Postmodern Picturebooks Research Articles

Using Postmodern Picture Books as Mentor Texts for Critical Writing Pedagogy

Using the framework of critical writing pedagogy, this study explores how five elementary students utilized craft moves from postmodern picture books in their own writing.

메타픽션 장치를 포함한 포스트모던 그림책 활용이 초등학생의 영어 의사소통 역량에 미치는 영향

This study investigated the effects of utilizing postmodern picturebooks with metafictive devices on elementary school students’ English communicative competence. The researcher selected 18 fifth graders of varying English levels and taught them the ten-week course using four picturebooks. Various types of data including worksheets, journals and interview were analyzed in a qualitative way and the results of pre- and post-questionnaire were quantitatively analyzed. The results of the study were as follows: First, children were able to enjoy the book while sympathizing with the character or recalling their own experiences or background knowledge related to the book. Based on their appreciation, they were able to gain emotional capabilities to discover and enjoy the values to​ pursue in life. Second, children were able to express their thoughts creatively by producing their own work that included metafictional devices. They were also able to develop creative thinking skills that allowed them to think about open endings in various ways or change the story with ideas different from the author. Third, children felt interested through various metafictive devices and post-reading activities while reading and engaging in postmodern picturebooks. Based on this increase in interest, they were able to develop self-management competencies to continue reading English on their own.

Translating Postmodern Picturebooks: The Incredible Book Eating Boy in Japanese, Traditional Chinese, and Simplified Chinese

Metafiction emphasises a text’s fictionality by drawing the reader’s attention to how texts create meaning through numerous textual devices. This paper examines translations of the postmodern picturebook The Incredible Book Eating Boy (2006) by Oliver Jeffers. It compares the original English text to its Japanese, Traditional Chinese, and Simplified Chinese translations across verbal translation, visual and verbal-visual interactions, specifically focusing on metafictive devices. Using Gideon Toury’s model for descriptive translation analysis indicates that socio-cultural contexts influence preliminary norms and are closely related to operational norms applied by both translators and publishing houses.

Using Postmodern Picture Books to Support Middle Grades Readers Navigate Ambiguity

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Using postmodern picture books to support upper primary students’ text analyst skills

This article examines how Year 6 students engaged with a postmodern picture book in an Australian classroom to develop knowledge and skills for critical analysis of texts. One aspect of being critically literate is to question the purpose and function of texts, realised through the knowledge and skills of the text analyst role (Freebody & Luke, 1990; Luke 2012b). Using a small-scale, case study approach, this research study examined the extent to which a postmodern picture book, exhibiting a device of multi-stranded narratives, supported students of differing reading levels to develop text analyst practices. Findings suggest that such postmodern picture books could support students to develop text analyst practices, while the practise of some knowledge and skills was more prolific than others, and students across the group did not demonstrate the same depth of understanding of the text analyst role. The study adds to growing research about the uses of postmodern picture books for building students’ enjoyment of literature, tolerance for ambiguity, comprehension of complex narratives and critical literacy.

The educational implications and characteristics of the postmodern picturebooks

The educational implications and characteristics of the postmodern picturebooks

Mirroring Alice

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.

Postmodernizm naprawdę dla dzieci. O metafikcji w książkach obrazkowych

The text is an attempt to present what a postmodern picture book for children is. The main thesis indicates the tendency to break the traditional discourse, inscribed in children’s books. Ear-lier it was used mainly in parodies of this type of literature. Authors such as Edward Gorey, Ruth Krauss, and Maurice Sendak, may be considered precursors of post-modern picture books. Contem-porary artists using similar poetics are Raymond Briggs, Chris Van Allsburg, David Wiesner, and Jon Scieszka. Their characteristic features of narration are references to other works, the strategy of unmasking the fictionality of the message and the idea of revealing the materiality of the book. The issue of metafiction came to the fore in theoretical considerations about post-modern picture books from 2018. This kind of academic research can be considered as a manifestation of a broader tendency to constitute a new relationship between the recipient and the text of culture, excluding the naive reception of the reader.

