The ICEPELL Picturebook Selection Guide

Introduction Part 3: The picturebook as aesthetic object contains three

This Picturebook Selection Guide is set of questions related to topics. These help teachers to consider the words, the role of
the core dimensions of Intercultural Citizenship Education. This the illustrations, as well as the way the picturebook might be
tool has been created to encourage deeper reflection around handled and seen by children during the read-alouds. These
a picturebook and its potential for intercultural citizenship in are prompts for consideration rather than categories that lead
early English language learning. to definitive exclusion of a picturebook.
» 3.1 Language
The word ‘potential’ is key in this process as no one picturebook
is going to elicit a ‘Yes’ answer to all of the questions, and in » 3.2 Illustrations
some cases, the intercultural and/or citizenship element will » 3.3 For reading aloud
only be made concrete and visible via teachers’ mediation. Part 4: Conclusions, justifications and ideas
In some picturebooks, the intercultural dimension will To consider conclusions, justifications and ideas, teachers
immediately stand out and in others, the citizenship dimension should count the ticks in Part 2, as well as give a personal
will shine as you answer each of the questions. Yet, both areas response to the picturebook.
can be developed with mediation.
When is a picturebook suitable for developing intercultural
Instructions citizenship in early ELL?
The Picturebook Selection Guide has a table with two columns A picturebook is suitable for intercultural citizenship if:
to be ticked by the teacher:
» Focal Fields 1, 2 and 3 together have a total minimum of
1) A column that identifies that area as Explicit, i.e., obvious
four ticks with or without mediation (e.g. 2 ticks in Focal
and clearly visible.
Field 1; 1 tick in Focal Field 2 and 1 tick in Focal Field 3).
2) A column that helps the teacher to decide if the area can be
developed or extended through the picturebook read-aloud » Focal Field 4 (General) has a minimum of three ticks.
and beyond the book activities i.e., with Mediation.
Part 3 contributes to considering the implications for selection
A holistic approach to intercultural citizenship blends the however, no minimum number of ticks is required.
‘intercultural’ and ‘citizenship’ domains, while at the same time
allowing for one domain to be more prominent during lessons. Key Definitions
This blended approach facilitates a nuanced understanding of Disquieting: Causing a feeling of unease, worry or concern.
the picturebook themes and helps select picturebooks with This can be important to prompt discussion and subsequent
more or less of a disquieting element. civic action.
The Picturebook Selection Guide is grouped into four parts: Intercultural dialogue: This is an open and respectful exchange
of views between individuals and groups belonging to different
Part 1: Picturebook information
cultures that leads to deeper understanding of the other’s
This section includes general/factual information and
perception.
acknowledges the ‘creators’ of the picturebook, including
the author(s), illustrator(s), translator(s). It also specifies the Mediation: This refers to the support or assistance (sometimes
publisher and whether the picturebook has won any awards. referred to as scaffolding) given by teachers of English /
librarians. This mediation may occur while setting up the
Part 2: Intercultural Citizenship Content consists of four
read-aloud, during the read-aloud, in the form of interaction
Focal Fields associated with the dimensions of intercultural
and participation (for example, via questions, and comments)
citizenship education:
and opportunities to trigger reactions (e.g. for disquieting),
» Focal Field 1: Socially responsible behaviour – interaction and /or in after reading aloud activities.
with others
Picturebook read-aloud: This is when an adult reads a book to
» Focal Field 2: Socially responsible behaviour – interaction
a young child or group of children.
with local and global issues
» Focal Field 3: Sense of belonging and knowing about or
respecting own, other and /or heritage cultures
» Focal Field 4: General

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Part 1: PICTUREBOOK INFORMATION

Name of picturebook Publisher

Creator(s) Prize(s)
[author + illustrator + translator]
Possible age range

Part 2: ICE CONTENT

Focal field 1: Socially responsible behaviour – interaction with others With

Explicit
Does the picturebook… mediation

1 ... provide examples of relating to and empathising with others?

2 ... provide examples of treating others with fairness, mutual respect and trust?

3 ... provide opportunities to counter racism, prejudice and discrimination? *

4 ... provide examples of standing up for others who are treated unfairly?

5 ... provide examples of children’s rights in action as per UNCRC 1989?

6 ... provide examples of peaceful /respectful communication and interaction?

7 ... provide examples of solidarity i.e., service to others (volunteering, animal shelters, food banks etc.)?

8 ... help children become aware of and /or question certain values?

9 ... highlight the consequences of certain actions?

... provide examples of advocating for political or social issues that can help others
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e.g., recycling, advocating against child labour, use of fair-trade products?
Focal field 2: Socially responsible behaviour – interaction with local and global issues With
Explicit
Does the picturebook provide suitable /relatable access to worldwide problems that include… mediation

1 ... migration, asylum and refugee stories?

2 ... environmental issues and /or nature conservation?

3 ... the effects of war and conflict?

4 … action for peace?

5 ... access to basic necessities e.g., clean water, quality education, health care, nutrition?

6 ... animal rights?

Does the picturebook…

7 ... provide suitable /relatable access to possible solutions for the problems?

8 ... provide opportunities to ignite interest and curiosity in local and or global issues?

9 ... contribute to fostering personal and social responsibility for addressing global issues?

10 ... enable children to connect a global issue to a local issue?

Focal field 3: Sense of belonging and knowing about or respecting own, other and /or heritage cultures With
Explicit
Does the picturebook... mediation

1 ... enable children to find reflections of themselves and their diverse ways of living?

