Category Archives: Making sense of Picture Books

Picture books, critical literacy and place

Margaret Zeegers wrote an article some time ago in which she analysed certain Australian picture books for the way they hid or exposed indigenous landrights and indigenous histories. Her interest was based on the observation that many schools are on … Continue reading

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Pop up books explained

I really enjoyed this article: Lisa Boggiss Boyce (2011) ‘Pop Into My Place: An Exploration of the Narrative and Physical Space in Jan Pienkowski’s Haunted House‘ Children’s Literature in Education 42: 243-255 “Abstract Discussions of children’s literature frequently neglect the pop-up. This universally … Continue reading

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Not everyone reads storybooks in the same way

“Simply giving them [parents in the study of children transitioning to school] storybooks to read to preschoolers did not mean that they would be read in the ways assumed by the researchers.”  (MacNaughton (2001), p53)

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Kay Vandergrift’s Notes for the Analysis of a Picture Book

http://comminfo.rutgers.edu/professional-development/childlit/Syllabus/pictureanalysis.html  You have to go to her site to see the full list of suggestions (it’s quite detailed!), but to give you a taste, Kay Vandergrift suggests: 1. Read the book straight through. 2. Read only the text, ignoring the … Continue reading

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Analysing Multimodal Texts

“Multimodal texts, in particular contemporary picturebooks, are used extensively in many elementary reading programs, conveying meanings through the use of two sign systems; written language and visual image. However, the primary focus in elementary reading education has been on the strategies and … Continue reading

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