In this new collection, children’s literature scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive ...aspects of picture books. Contributors take interdisciplinary approaches that integrate different disciplines such as literary studies, art history, linguistics, narratology, cognitive psychology, sociology, memory studies, and picture theory. Topics discussed include intervisuality, twist endings, autobiographical narration, and metaliterary awareness in picturebooks. The essays also examine the narrative challenges of first-person narratives, ellipsis, and frame-breaking in order to consider the importance of mindscape as a new paradigm in picturebook research. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is a representative of the different opportunities for research in this emerging field.
List of Figures Series Editor’s Foreword Acknowledgments Introduction: Current Trends in Picturebook Research, Teresa Colomer, Bettina Kümmerling-Meibauer, Cecilia Silva-Díaz Part I: Picturebooks, Literacy, and Cultural Context 1: Words Claimed: Picturebook Narratives and the Project of Children’s Literature, Perry Nodelman 2: Interpretative Codes and Implied Readers of Children’s Picturebooks, Maria Nikolajeva 3: Picturebooks and Changing Values at the Turn of the Century, Teresa Colomer 4: How to Make Sense: Reflections on the Influence of Eighteenth Century Picturebooks on Picturebooks of Today, Nina Christensen 5: "All this book is about books": Picturebooks, Culture and Metaliterary Awareness, Evelyn Arizpe 6: Artistic Allusions in Picturebooks, Sandra Beckett Part II: Picturebooks and Storytelling 7: Frame-making and Frame-breaking in Picturebooks, Carole Scott 8: Surprised Readers: Twist Endings in Narrative Picturebooks, Brenda Bellorín and Cecilia Silva-Díaz 9: The Narrative Power of Pictures: L’Orage (The Thunderstorm) by Anne Brouillard, Isabelle Nières-Chevrel 10: Picturebooks and Trojan Horses: The Nordic Picturebook as a Site for Artistic Experiment during the 1950s, Elina Druker 11: A Strawberry? Or the Planet?: Children’s Aesthetic Response to the Picturebook Strawberries by Susumi Shingu, Moving Art Sculptor, Tomoko Masaki 12: Off-Screen: The Importance of Blank Space, Fernando Zaparaín-Hernández Part III: Making Sense Out of Picturebooks 13: Being a Guide into Picturebook Literacy: Challenges of Cognition and Connotation, Ingeborg Mjør 14: First-Person Narratives in Picturebooks: An Inquiry into the Acquisition of Picturebook Competence, Eva Gressnich and Jörg Meibauer 15: Remembering the Past in Words and Pictures: How Autobiographical Stories Become Picturebooks, Bettina Kümmerling-Meibauer 16: Do Sons Inherit the Sins of Their Fathers? An Analysis of the Picturebook Angry Man, Agnes-Margrethe Bjorvand 17: Imagination or Reality? Mindscapes and Characterization in a Finnish and a Swedish
Teresa Colomer is Professor in the Department of the Teaching of Language and Literature at the Universitat Autonòma de Barcelona (UAB). Currently, she is director of the Research Group GRETEL (www.gretel.cat). She is also head of the M.A. on Books and Literature for Children and Youngsters.
Bettina Kümmerling-Meibauer is Professor in the German Department at the University of Tübingen. In 2010 she will hold the position of guest-professor in memory of Astrid Lindgren at the University of Växjö, Sweden. She was also one of the advisory editors for The Oxford Encyclopedia of Children’s Literature .
Cecilia Silva-Díaz is Associate Professor at the Universitat Autònoma de Barcelona (UAB). She was member of the Hans Christian Andersen Jury twice and is book editor at Ediciones Ekaré. She published La metaficción como un juego de niños: Una introducción a los álbumes metaficcionales (Caracas, Banco del Libro, 2005).
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies ...reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation ...modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.
