• We have gathered a range of resources, strategies and arts-based activities using children’s literature. These Toolkit files should become useful points of reference for mediators. They are presented in a downloadable PDF format to make it easy for you to save and refer to. Please check back from time to time as we add to this growing resource.


Introducing the Toolkit

The toolkit provides a set of strategies, activities and ideas that can be used in a wide range of spaces. It can be used by anyone working in an educational, community or health setting who wants to use children’s literature to address the educational and emotional needs of children, young people and their families.

How to Select Picturebooks

There are many things to take into account when selecting a picturebook. Such decisions become even more important when we are working in challenging environments and with limited resources and training available.

Walk and Talk Throughs

The walk and talk throughs provide children with opportunities to enter the world of the book, allowing them to become familiar with the plot, characters and ideas. They also provide space for the children to make links to their lives and experiences along the way.

Looking More Closely

In a picturebook, the pictures contain just as much information as the words do, so it is very useful to spend time looking closely at the pictures before using a book with children. You can then direct the children to explore very carefully the visuals in the book and engage with the narrative without turning immediately to the printed text.

التعليقات التوضيحيه

عند المشي، والتحدث والنظر من خلال الكتب، والأطفال غالبا ما تركز على عناصر معينة وقضاء بعض الوقت مناقشتها بالتفصيل، في حين التستر على جوانب أخرى في الاندفاع لمعرفة الإجابات على الأسئلة أو ما يحدث بعد ذلك. وبسبب هذا، من الضروري في بعض الأحيان لإبطاء عملية القراءة باستخدام الاستراتيجيات التي تسمح للأطفال لفحص المرئيات بمزيد من التفصيل. استراتيجية التعليقات التوضيحية التي نصفها هنا هي أداة منعشة وخلاقة يمكن أن تشجع على قراءة أكثر حذرا من الصور، وخاصة عند استخدامها جنبا إلى جنب مع المشي والتحدث من خلال الكتب.


Drama provides a way to explore using the body the circumstances surrounding a character or place within a book. Augusto Boal described the use of theatre as a new language, making the point that ‘By learning a new language, a person acquires a new way of knowing reality and of passing that knowledge on to others.’

الفن التصويري

الأطفال أو الشباب أو البالغين خلق قطعة فنية من خلال التمسك مواد مختلفة على قطعة من الورق. وتسمح استراتيجية الاستجابة هذه للأطفال بأن يكونوا مبدعين وأن ينتجوا الفن بطريقة يمكن الوصول إليها حتى بالنسبة لأولئك الذين قد لا يكونون جيدين في التوضيح. كما أنها أداة مفيدة للطلاب للتفكير في حياتهم وممارساتهم الخاصة، وذلك باستخدام الكتب التي قرأوها كمنصة انطلاق.

Becoming Active in Your Community

Sometimes reading and listening to stories makes you want to respond by doing something that will help others in your community. Everyone using this website will be living and working in a different community; therefore, the following stories provide examples from mediators who worked with children who wanted to take some form of local action to help others. It is important that any form of action is grounded in the needs and lives of the children.

Exhibitions with Artefacts: Artefactual Literacy

The objects that surround us are involved in building our identities as individuals and as communities. When we ask someone to tell us about the artefacts that surround them, they often reveal stories and memories connected to these objects. They also reveal stories that tell of our shared values and cultural practices.

Graphic Strips: Responding through Illustrations

Children may lack the confidence to respond to a text orally or through annotating, so offering them the possibility of responding through illustrations provides another outlet to make meaning.

Photojournals: Photography

Mobile phones and social media platforms have facilitated the use of digital photography as a way for children to respond to books they have been reading. Digital photography helps children who lack confidence in expressing themselves through spoken or written forms and gives them control over the images they choose to capture, edit or share.

الموارد الأخرى

إليك بعض الموارد الأخرى التي اخترناها للمشاركة، يرجى الاتصال بنا إذا كان هناك أي شيء تشعر أنه يجب تضمينه في هذا التحديد من الموارد المفيدة.

Educational Justice Center (CJE) – Practices No.5

Seven suggestions for working on migration with picture books. In this number of  Practices we  present possible uses of books for children to work on origins, racism, displacements, and interculturality.

Todas Las Voces Con Las Migrantes

All Voices With Migrants – video.

