Picturebooks can be considered sociopolitical art and, as such, are ideal for inviting children into critical conversations during justice-oriented interactive read-alouds. Therefore, how teachers critically curate their picturebook collections, finding and selecting texts, is important. This paper aims to answer the question: How do primary-grade teachers critically curate their picturebook collections to share in justice-oriented interactive read-alouds?
Drawing upon critical literacy theory, this study uses qualitative research methods to examine how primary-grade teachers curate picturebooks for their justice-oriented interactive read-alouds. The data derives from a multiple case study investigating the perspectives and practices of primary-grade teachers sharing diverse children’s literature as part of their justice-oriented approaches to teaching.
This paper identifies three themes that emerged from the data. First, the teachers critically engaged with resources and collaborators. Second, the teachers critically analyzed potential picturebooks. Third, they prioritized finding multiple and varied perspectives for their picturebook collections.
Although the scholarship outlines essential aspects for teachers to consider as they select picturebooks, there are few studies that explore primary-grade teachers’ critical curation processes and practices. This study offers insights into how primary-grade teachers enact a critical stance to find and select picturebooks as their initial step in designing justice-oriented interactive read-alouds.
