books on science education

1st Edition

Handbook of Research on Science Education Volume III

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Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field. Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and  the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education. Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.

Table of Contents

Section I: Theory and Methods of Science Education Research   1. Paradigms in  Science Education Research  2. Quantitative Research Designs and Approaches  3. Qualitative Research as Culture and Practice   Section II: Science Learning   4. Learning Theories  5. Student Conceptions, Conceptual Change, and Learning Progressions  6. Attitudes, Identity, and Aspirations Toward Science  7. Classroom Learning Environments: Historical and Contemporary Perspectives   Section III: Diversity and Equity in Science Learning   8. Unpacking and Critically Synthesizing the Literature on Race and Ethnicity in Science Education: How Far Have We Come?  9. Gender Matters: Building on the Past, Recognizing the Present, and Looking Toward the Future  10. Multilingual Learners in Science Education  11. Special Needs and Talents in Science Learning  12. Urban and Rural Science Education Research: Expanding on Conceptual Tools for Urban-Centric Research  13. Culturally Responsive Science Education for Indigenous and Ethnic Minority Students   Section IV: Science Teaching   14. Discourse Practices in Science Learning and Teaching  15. Synergies Between Learning Technologies and Learning Sciences: Promoting Equitable Secondary School Teaching  16. Science Education During the Early Childhood Years: Research Themes and Future Directions  17. Elementary Science Teaching: Toward the Goal of Scientific Literacy  18. Interdisciplinary Approaches and Integrated STEM in Science Teaching  19. Biology Education: What We Know About How to Address Biological Literacy  20. Teaching Physics  21. Chemistry Education Research: Recent Trends and the Onset of the Pandemic Era  22. Earth and Astronomy Science Education  23. Environmental Education  24. From Inquiry to Scientific Practices in the Science Classroom   Section V: Curriculum and Assessment in Science   25. Science and Scientific Literacy and Science Education  26. The Use of Content Standards for Curriculum Reform in the United States: An Historical Analysis  27. Research on Teaching, Learning, and Assessment of Nature of Science  28. Exploring and Expanding the Frontiers of Socioscientific Issues  29. Project Evaluation: Its History, Importance, and Current Practice  30. Precollege Engineering Education  31. Review of Science Education Program Evaluation  32. The Central Role of Assessment in Pedagogy  33. Large-Scale Assessments in Science Education   Section VI: Science Teacher Education   34. Science Teacher Attitudes and Beliefs: Reforming Practice  35. Research on Science Teacher Knowledge and its Development  36. Learning to Teach Science  37. Research on Teacher Professional Development Programs in Science

Norman G. Lederman (deceased) was the Distinguished Professor and Chair, Department of Mathematics and Science Education, Illinois Institute of Technology, USA. Dana L. Zeidler is the Distinguished University Professor and Program Coordinator for Science Education in the Department of Curriculum, Instruction, and Learning of the College of Education at the University of South Florida, USA. Judith S. Lederman is a Professor Emeritus in the Department of Mathematics and Science Education, Illinois Institute of Technology, USA.

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Handbook of Research on Science Teacher Education

DOI link for Handbook of Research on Science Teacher Education

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This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers.

Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices. Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers. Issues associated with equity are embedded within each chapter. Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including:

• Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives;
• Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums;
• Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership;
• Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and
• Emerging areas in science teacher education such as STEM education, global education, and identity development.

This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.

