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This article shares findings from a critical content analysis of five contemporary nonfiction children’s books. Each book centers on a gifted Black historical figure who spent at least part of their childhood in a rural setting. The analysis, using a funds-of-knowledge and community-cultural-wealth approach, revealed the situated nature of the child’s giftedness, including intersectional oppression they faced, various ways they enacted giftedness within their rural setting, and a reciprocal relationship with their community. In each book, the youth’s giftedness was supported by the community but also positively impacted the community.

PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

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As students’ uses and experiences with literacy are changing due to technological innovations, particularly in their out-of-school contexts, it is important to consider how media literacy is a social practice, particularly one where students are engaging socially, culturally, and politically. This is particularly relevant to the way that messages are conveyed through popular media such as commercials, video games, and television programmes. Th e purpose of this paper is to explore what happens when students use a critical media literacy to respond to mass media texts and images. The primary question this research attempts to answer is: What happens when students use a critical media literacy approach to discuss and interpret print and visual media images in an after-school setting? We used qualitative research methods to collect data and thematic analysis to analyse data. Findings reflect how students discussed identity, bullying and aggression, socioeconomic status, materialism and consumerism.