2 ... enable children to appreciate their own diverse cultures and languages?

3 ... help children come to a better understanding of themselves (identities) and develop their self-esteem?

4 ... provide opportunities to be curious about, appreciate and respect other people, cultures and lives?

5 ... increase the visibility of underrepresented or marginalised groups in the classroom?

6 ... challenge stereotypes? *

7 ... provide a nuanced depiction of cultures beyond stereotypical representations?

8 ... enable deeper learning in relation to own, other and /or heritage cultures?

*in relation to ages, genders, ethnicities, religion, beliefs, sexual orientations, physical appearances (i.e., weight, height, particular features), disabilities.

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 Focal field 4: General With
Explicit
Does the picturebook… mediation

1 … provide opportunities to explore emotions associated with change and uncertainty?

2 … encourage children consider issues from multiple perspectives?

3 … have any disquieting moments?

4 … provide examples that show how interdependent and interconnected we all are?

5 … provide opportunities to engage in intercultural dialogue in our local communities /contexts?

6 … provide opportunities to engage in intercultural dialogue with others across borders?

7 … enable cross-curricular work?

8 … provide opportunities to challenge injustice, speak out and /or take action?

9 … provide opportunities for children to work together (collaborate) in sharing ideas and solving problems?

10 … provide opportunities for action at a local and or global level?

11 … provide opportunities for children to contribute to their classroom /school /neighbourhood /communities ?

… provide opportunities for recognising that everyone needs to take responsibility for making a positive
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difference in the world?

Part 3: THE PICTUREBOOK / AESTHETIC OBJECT

3.1a: Prompts to consider language 3.1b: Prompts to consider language

Yes Yes
Is the language accessible to the target age group in relation to… Is the language accessible through …

1 ... grammatical structures? 1 ... formulaic language /chunks?

2 ... sentence length? 2 ... rhythm and rhyme?

... predictable patterns e.g. repetition, refrains,

3 ... vocabulary sets? 3
cumulative elements?

3.2a: Prompts to consider illustrations 3.2b: Prompts to consider illustrations

Yes
Do the illustrations… Do the illustrations…

… include lettering of different colours, sizes

1 … synchronise with the words? 1
and formats?
… expand on the words and provide more or
2 2 … provide visual representations of diversity? *
different information?

… introduce the children to different /unusual illustrative

3 … include colour for visual symbolism? 3
styles (maybe representing different cultures)?

3.3a: Prompts to consider for reading aloud 3.3b: Prompts to consider for reading aloud
Yes
Is the book… Are the illustrations…

… large enough for children to see as you are reading

1 1 … easy to see and understand
aloud?

… easy to point to, refer to and include during

2 … easy to hold while you read it aloud? 2
the interaction?

… formatted in a way that it is easy to read aloud … easy to see from a short distance or the back
3 3
and be understood? of the classroom?

*in relation to ages, genders, ethnicities, religion, beliefs, sexual orientations, physical appearances (i.e., weight, height, particular features), disabilities.

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Part 4: CONCLUSIONS, JUSTIFICATIONS AND IDEAS

4.1 Is this picturebook suitable for developing Yes ▢ No ▢ 4.2 Is the picturebook readily available and is it Yes ▢ No ▢
ICE in English language lessons? affordable?

4.3 Justify why you think this picturebook is suitable.

Mention: What kind of mediation will
you have to plan for and when?

4.4 What ideas can help make it a success with your

own learners?
For example, tasks and activities /extra materials
(online resources / video clips / book trailers / websites)
Please remember to think about a Taking Action
activity!

4.5 How do you feel about the picturebook?

Do you like it? Are you enthused by it and /or
excited about teaching it?

4.6 Any other comments?

Documents that influenced the elaboration

of these questions
Council of Europe (2018). Reference framework of Fitzgerald, H. (2007). The relationship between
competences for democratic culture (3 Vols). Council development education and intercultural education
of Europe. https://www.coe.int/en/web/education/ in initial teacher education. DICE – Development
competences-for-democratic-culture and InterCultural Education

Dolan, A.M. (2014). You, Me and diversity. Picturebooks Leland, C., Lewison, M., & Harste, J. (2013). Teaching
for teaching development and intercultural education. children’s literature. It’s critical! Routledge.
Institute of Education Press.
Porto, M. (2019). Affordances, complexities, and
Ellis, G. & Brewster, J. (2014). Tell it again! The new challenges of intercultural citizenship for foreign
storytelling handbook for primary teachers. http:// language teachers. Foreign Language Annals. 52/1,
www.teachingenglish.org.uk/sites/teacheng/files/D467_ 141–164.
Storytelling_handbook_FINAL_web.pdf
Rader, D. (2018). Teaching and learning for intercultural
European Commission/EACEA/Eurydice (2017). understanding. Engaging young hearts and
Citizenship education at school in Europe – 2017. minds. Abingdon: Routledge.
Eurydice report. Publications Office of the European
Roche, M. (2015). Developing children’s critical thinking
Union. https://eacea.ec.europa.eu/national-policies/
through picturebooks. A guide for primary and early
eurydice/content/citizenship-education-school-europe-
years students and teachers. Routledge.
%E2%80%93-2017_en

© Ibrahim, I., Becker, C., & Mourão, S. (2022). Picturebook selection. ICEPELL Consortium (Ed.), The ICEGuide: A handbook for intercultural
citizenship education through picturebooks in early English Language Learning. Lisbon: CETAPS, NOVA FCSH. https://icepell.eu/

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