아동 독자의 포스트모던 그림책 의미 구성 양상 탐색 - 데이비드 위즈너의 『아기 돼지 세 마리』를 중심으로 -

본 연구는 포스트모던 그림책의 여러 특성 중 경계 허물기를 중심으로 포스트모던 그림책에 대한 학년별 아동 독자의 의미 구성 양상을 살펴보고자 한다. 이를 위해 고글형 시선추적장치와 회상적 사고 구술법을 활용하였다. 고글형 시선추적장치는 아동 독자가 포스트모던 그림책을 읽고 의미를 구성하는 과정에 대한 객관적 정보를 제공해줄 수 있다. 그리고 회상적 사고 구술법은 아동 독자의 의미 구성 과정을 추론하여 해석의 결과를 보완할 수 있다. 연구 결과는 다음과 같다. 첫째, 시선추적 지표를 분석한 결과, 1학년과 6학년 간 경계 허물기 장면에서 유의미한 차이가 있음을 확인하였다. 1학년은 경계 및 경계 허물기를 잘 인지하지 못하고, 6학년은 이를 인지할 수 있음을 확인할 수 있었다. 둘째, 학년별 의미 구성 양상의 변화 과정을 분석한 결과, 4학년부터 각 지표의 비약적인 증가가 일어남을 확인하였다. 연구 결과를 바탕으로 포스트모던 그림책을 교육할 때 크게 두 가지 방향의 시사점을 얻을 수 있었다. 먼저 1-3학년의 경우 포스트모던 그림책에서 경계 허물기의 특성이 드러나는 장면을 자세하게 관찰할 수 있도록 지도할 필요가 있다. 다음은 4-6학년의 경우 포스트모던 그림책에서 경계 허물기의 특성이 드러나는 장면이 지니는 의미를 주체적으로 이해하고 새로운 의미 구성으로 나아갈 수 있도록 지도할 필요가 있다.

포스트모던 그림책 기반 유아 창의인성교육 프로그램 개발

포스트모던 그림책 기반 유아 창의인성교육 프로그램 개발

헤테로토피아적 관점을 통한 포스트모던 그림책의 공간 분석

본 연구의 목적은 포스트모던 그림책에서 발견되는 다채롭고 독특한 양상의 공간들을 기존 그림책에서 주로 발견되는 공간적 시각으로서의 유토피아적 관점이 아닌 공간에 관한 새로운 철학적 시각인 헤테로토피아적 관점에서 분석해 보는 데 있다. 이러한 목적을 위하여, 본 연구에서는 기존 그림책과 뚜렷이 차별화된 공간 특성들을 내포하고 있는 포스트모던 그림책 12권을 선정하였으며 그런 다음, 헤테로피아적 관점을 적용하여 공간이 갖는 의미들을 고찰해 보았다. 연구 결과, 포스트모던 그림책의 공간이 헤테로토피아적 관점에서 갖는 의미를 크게 ‘일탈과 전복으로 해체된 공간 : 균열과 낯설음의 이질적 공간’, ‘타자성이 공존하는 탈영토화된 공간 : 변주된 공간’, ‘리좀적 공간 : 3차원의 환영을 담아놓은 예술적 공간’, ‘카니발적 공간 : 환상적인 쾌락의 공간’의 네 가지로 분류해 볼 수 있었다. 끝으로, 이상의 결과에 대한 고찰을 바탕으로 하여 본 연구에서는 포스트모던 그림책의 독자들, 그리고 다원성과 불확실성 등으로 대표되는 현대사회와 관련해 지닐 수 있는 시사점을 논의해 보았다.

Exploring the meaning of creativity-character education in post-modern picture books based on kindergarten teachers perspectives

This paper explores what comprises critical thinking and how to prepare and motivate young children to be active critical thinkers in a multicultural society. Critical thinking consists of cognitive reasoning as well as intellectual traits. A controversial issue is whether intellectual traits should be included in the definition of critical thinking. Since our pedagogical approaches to critical thinking have exclusively focused on cognitive reasoning, it is necessary to explore a new form of critical thinking that integrates intellectual traits. This paper presents an integrated form of critical thinking from the perspective of reasonableness (Burbules, 1995). Reasonableness is a modified version of rationality that determines whether a particular viewpoint or action is reasonable within a certain situation, and is an alternative approach in the development of critical thinking. This paper exemplifies how these ideas can be applied to education.

