Radical Picture Books in Educational Settings: A Systematic Revision of Aims, Competences, and the Relations Between Mediators and Readers
DOI:
https://doi.org/10.17533/udea.ikala.v27n1a10Schlagworte:
reading skills, radical books, picture books, mediators, children’s literature, readersAbstract
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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Literaturhinweise
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Anstey, M., & Bull, G. (2000). Reading the visual: Written and illustrated children´s literatura. Sydney: Harcourt.
Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When can we make paper cranes?”: Examining pre-service teachers’ resistance to critical readings of historical fiction. Journal of Literacy Research, 34, 429–464.
Bacholle-Boskovic, M. (2009). Authors of Franco Maghrbi Youth: A model of integration. Neohelicon, 36, 65–74.
Bartholomaeus, C. (2016). “Girls can like boy toys”: junior primary school children’s understandings of feminist picture books. Gender and Education, 28, 935–950.
Beauvais, C. (2015). The Mighty Child: Time and Power in Children’s Literature. In N. Christensen, E. Druker, B. Kümmerling-Meibauer, & M. Nikolajeva (Eds.), Children’s Literature, Culture, and Cognition. Amsterdam: John Benjamins, 2015.
Beckett, S. (1999). Transcending boundaries: writing for a dual audience of children and adults. . New York: Garland Publishing Inc.
Beckett, S. (2012). Crossover Picturebooks: A Genre for All Ages. New York and London : Routledge.
Beckett, S. (2016). Common Ground for Children and Adults: Picturebooks for Philosophers of All Ages. http://keimena.ece.uth.gr/main/index.php?option=com_content&view=article&id=346:22-beckett&catid=66:-22&Itemid=102.
Belinda, L., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. Reading Teacher, 69, 103–111.
Bus, A., Takacs, G., Zsofia, K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97.
Cohen, L., Manion, L., & Morrison, K. (2011). Validity and reliability. Research Methods in Education. Oxon: Routledge.
Chambers, A. (1993). Tell me. Children reading and talk. South Woodchester: Thimble Press.
Crawley, J., Ditzel, L., & Walton, S. (2012). Using children’s picture books for reflective learning in nurse education. Contemporary Nurse, 42, 45–52.
Daugaard, L. M., & Johansen, M. B. (2014). Multilingual children’s interaction with metafiction in a postmodern picture book. Language and Education, 28, 120–140.
De Marzio, D. M. (2011). What Happens in Philosophical Texts: Matthew Lipman´s Theory and Practice of the Philosophical Text as Model. Childhood & Philosophy, 7, 29–46.
Dedeoglu, H., Ulusoy, M., & Lamme, L. L. (2012). Turkish Preservice Teachers’ Perceptions of Children’s Picture Books Reflecting LGBT-Related Issues. Journal of Educational Research, 105, 256–263.
Dresang, E. T. (2008). Radical Change Theory, Postmodernism and Contemporary Picturebooks. In L. Sipe & S. Pantaleo (Eds.), Postmodern Picturebooks: Play, parody, and self-referentiality. New York and London: Routledge.
Driscoll, B. (2013). Using Harry Potter to teach literacy: different approaches. Cambridge Journal of Education, 43, 259–271.
Dunne, M., Pryor, J., & Yates, P. (2005). Becoming a researcher. A research companion for the social sciences. Berkshire: Open University Press.
Enciso, P., Wolf, S., Coats, K., & Jenkins, C. (2010). Children’s Literature: Standing in the Shadow of Adults. Reading Research Quarterly, 45, 252–263.
Evans, J. (2015). Challenging and Controversial Picturebooks. Creative and critical responses to visual texts (J. Evans, Ed.). Oxon and New York: Routledge.
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Gardner, R. P. (2016). Unforgivable Blackness: Visual Rhetoric, Reader Response, and Critical Racial Literacy . Children’s Literature in Education, 48, 119–133.
Goldstone, B. P. (2002). Whaz up with our books? Changing picture book codes and teaching implications. The Reading Teacher, 55, 362–370.
Harju, M. L. (2012). ‘Being Not Alone in the World’ Exploring Reader Responses to Crossover Books. McGill University, Montreal.
Harris, P., & McKenzie, B. (2005). Networking around the waterhole and other tales: The importance of relationships among texts for reading and related instruction. Literacy, 39, 31–37.
