Elementary School Students’ Responses to Inclusive Children’s Picture Books

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Unearthing Possibilities in Literacy Innovations K–20 (Table 21)

Abstract

This research study explored children’s responses to inclusive children’s picture books, such as those banned and challenged in many states and districts, as well as the types of discussion questions that elicit critical thinking and empathy. Data collection took place at an elementary school in grades 1-5. Children responded to the books with compassion and by thinking critically; they built new knowledge connected to state learning standards, asked questions, made inferences, drew on relevant information, and considered implications and point of view. Open-ended discussion questions based on Chambers (1996) “Tell Me” framework sparked the responses. Notably, the children’s responses to the books used in this study do not support many of the claims of those who would ban such books.

Author

• Francesca Kazan Pomerantz, Salem State University