Find practice tests for the Canadian citizenship exam, and English language proficiency tests like IELTS, TOEIC and TOEFL.
Read more about "Learning Express"Research career options that suit your interests and skills, and follow tutorials for cover letters, resumes, and interviews. You can also explore job, internship, education, and scholarship options.
Read more about "A career planning and job search tool"Calgary, AB – The Calgary Public Library Foundation is launching an ambitious new fundraising campaign to bring the joy and pride of book ownership to children across Calgary. My First Bookshelf, a one-year pilot program at Calgary Public Library in partnership with Dolly Parton’s Imagination Library, will provide one age-appropriate, high-quality book every month to children from birth to age five — for free. The pilot is made possible thanks to The Dollywood Foundation of Canada, Canada Life, Rotary Club of Calgary East, Rotary Partners of Calgary at Stampede Park, and donors of the Calgary Public Library Foundation.“My First Bookshelf is an exciting way for the Library to extend its mission of providing accessible early learning support to children in Calgary,” says Heather Robertson, Director of Service Design for Calgary Public Library. “While children can access a world of information through the Library, having books of their own at home is a powerful way to inspire a lifelong love of reading.”The Calgary Public Library is piloting the program in select communities identified by postal code. The goal is to register 1,000 children for the Calgary program in the first year.Jeanne Smitiuch, Regional Director for The Dollywood Foundation of Canada remarked, “We are delighted this partnership will join 290 other communities across Canada inspiring a lifelong love of books to more than 26,000 children each month.”The Library will review the pilot throughout the year and hopes that additional funding will help to expand My First Bookshelf to more communities in Calgary and surrounding areas. The Calgary Public Library Foundation has a goal of expanding the program to bring a love of reading into the homes of children across Calgary. There are nearly 90,000 children under the age of five in Calgary.“Research shows that having even 20 books at home fosters a love of learning and sets children up for success when they start school,” says Tracy Johnson, CEO of the Calgary Public Library Foundation. “COVID-19 has illustrated how critically important this is, and how children are affected when schools and libraries are temporarily closed. We know this program will resonate with Calgarians and we want to invite them to help support this life-changing program for as little as $5.50 a month.”To donate or for more information, visit libraryfoundation.ca/myfirstbookshelf. —Calgary Public Library FoundationThe Calgary Public Library Foundation empowers people to make a difference in their community. All donations received through the Library Foundation cultivate innovation and bring the Library to those who need it most. Our 21,500 donors are helping to build a stronger Calgary.Calgary Public LibraryCalgary Public Library, with 740,000 members and 21 locations, has been inspiring the life stories of Calgarians for more than 100 years. Last year, Calgarians borrowed more than 15 million physical and digital items and visited the Library seven million times.About Dolly Parton’s Imagination LibrarySince launching in 1995, Dolly Parton’s Imagination Library has become the preeminent early childhood book gifting program in the world. The flagship program of The Dollywood Foundation has gifted well over 140 million free books in Australia, Canada, The Republic of Ireland, United Kingdom and the United States. The Imagination Library mails more than 1.7 million high-quality, age-appropriate books each month to registered children from birth to age five. Dolly envisioned creating a lifelong love of reading, inspiring them to dream. The impact of the program has been widely researched and results suggest positive increases in key early childhood literacy metrics. Penguin Random House Canada is the exclusive publisher for Dolly Parton’s Imagination Library all across Canada. For more information, please visit imaginationlibrary.com.Media Contact:Rachael TernerCommunications ManagerCalgary Public Library Foundation403.680.0626rachael@libraryfoundation.caMary KapustaDirector, CommunicationsCalgary Public Library 403.774.7256mary.kapusta@calgarylibrary.caJeanne SmitiuchRegional Director, CanadaThe Dollywood Foundation of Canadajsmitiuch@imaginationlibrary.caTracy LongDirector of Marketing & DevelopmentThe Dollywood Foundationtlong@dollyfoundation.com