Hayik, R. (2011). Critical visual analysis of multicultural sketches. English Teaching-Practice and Critique, 10, 95–118.
Hayik, R. (2015). Diverging from Traditional Paths: Reconstructing Fairy Tales in the EFL Classroom. Diaspora, Indigenous, and Minority Education, 9, 221–236.
Haynes, J., & Murris, K. (2013). The realm of meaning: Imagination, narrative and playfulness in philosophical exploration with young children. Early Child Development and Care, 183, 1084–1100.
Hope, J. (2016). “The Soldiers Came to the House”: Young Children’s Responses to The Colour of Home . Children’s Literature in Education, 1–21.
Kim, S. J. (2014). Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles. Journal of Early Childhood Research, 14, 370–388.
Kim, S. J. (2016a). Expanding the Horizons for Critical Literacy in a Bilingual Preschool Classroom: Children’s Responses in Discussions with Gender-Themed Picture Books. International Journal of Early Childhood, 48, 311–327.
Kim, S. J. (2016b). Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books. Australian Journal of Language and Literacy, 39, 176–187.
Kim, S. J. (2016c). “Pink is a Girl’s Color”: A Case Study of Bilingual Kindergarteners’ Discussions about Gender Roles. Critical Inquiry in Language Studies, 13, 237–260.
Ko, J. M. (2013). A case study of an EFL teacher´s critical literacy teaching in a reading class in Taiwan. Language Teaching Research, 17, 91–108.
Korteweg, L., Gonzalez, I., & Guillet, J. (2010). The stories are the people and the land: three educators respond to environmental teachings in Indigenous children’s literature. Environmental Education Research, 16, 331–350.
Kuo, J. M. (2009). Critical literacy and a picture-book-based dialogue activity in Taiwan. Asia Pacific Education Review, 10, 483–494.
Lazar, A. M., & Offenberg, R. M. (2011). Activists, Allies, and Racists: Helping Teachers Address Racism Through Picture Books. Journal of Literacy Research, 43, 275–313.
Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. . Language Arts, 79, 382–392.
Lewison, M., Leland, C., & Harste, J. C. (2008). Creating Critical Classrooms: K-8. Reading and writing with an edge. Mahwah, NJ: Lawrence Erlbaum.
Losh, M., & Gordon, P. C. (2014). Quantifying Narrative Ability in Autism Spectrum Disorder: A Computational Linguistic Analysis of Narrative Coherence. Journal of Autism and Developmental Disorders, 44, 3016–3025.
Lundin, A. (2004). Constructing the Canon of Children´s Literature. Beyond Library Walls and Ivory Towers. New York and London: Routledge.
Lysaker, J., & Alicea, Z. A. (2016). Theorizing fiction reading engagement during wordless book reading. Linguistics and Education, 37, 42–51.
Lysaker, J., & Hopper, E. (2015). A Kindergartner´s Emergent Strategy Use During Wordless Picture Book Reading. Reading Teacher, 68, 649–657.
Lysaker, J., & Tonge, C. (2013). Learning to Understand Others Through Relationally Oriented Reading. The Reading Teacher, 66, 632–641.
Maagerø, E., & Østbye, G. L. (2012). Do Worlds Have Corners? When Children’s Picture Books Invite Philosophical Questions. Children´s Literature in Education, 43, 323–337.
Macken-Horarik, M., & Unsworth, L. (2015). Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics.’ English in Education, 49, 56–79.
Maizonniaux, C. (2017). Australian University Students Reading Francophone Picturebooks - An Original Study. Bookbird: A Journal of International Children’s Literature, 55, 24–32.
Mantei, J. (2015). Examining the interpretations children share from their reading of an almost wordless picture book during independent reading time. Australian Journal of Language and Literacy, 38, 183–192.
Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarov, S. (2012). Learning From Picturebooks: Reading and Writing Multimodally in First Grade. The Reading Teacher, 66, 285–294.
Murris, K. (2014). Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura’s Angry Arthur. Children´s Literature in Education, 45, 145–165.
Murris, K. (2015a). Posthumanism, Philosophy for Children, and Anthony Browne’s “Little Beauty.” Bookbird: A Journal of International Children’s Literature, 53, 59–65.
Murris, K. (2015b). The Philosophy for Children Curriculum: Resisting “Teacher Proof” Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education, 35, 63–78.
