Picturing Text

Picturebooks frequently appear in works on the acquisition of literacy, both pre-school and during the school years, but almost never are they examined and analysed as a unique form of text. Much is always assumed about the nature of the texts being read; there is no substantial tradition of analys [...]
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Picturebooks frequently appear in works on the acquisition of literacy, both pre-school and during the school years, but almost never are they examined and analysed as a unique form of text. Much is always assumed about the nature of the texts being read; there is no substantial tradition of analysis of composite, verbal/visual texts - no poetics of the picturebook and therefore assumptions about its nature are often confused and/or inadequate. Most importantly, nowhere has there been a text which combines a scholarly but accessible introduction to the nature of the picturebook with a discussion of how it is used and read. This book analyses how picture books work - the role of picture books in learning to read, how children make meaning from pictures, and how teachers can make best use of picture books in the classroom.