Read more about "Stories"As Calgary Public Library prepares for the opening of the new Central Library on November 1, we’re also saying goodbye to Central Library, our home for the past 55 years. Take a look at photos from our past and see how our beloved downtown Library has served a growing city for more than five decades.Plans for a new Central Library were in the works as early as 1954, amid a space crunch at Memorial Park Library. But after two failed plebiscites for a new library in the 1950s, the project stalled.In 1961, Mayor Harry Hays told Chief Librarian W.R. Castell that a downtown area across from city hall, slated for urban renewal, could include a new library. No plebiscite would be needed this time; the money would come from a surplus in land sales for new subdivisions. In February 1962, construction of a new downtown Library began on the site of a former service station.Central Library, in all its brutalist splendor, officially opened on June 15, 1963. Castell was thrilled. “Except for the day in January 1912 when the doors of the Library opened for the first time to the public, June 15, 1963, will be long remembered as the most important date in the history of the institution,” he said.The Library was designed by J.H. Cook and Associates, a Calgary architectural firm. Its monolithic look was typical of office buildings at the time. Inside, interior details included an orange, gold, and blue-green colour plan, teak bookshelves and catalogue cabinets, white formica tables, and blue and nutmeg carpeting.While opening day featured a speech by Lieutenant Governor Percy Page, not everyone got to hear it. Seventeen people got stuck in an elevator for 35 minutes. As Central patrons know well, elevator challenges have continued over the years.When it opened, Central Library had a children’s area in the basement, next to a newspaper reading room. The main floor housed a circulation desk and a carpeted reading lounge filled with comfortable seating, where smoking was permitted.The second floor, the reference department, offered the Library’s first-ever coin-operated Xerox photocopying machine for patrons. The third floor had music and film rooms, books on art, music, and theatre, and an art gallery operated by the Glenbow Foundation.The fourth floor was used for the storage of books and the fifth floor housed the ordering, cataloguing, and bookbinding departments. Finally, the sixth floor contained the administrative offices and a circular auditorium.In 1963, when Central Library opened, Calgary’s population was just over 275,000. Central Library had a full-time staff of 41, and Calgarians could borrow books free of charge. They used a transaction card system, filling in cards with their names and address to check out books.In the 1970s, as energy prices soared, Calgary became one of the fastest-growing cities in North America. It soon became apparent more room was needed at Central Library.In early 1971, a formal request went to the city for a much-needed extension, and construction started the following year. The six-storey addition to the north of Central Library opened in 1974.A second-floor theatre was added, and the Library was renamed the W.R. Castell Central Library. A metal sculpture was commissioned and added to what was then the front of the Library, a piece of public art by Robert Oldrich known as “Library Frieze.”Over the years, there’s been many renovations at Central Library. A dedicated Canadiana room opened on the main floor in 1967, Canada’s centennial year. In 1981, the fourth floor of Central Library’s north extension was opened to the public. With wider aisles and lower shelves, it was designed to be accessible to people with disabilities.In 1990, work started on major renovations, including an expanded second-floor children’s area, a secure room for the Local History collection, and a new main entrance at the southwest corner. In 1993, Central’s theatre was named in honour of John Dutton, the chief librarian from 1979 to 1991.In 2011, Central Library’s main floor was renovated to accommodate the new City Hall LRT platform. In 2013, a catastrophic June flood profoundly affected Alberta and Calgary, including Central Library’s lower level, where water seepage caused significant damage.In 2016, Central Library welcomed a big addition. A decommissioned fire truck was moved to the main floor. Engine 23 was retrofitted into a space for kids to play, read, learn, and listen to regular storytimes with firefighters.After 55 years in our current home, we can’t wait to welcome you to the new Central Library. Come visit starting November 1.Want to learn more? Read The Calgary Public Library: Inspiring Life Stories Since 1912 by Brian Brennan, explore the online Calgary Public Library Archives: Our Story in Pictures, and visit the Vintage Media Lab in the new Central Library.
