Collaborating with Critical Friends: Exploring Picture Books Through Self-study in Secondary and Post-Secondary Classrooms

In this critical self-study, four educators located in two Canadian provinces in both secondary and post-secondary institutions investigated their pedagogical practices of using picture books as teaching tools. By exploring the intersection of critical friends and collaborative learning, we investigated how this synthesis enhanced teacher self-study practices and offered insights into effective strategies for professional learning in educational settings. Through self-study, we considered our use of picture books, our current personal and professional libraries, and our learning and growth from engagement in collaborative self-study with colleagues. This self-study revealed three critical findings: 1) the banning of books within educational settings, 2) the tendency of teachers to opt for books perceived as safe choices, and 3) the growing recognition amongst educators of the importance of selecting literature that reflects the diversity of individuals within the classroom. Implications for educators include exploring both the benefits of critical friendship in collaborative learning communities and teacher professional learning (TPL) opportunities to focus on equity and inclusion. Keywords: collaborative self-study, critical friends, teacher education, critical literacy, picture books, inclusion