TABLE OF CONTENTS

Section section 1 | 63  pages, research in science teacher education, chapter 1 | 11  pages, the importance of research in science teacher education, chapter 2 | 12  pages, the contribution of large educational surveys to science teacher education research, chapter 3 | 13  pages, qualitatively conducting teacher education research, chapter 4 | 11  pages, mixed methods research on science teacher education, chapter 5 | 12  pages, towards justice, section section 2 | 94  pages, initial science teacher education – core areas, chapter 6 | 14  pages, preparing early childhood teachers to support young children's equitable science sensemaking, chapter 7 | 14  pages, well-started beginners, chapter 8 | 22  pages, research on secondary science teacher preparation, chapter 9 | 13  pages, understanding the role of field experiences in preservice science teacher preparation, chapter 10 | 13  pages, recent trends in science education research on mentoring preservice teachers, chapter 11 | 14  pages, alternative pathways to science teaching: approaches and impacts, section section 3 | 83  pages, initial teacher preparation – situated aspects, chapter 12 | 15  pages, preservice science teachers education around the globe, chapter 13 | 11  pages, partnerships in k–12 preservice science teacher education, chapter 14 | 14  pages, the magic of informal settings, chapter 15 | 15  pages, discursive practices in initial science teacher education, chapter 16 | 13  pages, the role of emerging technologies in science teacher preparation, chapter 17 | 11  pages, policy in k–12 science teacher preparation, section section 4 | 82  pages, science teacher continuing professional development, chapter 18 | 12  pages, the learning opportunities of newly hired teachers of science, chapter 19 | 16  pages, science teacher leadership, chapter 20 | 14  pages, professional development of science teachers for inquiry instruction, chapter 21 | 13  pages, a literature review of global perspectives on the professional development of culturally responsive science teachers, chapter 22 | 13  pages, professional learning communities across science teachers' careers, chapter 23 | 12  pages, digital technologies and professional learning of science teachers, section section 5 | 74  pages, science teacher education – central tenets, chapter 24 | 11  pages, science teacher professional knowledge and its relationship to high-quality science instruction, chapter 25 | 12  pages, indigenous knowledge in science education, chapter 26 | 11  pages, action research, chapter 27 | 13  pages, including all learners through science teacher education, chapter 28 | 12  pages, the role of teacher education in teaching science to emergent bilingual learners, chapter 29 | 11  pages, educative curriculum materials and their role in the learning of science teachers, section section 6 | 78  pages, science teacher education – emerging areas, chapter 30 | 11  pages, learning to teach controversial topics, chapter 31 | 12  pages, professional identity as a framework for science teacher education and professional development, chapter 32 | 13  pages, emotion and science teacher education, chapter 33 | 13  pages, learning to teach science from a contextualized stance, chapter 34 | 13  pages, learning in and through researcher-teacher collaboration, chapter 35 | 12  pages, integrated stem teacher education.

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National Science Education Standards

Americans agree that our students urgently need better science education. But what should they be expected to know and be able to do? Can the same expectations be applied across our diverse society?

These and other fundamental issues are addressed in National Science Education Standards —a landmark development effort that reflects the contributions of thousands of teachers, scientists, science educators, and other experts across the country.

The National Science Education Standards offer a coherent vision of what it means to be scientifically literate, describing what all students regardless of background or circumstance should understand and be able to do at different grade levels in various science categories.

The standards address:

• The exemplary practice of science teaching that provides students with experiences that enable them to achieve scientific literacy.
• Criteria for assessing and analyzing students' attainments in science and the learning opportunities that school science programs afford.
• The nature and design of the school and district science program.
• The support and resources needed for students to learn science.

These standards reflect the principles that learning science is an inquiry-based process, that science in schools should reflect the intellectual traditions of contemporary science, and that all Americans have a role in improving science education.

This document will be invaluable to education policymakers, school system administrators, teacher educators, individual teachers, and concerned parents.

As of 2013, the National Science Education Standards have been replaced by the Next Generation Science Standards (NGSS) , available as a print book, free PDF download, and online with our OpenBook platform.

The NGSS offer a detailed description of the key scientific ideas and practices that all students should learn by the time they graduate from high school. The standards are based largely on the 2011 National Research Council report A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas .

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Suggested Citation

National Research Council. 1996. National Science Education Standards . Washington, DC: The National Academies Press. https://doi.org/10.17226/4962. Import this citation to: Bibtex EndNote Reference Manager

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Innovations in Science Education and Technology

About this book series.