Different from the visual attention of typically developing (TD) children, children with autism spectrum disorder (ASD) have the tendency to pay attention to parts rather than the whole of objects. ...Hence, the pictures in a typical story-based picture book, which usually contains various objects and elements, may appear distracting and discomforting for children with ASD. By recruiting 4–6-year-old ASD and TD children (N = 40) to participate in an eye-tracking experiment, this study examined participants’ visual attention on a typical children’s picture book and four other researcher-designed picture books that are simplified in composition and types of elements. Results from between-group comparisons indicated children with ASD had significantly fewer fixation counts and shorter total fixation durations when reading the story-based picture book than TD children. Significant within-group differences were also identified comparing the ASD participants’ reading of the story-based and the researcher-made picture books. However, the viewing behaviours of the ASD and TD groups when reading the researcher-designed books were much more similar. Discussion of the visual characteristics and practical implications for educators to effectively design picture books were offered.
The current study aimed to explore the effects of interactive read-aloud with children's picture books on third-grade elementary school students' financial literacy attitude and behavior. A ...pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.
Chinese original picture books play an important role in inheriting traditional culture and forming cultural identity, which is very important for children. We analyzes the dissatisfaction evaluation ...of Chinese original picture books by using the topic model of Latent Dirichlet Allocation (LDA). It is found that the dissatisfaction of consumers mainly focuses on smell, AR function, preaching, quality, picture, content, painting style and so on. In the future, we should take quality as the bottom line, focus on the content creation, and carry out integrated marketing through social media.
Starting with Booksart Hovance, Julia L
School Arts,
09/2022, Letnik:
122, Številka:
1
Journal Article, Trade Publication Article
Hovanec discusses the Booksart kits which she started at her son's school. She states that she had the idea as an art teacher to volunteer at her son's school and read a picture book, then create an ...art project that extends the book's message. She set to work and delighted in making "Booksart" kits. It's a name that's special to her because her mother came up with it. She shared the kits with her son's class, and since then, she's been known as the "Book Lady." The visual art lessons started with a book as the hook and taught students about art and life. Picture books are chock-full of universal truths and metaphors. They make perfect hooks and, when coupled with a contemporary artist, have the potential to teach learners young and old what it means to be human while reinforcing other interdisciplinary concepts and techniques.
Young children learn language from the speech they hear. Previous work suggests that greater statistical diversity of words and of linguistic contexts is associated with better language outcomes. One ...potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many children. We constructed a corpus of 100 children's picture books and compared word type and token counts in that sample and a matched sample of child-directed speech. Overall, the picture books contained more unique word types than the child-directed speech. Further, individual picture books generally contained more unique word types than length-matched, child-directed conversations. The text of picture books may be an important source of vocabulary for young children, and these findings suggest a mechanism that underlies the language benefits associated with reading to children.
Picture book reading is an enjoyable everyday activity for many young children with well-known benefits for language development. The present study investigated whether picture book reading can ...support young children's social-emotional development by providing a learning opportunity for the usage of emotion regulation strategies. Three-year-old children participated in two waiting situations designed to elicit negative affect. Between these waiting situations they read a picture book. In two experimental conditions, the book depicted how a protagonist (same-aged peer or young adult, respectively) waited for a desired object and distracted herself with toys while waiting. Children in an additional control condition read a picture book that was unrelated to waiting. Use of distraction did not differ between conditions. Parents often read picture book interactively with their children. Therefore, in an additional condition (Exp. 2), the experimenter read the picture book featuring the same-aged peer protagonist in an interactive way intended to facilitate transfer. Apart from the reading style, the design was identical to experiment 1. Experiment 2 intended to test whether changes in reading style lead to differences in three-year old children's social-emotional learning from picture books. When controlling for the children's picture book experience, children in the experimental conditions exhibited an increase in distraction in contrast to children in the control condition. In sum, results suggest that picture book reading could be an ecologically valid and versatile method for supporting 3-year-old children in their use of an age-appropriate adaptive emotion regulation strategies such as distraction.
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