Murris, K., & Ranchod, V. (2015). Opening up a philosophical space in early literacy with Little Beauty by Anthony Browne and the movie King Kong. Reading & Writing. Journal of the Reading Association of South Africa, 6, 1–10.
Murris, K., & Thompson, R. (2016). Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom. Reading and Writing. Journal of the Reading Association of South Africa, 7, 1–11.
Nikolajeva, M. (2010). Power, voice and subjectivity in literature for young readers. Taylor and Francis.
Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. Baltimore: John Hopkins University Press.
Nodelman, P. (2013). The Disappearing Childhood of Children’s Literature Studies. Jeunesse: Young People, Texts, Cultures, 5.
Nodelman, P. (2015). The Scandal of the Common Place. The strangeness of best-selling picturebooks. In J. Evans (Ed.), Challenging and Controversial Picturebooks. Creative and critical responses to visual texts. Oxon, New York: Routledge.
Nodelman, P., & Reimer, M. (2003). The Pleasures of Children´s Literature. Boston: Allyn and Bacon.
O’Neil, K. E. (2011). Reading Pictures: Developing Visual Literacy for Greater Comprehension. The Reading Teacher, 65, 214–223.
Pantaleo, S. (2004a). Young children and Radical Change characteristics in picture books. The Reading Teacher, 58, 178–187.
Pantaleo, S. (2004b). Young children interpret the metafictive in Anthony Browne—s Voices in the Park (Article) Pantaleo, S". Journal of Early Childhood Literacy, 4, 211–233.
Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34, 439–447.
Pantaleo, S. (2010). Developing narrative competence through reading and writing metafictive texts. Literacy Research and Instruction, 49, 264–281.
Pantaleo, S. (2016). Primary students’ understanding and appreciation of the artwork in picturebooks. Journal of Early Chidhood Literacy, 16, 228–255.
Pantaleo, S. (2017). Critical thinking and young children’s exploration of picturebook artwork. Language and Education, 31, 152–168.
Parsons, E. (2011). Ideology. In P. Nel & L. Paul (Eds.), Keywords for Children´s Literature. New York and London: New York University Press.
Prior, L. A., Willson, A., & Martinez, M. (2012). Picture This Visual Literacy as a Pathway to Character Understanding. The Reading Teacher, 66, 195–206.
Riggio, M. M., & Cassidy, K. W. (2009). Preschoolers’ Processing of False Beliefs Within the Context of Picture Book Reading. Early Education and Development, 20.
Rose, J. (1984). The Case of Peter Pan, Or The Impossibility of Children’s Fiction. Basingstoke: Macmillan.
Rosenblatt, L. M. (1978). The Reader, The Text, The Poem. The Transaccional Theory of the Literary Work. Illinois, United States: Southern Illinois University.
Rosenblatt, L. M. (1993). The Transactional Theory; Against Dualisms. College English , 55, 377–386.
Sánchez-Eppler, K. (2011). Childhood. In P. Nel & L. Paul (Eds.), Keywords for Children´s Literature. New York and London: Routledge.
Serafini, F. (2003). Informing Our Practice: Modernist, Transactional, and Critical Perspectives on Children’s Literature and Reading Instruction. Reading Online, 6.
Serafini, F. (2005). Voices in the park, voices in the classroom: Readers responding to postmodern picture books. Reading Research and Instruction, 44, 47–64.
Sipe, L., & McGuire, C. (2006). Young children`s resistance to stories. The Reading Teacher, 60, 6–13.
Sipe, L., & Pantaleo, S. (2008). Postmodern Picturebooks: Play, parody, and self-referentiality. New York and London: Routledge.
Styles, M., & Arizpe, E. (2001). A gorilla with “Grandpa’s eyes”: How children interpret visual texts - A case study of Anthony Browne’s “Zoo.” Children´s Literature in Education, 32, 261–281.
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Apol, L., Sakuma, A., Reynolds, T. M., & Rop, S. K. (2002). “When can we make paper cranes?”: Examining pre-service teachers’ resistance to critical readings of historical fiction. Journal of Literacy Research, 34, 429–464.
Bacholle-Boskovic, M. (2009). Authors of Franco Maghrbi Youth: A model of integration. Neohelicon, 36, 65–74.