As technology rapidly matures and impacts on our ability to understand science as well as on the process of science education, this series focuses on in-depth treatment of topics related to our common goal: global improvement in science education. Each research-based book is written by and for researchers, faculty, teachers, students, and educational technologists. Diverse in content and scope, they reflect the increasingly interdisciplinary and multidisciplinary approaches required to effect change and improvement in teaching, policy, and practice and provide an understanding of the use and role of the technologies in bringing benefit globally to all. Book proposals for this series may be submitted to the Publishing Editor: Claudia Acuna E-mail: [email protected]

• Karen C. Cohen

Book titles in this series

Thermal cameras in science education.

• Jesper Haglund
• Fredrik Jeppsson
• Konrad J. Schönborn
• Copyright: 2022

Available Renditions

Learning from Animations in Science Education

Innovating in Semiotic and Educational Research

• Len Unsworth
• Copyright: 2020

New Developments in Science and Technology Education

• Martin Riopel
• Zacharoula Smyrnaiou
• Copyright: 2016

Cognition, Metacognition, and Culture in STEM Education

Learning, Teaching and Assessment

• Yehudit Judy Dori
• Zemira R. Mevarech
• Dale R. Baker
• Copyright: 2018

Adapted Primary Literature

The Use of Authentic Scientific Texts in Secondary Schools

• Anat Yarden
• Stephen P. Norris
• Linda M. Phillips
• Copyright: 2015

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Know Where Your Food Comes From! 5 Free Nutrition Education Video Lessons for Your Classroom

Meet educational standards for science, social studies, language arts, and more using these engaging programs.

The Educated Choices Program is a nonprofit providing free food-related education programs to schools. They empower students to make informed decisions about their food, building a healthier, more sustainable future for everyone. Learn more about their free programs, lessons, and video library right here.

Food has an incredible way of bringing people together and generating good conversations, and it can have that same positive impact in the classroom. The food choices we make on a daily basis have education opportunities that go much deeper than general nutrition education. From food waste and sustainability to new technology and planning for the future, there are many ways learning where your food comes from can fuel lessons in all sorts of subject areas. 

We recently learned about the Educated Choices Program, a nonprofit that provides free food-related nutrition education to schools. The materials are available in multiple languages and include videos, lesson plans, and student activities for more than a dozen topics. We pulled out five of our favorites, featured below. We love programs that really are free and clearly prioritize teacher and student interests. Check them out to see how they might fit into your needs this school year. 

Learn about the personal impacts of your food choices with Healthful Eating

This nutrition education video focuses on learning about how the foods we eat every day can impact our health. It takes a look at how the right types of fiber, carbohydrates, protein, calcium, and other nutrients can prevent and reverse cancers and diseases. 

How it meets standards

It aligns with 83 different academic objectives, so you can feel good using it across the board. It’s especially great for health and wellness, nutrition, and physiology. 

Why we love it

This lesson does a great job of breaking down the food we see in our everyday lives. It does so in a friendly and visual way, helping students make the connection between food choices and overall health. 

Discover the connection between the environment and modern agriculture 

How are dietary choices connected to challenges like deforestation, excessive resource usage, and water and air pollution? This video lesson answers these questions and others by looking at sustainability as a whole.

The video taps into 70 different educational standards, including those in career development, ethical and social responsibility, and design and biotechnology. 

It tackles animal-based and plant-based foods in factual and thoughtful ways. It shares the information, encourages discussion, and suggests incremental and accessible dietary changes.

Examine food supply in Rethinking Food Waste 

As a whole, the USDA estimates we waste between 30% and 40% of food—more than a billion tons per year. This video really takes a closer look at the food supply chain to break up the four stages: production, processing, distribution, and consumption. 

It aligns with 64 standards, especially when it comes to scientific inquiry and problem-solving. 

It takes something really familiar to most people—a slice of pizza—and looks at how easy it can be to create food waste. This relatable, simple example is perfect for engaging students. 

See the impact of Our Carbon Foodprint 

This video takes a much deeper look at animal-based foods and the overall environmental impact when it comes to climate change. From food waste to greenhouse gas emissions, it examines the day-to-day impact of food production.

