Stories That Connect: A Cross-Case Exploration of Family and Community Learning Through Read-Alouds

Abstract

In a diverse and interconnected society, fostering social justice awareness through education is essential. This study explores how interactive read-alouds with thoughtfully selected picture books can bridge literacy development and social justice education for early elementary students. Utilizing a qualitative cross-case approach, the research examines how lesson plans and teaching strategies activate students' funds of knowledge and promote critical thinking about family and community. Three picture books served as focal points, each addressing themes of empathy, inclusivity, and social responsibility. The findings underscore the importance of culturally sustaining and proactive pedagogies, authentic content, and multidimensional instructional strategies, which also empowers students to embrace diversity, reflect on societal norms and present actionable ideas. The study highlights the transformative potential of integrating social justice themes into early grade-level literacy instruction, fostering empathy, critical thinking, and active social roles.