The benefits of using picture books in high school classrooms: a study in two Canadian schools

References

• Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123–140. https://doi.org/10.1080/14681366.2015.1087044
   Web of Science ®Google Scholar
• Carney, R., & Levin, J. (2002). Pictorial illustrations still improve students’ learning from texts. Educational Psychology Review, 14(1), 5–26.
   Web of Science ®Google Scholar
• Carrington, J. (2019). Kids these days: A game plan for (re)connecting with those we teach, lead, & love. FriesenPress.
   Google Scholar
• Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data. Sage Publications Inc.
   Google Scholar
• Comber, B. (2015). Critical literacy and social justice. Journal of Adolescent & Adult Literacy, 58(5), 362–367.
   Web of Science ®Google Scholar
• Drinkhouse, L. (2018). Picture books in high school: How picture books impact student understanding of revolutionary literature curriculum. Theses and Dissertations. 2494. https://rdw.rowan.edu/etd/2494
   Google Scholar
• Enriquez, G., Clark, S. R., & Calce, J. D. (2017). Using children’s literature for dynamic learning frames and growth mindsets. The Reading Teacher, 70(6), 711–719. https://doi.org/10.1002/trtr.1583
   Web of Science ®Google Scholar
• Erbruch, W. (2007). Duck, death and the tulip. Gecko Press.
   Google Scholar
• Fullan, M., Gardner, M., & Drummy, M. (2019, May). Going deeper. Educational Leadership.ASCD/www.ASCD.ORG
   Google Scholar
• Fullan, M., Quinn, J., & McEachen, M. (2018). Deep learning: Engaging the world change the world. Corwin.
   Google Scholar
• Gleeson, L., & Greder, A. (2011). I am Thomas. Allen & Unwin.
   Google Scholar
• Ivey, G. (2019). Engaging possibilities: Reinvigorating the call for research on reading. Literacy Research: Theory, Method, and Practice, 68(1), 25–44. https://doi.org/10.1177/2381336919868239
   Google Scholar
• Janks, H. (2014). Critical literacy’s ongoing importance for education. Journal of Adolescent & Adult Literacy, 57(5), 349–356.
   Web of Science ®Google Scholar
• Kilodavis, C. (2009). My princess boy. CNIB.
   Google Scholar
• Kramer, P. (2011). Maggie goes on a diet. Aloha Publishers LLC.
   Google Scholar
• Krueger, R., & Casey, M. A. (2000). Focus groups. A practical guide for applied research. Sage Publications.
   Google Scholar
• Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to implementation. Open University Press.
   Google Scholar
• Leland, C., Lewison, M., & Harste, J. (2021). Teaching K-8 reading: Disrupting 10 literacy myths. Routledge.
   Google Scholar
• Massey, S. (2015). The multidimensionality of children’s picture books for upper grades. The English Journal, 104(5), 45–58. https://ezproxy.msvu.ca/login?qurl=https://www.jstor.org/stable/24484579
   Google Scholar
• Mitchell, D. (1998). Using children’s literature to spark learning. The English Journal, 87(2), 94. https://doi.org/10.2307/821557
   Google Scholar
• Premont, D. W., Young, T. A., Wilcox, B., Dean, D., & Morrison, T. G. (2017). Picture books as mentor texts for 10th grade struggling writers. Literacy Research & Instruction, 56(4), 290–310. https://doi.org/10.1080/19388071.2017.1338803
   Web of Science ®Google Scholar
• Rappaport, D. (2001). Martin’s big words: The life of Martin Luther King. Hyperion Books for Children.
   Google Scholar
• Reiker, M. (2011). The use of picture books in the high school classroom: A qualitative case study. Master of Liberal Studies Theses. 5. http://scholarship.rollins.edu/mls/5
   Google Scholar
• Rochman, B. (2011, August 25). ‘Maggie Goes on a Diet’: A Kids’ Book About Dieting? Not Without Controversy. Retrieved January 15, 2021, from TIME. https://healthland.time.com/2011/08/25/will-fat-kids-become-popular-if-they-go-on-a-diet-maggie-goes-on-a-diet-makes-the-case/
   Google Scholar
• Skerritt, C., Brown, M., & O’Hara, J. (2021). Student voice and classroom practice: how students are consulted in contexts without traditions of student voice. Pedagogy, Culture & Society 1–20 https://doi.org/10.1080/14681366.2021.1979086.
   Web of Science ®Google Scholar
• Smith, M. G. (2018). My heart fills with happiness = Ni sâkaskineh mîyawâten niteh ohcih. CNIB.
   Google Scholar
• Taliaferro, C. (2009). Using picture books to expand adolescents’ imaginings of themselves and others. The English Journal, 99(2), 30–36. https://ezproxy.msvu.ca/login?qurl=https://www.jstor.org/stable/40503356
   Google Scholar
• Tranter, D., Carson, L., & Boland, T. (2018). The third path: A relationship-based approach to student well-being and achievement. Nelson Education Ltd.
   Google Scholar
• Walsh, A. (2016). A change of heart. Nimbus Publishing.
   Google Scholar