How do students in an Australian classroom construct Canadian identity from Canadian picture books?

This paper describes a small case study generally conceptualized to investigate the role of picture books as a discourse in Canadian identity, focusing specifically on the construction of what it means to be Canadian from an Australian point of view. What emerged, however, was less about Canadian identity and more about how Australian students used the text and illustrations to integrate “new” knowledge about Canada by aligning, and at times contrasting, themselves with others.