Uniting Generations: Intergenerational and Universal-themed Picturebook Recommendations

Abstract

Scheffel, 2015). We ground our reflections in sociocultural perspectives that recognize meaning making as literacy that is dynamic, context specific, and supported through (1) relationships (Barton & Hamilton, 2000) and (2) the combination of different modes (written, visual, etc.) and materials (Walsh, 2011). Through our reflections, we found that intergenerational experiences created opportunities to connect people of different generations, and that these interpersonal connections supported the sharing of meaningmaking practices. Further, we identified three interconnected principles that we view as central to supporting meaning-making practices, whether in intergenerational contexts or beyond (McKee & Scheffel, this issue). These principles are (1) relationships are an essential, integral part of meaning-making practices, (2) all people, regardless of age or ability can be meaning makers, and (3) sharing practices enriches meaning making.These principles guided the selection of picturebooks that we recommend in this paper. We recognize that the interconnected nature of the principles means that educators could use the same picturebook to support multiple principles. Thus, we frame our recommendations broadly, as catalysts for educators of young children to think in different ways about intergenerational meaning-making opportunities in relation to each principle and its corresponding picturebooks. Our recommendations:• Recognize the value of, but do not require, intergenerational settings: We understand that not all educators and young children may have the opportunity to work within intergenerational settings. Thus, we selected picturebooks that could be used either in classrooms with young children to discuss intergenerational principles or prepare children for participation in an intergenerational program, or within an intergenerational program with elders and young children.This article offers picturebook recommendations for early childhood educators to use with young children across contexts (e.g., early childhood classrooms, intergenerational settings) as a starting point to support intergenerational programming.