Read more about "Stories Saying Goodbye to Central Library Photos Through the Years (1962 – 2018)"For years, a gold framed photograph lay in a drawer in Central Library’s Local History workroom.The black and white photograph shows Chief and Artist Sitting Wind holding his painting, looking at his work with a proud yet reflective gaze. In the painting, people converge outside four teepees that stand tall beneath a mountain backdrop.Aside from the five-line caption, little is known about the piece and how Calgary Public Library came to hold it.“Bowness Public Library” and “1962” are mentioned in the caption. Bowness was a separate town in 1962, and the town’s library was not yet part of the Calgary Public Library system.The photograph’s journey from Bowness Library to Central Library’s Local History workroom is also vague. But it fell into the spotlight recently, as Local History Librarian Carolyn Ryder began examining the Library’s collection in preparation for the upcoming move to the new Central Library.“We’re looking at a handful of items in our collection that haven’t been processed; we don’t have provenance on them,” Ryder says. “We’re asking if we are the most appropriate place for these items.”Such questions have not always been asked — within libraries and other collections-based institutions.Inside museums, for example, many Indigenous collections contain artifacts that were gathered or confiscated in the late 1800s and early 1900s.Later, more efforts were made to deny Indigenous ways of knowing, being, and doing, including residential schools and the Sixties Scoop.In recent years, as Canadians have started to acknowledge this disastrous colonial past, the return of cultural property to Indigenous nations has become more common. Such repatriation is one step toward reconciliation.In the case of the Sitting Wind photograph at the Library, the piece’s journey home began in late 2017. Librarian Carolyn Ryder told Teneya Gwin, Indigenous Service Design Lead, about the item.Gwin reached out to Joanne Schmidt, Acting Curator of Indigenous Studies at the Glenbow Museum. Through a cultural organization, Schmidt connected with a friend of the late Sitting Wind who said she could deliver the photograph back to his family.“It’s gone home,” Gwin says. “I think this should be a very proud moment for the Library. Not all organizations realize the cultural significance of some of the items they have in their collection.”Sitting Wind, born Frank Morin on February 28,1925, was given the name Sitting Wind from a Medicine Man when he was a baby.When Sitting Wind’s mother died when he was four, his grandmother and step-grandfather adopted him (and renamed him Frank Kaquitts). He moved from the central Alberta community of Hobbema (now known as Maskwacis) to Morley, a reserve northwest of Calgary, where he later went to residential school. Born a Cree, he was raised a Stoney.Sitting Wind was a soldier, a boxer, a landscape artist who attended the Banff School of Fine Arts, and an actor, known for his role in the 1976 film Buffalo Bill and the Indians, or Sitting Bull’s History Lesson starring Paul Newman.He was also a politician, first elected to serve on the Bearspaw Band Council in 1957, then elected Chief in 1961. When the Stoney Nakoda people voted in favour of merging the Bearspaw, Chiniki, and Wesley First Nations in 1974, Sitting Wind was the first-ever grand Chief of the briefly united Stoney Tribe. Following the return to the three-band system, Sitting Wind served as Chief of the Chiniki Band.Sitting Wind died in 2002, at age 77. His friend — tasked with returning his photo to his family — remembers him as an informed leader, accomplished artist, and jovial human.While the Chief Sitting Wind photograph has gone home, the Library’s work in this area is not over. The Library has a headdress in its Local History collection, also with an unknown story.“The significance of a headdress is enormous,” Gwin says. “For the Library to have one, we need to honour it in an appropriate way or give it back to who it belongs to. We’re working on that.”For Joanne Schmidt, with the Glenbow Museum, helping people with the repatriation process is a growing part of her job. “More and more, I’m having people contact me and say they want to return something to its rightful place, to the community where it came from,” she says.Sometimes that homecoming is straightforward, like it was with the Chief Sitting Wind photo. The roots of other belongings can be harder to trace, such as the headdress the Library has. Returning sacred and ceremonial items can come with further challenges.But cultural property does not help museums, libraries, or individual collectors in the same way it helps the communities where it came from, Schmidt says.“If you can send it back to the community, they can learn new skills, they get a sense of cultural pride, a reconnection to their ancestors, a way to teach their youth,” she says. “All kinds of things can happen that will never come out of it sitting on a desk or hanging on a wall.”Read more about Chief Sitting Wind’s life in The Song and the Silence: Sitting Wind, an award-winning biography by Peter Jonker.