Constructing Visual Literacy Through Postmodern Picturebooks: Responses of Korean Elementary School Students

Constructing Visual Literacy Through Postmodern Picturebooks: Responses of Korean Elementary School Students

The effects of response-based discussion activities using post-modern picture books on young children’s language ability and critical thinking

The effects of response-based discussion activities using post-modern picture books on young children’s language ability and critical thinking

환상 그림책과 포스트모던 그림책의 반복적 읽어주기에 따른 유아 반응연구: Sipe의 반응범주를 중심으로

환상 그림책과 포스트모던 그림책의 반복적 읽어주기에 따른 유아 반응연구: Sipe의 반응범주를 중심으로

Postmodern Picture Books as Multimodal Texts: Changing Trends in Children’s Literature

Literature for children has undergone significant changes over the past years. It has generated new attitudes towards childhood and changing practices around literature. The concept of literature for entertainment along with instruction, as proposed by Peter Hunt, has changed the traditional mode of reading methods and gave new dimensions in reading and experiencing children’s books. Nowadays, children’s books are available in various forms like printed books, audio/video recordings, animated movies, Disney cartoons etc. New developments in computational field and digital media have opened wider ways of exploring children’s stories. This has also led to the notion of cross-reading. Most of the stories for children are re-told or re-visioned adapting to different socio-cultural, linguistic domains. This adaptation is both a product and process as seen by Hutcheon (2012). The chief characteristics of postmodern picture books include usually a non-linear plot structure, using pictures or texts to position the reader and focalizing ideas through the point of view of a character, construction of meaning by the reader, intertextual references and above all, the varied design layout and styles of illustration as envisioned by Anstey (2002). All these developments appease the tastes of the modern child as well as the adult reader. This paper is an attempt to explore the evolving styles in contemporary children’s books where it is thought of more in terms of multimodal texts, with self-referential elements adding to it the notion of metafiction.

Postmodern Picture Books as Multimodal Texts: Changing Trends in Children's Literature

Literature for children has undergone significant changes over the past years. It has generated new attitudes towards childhood and changing practices around literature. The concept of literature for entertainment along with instruction, as proposed by Peter Hunt, has changed the traditional mode of reading methods and gave new dimensions in reading and experiencing children’s books. Nowadays, children’s books are available in various forms like printed books, audio/video recordings, animated movies, Disney cartoons etc. New developments in computational field and digital media have opened wider ways of exploring children’s stories. This has also led to the notion of cross-reading. Most of the stories for children are re-told or re-visioned adapting to different socio-cultural, linguistic domains. This adaptation is both a product and process as seen by Hutcheon (2012). The chief characteristics of postmodern picture books include usually a non-linear plot structure, using pictures or texts to position the reader and focalizing ideas through the point of view of a character, construction of meaning by the reader, intertextual references and above all, the varied design layout and styles of illustration as envisioned by Anstey (2002). All these developments appease the tastes of the modern child as well as the adult reader. This paper is an attempt to explore the evolving styles in contemporary children’s books where it is thought of more in terms of multimodal texts, with self-referential elements adding to it the notion of metafiction.

Analysis of the contents related to early childhood scientific creativity in post-modern picture books

Analysis of the contents related to early childhood scientific creativity in post-modern picture books

¿Quién teme al lector feroz? Sin título, de Hervé Tullet, y las convenciones del cuento clásico

The fairy tale has been one of the main foundations that has supported the development of picture books. Based on this premise, the purpose of the present paper is to analyze the relationship between the fairy tale and the postmodern picture book, in the specific case of a radically metafictional work: Help! We need a title! by Herve Tullet (2013). To carry out this analysis existing instruments have been considered, such as those of Propp (1927), Silva-Diaz (2005), or Goldstone (2002). Nevertheless, since it is not a proper narrative text, the analytic criteria has been extracted from the work itself. The results of this study demonstrate a strong link between the two genres, although not a mere transposition of elements, but a whole work of reflection and creation.

A study of time in postmodern picturebooks

본 연구는 Genette(1992)의 [서사담론]을 참조체계로 포스트모던 그림책의 시간성이 글과 그림과의 관계 속에서 어떤 장치로 내재되어 있는지 살펴봄으로써 그림책 속 시간성의 특성을 밝히고자 하였다. 이를 위해 포스트모던 그림책 9권을 선정한 후 참조체계를 통해 각 그림책 속시간성을 분석하고 1차 분석을 바탕으로 시간성이 어떤 장치로 내재되고, 어떻게 상호작용하여 의미를 구성하고 있는지 분석하였다. 연구결과 첫째, 관습적인 시간의 연속성이 파괴되고, 둘째, 서술 시간의 경계가 허물어지며, 셋째, 그림책을 읽고 있는 현실과 그림책 속 환상 세계가 전복되고 있었다. 결국 해체되고 전복되며 종합되는 시간은 그림책의 스토리를 이끌어가는 형식이자 주요한 주제 및 내용으로 펼쳐지고 있었으며, 이러한 포스트모던 그림책의 시간성은 어린 독자들이 포스트모던을 이해하는 주요한 통로가 될 수 있을 것으로 보인다.