Notable Books for a Global Society Award Practitioner Award & Research Award
Award Description The Notable Books for a Global Society (NBGS) Award is presented by the Children’s Literature and Reading (CL/R) SIG through the International Literacy Association to two outstanding educators each year: one with a research focus, and another with a practitioner focus.
The NBGS Award rewards passionate educators dedicated to creative and innovative use and exploration of literature from the NBGS in both pre-K – 12th grade and university classrooms, as well as in other learning contexts (such as libraries, after-school programs, summer enrichment programs, literacy outreach programs, etc.)
Award winners will be provided with the opportunity to contribute to The Reading Teacher's “Teaching with Children's Literature” column in order to share their work from the award, in addition to a certificate, as well as a 1 year SIG membership.
General Guidelines
All applicants must be current members of the Children’s Literature and Reading Special Interest Group (ILA CL/R SIG). Please submit complete applications to Dr. Anne Katz, Chair of the NBGS Award, at [email protected] For more details, click on the Call for NBGS Practitioner Award and Research Award below.
2024 - Lauren Liang - NBGS Research Award Winner "Training Today's New Teachers: Global Books Enhancing Preparation for Licensure Assessments" This exploratory study considers the use of picture books from the 2023 and 2024 Notable Books for a Global Society Lists in a practical assignment for conducting an interactive read aloud. Using these NBGS titles may better support preservice teachers’ early attempts at creating prompts and in conducting interactive read-alouds; the books’ high literary quality and cultural authenticity, as well as possible content and vocabulary demands related to their pluralistic views of world society, often highlights areas where young readers may need greater support in meaning-making, thus making it easier for new educators to prepare potential scaffolds and prompts. Incorporating these titles into the interactive read-aloud assignment may better allow licensure and credential students to understand and practice comprehension and vocabulary instructional skills and serve as strong preparation for the FOR assessment tasks.