scholarly journals Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Ika Lestari Damayanti ◽  
Nicke Yunita Moeharam ◽  
Firly Asyifa
Keyword(s):  
Children's Literature ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Literature ◽  
Visual Thinking ◽  
Visual Texts ◽  
Visual Thinking Strategies ◽  
Thinking Strategies ◽  
Verbal Relations ◽  
The Relationship

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.

scholarly journals VISUAL THINKING STRATEGIES BASED PICTURE BOOK MEDIA FOR THEMATIC LEARNING IN ELEMENTARY SCHOOLS

2020 ◽  
Vol 9 (4) ◽  
pp. 1249
Author(s):  
Sutama Sutama ◽  
Nur Asih Wulandari ◽  
Naufal Ishartono ◽  
Sabar Narimo ◽  
Anam Sutopo
Keyword(s):  
Elementary Schools ◽  
Picture Book ◽  
Student Response ◽  
Visual Thinking ◽  
Research Subjects ◽  
Visual Thinking Strategies ◽  
Thinking Strategies ◽  
Teachers And Students ◽  
The Media ◽  
Thematic Learning

The research in this article aims to develop a picture book based on visual thinking strategies for thematic learning in elementary schools. This is specifically intended to test the feasibility of the media developed in aspects of 1) material, 2) media, 3) teacher response, and 4) student response. This research is categorized as research and development. Research subjects for limited trials were teachers and third-grade students of SD Muhammadiyah 16 Karangasem consisting of 2 teachers and 9 students. The type of research is qualitative evaluative. The data were obtained from the validation assessment of material experts, media experts, teachers, and students' responses. The data analysis technique was conducted through flow and constant comparison methods. Based on the results, the assessments of the media developed are 1) material experts earned a score of 62 with suitable category, 2) media experts obtained a score of 45 with suitable category, 3) teacher responses scored 44 with very suitable category, and 4) student responses gained a score of 14.1 with very suitable category. To conclude, the picture book based on visual thinking strategies is suitable for learning media in elementary schools.Penelitian dalam artikel ini bertujuan untuk mengembangkan buku bergambar berbasis strategi berpikir visual untuk pembelajaran tematik di sekolah dasar. Hal ini secara khusus dimaksudkan untuk menguji kelayakan media yang dikembangkan pada aspek 1) materi, 2) media, 3) respon guru, dan 4) respon siswa. Penelitian ini dikategorikan sebagai penelitian dan pengembangan. Subjek penelitian pada penelitian terbatas ini adalah guru-guru dan siswa kelas tiga di SD Muhammadiyah 16 Karangasem yang terdiri dari 2 guru dan 9 siswa. Data diperoleh dari penilaian validasi ahli materi, ahli media, guru, dan tanggapan siswa. Teknik analisis data dilakukan dengan metode perbandingan aliran dan konstan. Berdasarkan hasil penilaian terhadap media yang dikembangkan adalah 1) ahli materi memperoleh skor 62 dengan kategori sesuai, 2) ahli media memperoleh skor 45 dengan kategori sesuai, 3) tanggapan guru memperoleh skor 44 dengan kategori sangat sesuai, dan 4) Respon siswa memperoleh skor 14,1 dengan kategori sangat sesuai. Kesimpulannya, buku bergambar berbasis strategi berpikir visual cocok untuk media pembelajaran di sekolah awal.

scholarly journals Å lese film

2018 ◽  
Vol 12 (2) ◽  
pp. 13
Author(s):  
Britt W. Svenhard
Keyword(s):  
Core Curriculum ◽  
Visual Thinking ◽  
Visual Texts ◽  
Research And Teaching ◽  
Visual Thinking Strategies ◽  
Combined Use ◽  
Thinking Strategies ◽  
Film Literacy ◽  
Comprehensive Literacy ◽  
Viable Approach

