Picture Books and Young Learners’ Reading Identities

Abstract

The International Literacy Association is a global advocacy organization, and literacy is viewed as a human right worldwide. This department highlights research and research‐to‐practice at the international level to bring global best teaching practices to the forefront. Topics may include best practices for literacy instruction in Europe or other continents/countries, partnership and collaborative projects between international schools/teachers, and advocacy.

Picture Books, Imagination and Play: Pathways to Positive Reading Identities for Young Children

“…Shared reading is thus valuable for supporting the development of early literacy concepts and skills such as phonemic awareness, concepts of print, reading of visual symbols and knowledge of how books work [9]. However, equally valuable in supporting children's literacy development is the role that picture books can play in fostering positive identities for children as readers [10]. As children grow, and move on from early childhood education to school, those who enjoy picture books and being read to are more likely to become children who want to read, and who feel that the world of reading is available to and possible for them.…”

Who Is Doing Science? Using Science Texts to Open Spaces that Expand the Voices and Perspectives in Elementary Classrooms

“…(v) Do these texts tap into a range of experiences, practices, and/or resources, that is, can they encourage culturally relevant instruction, leverage students' funds of knowledge, and support children in the (vi) Do these texts contribute to a classroom culture and pedagogical practices that support a range of student abilities and interests and foster both positive reading and science identities (e.g., Carlone & Johnson, 2007;Gomez-Najarro, 2020;Niland, 2021)? To illustrate what this process might look like, we share how we identified texts as well as the results of our search.…”

“…Think about this in terms of how families are depicted, what food is featured, ways that characters speak, and/or the experiences or activities that are described. Which of these books are authored or illustrated by women and/or BIPOC individuals? Consider the instructional possibilities: Are the books engaging? Will they capture and hold students' interest? Are topics appropriate and comprehensible for focal students' ages and grade level(s)? What are the literacy skills and science knowledge that students can gain from instruction using this text; what connections can be made to CCSS (2010) and NGSS (2013)? Do these books lend themselves to instruction with multiple entry points (as opposed to a single entry point) that encourage inquiry tied to students' interests and identities? Do these texts tap into a range of experiences, practices, and/or resources, that is, can they encourage culturally relevant instruction, leverage students' funds of knowledge, and support children in the process of equitable sensemaking (e.g., Bottoms et al, 2015; Calabrese Barton, 2003; Johnson & Atwater, 2014; Moll et al, 1992)? Do these texts contribute to a classroom culture and pedagogical practices that support a range of student abilities and interests and foster both positive reading and science identities (e.g., Carlone & Johnson, 2007; Gomez‐Najarro, 2020; Niland, 2021)? …”