https://orcid.org/0000-0002-1406-9311
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ABSTRACT
Sixty seven secondary students from two kindergarten through grade twelve schools participated in this study, which explores the value of using picture books in secondary classrooms. Students unanimous support suggests that including picture books in secondary classrooms has far reaching impacts for the teacher and learner as it presents reasons explaining why picture books should be used in secondary classes: they are gentle entry points for having difficult conversations, they explore social justice and equity issues, and they engage the disengaged reader.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Carolyn Clarke
Carolyn Clarke is an adjunct instructor with Mount Saint Vincent University in Halifax, Nova Scotia. She has been an educator in Newfoundland and Labrador for more than 20 years, where she is currently a principal. Previous experiences include working as a Primary and Elementary teacher, Literacy Program Specialist, Elementary Program Specialist, Vice Principal, and Senior Education Officer. Her Ph.D. is in Literacy Education and her primary research interest includes: homework, critical literacy, social justice, and using children’s literature to teach in high school classes.
Jo Anne Broders
Jo Anne Broders is a secondary English Language Arts and Social Studies teacher and assistant principal at Smallwood Academy in Gambo, Newfoundland and Labrador who has twenty-five years teaching experience. She also worked as an ELA program specialist for grades 7, 8, and 9 with the Department of Education in Newfoundland and Labrador. Jo Anne received a Bachelor of Arts in English Language Arts and History from Memorial University, a Bachelor of Education (Secondary) from Memorial University, and a Master of Education in Numeracy and Literacy from Mount Saint Vincent University.