Abstract
As the restriction of books in schools continues to rise in the U.S., the authors of this piece argue that teacher educators have an important and powerful role to play as they empower preservice and inservice teachers to advocate for book access and choice. Four actions for teacher educators to consider are recommended: 1) building background knowledge 2) modeling effective strategies 3) introducing pathways of advocacy 4) providing a community of support. * It should be noted that the authors of the article used alphabetical order as authors and wish to recognize all contributions as equal.
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