Literatura en Contextos Críticos de Desplazamiento

وتتضمن قناة الشبكة المخصصة على موقع يوتيوب عروضا قصيرة في مناسبات مختلفة ومعلومات عن برنامج سالاس دي ليكتورا. كما ستجد أمثلة على الأنشطة التي شاركها الوسطاء مع مجتمعاتهم المحلية، بالإضافة إلى عروض حول أهمية اللغة البصرية، وكتب الصور، وتأثيرها المحتمل.

IBBY – أوروبا

وتقدم الأقسام الوطنية للالمعهد في أوروبا مجموعة مستكملة بانتظام من أفضل الكتب للأطفال باللغات الأوروبية. كما يسلط المعهد الضوء على الكتب بأكثر اللغات شيوعاً التي يتحدث بها حالياً الأطفال المهاجرون أو اللاجئون في أوروبا.

IBBY – المكسيك

دليل الكتب الموصى بها للأطفال والشباب.

عوالم الكلمات

وتبني عوالم الكلمات جسورا عبر الثقافات العالمية من خلال أدب الأطفال والمراهقين.

Academic Published Articles

  1. Arizpe, E., Colomer, T. and Martínez-Roldán, C. with Bagelman, C., Bellorín, B., Farrell, M., Fittipaldi, M., Grilli, G., Manresa, M., Margallo, A.M., McAdam, J., Real, N. and Terrusi, M. (2014). Visual Journeys through Wordless Narratives: An international inquiry with immigrant children and The Arrival.  Bloomsbury Academic. http://eprints.gla.ac.uk/92282/
  2. Arizpe, E. (2012) Entre imágenes y palabras: la investigación que promueve comunidades lectoras inclusivas y creativas, in T. Colomer & M. Fittipaldi (eds) La literatura que acoge: inmigración y lectura de álbumes. Barcelona: Banco del Libro – GRETEL y Fundación SM. pp 44-68. http://www.gretel.cat/es/publicaciones/la-literatura-que-acoge-inmigracion-y-lectura-de-albumes/
  3. Arizpe, E. & McAdam, J. (2011) Crossing Visual Borders and Connecting Cultures: Children’s responses to the photographic theme in David Wiesner’s Flotsam, New Review of Children’s Literature and Librarianship 17 (2), 227-243. https://doi.org/10.1080/13614541.2011.624969
  4. Farrell, M., Arizpe, E. and McAdam, J. (2010) ‘Journeys across visual borders with The Arrival by Shaun Tan: Annotated spreads as a method for understanding pupil’s creation of meaning through visual images’, Australian Journal of Language and Literacy 33 (3), 198-210. http://eprints.gla.ac.uk/49706/
  5. McAdam, J. E., Arizpe, E., Devlin, A. M. , Farrell, M. , and Farrar, J. (2014) Journeys from Images to Words. Project Report. Esmée Fairbairn Foundation. https://issuu.com/esmeefairbairn/docs/journeys_from_images_to_words
  6. Arizpe, E. (2013) Research Report Summary: Journeys from Images to Words. Scottish Educational Research Association Researching Education Bulletin 4, 27-30. Available at https://www.sera.ac.uk/wp-content/uploads/sites/13/2018/08/SERA_REB_issue_4_June_2013.pdf
  7. Arizpe, E., Bagelman, C., Devlin, A. M., Farrell, M. and McAdam, J. (2014) Visualising Intercultural Literacy: Engaging critically with diversity and migration in the classroom through an image-based approach, Language and Intercultural Communication. 14(3), pp. 304-321. https://doi.org/10.1080/14708477.2014.903056
  8. McAdam, J. and Farrar, J. (2014) Narratives of Change: Creating a Community of Inquiry using Drama, NETLA journal. http://netla.hi.is/serrit/2014/diversity_in_education/006.pdf
  9. McAdam, J. (2018)   Narratives of Change: The role of Storytelling, artefacts and Children’s Literature in Building Communities of Inquiry that Care, Cambridge Journal of Education. https://doi.org/10.1080/0305764X.2018.1524001
  10. McAdam, J. E., Hirsu, L. and Abou Ghaida, S. (2018) ‘Why does that lighthouse have a speaker on it?’: the potential of Arabic picture books. English 4-11, 63, pp. 9-12. http://eprints.gla.ac.uk/159419/
  11. Goldin Halfon, D., Petit, M., & Arizpe, E. (2018). De la promoción de la lectura al arte de la hospitalidad / Promoting Readership and the Art of Hospitality. Jeunesse: Young People, Texts, Cultures, 10(1). Retrieved from http://jeunessejournal.ca/index.php/yptc/article/view/417