Finding Identity Through Literature

Abstract

The focus of this Capstone Project is on how upper-grade elementary students view children’s literature and its connection to self identity. The stakeholder perspectives that were obtained include students in upper and lower elementary grades and their teachers. According to the data analysis, younger elementary students desired to read more stories about anthropomorphized characters that are going through similar life situations. Older elementary students exhibited an overall desire to read books about fantastical stories and characters. However, when dealing with pressing issues both groups desired to read stories about characters who were similar to them in gender, age, ethnicity, or social group. Providing students with opportunities to explore identity issues through the literature is consequential as students who enjoy reading are more likely to orally communicate effectively, exhibit a desire to discuss it with peers and had an increasing desire to continue reading