It can be used to fulfill 73 different standards, and we especially like it for standards like global issues, cultural awareness, and environmental health. 

It presents the information in a direct, non-judgmental way. Plus, it offers up solutions for smart sustainable swaps. 

Look at technology and the Future of Food 

How can technology play a role in improving food sustainability in the future? This nutrition education video takes a look at our past, present, and future to gain a better understanding of what needs to be done to really make a difference. 

It applies to 91 different educational standards, including environmental health, technology, and the tie between society and the environment. 

It feels like this is just the beginning when it comes to conversations about food technology, and this is a great tool to help teachers have these conversations with students. 

You can feel good about using the video lessons in your day-to-day curriculum because the team at the Educated Choices Program has developed dozens of educational guidelines based on academic standards throughout the United States, Canada, and several other countries. We highlighted the number of standards that align with each of these, which you can use with their handy guide tied to these key categories: 

• Family and Consumer Science 
• Health, Wellness, and Physical Education 
• Environmental and Earth Sciences 
• Engineering, Technology, and IT 
• Biology and Life Sciences 
• Physics and Chemistry 
• Language Arts and Literacy 
• Philosophy, Ethics, and Religion 
• Social Studies 
• Economics, Business, and Finance 
• Mathematics 
• Foreign Language 

Food really can be a great launchpad for teaching about biology, social studies, mathematics, and many other subjects. To see even more free video programs and lessons, check out the Educated Choices Program Library . These ready-made nutrition education lessons might be just what you need to get conversations going in your classroom.

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Hoover’s Michael Hartney Wins the American Political Science Association’s Award for Best Book on Education Politics and Policy

Michael Hartney, the Bruni Family Fellow at the Hoover Institution, is the 2024 recipient of the American Political Science Association (APSA) prize for the best book on education politics, a prize awarded annually by APSA’s Education Politics and Policy Section.

Hoover Institution (Stanford, CA) – Michael Hartney , the Bruni Family Fellow at the Hoover Institution, is the 2024 recipient of the American Political Science Association (APSA) prize for the best book on education politics, a prize awarded annually by APSA’s Education Politics and Policy Section.

At APSA’s 120th Annual Conference , which took place September 5–8, 2024, in Philadelphia, Pennsylvania, Hartney was recognized for his first book, How Policies Make Interest Groups: Governments, Unions, and Education (University of Chicago Press), which critically assesses the power and influence of teachers’ unions in American politics and education. APSA’s Education Politics and Policy Section award committee unanimously and enthusiastically selected Hartney’s monograph for its top prize in a crowded field that included fifteen other books.

How Policies Make Interest Groups showcases how the decision to give collective bargaining rights to teachers fundamentally altered the balance of power in American public education, moving it in a decidedly pro-union direction. The consequences of this momentous decision, Hartney shows, have been enormous.

Since the early 1980s, a bipartisan group of reformers has sought to improve American education by pushing for greater school choice and accountability. However, since these proposals threaten the power of teachers’ unions (e.g., lost funding and jobs), Hartney shows, the unions have successfully used their government-granted power to resist reform.

The upshot is an education system that today is mired in mediocrity and lacking dynamism—a reality that became all too clear during the height of the COVID pandemic, when many unions used their influence to delay reopening schools, a decision shown to be partly responsible for widespread learning loss.

Hartney is an associate professor in the department of political science at Boston College and a nonresident senior fellow at the Manhattan Institute for Policy Research. He is also a research affiliate at Harvard University’s Program on Education Policy and Governance and a previous W. Glenn Campbell and Rita Ricardo-Campbell National Fellow at Hoover (2020–21). He earned his PhD from the University of Notre Dame and his bachelor’s degree from Vanderbilt University.

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Handbook of Research on Science Education 1st Edition

This state-of-the art research Handbook provides a comprehensive, coherent, current synthesis of the empirical and theoretical research concerning teaching and learning in science and lays down a foundation upon which future research can be built.

The contributors, all leading experts in their research areas, represent the international and gender diversity that exists in the science education research community.

