Radical Picture Books in Educational Settings: A Systematic Revision of Aims, Competences, and the Relations Between Mediators and Readers

Authors

  • Soledad Véliz Pontificia Universidad Católica de Chile

DOI:

https://doi.org/10.17533/udea.ikala.v27n1a10

Keywords:

reading skills, radical books, picture books, mediators, children’s literature, readers

Abstract


Despite the expectations that radical books have generated, contributions ad­dressing their purposes, the skills they promote in readers, and the interactions they facilitate between reading mediators (adults) and child and youth readers have not been systematized. To fill this gap, this article presents a systematic bibliographic review of 36 empirical articles that gather evidence on the work carried out with picture books grouped under the label of “radical” in educational contexts. “Radical books” are picture books that have some narrative sophistication (postmodern books), present themes that are unconventional in children's literature (disturbing) and are crossover or for all ages. The categorical inductive analysis reveals three important aspects: (a) that radical books are valued for their gap opening between picture and text, thus promoting the construction of diverse meaning in readers; (B) that research in this area focuses on the promotion of socio-emotional and critical literacy skills, and (c) that their use can open more symmetrical relationships between mediators and readers.

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Author Biography

Soledad Véliz, Pontificia Universidad Católica de Chile

Profesora asistente, Pontificia Universidad Católica de Chile, e investigadora asociada, Pontificia Universidad Católica de Chile, Santiago, Chile.
sdveliz@uc.cl

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Published

2022-02-11

How to Cite

Véliz, S. (2022). Radical Picture Books in Educational Settings: A Systematic Revision of Aims, Competences, and the Relations Between Mediators and Readers. Íkala, Revista De Lenguaje Y Cultura, 27(1), 199–223. https://doi.org/10.17533/udea.ikala.v27n1a10

Issue

Section

Literature Reviews