Child Readers and the Worlds of the Picture Book

Baird, Adela; Laugharne, Janet; Maagerø, Eva; Tønnessen, Elise Seip

doi:10.1007/s10583-015-9244-4

Cited by 10 publications

(5 citation statements)

References 5 publications

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“…In our research, we addressed the literary and visual part of the picture book equally. In the field of picture book research, it can be observed that the focus is mainly on the text and on the conversation about the illustrations, but without the inclusion of visual elements of art and design (Baird et al, 2016). However, picture books are an important resource for developing visual literacy, multimodal literacy, visual aesthetic understanding and visual aesthetic development (Bukovec & Potočnik, 2019;Pantaleo, 2012;Serafini, 2014;Sipe, 2008).…”

Section: Discussionmentioning

confidence: 99%

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Batič

Kac²

2020

CEPSj

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Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.

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Section: Discussionmentioning

confidence: 99%

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Batič

Kac²

2020

CEPSj

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“…The presence of stories along with the pictures makes students get a real experience of the taught subject and develop students' cognitive, affective, or psychomotor aspects [7]. The illustration further adds the students' learning interest [24], which is characterized by a higher motivation and a more enthusiastic attitude of reading [25] as well as a passion for working on problem-solving. Compared to ordinary books with little or no pictures, the picture storybooks are more complex for students, more challenging, and make students more provocative in learning [26].…”

Section: Resultsmentioning

confidence: 99%

The Effect of the Use Picture Story Book Based on Scientific Approach toward the Problem Solving Skill of Primary School Students

Khoirunnisa¹,

Pujiastuti²,

Prasetyo³

2018

Proceedings of the International Conference on Teacher Training and Education 2018 (ICTTE 2018)

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In the 21 st-century, education requires that every student masters various skills, intelligence, and character to support future success. Therefore, the learning process and learning resources must ensure students to have these skill, especially critical thinking skill in solving problems. However, the observation results show that many schools have not been able to facilitate learning resources to develop these skill. This study aimed to analyze the effect of the picture storybook based on a scientific approach on students' problem-solving skill. The research method was quasiexperiment with pre-test post-test control group design. The research population was the fourth-grade elementary school students in Mlati District, Sleman, Yogyakarta. Data were collected by giving the equivalent pre-test and post-test questions. The results show that the use of the picture storybook based on a scientific approach had a positive and significant effect on the problem-solving skill of fourth-grade elementary school students. It also proved that the storybook was more effective as a learning source to improve problemsolving skill of fourth-grade elementary school students compared to existing textbooks. Nearly all students were enthusiastic and eager to use the storybook in the learning process.

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“…Children typically apply various modes of communication, therefore, a picturebook, as one of the multimodal types of text, is highly beneficial not only for reading or writing, but also for developing critical thinking (Martens et al 2012), learning to look at the phenomenon from different perspectives, as well as clear out unspoken or even contradictory information (Sipe 2012). In order to understand the picturebook being read, the child uses his or her experience, connects it with the information observed in the text and images, and 'plays' with it while interpreting the work (Baird et al 2016). Picturebooks help to create situations that encourage communication and discussion, where children can not only enrich their experiences, but also learn from more capable peers and get engaged in a variety of transformational rather than reproductive activities (Lambert 2015).…”

Section: Introductionmentioning

confidence: 99%

Combination of picturebooks and toys for development of children’s literacy: advantages and limitations in the context of play-based pedagogy

Schoroškienė¹

2023

ERL Journal

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Educators and parents are constantly searching for new ways to develop children's literacy. Playing in a rich environment enables even the youngest children to explore literacy and develop their literacy skills. With the rapid development of technologies in book publishing, picturebooks are becoming an increasingly common element of such an environment. This article analyses how a picturebook can be used in the context of play-based pedagogy and linguistic diversity. The results of the study on reading a picturebook with children under 9 years of age are presented (N68). The research data demonstrated that reading a picturebook with a toy helped to raise interest and retain the attention of preschool children and primary school pupils, stimulated their linguistic activity, and helped to better understand the book; yet in some situations it had a negative effect on teacher-child interaction, distracted from the written work, and hindered the possibilities to develop active reading skills offered by the picturebook. Reading a picturebook with a toy could be seen as a means of individualising education when working with pre-schoolers or children with learning difficulties. The research shows that reading with a toy can both foster the interaction between the teacher and the learner and hinder it; so, the integrity of all the elements of the educational situation is important: the learner's capabilities, peculiarities of the picturebook and the toy, as well as the teacher's skillfulness.

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Child Readers and the Worlds of the Picture Book

Cited by 10 publications

References 5 publications

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study

The Effect of the Use Picture Story Book Based on Scientific Approach toward the Problem Solving Skill of Primary School Students

Combination of picturebooks and toys for development of children’s literacy: advantages and limitations in the context of play-based pedagogy

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