Read more about "Stories Reconciliation at the Library: A Photograph's Journey Home"Conversations with kids about complicated or upsetting topics like residential schools, racism, injustice, or changes in your family can be hard. As a parent or caregiver, you might feel unsure or hesitant.These tips from Dr. Nicole Racine, postdoctoral fellow and clinical psychologist in the Department of Psychology at the University of Calgary, and Kate Schutz, Service Design Lead at Calgary Public Library, use books and other resources to help parents and caregivers approach tough topics in a meaningful and age-appropriate way.Initiate the conversationAlthough it is not easy to bring a tough subject up, kids can often tell when things are scary or sad. They may hear bits and pieces of information on the news, in class, or from friends or other adults. Instead of letting your child’s mind wander, be proactive and initiate hard conversations in an age-appropriate way. It helps kids feel safe and secure. Invite them to come to you with questions.Consider the time and placeEnsure everyone is fed, hydrated, and able to focus before diving into tough topics. Turn screens off. Some children are more inclined to talk while their hands are busy or if they are physically active. Go for a walk. Choose an informative audiobook and colour while listening to it together. Teens may focus better in the passenger seat while you drive.Use books to start the conversationStaff at your local Library can help you find age-appropriate books on the topic you are discussing.Look at the book cover or an illustration with your child. Read the title and sub-title. Before anything else, ask them “What do you already know?” Starting where your child is at currently is a great way to find out what more they need to know from there.Leave the books in an easily accessible place in your home, like on a coffee table or on a shelf, and let your child browse them.Learn with your childMake sure you are informed and grounded in facts before you have the conversation. If the conversation comes up and you do not feel informed, try learning alongside your child. It is OK to say, “I don’t know.” Your child will appreciate your honesty.Visit your Library together to find more information on the subject. When you don’t have personal experience to rely on, look for books written by authors who have lived experience, particularly around cultural and social topics.Aim for age-appropriate contentThe Library’s catalogue categorizes books by age and reading level. Use that as a guide to choose books with language that is appropriate for your family and your child’s age. Universal concepts such as friendship, justice, kindness, self-care, and love can be applied to almost all topics and are psychologically safe entry points.Keep conversations shortMost kids and teens can focus for one to two minutes for every year of age. For example, keep a conversation with a five-year-old to ten minutes or less. You can always revisit the topic in a later conversation at another time.Invite curiosityChildren are naturally curious. Leave room for them to ask you questions. Ask them directly “What are you wondering about?” Illustrations, dialogue between two characters, and new vocabulary words can all provide insight into what a child already understands. Use questions like “Tell me about what is happening in this picture” or “What do you think that word means?”Name and validate feelingsIf children see characters in books, or the adults in their lives, feeling sad or frustrated, it can be an opportunity to model talking openly about our emotions. Here are some phrases for beginning conversations about feelings:This is not an easy conversation to have and I feel sad too, but it is important that we talk about this. When you heard that story, how did you feel? It is sad because people’s feelings were hurt and they were not respected. We know that’s not how we treat people. Have you ever felt like the character feels? Normalize their feelings and give physical comfortReassurance can sometimes come across as dismissive. Avoid saying it’s OK when it isn’t. Instead, let children and teens know that their feelings and questions are normal. Young children may need to be reminded that they and their family are safe. Hug them. Thank them for talking with you. Tell them they can come to you anytime if they think of more questions or ideas. Tell them they are loved.Call to actionChildren and teens have an innate sense of justice and can naturally feel what is right and wrong. They can feel empowered even by taking smaller actions, like painting a rock to put in a garden. Older children and teens often express their emotions through art-making, activism, or music. Encourage self-expression and use their creativity to further the conversation. Children of all ages need to know their own actions and words are one of the most powerful tools they have.Take care of yourselfBreathe. Discuss your challenges with other parents. Difficult conversations are not easy to have, and sometimes overcoming our own discomfort with the subject matter can be the biggest barrier to educating kids meaningfully.Seek help when you need itIf you, your family, or someone you know is experiencing trauma or re-traumatization, professional support is recommended. Begin with resources from the Library’s Wellness Desk. Recommended resources and tips for talking about: Residential SchoolsWhen talking to your kids about residential schools, it can help to focus on experiences that were common to all residential school children, like the cutting of hair, removal of clothes and the use of mandatory uniforms, separation from their families, separation by gender, loss