本研究旨在探討教學者以及學習者對使用繪本學習批判性思考能力的想法，並且了解學生使用Law於2012年提出的六個策略 學習批判性思考能力後有何看法。此外，本研究也整理教學以及學習過程中遇到的困難，同時間提出如何調整教案以解決問題。 本研究採用質性個案研究。研究對象為某高中二年級的四十四位學生。這些學生為研究者某一任教班級。他們透過兩本繪本進行為期八週的批判性思考課程。本課程的核心為四項能力：(1) 能把各類訊息加以比較、歸類、排序、(2) 能根據上下語境釐清不同訊息間的因果關係、(3) 能分辨客觀事實與主觀意見和(4) 能評估不同資訊，提出合理的判斷或建議。研究者透過課室錄影觀察、學習單、學習/教學日誌和焦點團體訪談等蒐集資料。 研究結果顯示繪本教學不僅能夠提升學生的批判性思考和英文能力，還可以維持他們強烈的學習動機。此外，雖然繪本中的圖片造成學生一些理解上的問題，教師還是可以利用多元感官教學方式以及有目的性的引導學生來解決困難。另外，Law於2012年提出的六項策略也大大地幫助學生學習批判性思考能力。然而，在使用這六項策略時，老師必須注意給予充足的待答時間，加入學生小組討論，並選用貼近生活以及適合學生程度的繪本。最後，本研究發現互動式朗讀和提問作者法也能幫助高中學生發展批判性思考能力。 本研究顯示遵照台灣普通高級中學英文科98課綱，教師可以將批判性思考納入繪本閱讀課程中，並創造一個良好的學習環境，培養學生成為有素養的公民。此外，本研究亦提供教師教學現場以及未來研究方向之建議。 / This study aims to examine how the teacher and students respond to cultivating critical thinking skills through picture books and to the six strategies suggested by Law (2012). Besides, it also explores what problems occur in the teaching/learning process and how to adjust the lessons to solve the problems. This study adopted a qualitative case study design. The participants were forty-four eleventh graders in one class taught by the teacher researcher. They learned critical thinking through two picture books in an eight-week study. The foci of the teaching were the four critical thinking skills, namely, (1) being able to compare, classify and sequence various information, (2) being able to identify the causal relationship between information based on the context, (3) being able to distinguish facts from opinions and then one advanced ability, and (4) being able to assess different pieces of information and propose reasonable judgments or suggestions. The students’ and the teacher researcher’s responses were collected from video-taped classroom observations, worksheets, learning/teaching logs, and focus group interviews. The important findings are listed as follows. First, picture books were helpful in the enhancement of critical thinking skills, the improvement of English skills and a high level of learning motivation. Second, the nature of illustrations in picture books resulted in some comprehension problems, which could be solved through a multi-sensory approach and teachers’ purposeful guidance. Third, the six strategies recommended by Law (2012) assisted the students a lot in promoting critical thinking skills. It is noted that when implementing these six strategies, the teacher were advised to give sufficient wait time for students, join students’ discussion, and select picture books with real-life themes and suitable difficulty levels. Fourth, interactive read-alouds and questioning the author were also proved to be useful strategies for high school students to develop their critical thinking through picture books. This study suggests that following the 2010 New Guidelines of English Curriculum in Taiwan, teachers can integrate critical thinking skills into picture book reading and create a good learning environment for students to become productive citizens. Pedagogical implications and suggestions for future studies were presented as well.

