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.
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