of language and cultural practices, and assimilation.Talk about Orange Shirt Day. Many students and teachers wear orange on this day that is dedicated to commemorating the residential school experience, honouring the healing process, and committing to the ongoing process of reconciliation. Wearing an orange shirt on this day, or any day, allows children to feel like they are taking immediate, measurable action for change. Orange Shirt Day is on September 30 and is now also the National Day for Truth and Reconciliation.As a family, learn more about the Indigenous communities in the area where you live. Older kids can work with you to make their personal plan for reconciliation.When We Were Alone by David A. Robertson. For kindergarten to grade 3.A guide for parents and teachers while reading “When We Were Alone.” We Sang You Home by Richard Van Camp. For kindergarten to grade 3.I Am Not a Number by Jenny Kay Dupuis and Cathy Kacer. For grades 3–5.Speaking Our Truth by Monique Gray Smith. For ages 9–13.The Orange Shirt Story by Phyllis Webstad. For grades 1–6.Sugar Falls by David A .Robertson. For teens.Inconvenient Indian by Thomas King. For adults.Broken Circle by Theodore Fontaine. For adults.IslamophobiaLailah’s Lunchbox by Reem Faruqi. For grades 1–3.Once Upon An Eid by S.K. Ali. For grades 1–6.The Proudest Blue by Ibtihaj Muhammad. For grades 1–6.Mommy's Khimar by Jamilah Thompkins-Bigelow. For ages 3–7.This Is your Brain on Stereotypes by Tanya Lloyd Kyi. For ages 3–7.Malala a Brave Girl from Pakistan/Iqbal a Brave Boy from Pakistan by Jeanette Winter. For grades 4–7.Other Words for Home by Jasmine Warga. For grades 4–8When Stars are Scattered by Victoria Jamieson. For grades 4–9.Amina's Voice by Hena Khan. For grades 5–8.Many Windows: Six Kids, 5 Faiths, 1 Community by Rukhasana Khan. For grades 5–9.Saints and Misfits by S.K. Ali. For teens.Love From A to Z by S.K. Ali. For teens.Gender DiversityRed: A Crayon's Story by Michael Hall. For preschool to grade 1.It Feels Good to Be Yourself by Theresa Thorn. For preschool to grade 3.George by Alex Gino. For grade 3–6.Roller Girl by Victoria Jamieson. For grades 4–7.The Black Flamingo by Dean Atta. For grades 9 and up.LGBTQ+ definitions for elementary school kids. This blog post is published as part of The Kitchen Table Classroom: A Series to Support Learning from Home, a partnership with Edmonton Public Library. Visit our website for information on the next live, online workshop in the series and for more tips and tools to support learning from home.
Read more about "Stories How to Use Children’s Books to Talk to Your Kids About Tough Topics"Find practice tests for occupations such as firefighting, law enforcement including RCMP, Canadian armed forces, cosmetology, nursing, and real estate. Newcomers can find Canadian citizenship tests and English language proficiency tests, such as IELTS, TOEIC and TOEFL. Students in Grades 4 and up can also practice their reading and math skills.Not sure how to start? Watch the tutorial on Niche Academy: Learning Express Tutorial.
Read more about "Practice tests and tutorials for careers, newcomers, and students in Grades 4 and up"Conversations with kids about complicated or upsetting topics like residential schools, racism, injustice, or changes in your family can be hard. As a parent or caregiver, you might feel unsure or hesitant.These tips from Dr. Nicole Racine, postdoctoral fellow and clinical psychologist in the Department of Psychology at the University of Calgary, and Kate Schutz, Service Design Lead at Calgary Public Library, use books and other resources to help parents and caregivers approach tough topics in a meaningful and age-appropriate way.Initiate the conversationAlthough it is not easy to bring a tough subject up, kids can often tell when things are scary or sad. They may hear bits and pieces of information on the news, in class, or from friends or other adults. Instead of letting your child’s mind wander, be proactive and initiate hard conversations in an age-appropriate way. It helps kids feel safe and secure. Invite them to come to you with questions.Consider the time and placeEnsure everyone is fed, hydrated, and able to focus before diving into tough topics. Turn screens off. Some children are more inclined to talk while their hands are busy or if they are physically active. Go for a walk. Choose an informative audiobook and colour while listening to it together. Teens may focus better in the passenger seat while you drive.Use books to start the conversationStaff at your local Library can help you find age-appropriate books on the topic you are discussing.Look at the book cover or an illustration with your child. Read the title and sub-title. Before anything else, ask them “What do you already know?” Starting where your child is at currently is a great way to find out what more they need to know from there.Leave the books in an easily accessible place in your home, like on a coffee table or on a shelf, and let your child browse them.Learn with your childMake sure you are informed and grounded in facts before you have the conversation. If the conversation comes up and you do not feel informed, try learning alongside your child. It is OK to say, “I don’t know.” Your child will appreciate your honesty.Visit your Library together to find more information on the subject. When you don’t have personal experience to rely on, look for books written by authors who have lived experience, particularly around cultural and social topics.Aim for age-appropriate contentThe Library’s catalogue categorizes books by age and reading level. Use that as a guide to choose books with language that is appropriate for your family and your child’s