Abstract
AbstractA third‐grade educator and university researcher collaborated to develop an after‐school virtual book club curriculum for students during the pandemic. Third‐grade students were encouraged to explore social justice issues prevalent in their community first by reading relevant children's books, doing research, and collaborating to develop potential action plans to address the issues. The study examined the impact of the books, the identification with characters, and the benefit of small group pedagogy. Students were intrinsically motivated to read, research, and collaborate over social justice issues voluntarily given free choice, minimal guidance, and opportunities. The results showcased the importance of small group discussion with young children, the power of choice in research‐based activities, and the desire for students to have their voices heard in important matters.
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