Bartholomaeus, C. (2016). “Girls can like boy toys”: junior primary school children’s understandings of feminist picture books. Gender and Education, 28, 935–950.
Beauvais, C. (2015). The Mighty Child: Time and Power in Children’s Literature. In N. Christensen, E. Druker, B. Kümmerling-Meibauer, & M. Nikolajeva (Eds.), Children’s Literature, Culture, and Cognition. Amsterdam: John Benjamins, 2015.
Beckett, S. (1999). Transcending boundaries: writing for a dual audience of children and adults. . New York: Garland Publishing Inc.
Beckett, S. (2012). Crossover Picturebooks: A Genre for All Ages. New York and London : Routledge.
Beckett, S. (2016). Common Ground for Children and Adults: Picturebooks for Philosophers of All Ages. http://keimena.ece.uth.gr/main/index.php?option=com_content&view=article&id=346:22-beckett&catid=66:-22&Itemid=102.
Belinda, L., & Sierschynski, J. (2015). Enhancing English Learners’ Language Development Using Wordless Picture Books. Reading Teacher, 69, 103–111.
Bus, A., Takacs, G., Zsofia, K., & Kegel, C. A. T. (2015). Affordances and limitations of electronic storybooks for young children’s emergent literacy. Developmental Review, 35, 79–97.
Cohen, L., Manion, L., & Morrison, K. (2011). Validity and reliability. Research Methods in Education. Oxon: Routledge.
Chambers, A. (1993). Tell me. Children reading and talk. South Woodchester: Thimble Press.
Crawley, J., Ditzel, L., & Walton, S. (2012). Using children’s picture books for reflective learning in nurse education. Contemporary Nurse, 42, 45–52.
Daugaard, L. M., & Johansen, M. B. (2014). Multilingual children’s interaction with metafiction in a postmodern picture book. Language and Education, 28, 120–140.
De Marzio, D. M. (2011). What Happens in Philosophical Texts: Matthew Lipman´s Theory and Practice of the Philosophical Text as Model. Childhood & Philosophy, 7, 29–46.
Dedeoglu, H., Ulusoy, M., & Lamme, L. L. (2012). Turkish Preservice Teachers’ Perceptions of Children’s Picture Books Reflecting LGBT-Related Issues. Journal of Educational Research, 105, 256–263.
Dresang, E. T. (2008). Radical Change Theory, Postmodernism and Contemporary Picturebooks. In L. Sipe & S. Pantaleo (Eds.), Postmodern Picturebooks: Play, parody, and self-referentiality. New York and London: Routledge.
Driscoll, B. (2013). Using Harry Potter to teach literacy: different approaches. Cambridge Journal of Education, 43, 259–271.
Dunne, M., Pryor, J., & Yates, P. (2005). Becoming a researcher. A research companion for the social sciences. Berkshire: Open University Press.
Enciso, P., Wolf, S., Coats, K., & Jenkins, C. (2010). Children’s Literature: Standing in the Shadow of Adults. Reading Research Quarterly, 45, 252–263.
Evans, J. (2015). Challenging and Controversial Picturebooks. Creative and critical responses to visual texts (J. Evans, Ed.). Oxon and New York: Routledge.
Evans, J. (2016). Who am I? Why am I here? and Where do I come from? Responding to philosophical picturebooks. Education, 44, 53–67.
Flynn, R. (2014). Introduction: Disputing the Role of Agency in Children’s Literature and Culture (C. L. A. (ChLA), Ed.). Children’s Agency: A Panel Discussion on Divergent Critical Models, Vol. 8. University of South Carolina: Jeunesse: Young People, Texts, Cultures.
Gardner, R. P. (2016). Unforgivable Blackness: Visual Rhetoric, Reader Response, and Critical Racial Literacy . Children’s Literature in Education, 48, 119–133.
Goldstone, B. P. (2002). Whaz up with our books? Changing picture book codes and teaching implications. The Reading Teacher, 55, 362–370.
Harju, M. L. (2012). ‘Being Not Alone in the World’ Exploring Reader Responses to Crossover Books. McGill University, Montreal.
Harris, P., & McKenzie, B. (2005). Networking around the waterhole and other tales: The importance of relationships among texts for reading and related instruction. Literacy, 39, 31–37.
Hayik, R. (2011). Critical visual analysis of multicultural sketches. English Teaching-Practice and Critique, 10, 95–118.
