This manuscript presents a content analysis of 28 picture books from the Outstanding Science Trade Books recognized by the National Science Teachers Association in 2016. Drawing on the need for culturally relevant science instruction, the research investigated the portrayal of scientists in images (gender and racial background), the scientific disciplines, what aspects of the nature of science were represented in the books and where, and the language that described scientific work. Previous work suggested that science trade books do not often portray diverse scientists, the breadth of science, or the nature of science and scientific work. This study examined whether recently published and award‐winning books had these weaknesses. Findings showed that the sample did not show improvement in the diversity of scientific fields or scientists. Most scientists shown in images were white and male, and most books presented life science, often animals. However, the findings also showed that the extent to which books represented the nature of science varied widely. Some books contained no references, and others contained many references to different aspects of the nature of science. The study noted that biographies and books that described in detail the work of scientific teams provided the most nature of science content. Many books also had substantial nature of science content in peritextual material such as author's notes. The study collected and categorized all the verbs used to describe scientific activity and found that these descriptions of scientific activity have a wide scope and show scientists engaging in work ranging from data collection to activism. The article concludes with a recognition of the importance of broad scientific education programs about nature of science; the current children's book market, while offering valuable tools, does not adequately provide resources to teach the diversity of science and scientists.

In this study, 12 preservice teachers in a community college English as a second language (ESL) K-12 teacher education program drew pictures and wrote descriptions of teachers teaching English language learners (ELLs) at the beginning and end of an ESL methods course. Using content analysis, the researcher analyzed the drawings and descriptions with respect to the role of the teacher, the role of the students, the teaching strategies shown, the instructional content, and how the drawings changed over the semester. Preservice teachers depicted more and varied teaching strategies in end-of-course drawings, but overall findings showed that preservice teachers viewed teaching ELLs as a teacher implementing direct instruction in basic literacy to passive students at both the beginning and end of the course. The article discusses the importance of impacting preservice teacher beliefs through teacher education and explores the benefits and limits of using drawings for this purpose.

In this study, the researchers examined how first-grade students initially positioned as struggling readers took up literacy practices to reposition themselves as capable competent readers and part of a literate community of practice over an academic year. Using positive discourse analysis and case study methodology, the researchers documented and analyzed the identity work of two students, an English monolingual and a Spanish-English emerging bilingual, who worked to reposition themselves in their classroom community. The participants were part of a diverse, urban, first-grade dialogic inquiry-based classroom in the Southwest. The yearlong study documented students taking up inclusive literacy practices, practices that invited the participation of all students regardless of literacy level or language background, to negotiate positive identities in the literate community. The in-depth qualitative analysis utilized both positive and critical discourse analysis lenses to provide research that not only deconstructs power but also identifies positive ways in which students make room for themselves within academic settings. The use of both lenses led to findings on identity negotiations that provide insight into possibilities for power to be redistributed in positive ways for young children.

Counterstories are a tool used by minoritized communities to tell stories that reflect their experiences and knowledge. Counterstories challenge the stock stories and grand narratives accepted by the majority and put forth in school curriculum. As young children tend to speak openly and share their responses to literature candidly, counterstory can be a powerful tool for empowering children in the primary literacy classroom. The author reflects on her experience in primary literacy classrooms engaging children in telling their counterstories in response to children's literature. The pedagogical promise of counterstory and ways of eliciting and welcoming counterstory in the primary literacy classroom are discussed.

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