Story Characters, Problems, and Settings Are Elemental (original) (raw)

Illustrations, Text, and the Child Reader: What are Pictures in Children's Storybooks for

Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the en joyment and understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of children's literature (Nodelman, 1996), picture books hold a prominent place in children's literature because of the juxtaposition of pictures and words. Thanks to the public's acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children's literature, as well as to the advances in printing technology and art reproduction, children's literature has witnessed a dramatic increase in wellillustrated picture books. ^fe Illustrations, Text, and the Child Reader: What are Pictures in Childrenfs Storybooks for? Zhihui Fang Picture books are profusely illustrated books in which the illustrations are, to varying degrees, essential to the en joyment and understanding of the story (Tomlinson and Lynch-Brown, 1996). As the most characteristic form of chil dren's literature (Nodelman, 1996), picture books hold a prominent place in children's literature because of the juxta position of pictures and words. Thanks to the public's acute awareness of the importance of childhood in human devel opment, to professional critical evaluation of children's litera ture, as well as to the advances in printing technology and art reproduction, children's literature has witnessed a dramatic increase in well-illustrated picture books.

Picture/Text Relationships: An Investigation of Literary Elements in Picturebooks

Literacy Research and Instruction, 2012

The major research question was: How do pictures and texts function in developing literary elements in picturebooks for younger readers and picturebooks for older readers? We examined 30 picturebooks for younger readers and 30 picturebooks for older readers to determine how pictures and text work to develop plot, character, setting, and mood. Findings reveal that in books for younger readers,

VISUAL STORYTELLING IN FOLKLORE CHILDREN BOOK ILLUSTRATION

Asian Journal of Research in Education and Social Sciences, 2019

Visual storytelling is way to told some message or story using visual media. Story in illustration form is one of visual storytelling media that often used to conveying the story. Illustration can help storytelling process more effective received the readers. Audiences as story receiver according to orally or verbal, always imagining the story they listen or read into unlimited imagination. Every audiences can interpreting that different each other about the contents of story. Illustration can binding the various of interpretations become same perception. Moral messages contained in pictorial stories are useful for children because they can form emotional intelligence, spiritual intelligence, and intellectual intelligence. This is very important for children's development. Character education contained in pictorial stories can influence and play a role in shaping children's character as an audience.

Picture Books and the Making of Readers: A New Trajectory. NCTE Concept Paper No. 7

1993

Picture books enable children to experience "reading" from a very early stage in their lives. Although readers in the early part of this century were trained to read heavy books full of fine print, nowadays readers are being trained to read using intellectually and emotionally challenging picture books. Such books (particularly those by John Burningham) enable young readers to tackle material beyond their normal repertoire. The concepts the picture books describe are very sophisticated, yet young children do not seem to have any problem coming to terms with them. Several scholars have investigated the complexities in picture books which even very early readers can begin to master. J. A. Appleyard emphasizes the strong element of play and the important transition small children make from the intimacy of being read to at home to the intensely social experience of school reading. Perry Nodelman describes the range and variety of conventions which picture-book authors and illustrators call into play. Judith Graham investigates what and how children learn from picture books about narrative processes and conventions. The vocabulary of Peter Rabinowitz lends itself to a more activist interpretation of what the reader does. Contemporary children's stories make use of new and different conventions, and in the process may well be creating new and different readers. Picture books give even extremely young children access to literary codes. Armed with this background, however vestigial, children can be readers. (Contains 37 references.) (RS)

For Young Children, Pictures in Storybooks Are Rarely Worth a Thousand Words

The Reading Teacher, 2012

Providing good feedback during read-alouds when young children misunderstand storybook illustrations can enhance their story comprehension. A group of preschoolers was listening to a first reading of Rabbits & Raindrops. After the teacher read, "All of a sudden the sky turns dark, and big, heavy raindrops begin to fall" (Arnosky, 2000, p. 13

Second Graders’ Interpretation of Character in Picturebook Illustrations

Reading Horizons, 2014

This qualitative research study explored second graders' use of visual information to understand characters in picturebooks. Students participated in whole class read-alouds of three picturebooks. Immediately following each read-aloud, students were individually interviewed and invited to talk about the visual text in pre-selected illustrations. Findings revealed that the children used pictorial information, including character actions, body posture, and facial expressions, to support their inferences about characters. They also attended to color and line in justifying their insights. However, the children did not tend to some critical pictorial information in interpreting character including pictorial symbols, the position and size of characters in illustrations, and the pictorial device of breaking the frame.

Narrative and character formation

I defend the claim that fictional narratives provide cognitive benefits to readers in virtue of helping them to understand character. Fictions allow readers to rehearse the skill of selecting and organizing into narratives those episodes of a life that reflect traits or values. Two further benefits follow; i) fictional narratives provide character models that we can apply to real-life individuals (including ourselves) and ii) fictional narratives help readers to reflect on the value priorities that constitute character. I defend the plausibility of these cognitive benefits against certain worries raised by Gregory Currie and Peter Goldie.