In Australia, schools and faculties of education are mandated to abide by a policy requiring preservice teachers (pst s), to complete supervised professional placement (pe) in schools. The pe are drawn upon to meet the assessment criteria for degree completion. Two strategies are reported that supported individuals and education institutions to meet policy requirements while in lockdown. First, technology was used to overcome the challenge of providing pe for hundreds of pst s by supporting online learning experiences. In the second, visual technologies were used to support pst s to meet the needs of an assessment criterion. Findings indicate that innovative solutions to challenges with pe and related assessments at the university can be mobilized in a short time frame using visual technologies. Further findings indicate that, in unprecedented times, policies developed for use in different contexts can be met with innovative collaborative efforts with a focused goal that transcend seemingly insurmountable challenges.
This chapter references some particularly exemplary titles that have either re-mained highly relevant, or else have qualities we predict will render them timeless. The books are summarized in three sections, depending on key aspects of their content: new forms and formats; changing perspectives; and changing boundaries. All three categories are representative of Eliza Dresang’s notion of Radical Change: how children’s literature is evolving in our digital world. Thirty-eight titles are separated into annotated bibliographies in each of these three sections.
Including additional languages alongside English in picture book format is a spec-tacular way to advance multilingual goals. Many titles here focus on Canadian In-digenous languages while others explore languages with origins around the world. Non-English words range from a carefully selected few to complete translations. Fourteen titles are included in the annotated bibliography.
Informational picture books are definitely on the increase in Canada, and the titles in this chapter contain facts and figures embedded in a variety of genres. A large number of them are biographies of famous or otherwise interesting people. Forty-nine titles are included in the annotated bibliography for this chapter.
Many of the picture books published in Canada between 2017 and 2019 contain themes related to identity. This corresponds with a heightened focus in Canadian elementary school curricula related to diversity and exceptionality. Thirty-two titles are summarized in the annotated bibliography of this chapter, with positive mes-sages about difference appearing in text and illustration.
An introduction to why picture books are important, this chapter also explores their history in addition to descriptions of key picture book elements. Readers’ advisory in terms of awards’ lists accompanies background information regarding the research study underpinning this book.
Titles in this chapter range from contextualized stories about immigration to more general narratives about finding home in a new place. While numbers of books representing newcomer experiences are smaller than numbers related to other themes in this volume, the work presented here is particularly compelling in terms of both illustration and text. Ten titles are included in the annotated bibliography.
One trend noted in research on contemporary Canadian picture books is the increase of older protagonists. This chapter presents titles with dynamic characters who represent aspects of the adult world. While many will engage young children, some will also interest older readers beyond the typical 4 – 8 age range, making this group of books particularly suitable for striving readers in intermediate grades and older learners acquiring English as an additional language. Twenty-two titles are included in the annotated bibliography.