As a whole, the Handbook of Research on Science Education demonstrates that science education is alive and well and illustrates its vitality. It is an essential resource for the entire science education community, including veteran and emerging researchers, university faculty, graduate students, practitioners in the schools, and science education professionals outside of universities.

The National Association for Research in Science Teaching (NARST) endorses the Handbook of Research on Science Education as an important and valuable synthesis of the current knowledge in the field of science education by leading individuals in the field. For more information on NARST, please visit: http://www.narst.org/.

• ISBN-10 9780805847147
• ISBN-13 978-0805847147
• Edition 1st
• Publisher Routledge
• Publication date February 1, 2007
• Language English
• Dimensions 7 x 2 x 10 inches
• Print length 1344 pages
• See all details

Editorial Reviews

"The choice of authors is impressive...most of the great names in science education are found in the chapters' index."-- Science and Education

About the Author

Product details.

• ASIN ‏ : ‎ 0805847146
• Publisher ‏ : ‎ Routledge; 1st edition (February 1, 2007)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 1344 pages
• ISBN-10 ‏ : ‎ 9780805847147
• ISBN-13 ‏ : ‎ 978-0805847147
• Item Weight ‏ : ‎ 4.44 pounds
• Dimensions ‏ : ‎ 7 x 2 x 10 inches
• #110 in Science for Kids
• #231 in Education Research (Books)
• #258 in Science & Technology Teaching Materials

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New book explores how a cancer drug caused a scandal in higher education, science and politics

University of Illinois at Urbana-Champaign College of Media Professor Emeritus Matthew Ehrlich talks about his new book, The Krebiozen Hoax: How a Mysterious Cancer Drug Shook Organized Medicine , It explores why University of Illinois president George Stoddard was forced out in 1953 during an uproar over an ultimately discredited cancer drug called Krebiozen. And it details how US government’s medical agencies were involved. And why President Lyndon Johnson supported a test of the drug.

Matthew Ehrlich

University of Illinois at Urbana-Champaign College of Media Professor Emeritus

Author,  The Krebiozen Hoax: How a Mysterious Cancer Drug Shook Organized Medicine

Science Education

An International Course Companion

• © 2017
• Keith S. Taber 0 ,
• Ben Akpan 1

University of Cambridge, UK

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Science Teachers Association of Nigeria, Nigeria

• This book offers accounts of a wide range of key topics in science education, relevant to undergraduate and post-graduate courses
• Chapters offer accessible, but scholarly, introductions suitable as stand-alone briefings, and as launching-points for exploring topics in more depth
• Contributions are prepared by an international authorship with expertise in science teaching, science teacher preparation and development, and research

Part of the book series: New Directions in Mathematics and Science Education (NDMS)

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Introduction: To Be More Relevant the Field of Science Education Needs to Be Less Relevant

Introduction: So Many Challenges—So Many Choices (In Science Education)

• science teaching
• learning in science
• science teacher preparation
• science teacher development
• science education research
• project areas in science education
• key topics in

Table of contents (41 chapters)

Front matter, introduction, science education as a field of scholarship.

Keith S. Taber

Nature of Science and Science Education

Reflecting the nature of science in science education, history and nature of science in science education.

• Michael P. Clough

Beliefs and Science Education

Epistemic practices and scientific practices in science education.

• María Pilar Jiménez-Aleixandre, Beatriz Crujeiras

Interdisciplinarity and Science Education

• Joanne Broggy, John O’reilly, Sibel Erduran

Thinking and Learning in Science

Learning theories in science education.

• Sudhakar Agarkar, Richard Brock

Scientific Reasoning During Inquiry

• Christopher Andersen, Merce Garcia-Mila

The Nature of Student Conceptions in Science

Tacit knowledge in science education.

• Richard Brock

Developing Visual/Spatial Thinking in Science Education

• Alan J. Mccormack

Language, Discourse, Argumentation, and Science Education

• Agustín Adúriz-Bravo, Andrea Revel Chion

The Science Curriculum

Curriculum development in science education.

