Detailed Summary: Jennifer Conrad on Teaching Through Picture Book Appreciation

Podcast: New Books Network
Host: Mel Rosenberg
Guest: Jennifer Conrad
Date: December 3, 2025

Main Theme and Purpose

This episode focuses on Jennifer Conrad’s pioneering work teaching picture books to high school seniors in Allegan, Michigan. Unlike traditional literature courses, Conrad’s “Early Literacy and Picture Books” class immerses older students in the world of children’s literature—exploring both the artistry and pedagogical importance of picture books. The discussion covers her teaching methods, the value of picture books for all ages, core qualities of great picture books, and the ongoing need for more diverse stories.

Key Discussion Points and Insights

1. The Course Structure and Origins

• Purpose: To introduce high school seniors to the value of early literacy, the craft of picture books, and the importance of engaging children through read-alouds.
• How it began: Conrad was inspired by her own studies and encouragement from her principal, leading her to develop an innovative elective that’s been running for over 25 years.

  “I think I've been teaching this for 25 years, which is crazy to me.” — Jennifer Conrad [06:22]

• Class process:
  • Start with reading memoirs by authors about their early reading.
  • Watch a documentary about Dolly Parton’s Imagination Library.
  • In-depth exploration of picture books (including Caldecott winners).
  • Students must choose, practice, and perform read-alouds, focusing on engaging voices and presentation, culminating in classroom and elementary school performances.

    “They learn how to do a read aloud and they have to do a read aloud in front of the whole class, which scares them to death.” — Jennifer Conrad [02:19]

  • The class also explores picture book artistry and story structure.

2. The Student Experience

• Elective nature: The course counts toward the senior English requirement, attracting students who might not otherwise choose a conventional literature class.

  “So there are some kids who are like, I don't want to take an English class and take my class because they think picture books will be easy, but they catch the plug later on.” — Jennifer Conrad [07:06]

• Rediscovering childhood reading:
  • Students sit on the floor “kindergarten style” to experience read-alouds as they did when they were young.
  • Emphasis on making reading interactive and fun, e.g., call-and-response during story time.

  “I make them interact with it. … Look, you were engaged. This is how you kind of get younger kids to get more involved in the book.” — Jennifer Conrad [12:07]

3. Teaching Methods and Book Selection

• Hands-on activities:
  • Voice work using books like “Don’t Let the Pigeon Stay Up Late” and “Little Red Running Shorts.”
  • “Book tastings” where students browse and sample many different picture books.
  • Analytical exercises on what defines a picture book and the role images play.
• Student autonomy:
  • Each student reads 25 different picture books per trimester and picks one for their final read-aloud, with advice on appropriateness and engagement.
• Grading:
  • Focuses on presentation style, voice consistency, showing illustrations, and engaging the audience.
  • Creative assignments include art analysis, written memoirs, and debates on the best Caldecott winners.

4. Picture Books as Performance and Art Form

• Literature as performance:
  • Picture books require performative reading—voices, emotion, physical presence.

  “A good author makes it easy for the reader to be a really good actor.” — Mel Rosenberg [19:40] “The author wrote it in the Cajun dialect and with the rhythm. So it's got a poetry rhythm to it.” — Jennifer Conrad [19:55]

• Interplay of text and illustration:
  • Stories are enhanced when illustrations add information or humor not found in the text.

  “I really love it when those pictures give you more than what's going on in the story.” — Jennifer Conrad [27:23]

5. Qualities of a Great Picture Book

• For the Story:
  • Relatable and emotionally resonant characters.
  • Conflict or challenge to overcome.
  • Beautiful language (appreciated by both children and adults).
  • Humor and/or layered jokes for multiple ages.
  • Unexpected twists or reveals.
  • Endearing or positive tone, even in serious books.

  “You have to have a character that you can relate to on some level… I really like when there's beautiful language.” — Jennifer Conrad [25:42] “The less you write, the more the book is going to be yours in the end.” — Mel Rosenberg [28:09]

• For the Artwork:
  • Should add depth beyond the text, allowing for surprise or multiple interpretations.
• Structure preferences:
  • Clear resolution is important, but “wrapping around” (ending where the story began) is not strictly necessary.

  “I like books to have a resolution, like a clear resolution… but I don't know that I always needed to be back at the beginning.” — Jennifer Conrad [30:20]

• Ambiguity and interaction:
  • Wordless or open-ended books can encourage reader interpretation and active engagement, though not strictly required.

6. Diversity, Representation, and Relevance

• Desire for broader representation:
  • There is a lack of picture books featuring diverse characters, especially Black children in rural settings.

  “There weren't a ton of books that featured little Black boys who lived in a rural area. Ton of them in inner city or a ton of them about the Civil War… but I'm like, neither of those completely apply to him.” — Jennifer Conrad [23:20]

• Advice to authors:
  • More variety in story types and characters.
  • Books that address everyday emotions and challenges, such as anger, sharing, or problem-solving.

  “I really want to see more variety in what kids are doing and more diversity and characters.” — Jennifer Conrad [37:59]

• Trend reflections:
  • Acknowledge that time-pressed parents may prefer shorter books, but extensive read-aloud sessions are valuable for bonding and literacy.

Notable Quotes & Memorable Moments

• On read-aloud performance:

  “The first time I read it, it's just monotone and I read too fast and I don't show them half of the pictures… And they just love to, like, tell me everything I did wrong in my read aloud.” — Jennifer Conrad [11:10]

• On diversity in publishing:

  “I really would like to write a book about just the pure joy my son had climbing the tree in the backyard. ...just a regular book that wasn't… focused on inner city life or wasn't focused on slavery that featured a black boy in a rural area.” — Jennifer Conrad [23:36]

• On picture book word limits:

  “I don't agree with that word limit. I mean, maybe for like the ones that are meant for one to three year olds. But I, we were reading those books when he was 3, 4 and he loved, loved them.” — Jennifer Conrad [35:13]

• On humor and adult appeal:

  “My favorite books as an adult are ones where they're geared towards kids, but there are, like, adult jokes in them where you just things that. That will make you laugh as an adult.” — Jennifer Conrad [25:57]

Timestamps for Key Segments

• Course Introduction and Structure: [02:19] – [06:24]
• High Schoolers and Picture Books: [06:49] – [09:21]
• Teaching Methods & Read Alouds: [09:18] – [13:31]
• Choosing and Analyzing Books: [13:35] – [15:21]
• Grading and Assessment: [15:26] – [17:43]
• Representation and International Books: [17:43] – [19:00]
• Literature as Performance: [19:02] – [20:26]
• Why Not Writing Her Own Books: [23:10] – [25:00]
• Qualities of a Great Picture Book: [25:33] – [33:06]
• Word Count and Parental Patience: [34:20] – [36:39]
• Advice to Authors & Closing Thoughts: [37:54] – [39:50]

Conclusion

Jennifer Conrad’s work challenges traditional boundaries, demonstrating the lifelong value and complexity of picture books. Her blend of performance, analysis, and empathy offers a template for innovative education. This episode is a rich resource for educators, authors, and anyone passionate about children’s literature.