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Reflection paper #1: Controversies within Picture BooksSarah Wiggins

June 14, 2010

 

Donna E. Norton reminds us in her book, Through the Eyes of a Child, that the thought of a picture

 book “arouses warm feelings and recollections in many adults.” But, like most wonderful things, these

incredible books have also sparked controversy. Picture books, like many other forms of books have

come under criticism for content that seems inappropriate for children. The question to ask would be: Are

all picture books intended for entertaining reading by young children?

Typically when we think of picture books, we think of simple easy to read young children’s books. We

do not think of, and often times as educators we do not even know about books that can be used to further 

instruction and enhance understandings. But, authors today are writing books with rich content that can be

used in all grade levels. If teachers continue to think that picture books are just for entertainment, they are

missing out on an incredible tool.

There are so many amazing picture books that can be used in all aspects of education. “Developing

Social Studies Concepts through Picture Books,” an article in the February 1994 issue of The Reading

Teacher, provides wonderful strategies for using picture books. Within the article the authors present a

selection of picture books that might possibly be thought of as questionable content, but can be used in

various content classes. Several reasons are given for utilizing picture books in the classroom: they add

depth to a subject, the help to explain sometimes difficult concepts, and they can be used to pique student

curiosity. Along with these reasons, examples of books are given that can be used in anthropology,

geography, history, and sociology. For example Faithful Elephants was introduced to help teach a deeper 

understanding of the impact WWII had on societies. The article also mentions a book by Wendy Towle,

The Real McCoy: the Life of an African-American Inventor, which can be used to teach about African-

American freeman during the time of the Civil War. A River Ran Wild: an Environmental History and

The World that Jack Built are examples given for environmental books. These books could be used in

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upper elementary and even middle school to discuss our changing environment, and the controversy

sparked by environmentalists. Such strategies demonstrate that although social issues are prevalent in

many picture books, these books should be used as educational tools. “Picture books present memorable

social data about people’s actions, influence student acquisition of the specific language used to

communicate that information, and promote a suppleness of mind needed to assimilate content area

knowledge” ( Farris, 1994). The application of this concept allows for the writer’s heart felt writings and

images to become a message that teaches as well as entertains. Norton provides further examples within

her book that include topics that may even bring about censorship within certain settings, but when used

in an age appropriate discussion, students can be directed to a stronger understanding and begin to be

more accepting of diverse situations. Books like Charlotte Zolotow’s William’s Doll can help students to

 break down stereotypes, an issue that has spanned the generations. Today even more complex situations

are illustrated in picture books like Nancy Garden’s Molly’s Family which shows the life of a

kindergartener that has lesbian parents. This book would not be an appropriate teaching tool in

kindergarten, but for older students who could possibly read the book and learn to understand the cruelty

that children undergo; it could be a good conversation.

“ Within the pages of a picture book is the potential to entice, intrigue, and motivate upper elementary

and middle school readers as they vicariously experience times and places that make up their past.” These

concluding comments in the article are so true. I am thankful for the authors who have taken the time to

create picture books and include content that can stretch far beyond the easy reader section of the library.

Instead of censoring or sweeping such issues under the rug, I think we, as educators, can use these

wonderful books to bring about conversations that can potentially lead to tolerance, understanding, and

acceptance.

Farris, P., & Fuhler, C. (1994). Developing social studies concepts through picture books. Reading Teacher , 47 (5), 380. Retrieved June 10, 2010 from Academic Search Complete database.