessarily avoiding meaningful reading. A teenager who enjoys picture books isn't automatically reading below their potential. Different formats can serve different purposes, and sometimes the format that draws a student into Reading becomes the bridge to something else. The goal isn't simply to get children to read the books we value, it's to help them become readers who can discover value in books for themselves. So let me leave educators, parents, and librarians with 3 questions. First, are the texts we're offering accessible and appropriately challenging? Look at the books children are encountering.
Roberto Germán [00:14:03]:
Consider the language, format, presentation, and developmental needs of the readers. Ask whether the challenge comes from the learning itself or from barriers that could be reduced. Second, does the environment invite exploration? Look around your classroom, library, Or home? Can children see the books? Can they access them independently? Is there variety? Do they have opportunities to browse, choose, and discover? Does the space communicate that reading is something to enjoy, not simply something to complete? Third, whose stories are available and whose are missing? Examine the collection. Are different cultures, histories, identities, and experiences represented thoughtfully? Can children find books connected to their own communities, and are there opportunities for them to explore lives and experience beyond their own? You don't have to redesign everything tomorrow. Start with one shelf, one collection, one reading routine, one conversation with students. Ask them what they wish they could read, and then listen. As I reflect on that afternoon in Santo Domingo, I'm grateful for the experience. Not because we all walked away with all the answers.
Roberto Germán [00:15:31]:
We didn't. But because the visit prompted us to think more deeply about something that matters. Books are powerful, but the mere presence of books doesn't automatically create readers. We have to think about how books are selected, How they're presented, how children encounter them, whether they see themselves and others in the stories, and whether our learning environments invite curiosity or unintentionally create barriers. Ultimately, literacy isn't something— well, it isn't simply about making sure children can read. It's also about cultivating the conditions that make them want to read. So here's the question that I'll leave you with. If a child walked into your classroom, library, or home today, what would the environment communicate about who they are and what kind of reader they can become? And perhaps even more importantly, have you asked them? Have you asked them? You know? And if not, take a second and do so.
Roberto Germán [00:16:37]:
Thanks for joining me on another episode of Our Classroom. Till next time, teach in truth, lead with courage, belong to a community that gets it. As always, your engagement in our classroom is greatly appreciated. Be sure to subscribe, rate the show, and write a review. Finally, for resources to help you understand the intersection of race, bias, education, and society, go to multiculturalclassroom.com. Peace and love. From your host, Roberto Germán.
