Discussing Picturebooks across Perceptual, Structural and Ideological Perspectives

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  • Author(s): Youngs, Suzette; Serafini, Frank
  • Language:
    English
  • Source:
    Journal of Language and Literacy Education. Spr 2013 9(1):185-200.
  • Physical Description:
    PDF
  • Publication Date:
    2013
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: [email protected]; Web site: http://jolle.coe.uga.edu
    • Peer Reviewed:
      Y
    • Source:
      16
    • Education Level:
      Elementary Education
      Grade 5
    • Subject Terms:
      Classroom Communication; Discussion (Teaching Technique); History; Fiction; Picture Books; Intermode Differences; Learning Modalities; Multimedia Instruction; Grade 5; Elementary School Students; Literacy; Written Language; Semiotics
    • ISSN:
      1559-9035
    • Abstract:
      Classroom discussions of multimodal texts, in particular historical fiction picturebooks, offer an interpretive space where readers are positioned to construct meanings in transaction with the written language, visual images, and design elements created by authors, illustrators and publishers (Serafini & Ladd, 2008; Sipe, 1999). This study was designed to better understand how readers navigated the multimodal landscape of historical fiction picturebooks and constructed meanings in transaction with the various semiotic resources made available in these multimodal texts.
    • Abstract:
      As Provided
    • Number of References:
      54
    • Publication Date:
      2013
    • Accession Number:
      EJ1008183