Reading Picture Books in Preschool and Lower Grades of Primary School

  • Janja Batič Department of Fine Arts, Faculty of Education, University of Maribor, Slovenia
Keywords: picture book, multimodal text, visual literacy, preschool teachers, classroom teachers

Abstract

This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers’ views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children’s visual and multimodal literacy.

Downloads

Download data is not yet available.

References

Arzipe, E., & Styles, M. (2003). Children Reading Pictures. Interpreting visual texts. London, UK & New York, NY: Routledge Falmer, Taylor & Francis Group.

Batič, J. (2017). Likovno didaktične razsežnosti slikanice pri pouku likovne umetnosti [Fine art didactic dimensions of picture books in teaching art classes]. Didakta, 193, 19–24.

Batič, J., & Haramija, D. (2015). The importance of visual reading for the interpretation of a literary text. Center for Educational Policy Studies Journal, 5(4), 31–50.

Doonan, J. (1993). Looking at pictures in picture books. Lockwood, Station Road, Woodchester, UK: Thimble Press.

Goldstone, P. B. (2001). Whaz up with our books? Changing picture book codes and teaching implications. The Reading Teacher, 55(4), 362–370. Retrieved from https://www.jstor.org/stable/20205063

Haramija, D. (2017). Književnost v predšolskem obdobju [Literature in preschool period]. In D. Haramija (Ed.), V objemu besed, Razvijanje družinske pismenosti (pp. 23–29). Maribor: Univerzitetna založba Univerze.

Haramija, D., & Batič, J. (2013). Poetika slikanice [Picture book poetics]. Murska Sobota: Franc-Franc.

Haramija, D., & Batič, J. (2014). Recepcija postmodernih slikanic [Reception of postmodern picture books]. In A. Žbogar (Ed.), Obdobja 33: Recepcija slovenske književnosti (pp. 145–151). Ljubljana: Znanstvena založba Filozofske fakultete.

Kalšek, J. (2016). Literarno in likovno interpretiranje Trnjulčice v različnih slikaniških izdajah [Literary and artistic interpretation of the Sleeping Beauty in different picture books editions] (Diploma thesis). Retrieved from https://dk.um.si/IzpisGradiva.php?id=58289&lang=slv

Kordigel Aberšek, M. (2008). Didaktika mladinske književnosti [Didactics of Youth Literature]. Ljubljana: Zavod Republike Slovenije za šolstvo.

Lewis, D. (2006). Reading contemporary picturebooks: Picturing text. London, UK: Routledge/Falmer.

Martens, P., Martens, R., Hassay Doyle, M., Loomis, J., & Aghalarov, S. (2012). Learning from picturebooks, reading and writing multimodally in first grade. The Reading Teacher, 66(4), 285–294. Retrieved from https://doi.org/10.1002/TRTR.01099

Nikolajeva, M. (2003). Verbalno in vizualno: slikanica kot medij [The verbal and the visual. Picture book as a medium]. Otrok in knjiga, 30(58), 5–26.

Nikolajeva, M., & Scott C. (2006). How Picturebooks Work. New York, NY & London, UK: Routledge, Taylor & Francis Group.

Pantaleo, S. (2016). Primary student’s understanding and appreciation of the artwork in picturebooks. Journal of Early Childhood Literacy, 16(2), 228–255. Retrieved from https://doi.org/10.1177/1468798415569816

Prior, L. A., Willson, A., & Martinez, M. (2012). Picture this, visual literacy as a pathway to character understanding. The Reading Teacher, 66(3), 195–206. Retrieved from https://doi.org/10.1002/TRTR.01098

Riddle, J. (2009). Engaging the eye generation: Visual literacy strategies for K-5 classroom. Portland: Stenhouse Publishers.

Saksida, I. (2017). Bralni dogodek v vrtcu [Reading Event in Preschool]. In D. Haramija (Ed.), V objemu besed, Razvijanje družinske pismenosti (pp. 47–54). Maribor: Univerzitetna založba Univerze.

Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. New York, NY & London, UK: Teachers College Press.

Sipe, L. R. (1998). How picture books work: A semiotically framed theory of text-picture relationships. Children’s Literature in Education, 29(2), 97–108. Retrieved from https://doi.org/10.1023/A:1022459009182

Tomljenović, Z. (2015). An interactive approach to learning and teaching in visual arts education. Center for Educational Policy Studies Journal, 5(3), 73–93.

Tomšič Čerkez, B. G. (2015). Editorial: Teaching and learning through art. Center for Educational Policy Studies Journal, 5(3), 5–9.

Zupančič, T. (2012). Kakovostna književna ilustracija za otroke [Quality Literary Illustration for Children]. Otrok in knjiga, 39(85), 5–6.

Published
2019-11-29