Mange lærere ønsker å bruke film i engelskundervisningen, men ser kanskje ikke umiddelbart hvordan dette kan forankres i læreplanmål eller hvilke arbeidsmåter man kan velge. Denne artikkelen ser på hvordan Kunnskapsløftet (2017) åpner for mer bruk av film og hvilke muligheter som ligger i å se elevenes forkunnskaper om visuelle tekster og sjangre som bidrag i byggingen av literacy-kompetanse. Det vises til forskning og utviklingsarbeid innen kunstfagene som fremholder viktigheten av at elever får utvikle språk til å fortelle historier basert på visuelle inntrykk (Bamford, 2008; Yenawine, 2014). Det beskrives videre hvordan lærere kan overføre lesestrategier fra disse fagene til engelskundervisningen for å gi elevene bedre rammer for å forstå og bruke film og andre visuelle narrative tekster i en språkfaglig sammenheng. Artikkelen ser nærmere på hvordan sjangerlære (Mjør et. al., 2006; Stafford, 2011) kan være et møtepunkt mellom film og skjønnlitteratur. Å integrere film bedre i engelskfaget kan også bidra til å styrke elevenes metakognitive kompetanse. Metodene som beskrives illustrerer hvordan visuelle tekster og kunnskap om læringsstrategier og forståelse for egne læringsprosesser i møte med slike tekster kan utløse mer kritisk tenkning og selvstendig læring.Nøkkelord: film, literacy, lesestrategier, sjangerlære, eventyr, fantasy, kritisk tenkning.Reading filmsAbstractThis article addresses teachers who are looking to integrate film into their English syllabus and who are searching for related methods that will enable them to fulfil both subject and core curriculum aims (Kunnskapsløftet 2017). I explore methods and approaches for the utilization of Norwegian students’ extensive knowledge of visual texts and genres in the teaching of literacy and metacognitive competence. The discussion draws on research and teaching practices that demonstrate how arts integration into other subjects facilitates student output and metacognitive and higher order thinking (Bamford, 2008; Yenawine, 2014). My emphasis is on the combined use of reading comprehension and visual thinking strategies in the teaching of film in EFL courses and I propose genre-based teaching (Mjør et al., 2006; Stafford, 2011) as a viable approach to a more comprehensive literacy instruction, including both literary and film narratives. I also look at how encouraging the transfer of students’ prior knowledge of film and narrative patterns can contribute to greater learner autonomy.Keywords: film, literacy, reading strategies, visual thinking strategies, genre-based teaching, critical thinking. 

scholarly journals News and Announcements

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Sarah Mead-Willis
Keyword(s):  
Children's Literature ◽  
Young People ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Literature ◽  
Modern Science ◽  
Reading Program ◽  
French Language ◽  
Children's Book ◽  
The World

The end of summer and the beginning of autumn saw some notable developments in the world of children’s books, particularly in Canada. It is a great delight to announce that The Deakin Review’s namesake, Dr. Andrea Deakin, is one of the joint recipients of the 2011 Claude Aubry Award. Conferred every two years by the Canadian chapter of the International Board on Books for Young People (IBBY), the Claude Aubry Award recognizes distinguished service within the field of children’s literature. Dr. Deakin, founder of the Deakin Newsletter (which this Review succeeds), is a prolific reviewer, collector, and critic of children’s literature, whose work has greatly enriched the study and appreciation of the genre. Also receiving the Claude Aubry Award is Chantal Vaillancourt. A resident of Longuiel, Quebec and a longtime promoter of children’s reading, Ms. Vaillancourt was instrumental in creating the Toup'tilitou reading program in daycare centres across Quebec. Her more recent work with the Canadian Children’s Book Centre sees her coordinating the French-language TD Canadian Children’s Literature Award and managing the French-language component of TD Children’s Book Week. No mention of the TD Canadian Children’s Literature Award -- as well as the other awards administered by the Canadian Children’s Book Centre -- can pass without mention of this year’s winners. This October, five titles received these prestigious honours. Plain Kate by Erin Bow (Scholastic), winner of the TD Canadian Children’s Literature Award. I Know Here by Laurel Croza; ill. by Matt James (Groundwood Books), winner of the Marilyn Baillie Picture Book Award.Case Closed? Nine Mysteries Unlocked by Modern Science by Susan Hughes (Kids Can Press), winner of the Norma Fleck Award for Canadian Children’s Non-Fiction.The Glory Wind by Valerie Sherrard (Fitzhenry & Whiteside), winner of the Geoffrey Bilson Award for Historical Fiction for Young People. A Spy in the House (The Agency) by Y.S. Lee (Candlewick Press), winner of the John Spray Mystery Award. The CCBC will also be administering a new award this coming year: the Monica Hughes Award for Science Fiction and Fantasy.In other award news, the International Research Society for Children’s Literature (IRSCL) conferred its prestigious 2011 Award on Picturing Canada: a History of Canadian Children’s Illustrated Books and Publishing. Written by Gail Edwards and Judith Saltman, Picturing Canada has already garnered significant accolades, offering as it does a unique survey of Canadian illustrated works and picture books. The 2011 IRSCL Award confirms the work’s status as a significant contribution to the study of children’s literature. Amid these celebrations, however, the world of children’s literature also lost a major talent. Joanne Fitzgerald, Governor General’s Award-winning illustrator, passed away on August 14, at the age of 55. Fitzgerald’s distinctive style, with its gentle colour palette and cheerful, cartoon-like characters, made picture books such as Plain Noodles, Emily’s House, and Doctor Kiss Says Yes perennial favourites among young readers.

scholarly journals Touching Art: The Art Museum as a Picture Book, and the Picture Book as Art

2018 ◽  
pp. 6
Author(s):  
Perry Nodelman
Keyword(s):  
Children's Literature ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Literature ◽  
Art Museum ◽  
Art Museums ◽  
Keynote Address ◽  
Verbal Language ◽  
Children's Picture Books ◽  
The Arts