Hayik, R. (2015). Diverging from Traditional Paths: Reconstructing Fairy Tales in the EFL Classroom. Diaspora, Indigenous, and Minority Education, 9, 221–236.
Haynes, J., & Murris, K. (2013). The realm of meaning: Imagination, narrative and playfulness in philosophical exploration with young children. Early Child Development and Care, 183, 1084–1100.
Hope, J. (2016). “The Soldiers Came to the House”: Young Children’s Responses to The Colour of Home . Children’s Literature in Education, 1–21.
Kim, S. J. (2014). Possibilities and challenges of early critical literacy practices: Bilingual preschoolers’ exploring multiple voices and gender roles. Journal of Early Childhood Research, 14, 370–388.
Kim, S. J. (2016a). Expanding the Horizons for Critical Literacy in a Bilingual Preschool Classroom: Children’s Responses in Discussions with Gender-Themed Picture Books. International Journal of Early Childhood, 48, 311–327.
Kim, S. J. (2016b). Opening up spaces for early Critical Literacy: Korean kindergarteners exploring diversity through multicultural picture books. Australian Journal of Language and Literacy, 39, 176–187.
Kim, S. J. (2016c). “Pink is a Girl’s Color”: A Case Study of Bilingual Kindergarteners’ Discussions about Gender Roles. Critical Inquiry in Language Studies, 13, 237–260.
Ko, J. M. (2013). A case study of an EFL teacher´s critical literacy teaching in a reading class in Taiwan. Language Teaching Research, 17, 91–108.
Korteweg, L., Gonzalez, I., & Guillet, J. (2010). The stories are the people and the land: three educators respond to environmental teachings in Indigenous children’s literature. Environmental Education Research, 16, 331–350.
Kuo, J. M. (2009). Critical literacy and a picture-book-based dialogue activity in Taiwan. Asia Pacific Education Review, 10, 483–494.
Lazar, A. M., & Offenberg, R. M. (2011). Activists, Allies, and Racists: Helping Teachers Address Racism Through Picture Books. Journal of Literacy Research, 43, 275–313.
Lewison, M., Flint, A. S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. . Language Arts, 79, 382–392.
Lewison, M., Leland, C., & Harste, J. C. (2008). Creating Critical Classrooms: K-8. Reading and writing with an edge. Mahwah, NJ: Lawrence Erlbaum.
Losh, M., & Gordon, P. C. (2014). Quantifying Narrative Ability in Autism Spectrum Disorder: A Computational Linguistic Analysis of Narrative Coherence. Journal of Autism and Developmental Disorders, 44, 3016–3025.
Lundin, A. (2004). Constructing the Canon of Children´s Literature. Beyond Library Walls and Ivory Towers. New York and London: Routledge.
Lysaker, J., & Alicea, Z. A. (2016). Theorizing fiction reading engagement during wordless book reading. Linguistics and Education, 37, 42–51.
Lysaker, J., & Hopper, E. (2015). A Kindergartner´s Emergent Strategy Use During Wordless Picture Book Reading. Reading Teacher, 68, 649–657.
Lysaker, J., & Tonge, C. (2013). Learning to Understand Others Through Relationally Oriented Reading. The Reading Teacher, 66, 632–641.
Maagerø, E., & Østbye, G. L. (2012). Do Worlds Have Corners? When Children’s Picture Books Invite Philosophical Questions. Children´s Literature in Education, 43, 323–337.
Macken-Horarik, M., & Unsworth, L. (2015). Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics.’ English in Education, 49, 56–79.
Maizonniaux, C. (2017). Australian University Students Reading Francophone Picturebooks - An Original Study. Bookbird: A Journal of International Children’s Literature, 55, 24–32.
Mantei, J. (2015). Examining the interpretations children share from their reading of an almost wordless picture book during independent reading time. Australian Journal of Language and Literacy, 38, 183–192.
Martens, P., Martens, R., Doyle, M. H., Loomis, J., & Aghalarov, S. (2012). Learning From Picturebooks: Reading and Writing Multimodally in First Grade. The Reading Teacher, 66, 285–294.
Murris, K. (2014). Reading Philosophically in a Community of Enquiry: Challenging Developmentality with Oram and Kitamura’s Angry Arthur. Children´s Literature in Education, 45, 145–165.
