"Be wise, think carefully and act kindly" is the simple but incredibly powerful message the family of coward punch victim Pat Cronin is communicating to young Australians through a newly released ...trio of books for primary school aged children, writes journalist Emily Campbell.
In this survey, examination on the remediation of the written text in the novel 'Buang Tondjamby' Motinggo Boesje to the illustrations by Delsy Sjamsumar and the picture-story by U. Syahbudin, reveal ...the uses of strategies like hypermediacy and immediacy as a struggle to deliver the meaning. It so happens the meaning is constructed by the contemporary discourse on politics and culture in 1963 and 1978 which makes the Buang Tonjam legend of South Lampung as a representation of an identity politics from an ideology which accepts any condition as the consequences of the choice. The meaning is not in the story, which demands the supporters to sacrifice in the struggle; not on what the identity is, but on the struggle itself.
In this cross-case analysis of six young children's wordless book readings, we examine the ways in which participants use social understanding during the reading of a wordless book to understand the ...narrative story. Using a conceptually based coding scheme, we identified places in children's readings in which they imagined the thoughts, feelings, and intentions of characters. We refer to this use of social understanding during reading as social imagination, as it is occurs not in an actual but in a vicarious context. The findings indicated that children who frequently engaged in imagining the minds of others produced more as well as more varied meaning units and often 'became' the characters during their wordless book reading. Multimodal analysis of video data show that children who used social imagination relatively more frequently had livelier readings, with extensive use of inflection, emotion, and voicing of characters as well as a sense of continual investment in the narrative event as it unfolded. The use of social imagination appears to be critical in making sense of a story. The cases presented here demonstrate how understanding the minds of others leads to more complex thinking during the reader-text transaction. Implications for classroom practice and research are discussed.
In this cross-case analysis of six young children's wordless book readings, we examine the ways in which participants use social understanding during the reading of a wordless book to understand the ...narrative story. Using a conceptually based coding scheme, we identified places in children's readings in which they imagined the thoughts, feelings, and intentions of characters. We refer to this use of social understanding during reading as social imagination, as it is occurs not in an actual but in a vicarious context. The findings indicated that children who frequently engaged in imagining the minds of others produced more as well as more varied meaning units and often 'became' the characters during their wordless book reading. Multimodal analysis of video data show that children who used social imagination relatively more frequently had livelier readings, with extensive use of inflection, emotion, and voicing of characters as well as a sense of continual investment in the narrative event as it unfolded. The use of social imagination appears to be critical in making sense of a story. The cases presented here demonstrate how understanding the minds of others leads to more complex thinking during the reader-text transaction. Implications for classroom practice and research are discussed.
In this cross-case analysis of six young children's wordless book readings, we examine the ways in which participants use social understanding during the reading of a wordless book to understand the ...narrative story. Using a conceptually based coding scheme, we identified places in children's readings in which they imagined the thoughts, feelings, and intentions of characters. We refer to this use of social understanding during reading as social imagination, as it is occurs not in an actual but in a vicarious context. The findings indicated that children who frequently engaged in imagining the minds of others produced more as well as more varied meaning units and often 'became' the characters during their wordless book reading. Multimodal analysis of video data show that children who used social imagination relatively more frequently had livelier readings, with extensive use of inflection, emotion, and voicing of characters as well as a sense of continual investment in the narrative event as it unfolded. The use of social imagination appears to be critical in making sense of a story. The cases presented here demonstrate how understanding the minds of others leads to more complex thinking during the reader-text transaction. Implications for classroom practice and research are discussed., In this cross-case analysis of six young children’s wordless book readings, we examine the ways in which participants use social understanding during the reading of a wordless book to understand the narrative story. Using a conceptually based coding scheme, we identified places in children’s readings in which they imagined the thoughts, feelings, and intentions of characters. We refer to this use of social understanding during reading as social imagination, as it is occurs not in an actual but in a vicarious context. The findings indicated that children who frequently engaged in imagining the minds of others produced more as well as more varied meaning units and often ‘became’ the characters during their wordless book reading. Multimodal analysis of video data show that children who used social imagination relatively more frequently had livelier readings, with extensive use of inflection, emotion, and voicing of characters as well as a sense of continual investment in the narrative event as it unfolded. The use of social imagination appears to be critical in making sense of a story. The cases presented here demonstrate how understanding the minds of others leads to more complex thinking during the reader-text transaction. Implications for classroom practice and research are discussed.
The key aspects and features of the Visual Journeys Project, an international research project which involves immigrant and non-immigrant children from different countries responding to the same ...wordless texts - 'Flotsam', a picturebook by David Wiesner and 'The Arrival', a graphic novel by Shaun Tan - are discussed. The findings of the project in relation to The Arrival are highlighted.
Wonderfully Wordless: The 500 Most Recommended Graphic Novels and Picture Books is the first comprehensive best book guide to wordless picture books (and nearly wordless picture books). It is an ...indispensable resource for parents and teachers who love graphic storytelling or who recognize the value of these exceptional books in working with different types of students, particularly preschool, English as a Second Language (ESL), and special needs, and creative writers. Every age group will benefit from Wonderfully Wordless, from babies and toddlers encountering their first books, to elementary age children captivated by the popular fantasy and adventure themes, to teenagers attracted to graphic novels because of their more intense content and comic book format. Even adults who are not yet readers will benefit from this uniquely authoritative resource because it will provide a bridge to literacy and give them books that they can immediately share with their children
The key aspects and features of the Visual Journeys Project, an international research project which involves immigrant and non-immigrant children from different countries responding to the same ...wordless texts - 'Flotsam', a picturebook by David Wiesner and 'The Arrival', a graphic novel by Shaun Tan - are discussed. The findings of the project in relation to The Arrival are highlighted.
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