Abstract
When conventional illustrations tell readers what to imagine, critical visual literacy is compromised. The ideal relationship between illustrations and words in children’s picture books involves a relationship where neither dominates the other (Nodelman, 1988). But when illustrators lean on conventional images readers lose opportunities to interpret. Three avenues for critically re-examining the conventional visuals in the rhyme “Humpty Dumpty” are explored: historical analysis, questioning the text, and visualizing with other nursery rhymes. We can re-open closed interpretation, challenging the way powerful illustrations can shut down the visualization process.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
