Literacy Matters Winter 2022

Read Alouds to Foster Community and Critical Conversations

by Katie Kelly with Kate Massey, Madison Siekman, Grace Mather, and Helena Sherman

While some books will serve as mirrors for some children, the same books may serve as windows for others. Culturally relevant literature provides windows to explore new perspectives and world views (Bishop, 1990; Laminack & Kelly, 2019). In fact, when children read stories about characters unlike themselves or with unfamiliar settings or circumstances, it builds their schemas, broadening and refining their perceptions of the people and world around them. This also enables them to expand their understanding and compassion for others. “Literature as a window allows the reader to stand safely in their own identity while exploring a world beyond their current view to expand their perspectives and understanding of others and the broader society” (Laminack & Kelly, 2019, xvii). Books as windows help to develop readers’ appreciation for diversity and open their minds to a world of possibilities (Bishop, 1990). Read Alouds to Explore Our Individual and Collective Identities Intentionally selected read alouds can serve as springboards for cultivating classroom communities through conversations, writing, and art-related activities to learn more about ourselves and each other. For example, in Katie’s preservice literacy methods course, students participated in a read aloud of the book, Skin Again by bell hooks. Afterward, they created a self-portrait using multicultural skin tone markers. They then listed aspects of their identities they wanted to share around the self-portrait (Figure 1).

ABSTRACT —Through read alouds, teachers can facilitate conversations that support all students’ cultures, identities, and experiences. With the intentional selection of texts, students from all backgrounds can be affirmed as they see themselves in the pages of a book. Additionally, books serve as opportunities to learn and celebrate new and unknown experiences while fostering classroom community. Ultimately, read alouds foster conversations that encourage students to think critically, develop empathy, and expand beyond their own experiences. Read Alouds to Foster Community and Critical Conversations Reading aloud is an essential daily classroom practice that yields numerous academic and social benefits for children (International Literacy Association, 2018; Lane &Wright, 2007). Read alouds offer a common experience with shared stories and serve as opportunities to introduce new information and dive deeper into topics of study. Benefits include a model of fluent reading, enhanced background knowledge, and exposure to sophisticated vocabulary (Beck, McKeown, & Kucan, 2002; Laminack, 2017). Reading aloud deepens students’ comprehension as they actively listen, form questions, consider overarching themes, make connections, and participate in discussions (Norris, 2020). Reading aloud offers opportunities to build community, foster social interactions, and develop children’s love of reading (International Literacy Association, 2018; Lane &Wright, 2007). Reading to children can expand their reading repertoires and create a thirst for a reading life (Laminack, 2017). Through reading aloud, children are exposed to various genres, authors, styles, topics, and interests to explore. “In reading aloud, an effective teacher serves as an orchestra conductor, coordinating conversation among students, fostering aesthetic and efferent text responses, pushing students’ text reaction past surface-level responses, and weaving an intricate network of meaning” (International Literacy Association, 2018). Selecting Read Alouds When selecting texts for read alouds, it is essential to seek texts representing diverse cultures, identities, and experiences (Laminack & Kelly, 2019). The intentional selection of text is paramount to fostering engaging and meaningful read aloud experiences. Begin by ensuring the books selected are culturally relevant and affirm the students’ identities in the classroom (Christ & Sharma, 2018). When children see themselves represented in the pages of the book or other texts, they will be validated, make more connections, and be more engaged in the reading experience. As Harste and Vazquez (2018) remind us, “no one really becomes literate without seeing themselves in literacy” (p. 17).

Literacy Matters Feature Article

Figure1 Identify Self-Portraits

Literacy Matters | Volume 22 • Winter 2022 | 7 |

CLICK HERE TO RETURN TO TABLE OF CONTENTS