Murris, K. (2015a). Posthumanism, Philosophy for Children, and Anthony Browne’s “Little Beauty.” Bookbird: A Journal of International Children’s Literature, 53, 59–65.
Murris, K. (2015b). The Philosophy for Children Curriculum: Resisting “Teacher Proof” Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education, 35, 63–78.
Murris, K., & Ranchod, V. (2015). Opening up a philosophical space in early literacy with Little Beauty by Anthony Browne and the movie King Kong. Reading & Writing. Journal of the Reading Association of South Africa, 6, 1–10.
Murris, K., & Thompson, R. (2016). Drawings as imaginative expressions of philosophical ideas in a Grade 2 South African literacy classroom. Reading and Writing. Journal of the Reading Association of South Africa, 7, 1–11.
Nikolajeva, M. (2010). Power, voice and subjectivity in literature for young readers. Taylor and Francis.
Nodelman, P. (2008). The Hidden Adult: Defining Children’s Literature. Baltimore: John Hopkins University Press.
Nodelman, P. (2013). The Disappearing Childhood of Children’s Literature Studies. Jeunesse: Young People, Texts, Cultures, 5.
Nodelman, P. (2015). The Scandal of the Common Place. The strangeness of best-selling picturebooks. In J. Evans (Ed.), Challenging and Controversial Picturebooks. Creative and critical responses to visual texts. Oxon, New York: Routledge.
Nodelman, P., & Reimer, M. (2003). The Pleasures of Children´s Literature. Boston: Allyn and Bacon.
O’Neil, K. E. (2011). Reading Pictures: Developing Visual Literacy for Greater Comprehension. The Reading Teacher, 65, 214–223.
Pantaleo, S. (2004a). Young children and Radical Change characteristics in picture books. The Reading Teacher, 58, 178–187.
Pantaleo, S. (2004b). Young children interpret the metafictive in Anthony Browne—s Voices in the Park (Article) Pantaleo, S". Journal of Early Childhood Literacy, 4, 211–233.
Pantaleo, S. (2007). Interthinking: Young children using language to think collectively during interactive read-alouds. Early Childhood Education Journal, 34, 439–447.
Pantaleo, S. (2010). Developing narrative competence through reading and writing metafictive texts. Literacy Research and Instruction, 49, 264–281.
Pantaleo, S. (2016). Primary students’ understanding and appreciation of the artwork in picturebooks. Journal of Early Chidhood Literacy, 16, 228–255.
Pantaleo, S. (2017). Critical thinking and young children’s exploration of picturebook artwork. Language and Education, 31, 152–168.
Parsons, E. (2011). Ideology. In P. Nel & L. Paul (Eds.), Keywords for Children´s Literature. New York and London: New York University Press.
Prior, L. A., Willson, A., & Martinez, M. (2012). Picture This Visual Literacy as a Pathway to Character Understanding. The Reading Teacher, 66, 195–206.
Riggio, M. M., & Cassidy, K. W. (2009). Preschoolers’ Processing of False Beliefs Within the Context of Picture Book Reading. Early Education and Development, 20.
Rose, J. (1984). The Case of Peter Pan, Or The Impossibility of Children’s Fiction. Basingstoke: Macmillan.
Rosenblatt, L. M. (1978). The Reader, The Text, The Poem. The Transaccional Theory of the Literary Work. Illinois, United States: Southern Illinois University.
Rosenblatt, L. M. (1993). The Transactional Theory; Against Dualisms. College English , 55, 377–386.
Sánchez-Eppler, K. (2011). Childhood. In P. Nel & L. Paul (Eds.), Keywords for Children´s Literature. New York and London: Routledge.
Serafini, F. (2003). Informing Our Practice: Modernist, Transactional, and Critical Perspectives on Children’s Literature and Reading Instruction. Reading Online, 6.
Serafini, F. (2005). Voices in the park, voices in the classroom: Readers responding to postmodern picture books. Reading Research and Instruction, 44, 47–64.
Sipe, L., & McGuire, C. (2006). Young children`s resistance to stories. The Reading Teacher, 60, 6–13.
Sipe, L., & Pantaleo, S. (2008). Postmodern Picturebooks: Play, parody, and self-referentiality. New York and London: Routledge.
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Veröffentlicht
2022-02-11
Zitationsvorschlag
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
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