Based on a keynote address delivered at the 2017 Child and the Book conference in Valencia on interdisciplinary links between children’s literature and the arts, this essay draws on its author’s experience first as a children’s literature scholar focused on picture books and then as a volunteer guide and docent for school tours in art museums. It explores how visits to art museums might be enriched by thinking about the art in them in the ways in which we think about the art in children’s picture books- as images illuminated by a context of nearby images and the verbal language they appear in connection with. After an exploration of common assumptions about how to look at art in museums and a consideration of the ways in which our knowledge of picture books might influence our interactions with that art, the essay also briefly considers how museum art might influence our understanding and appreciation of picture books.Key words: art, picture books, museums, galleries, context ResumenBasado en la conferencia plenaria pronunciada en 2017 en el congreso en Valencia The Child and the Book sobre vínculos interdisciplinares entre la literatura infantil y las artes, este artículo utiliza la experiencia del autor como guía voluntario y docente para visitas escolares a museos artísticos. Explora cómo las visitas a museos de arte pueden ser enriquecidas pensando acerca del arte que contienen de la manera en la que pensamos sobre el arte en los álbumes para niños y niñas – como imágenes iluminadas por un contexto de imágenes cercanas y por el lenguaje verbal que aparece en conexión con ellas. Tras una exploración de las asunciones habituales sobre cómo mirar el arte en los museos y una consideración sobre las maneras en las que nuestro conocimiento de los álbumes puede influir nuestras interacciones sobre este arte, el ensayo considera también brevemente cómo el arte de los museos puede influir nuestra comprensión y apreciación de los álbumes.Palabras clave: arte, álbumes, museos, galerías, contexto.   ResumBasat en la conferencia plenària pronunciada el 2017 al congrés a València The Child and the Book sobre vincles interdisciplinaris entre la literatura infantil i les arts, aquest article utilitza l’experiència de l’autor com a guia voluntari i com a docent per a visites escolars a museus artístics. Explora com les visites a museus d’art poden ser enriquides tot pensant sobre l’art que hi contenen de la manera en la que pensem sobre l’art en els àlbums per a infants – com a imatges il·luminades per un context d’imatges properes i pel llenguatge verbal que apareix en connexió amb elles. Després d’una exploració de les assumpcions habituals sobre com mirar l’art als museus i una consideració sobre les maneres en les quals el nostre coneixement dels àlbums pot influir les nostres interaccions sobre aquest art, l’assaig considera també breument com l’art dels museus pot influir la nostra comprensió i apreciació dels àlbums.Paraules clau: art, àlbums, museus, galeries, context.

From the Classroom: I Know an Old Lady: Using Children's Literature to Explore Patterns

2007 ◽  
Vol 14 (4) ◽  
pp. 202-205
Author(s):  
Lauren Mattone
Keyword(s):  
Pattern Recognition ◽  
Children's Literature ◽  
Picture Books ◽  
Picture Book ◽  
Children’S Literature ◽  
Higher Order ◽  
Algebraic Thinking ◽  
The Road ◽  
Basic Concepts ◽  
Kindergarten Class

Children are masters at discovering patterns in their environment. “Look, Ms. Mattone— we're sitting boy, girl, boy, girl.” I love to take advantage of these moments, to point out to my kindergarteners how they are using mathematics without even noticing. I also love showing how picture book authors and illustrators have discovered patterns and used them in exciting, creative ways. Picture books have a familiar currency to them, and children readily respond to problems posed by favorite characters and adventures. Each year, I create lessons for my kindergarten class based on popular picture books that explore pattern recognition and development. These lessons introduce the basic concepts of algebraic thinking and provide my students with the foundation they need to complete higher-order mathematics down the road.

scholarly journals DIFFERING PERSPECTIVES ON SCHOOL SEGREGATION ISSUES IN AMERICAN CHILDREN’S PICTURE BOOKS

2020 ◽  
Vol 11 (2) ◽  
pp. 322-334
Author(s):  
Ewa Klęczaj-Siara
Keyword(s):  
Children's Literature ◽  
Picture Books ◽  
Minority Groups ◽  
Picture Book ◽  
Children’S Literature ◽  
The United States ◽  
School Segregation ◽  
Children's Picture Books ◽  
Teaching Aids ◽  
American Schools

Aim. School segregation is a common theme of children’s books on minority groups living in the United States. Although it is primarily associated with black-white racial divisions, currently it also concerns white-Latino or rich-poor disparities. The aim of this paper is to analyse children’s picture books featuring Latino and African American characters who participate in the struggle against school segregation. The authors of the books, being members of racial minorities themselves, offer differing perspectives on the problem. Although they criticise school segregation, they also focus on the white perspective and the reasons why integrating schools has always been hard to achieve. Methods. The study analyses the visual and verbal narratives of selected picture books using a variety of methods for examining this literary format. Among others, it applies the theory of picture book analysis by Martin Painter, William Moebius, Maria Nikolajeva and Carole Scott. Results. The article shows that despite the existing scholarship on race-related problems in American schools, children’s literature seems to be the medium which tries to explain the problem to youngsters being directly involved in the system of segregation. Conclusions. The results can be useful to educators who cope with the issue of racial diversity in American schools. They may consider using selected titles of children’s literature as teaching aids assisting students from minority groups in the process of self-development and empowerment.

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