An Australian primary teacher teaching and learning about picturebooks: A phenomenological study

This qualitative study examined the lived experience of a primary teacher who taught a contemporary literary picturebook to Year 5 students over two months, using both a paper version and a digital app. Findings suggest that students and their teacher benefit from engaging with a literary picturebook in both paper and digital forms, where this is possible. The research reaffirms the importance of teaching quality literature in primary classrooms to support children’s language, literacy and identity development. It also highlights the value of university-school partnerships supported by school leadership, where teachers and researchers work collaboratively to support this complex work.