• Ingo Eilks, Avi Hofstein

Science Curriculum Development Initiatives

Curriculum implementation in science education.

• Rachel Mamlok-Naaman

Editors and Affiliations

About the editors, bibliographic information.

Book Title : Science Education

Book Subtitle : An International Course Companion

Editors : Keith S. Taber, Ben Akpan

Series Title : New Directions in Mathematics and Science Education

DOI : https://doi.org/10.1007/978-94-6300-749-8

Publisher : SensePublishers Rotterdam

eBook Packages : Education , Education (R0)

Copyright Information : SensePublishers-Rotterdam, The Netherlands 2017

eBook ISBN : 978-94-6300-749-8 Published: 27 December 2016

Edition Number : 1

Number of Pages : X, 606

Topics : Education, general

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Protecting the right to read: UB expert speaks on banned books, censorship

News release.

Published September 8, 2024

BUFFALO, N.Y. – As Banned Books Week (Sept. 22-28) approaches, the urgency of defending the freedom to read has never been more apparent. Across the nation, communities are grappling with the rising trend of book bans and challenges, which have profound implications for students, educators and families. Africa Hands , assistant professor of information science at the University at Buffalo Graduate School of Education and former public library worker, shares her insights on why Banned Books Week is critical and what it means for the future of education and community values.

The importance of Banned Books Week

For over four decades, Banned Books Week has served as a focal point for discussing the freedom to read and the dangers of censorship. “It’s really important that Banned Books Week continues because it provides a time when these conversations can happen,” Hands said.

She emphasizes that with the increasing diversity of voices in literature, these discussions are more vital than ever: “We see books being written that really showcase people’s lives, and as we see that, we also see these books being challenged or banned.”

Implications for students and communities

Book bans don’t just limit access to diverse perspectives—they can have profound implications for students who see themselves in these stories. “It’s a form of erasure,” Hands explained. “For students, seeing themselves in a story could be life-giving. We can’t just exclude people who are in our communities and wipe them away by saying, ‘We’re not going to read about them.’”

Tips for educators, parents and information science professionals

Hands offers actionable advice for those looking to support libraries and advocate for inclusive collections:

• Educators: Attend board meetings or district meetings to stay informed and to speak up on behalf of diverse communities. Reading challenged or banned books yourself can also add your voice to the conversation, enabling you to engage critically with colleagues and counter misinformation.
• Parents: Engage with your local library by requesting books that meet your family’s needs. This involvement helps library staff recognize community interests and maintain diverse collections. If you encounter books that aren’t suitable for your children, remember that not every family is like your own.  
• Information science professionals: Ensure that your library has up-to-date collection policies and that staff are informed about ongoing challenges in nearby communities. Familiarize yourself with resources from the American Library Association to support planning Banned Books Week events and reporting instances of censorship. “Banned Books Week is a time when library professionals can educate their communities about banned books and the freedom to read and encourage people to read freely,” said Hands.

Why Buffalo should care

Though Buffalo has not seen significant issues with book banning, Hands cautions against complacency. “It can happen in any community. Sometimes, it’s one parent with a lot of time who files multiple reports. We live in vibrant communities, and you can’t assume it won’t happen here.” She advises that communities and libraries be prepared with updated policies and a readiness to advocate for the freedom to read.

Expert insights

Hands brings a wealth of experience to this issue. Before joining the faculty at UB, she spent years working in public libraries, where she saw firsthand the tension between what children want to read and what their parents deem appropriate.

“I have that very on-the-ground experience, helping people choose books and seeing the difference between what kids want to read and what their parents want them to read,” Hands shared.

Her background in public libraries has shaped her understanding of the crucial role that diverse books play in reflecting and affirming the lives of all readers.

Photo Assets for Publication

Africa Hands, assistant professor of information science at the University at Buffalo Graduate School of Education. Photo by Meredith Forrest Kulwicki.

Media Contact

Danielle LeGare

Director of Content

University at Buffalo Graduate School of Education

Phone: 716-645-1310

Email: [email protected]

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