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A teacher’s journey with secondary students shows that reading and creating picture books supports holistic discussions on equity, inclusion, and other socially and personally meaningful topics. Students benefit by engaging in interconnected, diverse dialogues and by becoming positive role models through relationships with younger learners.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-picture-books-to-enhance-meaningful-inclusive-and-socially-just-relationships/580855/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-picture-books-to-enhance-meaningful-inclusive-and-socially-just-relationships/580855.png","ImageObject",300,407,{"name":92,"@type":93},"Riley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do picture books support meaningful, inclusive classroom discussions?","Question",{"text":112,"@type":113},"The article describes how reading and creating picture books help teachers and students hold holistic discussions about socially and personally important topics such as equity and inclusion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What process did Jane follow in creating her picture book?",{"text":117,"@type":113},"Jane wrote and illustrated an original picture book, The Enchanted Forest, as a way to find peace in nature and cope with everyday stresses, then shared it to prompt classroom conversation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors emphasize using picture books in a formative age despite challenges?",{"text":121,"@type":113},"They note increasing bans and restrictions on books and topics in schools and public libraries, which makes it harder for educators to use professional judgment; therefore, picture books that address diversity and difficult issues remain critical.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580855,1792121278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},1374391975076,"https://ap-avatar.wpscdn.com/avatar/14000253ca4ec9f6853?x-image-process=image/resize,m_fixed,w_180,h_180&k=1783305029341752051","Using Picture Books to Enhance Meaningful, Inclusive, and Socially Just Relationships  \nCarolyn Clarke, Evan Throop Robinson, Ellen Carter, and Jo Anne Broders  \nAbstract  \nThis article explores spaces for transformation for teachers and learners using picture books, encouraging them to share their stories and have their voices heard through multiple forms of representation. We describe one teacher’s journey with her secondary school students. Classroom data show how reading and creating picture books provoke holistic and comprehensive discussions about topics of societal and personal importance such as equity and inclusion. Benefits for students to create and share their stories include (a) participating in meaningful, inclusive, and socially just discussions that promote interconnectedness and diversity; and (b) becoming positive role models through interactions and relationships with younger students.  \nIntroduction  \nAs part of a secondary school classroom project, 13-year-old Jane (names of students are pseudonyms) wrote and illustrated an original picture book about finding peace in nature to help cope with the stresses of everyday life. Jane chose this topic because for her, when she is having a difficult day, she actively embraces well-being by connecting with nature. In her picture book, The Enchanted Forest, she writes,“In the forest you see all the trees, along with a low and calming breeze…the Enchanted Forest is full of power.” She concludes her picture book with: “In the Enchanted Forest I get to be me. My favorite place to be. Where is your favorite place to be?”(see Figure 1) .  \nFig. 1: Where all the animals feel they belong  \nLEARNing Landscapes | Spring 2025, Issue 29 | 43  \nCarolyn Clarke, Evan Throop Robinson, Ellen Carter, and Jo Anne Broders  \nJane’s book sparked an engaging classroom discussion about what teenagers do when they feel stressed and where they find their happy place (Spector et al., 2024) . When reflecting on the experience of the creative process, Jane said, “I would definitely recommend it [writing and illustrating a picture book] to other grades. You get to do art and writing together. I personally really enjoyed it.” Creating a space within the classroom for learners to discuss important topics and safe places beyond the walls of the school encourages a transformative connection between the classroom and the world students experience outside.  \nJane, a student in Jo Anne’s secondary classroom, highlights for us the value of creativity and the importance of understanding differences in how all individuals deal with challenges in their lives. Rich experiences, reflection, and discussion help teenagers develop empathy to become compassionate, interconnected citizens who build relational understandings between themselves and the world around them. Jane’s response to reading and writing picture books as part of the secondary school curriculum reveals the positive impact of using picture books with all learners.  \nThe combination of one teacher of secondary school English and social studies and three university teacher educators brought diversity to this study. Jo Anne teaches grades 8–12 at a Kindergarten to Grade 12 school located in a rural area on the island portion of the province of Newfoundland and Labrador, Canada. The three teacher educators all teach in the same teacher education program in a small rural university on Canada’s east coast. In this article, we describe Jo Anne’s process of creating picture books, using multiple forms of representation, with secondary students. This process also emphasized how artistic practices within secondary classrooms can be transformative for learners when art is valued.  \nIn our classrooms, we seek positive actions with teenagers and adults to address issues of inclusion, race, culture, gender, and identity by choosing picture books that speak to such diversity. (See “List of Picture Books for Secondary Students” at the end of this article.) For","cbCaiu5IriVrTrcU","https://ap.wps.com/l/cbCaiu5IriVrTrcU","pdf",557601,"English","# Abstract\n# Introduction\n## Classroom Journey and Student Story Creation\n## Diversity in Teaching Team and Curriculum Use\n## Social Media, Book Bans, and the Need for Critical Selection","[{\"question\":\"How do picture books support meaningful, inclusive classroom discussions?\",\"answer\":\"The article describes how reading and creating picture books help teachers and students hold holistic discussions about socially and personally important topics such as equity and inclusion.\"},{\"question\":\"What process did Jane follow in creating her picture book?\",\"answer\":\"Jane wrote and illustrated an original picture book, The Enchanted Forest, as a way to find peace in nature and cope with everyday stresses, then shared it to prompt classroom conversation.\"},{\"question\":\"Why do the authors emphasize using picture books in a formative age despite challenges?\",\"answer\":\"They note increasing bans and restrictions on books and topics in schools and public libraries, which makes it harder for educators to use professional judgment; therefore, picture books that address diversity and difficult issues remain critical.\"}]","Using Picture Books to Enhance Meaningful, Inclusive, and Socially Just Relationships | PDF",1792038419]