An Analysis on Space found in Postmodern Picturebooks from the Perspective of Heterotopia

2018 ◽  
Vol 50 ◽  
pp. 217-246
Author(s):  
YEON WOO JUN
Keyword(s):  
Postmodern Picturebooks

scholarly journals Mirroring Alice

2021 ◽  
Author(s):  
Marnie Campagnaro
Keyword(s):  
Visual Literacy ◽  
Educational Context ◽  
Metacognitive Skills ◽  
Postmodern Picturebooks

This paper explores the potential of picturebooks in an educational context. It presents the form and the function of postmodern picturebooks. It explains why and how teachers can use them with their children and it underlines some benefits: picturebooks enhance the level of visual literacy and develop pupil’s metacognitive skills. Finally, it proposes a methodology to help pupils and students to become more articulate interpreters of the visual narrativity.

Book Review: Introduction: Postmodern Picturebooks and Metafictive Literary Devices

2015 ◽  
Vol 195 (2) ◽  
pp. 55-55
Author(s):  
Laura M. Jiménez ◽  
Elizabeth Nolan ◽  
Michelle Carney
Keyword(s):  
Postmodern Picturebooks ◽  
Literary Devices

Examining young children’s envisionment building responses to postmodern picturebooks

2016 ◽  
Vol 18 (4) ◽  
pp. 439-464
Author(s):  
Angie Zapata ◽  
Lenny Sánchez ◽  
Ariel Robinson
Keyword(s):  
Young Children ◽  
Meaning Making ◽  
Postmodern Picturebooks ◽  
Personal Experiences ◽  
Literary Meaning ◽  
Textual Features

The purpose of this study was to examine how young children and their teacher constructed literary meaning through engagement with postmodern picturebooks. We framed our enquiry around Langer’s Envisionment Building theory and specifically examined how young children formed meaning as they moved through Langer’s five stances during and after text encounters. We draw special attention to the dialogic nature of transactions around texts, children’s understandings and appropriation of postmodern picturebook metafictive devices, and the ways in which they hybridize personal experiences with intertextual storyworlds. Our enquiry illuminates how young children and their teacher, having engaged with postmodern picturebooks, readily took up the work of envisionment building to construct novel and complex understandings and ‘go beyond’. Our research further exemplifies how the multifaceted nature of postmodern picturebooks provides rich opportunities for young children to negotiate diverse textual features and respond in unique and meaningful ways as they engage in literary meaning making.

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