The books we choose for our classrooms and school libraries tell us far deeper stories than those printed on their pages. They tell us whose perspectives and knowledges are valued. Our bookshelves are not neutral. As research suggests, library space, collections, displays, art, technology, programming, marketing, staff, and wayfinding are key factors that influence students’ perceptions of belonging and inclusiveness (Thomas & Houlihan, 2025). When we strengthen Indigenous representation in school library collections, we do more than add diverse titles. We increase all students’ access to Indigenous voices, signalling that we value Indigenous perspectives and knowledges. This inclusion can help create more welcoming, culturally safe spaces for Indigenous students.
In our most recent episode of Kwey, Let’s Talk Education, we had the opportunity to speak with school board librarians Tatjana Chartrand-Biello (English Montreal School Board) and Courtney Morrison (Eastern Townships School Board) about some of the books by Indigenous authors that they have included in their libraries. Tatjana and Courtney also share concrete ways these books can be used to support various curriculum competencies.
We began our conversation with one of my personal favourites: picture books. Tatjana and Courtney highlighted several picture books for young learners by Cree-Métis author and illustrator Julie Flett. These books have accessible language and classroom-ready themes that resonate deeply with early elementary students. Courtney mentioned, We All Play, and how it can connect children and animals through movement and rest, making it a perfect fit for preschool story time, physical development, and play-based learning. Tatjana shared information about Let’s Go!, which follows a child’s journey into skateboarding and provides natural entry points for social-emotional learning (SEL), perseverance, and a sense of belonging. They highlight that these books also include words in Michif and Cree, which increases the visibility of Indigenous languages. Books written in or that contain words in Indigenous languages are great to highlight year-round, particularly on National Indigenous Languages Day, celebrated in Canada on March 31, and make for great read-alouds!
In addition to Julie Flett’s works, Tatjana and Courtney shared several titles that prompt discussion about identity and truth. Courtney highlighted Tasha Hilderman’s Métis Like Me, which showcases a variety of Métis traditions. Ideal for elementary levels, the book carries a powerful message: cultural connection is a lifelong journey, and it is never too late to reclaim one’s heritage. It also explores how we can celebrate cultural differences meaningfully without falling into appropriation. Tatjana also highlights the title, Mia Wears Orange by Wanda John-Kehewin, for young learners, which is about an Indigenous student who learns about residential schools at school and has difficulty recognizing the emotions she feels in response to this learning. Tatjana mentions that it is a great book, not only to complement books about the National Day for Truth and Reconciliation, but to teach concepts related to social-emotional learning and emotional safety.
For older students, Tatjana highlights Treaty Words: For As Long As the Rivers Flow by Aimée Craft, which offers a poetic way to open discussion about treaties and land claims. She mentions that this book could easily connect to English Language Arts and History competencies. She also mentions that it would be a great prompt for a local history inquiry into local land claims and perspectives on treaty. Other notable mentions included nonfiction titles for secondary students and educators, such as Speaking Our Truth and Braiding Sweetgrass for Young Adults by Monique Gray Smith, and 21 Things You May Not Know About The Indian Act by Robert P. C. Joseph.
Are you looking to add more books by Indigenous authors to your educational spaces? That’s fantastic, but it’s vital to research the authors first. The librarians stressed the importance of following selection criteria when purchasing books by Indigenous authors. They suggest using Indigenous-run sources and review sites such as Strong Nations and American Indians in Children’s Literature, along with established criteria and resources from Indigenous education organizations to ensure the books are authentic. The University of Sherbrooke and partners also published this French Clés d’analyse – Littérature jeunesse autochtones a few years ago, which may be helpful. During the conversation, Tatjana and Courtney also highlight the importance of purchasing books by local Indigenous authors. Some of my personal favourites, and my children’s, include Sunshine Tenasco, Melissa Mollen Dupuis, and Isabelle Picard.
What I loved most about this conversation, aside from the package of new books set to arrive this week, is the concrete curriculum connections Tatjana and Courtney made. As an educator, it is easy to feel bogged down by content; however, their examples highlight how Indigenous literature can, and should, be used to enhance what educators and librarians are already doing. Whether you are teaching about narrative structure, biodiversity, or community life and citizenship, books by local Indigenous authors offer meaningful perspectives that serve as essential foundations for learning year-round.
Interested in hearing about more titles? Listen to the full podcast below. You may also want to check out the 2025 edition of From Sea to Sea to Sea: Celebrating Indigenous Picture Books by IBBY Canada.
References
Thomas, K., & Houlihan, M. (2025). Finding Your Place: Assessing Diversity, Equity, and Inclusion in an Academic Library. Evidence Based Library and Information Practice. https://doi.org/10.18438/eblip30569.
Henderson, J., Warren, K., Whitmore, K., Flint, A., Laman, T., & Jaggers, W. (2020). Take a Close Look: Inventorying Your Classroom Library for Diverse Books. The Reading Teacher, 73, 747-755. https://doi.org/10.1002/trtr.1886.
