An instructional model in which one reader (often a teacher) reads a book out loud to a group (often students), engaging readers in questioning and discussion throughout. Picturebooks can be used for interactive read-alouds, but do not have to be.
Published in Chapter:
Critical Reading, Critical Literacy, and Critical Classrooms: The Power of Using Picturebooks With Preservice Teachers
Melissa Summer Wells (University of Mary Washington, USA), Jennifer D. Morrison (University of South Carolina, USA), and Julia M. López-Robertson (University of South Carolina, USA)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-7998-8725-6.ch001
Abstract
Critical reading and critical literacy are skills that preservice teachers need to cultivate not only in their future students, but also in their own literacy practices. Picturebooks have the unique power to facilitate critical reading and critical literacy with preservice teachers. This chapter analyzes critical reading, critical literacy, and the power of picturebooks and then presents three approaches for using picturebooks to develop critical reading and critical literacy skills with preservice teachers: (1) field-based coursework with multicultural children's literature, (2) analyzing voices and perspectives in read-alouds, and (3) analyzing wordless picturebooks. Through intentional use of picturebooks in educator preparation programs, preservice teachers can gain the expertise necessary to use picturebooks to craft their own critical classrooms.