“…This change in emphasis compared to the text material exemplifies graphical models as being limited to representing a narrow selection of narrative aspects (see Riley & Reed, 2005 ;Thorsten, 2019 ;Wray & Lewis, 1997 ) as scaffolds and representations of schemata (see Emmott et al, 2009 ;McCutchen, 2006 ). Indeed, the textbooks feature alternative models to, for example, describe characters (see Eriksson & Sahlin, 2015a ;Grönte, 2013 ). The visual foregrounding of obstacle and solution aligns with the curricula's emphasis on elements of text structure.…”