Learning to read critically: Professional development with picturebooks
Material type:
TextSeries: An International Journal Of Research And Studies ; Vol. 142Publication details: Elsevier, 2024Description: p. 1-11Subject(s): Online resources:
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In this study, I sought to understand how kindergarten through second grade teachers critically analyzed familiar picturebooks in terms of the identities, perspectives, and experiences represented in them. Drawing on culturally situated reader response theory, I conducted iterative thematic analysis of video transcripts from ten teachers as they used text analysis questions to guide their consideration of these issues. Findings suggest that teachers frequently conflated race and culture, drew on discourses of innocence among young children, infrequently addressed intersectionality, and were rarely explicit about how their own identities informed their reading.
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