16 LAUREN AIMONETTE LIANG, NAOMI M. WATKINS & VIRGINIA S. WILLIAMS A Step Toward Global Awareness: An Examination of USBBY Outstanding International Books for the Primary Grades This article describes results from an examination of common characteristics in the award-winning USBBY Outstanding International Books for Grades K–2 from 2006 to 2012. AS THE WORLD MOVES toward more global interdepen- dence through work and political and technological communi- vkgu. gfwecvkqp ngcfgtu kp vjg Wpkvgf Uvcvgu jcxg uvtguugf vjg importance of fostering global awareness. Today’s students are expected to develop understanding and appreciation for other cultures and grow as global citizens. This emphasis ranges from required international classes at the college level to cross-cultural experiences in preschool, but frequently children’s literature is the vehicle used to aid young people’s development of global perspectives. It appears widely recognized that “books can make a difference in dispelling prejudice and building community…with enthralling stories that make us imagine the lives of others” (Rochman, 1993, p. 19). Prominent national documents such as the Common Eqtg Uvcvg Uvcpfctfu gejq vjku tgcuqpkpi. ecnnkpi hqt uvwfgpvu to read literature from a “variety of periods, cultures, and worldviews” (National Governors Association Center for Best Rtcevkegu ( Eqwpekn qh Ejkgh Uvcvg Uejqqn QhÞegtu. 4232. r0 7). With this strong push for developing global citizenship, W0U0 gfwecvqtu ctg kpetgcukpin{ ugctejkpi hqt kpvgtpcvkqpcn children’s literature to use in their classrooms. Jqygxgt. kv ecp dg ejcnngpikpi vq Þpf swcnkv{. ewnvwtcnn{ authentic international children’s books that are easily cxckncdng kp vjg W0U0 octmgv0 Vjg xgt{ fgÞpkvkqp qh kpvgtpc- tional children’s literature is evolving due to the growth of international publishing conglomerates and a trend toward more copublication (Pavonetti, 2011; Taxel, 2011). Vjg rtgxkqwun{ eqooqp fgÞpkvkqp kp vjg Wpkvgf Uvcvgu of international children’s literature as “books originally published for children in a country other than the United Uvcvgu kp c ncpiwcig qh vjcv eqwpvt{ cpf ncvgt rwdnkujgf kp this country” (Tomlinson, 1998, p. 4) is beginning to be used less and less. An increased use of the term global literature, fgÞpgf cu nkvgtcvwtg vjcv ku kpvgtpcvkqpcn gkvjgt Ñd{ vqrke or origin of publication or author” (Lehman, Freeman, & Uejctgt. 4232. r0 39+. tgàgevu vjg pgy octmgv vtgpfu cpf cnuq qrgpu vjg fqqt vq kpenwfkpi dqqmu d{ W0U0 cwvjqtu vjcv ctg rwdnkujgf kp vjg Wpkvgf Uvcvgu cdqwv eqwpvtkgu cpf ewnvwtgu qwvukfg vjg Wpkvgf Uvcvgu. ocmkpi kuuwgu qh ewnvwtcn authenticity increasingly important. To locate quality, culturally authentic international or global children’s literature, many teachers and librar- ians turn to the annual winners of the Batchelder Award (translated books chosen by the Association for Nkdtct{ Ugtxkeg vq Ejknftgp+. vjg 47 inqdcn nkvgtcvwtg titles suggested by the International Reading Associa- ARTICLES ©Children’s Literature Assembly ISSN 1521-7779 Journal of Children’s Literature, 39(1), pp. 16-24, 2013.