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The Power of Picturebooks to Support Early Elementary Teachers’ Racial Literacy in Communities of Practice: An Example from the 3Rs (Reading, Racial Equity, Relationships)

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Abstract

In this article, we provide an overview of the ways one ecosystem-based literacy program uses high quality racially affirming picturebooks with kindergarten-third grade teachers within communities of practice to develop racial literacy and enact more effective and equitable reading practices. Racial literacy here refers to teachers’ ability to understand the ways in which race and racism impact reading instruction and reading outcomes in their classrooms. High quality racially affirming picturebooks offer teachers important access to race-based content in ways that are accessible, emotional, and deeply pedagogical. We explore connections between racial literacy and reading practice, the role of high quality racially affirming picturebooks in this work, and provide examples of how we use these books, and the ways they support racial literacy development. Finally, we present a case study highlighting an example of our partner teachers engaging in this work that showcases the role of racial literacy in the development and delivery of effective and equitable reading practices.

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Acknowledgements

This project was conducted as part of the 3Rs Initiative: Reading, Racial Equity, and Relationships (PIs: Moye & Wanless), housed at the University of Pittsburgh’s Office of Child Development. The 3Rs Initiative is part of The Pittsburgh Study (PIs: Miller & Savage Friedman) and is funded by the Children’s Hospital Foundation, the Grable Foundation, and Woodland Hills School District, PA. For more information about the 3Rs Initiative, contact tps.3Rs@pitt.edu.

Funding

Funding was provided by Children's Hospital Foundation, Grable Foundation and Woodland Hills School District.

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Authors and Affiliations

  1. Office of Child Development, University of Pittsburgh School of Education, 5510 Wesley W. Posvar Hall, 230 S Bouquet Street, Pittsburgh, PA, 15213, USA

    Caitlin F. Spear & Jennifer O. Briggs

  2. Urban Academy of Greater Pittsburgh Charter School, Pittsburgh, USA

    Tiffany Sanchez & Marla Woody

  3. Equity and Justice Fellow, University of Pittsburgh School of Education, Pittsburgh, USA

    Jennifer Ponce-Cori

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  1. Caitlin F. Spear
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Correspondence to Caitlin F. Spear.

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Spear, C.F., Briggs, J.O., Sanchez, T. et al. The Power of Picturebooks to Support Early Elementary Teachers’ Racial Literacy in Communities of Practice: An Example from the 3Rs (Reading, Racial Equity, Relationships). Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01500-z

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