Criteria for Choosing Books Appropriate for FNMI Students

1. Criteria for Choosing Books Appropriate for FNMI Students Information is adapted from: Slapin, B., Seale, D., & Gonzales Ten Fingers, R. (1998). How to tell the difference. In Through Indian eyes, the native experience in books for children (pp. 179 – 203). Berkeley, CA:Oyate Alberta Education. (2005). Our Words, Our Ways: Teaching First Nations, Metis and Inuit Learners. PDF version: www.education.gov.ab.ca/k_12/curriculum/other.asp

2. As teachers, we have a responsibility to choose appropriate learning materials for our students. When we welcome FNMI students into our classrooms, we need to ensure that the books we have available reflect accurately the messages we want our students to receive.The following suggestions are meant to make it easier for you, the teacher, to choose appropriately.

3. Questions to ask yourself: • Are the illustrations in the book respectful of FNMI students? Look at these samples. They are inappropriate.

4. When looking at the illustrations, put yourself in your FNMI students’ place. What message are the illustrations sending to your FNMI students and the other students in the classroom. Are the images stereotypical? Inaccurate? Is this the message you want them to receive about themselves? What does this image say about FNMI culture and people?

5. We want our students to see images that reflect First Nations’ values of hard work, sharing, honesty and courage. We want them to see women as an integral and respected part of Native society and elders treated as loved, valued and cherished. Do the illustrations or photographs reflect this message?

6. What is the authors’ or illustrators’ background? • Is there anything in their background that qualifies them to write about FNMI people? (e.g. Metis author writing about the Red River Jig). • Do the authors’ or illustrators’ perspective strengthen the work. (e.g. Residential school stories written by former residents). • Does the author follow protocol in the sharing of the story? Is it theirs to share?

7. Looking at the Text • Are there positive role models an FNMI student can identify with? • Is the language used skillfully and does it reflect an oral tradition? • Are FNMI societies described as co-existing with nature in a delicate balance? Are ways of life interpreted with deep knowledge? • Is the material truthful? One sided? • Is there cultural integrity in the work?

8. When choosing any resources, think about the following questions before you use them in your classroom. • Is the resource recognized by the FNMI community? • Is the resource culturally authentic? • Is the resource historically accurate? • Is the resource balanced and objective? • Are the language and terminology accurate and respectful? • Are the graphics culturally accurate and/or respectful? • Is the resource based on information from recognized sources? *A more in-depth checklist can be found as Appendix 6 in Alberta Education’s Our Words, Our Ways: Teaching First Nations, Metis and Inuit Learners. (2005)