age. Universal concepts such as friendship, justice, kindness, self-care, and love can be applied to almost all topics and are psychologically safe entry points.Keep conversations shortMost kids and teens can focus for one to two minutes for every year of age. For example, keep a conversation with a five-year-old to ten minutes or less. You can always revisit the topic in a later conversation at another time.Invite curiosityChildren are naturally curious. Leave room for them to ask you questions. Ask them directly “What are you wondering about?” Illustrations, dialogue between two characters, and new vocabulary words can all provide insight into what a child already understands. Use questions like “Tell me about what is happening in this picture” or “What do you think that word means?”Name and validate feelingsIf children see characters in books, or the adults in their lives, feeling sad or frustrated, it can be an opportunity to model talking openly about our emotions. Here are some phrases for beginning conversations about feelings:This is not an easy conversation to have and I feel sad too, but it is important that we talk about this. When you heard that story, how did you feel? It is sad because people’s feelings were hurt and they were not respected. We know that’s not how we treat people. Have you ever felt like the character feels? Normalize their feelings and give physical comfortReassurance can sometimes come across as dismissive. Avoid saying it’s OK when it isn’t. Instead, let children and teens know that their feelings and questions are normal. Young children may need to be reminded that they and their family are safe. Hug them. Thank them for talking with you. Tell them they can come to you anytime if they think of more questions or ideas. Tell them they are loved.Call to actionChildren and teens have an innate sense of justice and can naturally feel what is right and wrong. They can feel empowered even by taking smaller actions, like painting a rock to put in a garden. Older children and teens often express their emotions through art-making, activism, or music. Encourage self-expression and use their creativity to further the conversation. Children of all ages need to know their own actions and words are one of the most powerful tools they have.Take care of yourselfBreathe. Discuss your challenges with other parents. Difficult conversations are not easy to have, and sometimes overcoming our own discomfort with the subject matter can be the biggest barrier to educating kids meaningfully.Seek help when you need itIf you, your family, or someone you know is experiencing trauma or re-traumatization, professional support is recommended. Begin with resources from the Library’s Wellness Desk. Recommended resources and tips for talking about: Residential SchoolsWhen talking to your kids about residential schools, it can help to focus on experiences that were common to all residential school children, like the cutting of hair, removal of clothes and the use of mandatory uniforms, separation from their families, separation by gender, loss of language and cultural practices, and assimilation.Talk about Orange Shirt Day. Many students and teachers wear orange on this day that is dedicated to commemorating the residential school experience, honouring the healing process, and committing to the ongoing process of reconciliation. Wearing an orange shirt on this day, or any day, allows children to feel like they are taking immediate, measurable action for change. Orange Shirt Day is on September 30 and is now also the National Day for Truth and Reconciliation.As a family, learn more about the Indigenous communities in the area where you live. Older kids can work with you to make their personal plan for reconciliation.When We Were Alone by David A. Robertson. For kindergarten to grade 3.A guide for parents and teachers while reading “When We Were Alone.” We Sang You Home by Richard Van Camp. For kindergarten to grade 3.I Am Not a Number by Jenny Kay Dupuis and Cathy Kacer. For grades 3–5.Speaking Our Truth by Monique Gray Smith. For ages 9–13.The Orange Shirt Story by Phyllis Webstad. For grades 1–6.Sugar Falls by David A .Robertson. For teens.Inconvenient Indian by Thomas King. For adults.Broken Circle by Theodore Fontaine. For adults.IslamophobiaLailah’s Lunchbox by Reem Faruqi. For grades 1–3.Once Upon An Eid by S.K. Ali. For grades 1–6.The Proudest Blue by Ibtihaj Muhammad. For grades 1–6.Mommy's Khimar by Jamilah Thompkins-Bigelow. For ages 3–7.This Is your Brain on Stereotypes by Tanya Lloyd Kyi. For ages 3–7.Malala a Brave Girl from Pakistan/Iqbal a Brave Boy from Pakistan by Jeanette Winter. For grades 4–7.Other Words for Home by Jasmine Warga. For grades 4–8When Stars are Scattered by Victoria Jamieson. For grades 4–9.Amina's Voice by Hena Khan. For grades 5–8.Many Windows: Six Kids, 5 Faiths, 1 Community by Rukhasana Khan. For grades 5–9.Saints and Misfits by S.K. Ali. For teens.Love From A to Z by S.K. Ali. For teens.Gender DiversityRed: A Crayon's Story by Michael Hall. For preschool to grade 1.It Feels Good to Be Yourself by Theresa Thorn. For preschool to grade 3.George by Alex Gino. For grade 3–6.Roller Girl by Victoria Jamieson. For grades 4–7.The Black Flamingo by Dean Atta. For grades 9 and up.LGBTQ+ definitions for elementary school kids. This blog post is published as part of The Kitchen Table Classroom: A Series to Support Learning from Home, a partnership with Edmonton Public Library. Visit our website for information on the next live, online workshop in the series and for more tips and tools to support learning from home.
Read more about "Stories How to Use Children’s Books to Talk to Your Kids About Tough Topics"