The purpose of this study was to investigate if and how the picture book about Alfons Åberg express gender stereotypes and sexuality, through its images and texts. That is because it is one of the most borrowed books in Swedish libraries and also there fore could be a book that is especially common i Swedish preschools. The books about Alfons has also played a major role in Swedish cultural history and the Swedish history of literature, and are known as a part of the swedish heritage. Since children books are well used in Swedish preschools and because children often are left alone to read, we wondered what kind of gender norms the books of Alfons could express to the preschool children. There- fore the aim of this study is to investigate how gender norms are expressed in two of the Alfons books in the book series. The survey was conducted through qualitative picture book analysis which is inspired by former text and image analysis. The theoretical method to investigate how gender norms were expressed was gender theory. We also used discourse analysis and social constructivism as a base, which means that the norms are defined as a social construction that are under constant transformation. The results show that sex, gender and sexuality are interacting in the books of Alfons Åberg. The characters in the book expressed that sex and gender norms were expressed by separation of male and female. The separation find out to be a way to show that opposites also expect to attract each other. The conclusion was that sex, gender and heterosexuality were linked together as a normative exclusion of other sexualitys as inpossible.

The starting point of this study is language and narration. The aim is to examine how educators reason by the choice of literature to work with in preschool. In my study I have examined how educators reason for the selection of books for preschool, which factors in the book affects the choice and the children’s influence. The empirical material is based on two focus groups. The participating educators in the examination discussed the subject together. By using three chosen books the educators in my study have reasoned around how the choice of books is done in preschool, what in the book is meaningful by the choice and the influence of the children. The result of the study shows that the educators reason towards a thematic aim by choice of books to work with in preschool. It also shows that the pictures are a central part for the children’s understanding of the book and also that the library is of great importance for the selection of litterateur for preschool. / Utgångspunkten för denna studie är temat språk och berättande. Syftet är att undersöka hur pedagoger resonerar vid val av litteratur att jobba med i förskolan. I min studie har jag undersökt hur pedagoger resonerar vid urval av böcker till förskolan, vilka faktorer i boken som påverkar valet och vilken påverkan barnen har. Det empiriska materialet bygger på två fokusgrupper. Pedagogerna som deltog i undersökningen diskuterade ämnet med varandra. Med hjälp av tre utvalda böcker har pedagogerna i min studie resonerat kring hur urval av böcker sker i förskolan, vad i boken är betydelsefullt vid valet samt barnens påverkan. Resultatet av studien visar att pedagogerna resonerar mot ett tematiskt mål vid val av böcker att arbeta med i förskolan. Det visar också att bilderna är en central del för barnens förståelse av boken samt att biblioteket har en stor betydelse för förskolans urval av litteratur.

Esta pesquisa buscou desenvolver, por meio de uma base teórica, a leitura de imagens e narrativas de livros ilustrados destinados à infância. A pesquisa, de ordem qualitativa e exploratória, utilizouse da hermenêutica simbólica para trazer à tona o universo do símbolo, como compreendido pelas teorias de Gilbert Durand, Joseph Campbell e Ernst Cassirer, com o intuito de resgatar o imaginário e o poder do símbolo que está por trás da criação da imagem. Também foram utilizadas a fenomenologia de Maurice Merleau-Ponty e o conceito de descrição densa de Gaston Bachelard para empreender a proposta de leitura dos livros selecionados. Assume-se, portanto, neste trabalho, a perspectiva da jornada interpretativa, desenvolvida por Marcos Ferreira-Santos, que propõe a leitura das imagens/ imagens-narrativa/ ilustrações, como leitura simbólica capaz de ir além do aspecto racional e objetivo, criando vias de acesso para a compreensão e assimilação da obra. Para tanto, foram estabelecidas relações simbólicas entre as imagens, as narrativas e os temas das três obras selecionadas, sob a perspectiva trágica de Rogério de Almeida, isto é, por conterem temas normalmente evitados na comunicação com a criança, e que, por isso, apresentam certa resistência a serem trabalhados no âmbito educacional. Procurou-se, a partir disso, pensar sobre possíveis leituras e novas dimensões que possam contribuir com as práticas educacionais, bem como sobre os itinerários autoformativos na educação. / This paper aimed to develop, through a theoretical basis, a reading of images and narratives in illustrated books for childhood. The research, qualitative and exploratory, seeks the use of symbolic hermeneutics to bring to the light the universe of the symbol of Gilbert Durand, Joseph Campbell and Ernst Cassirer, with the intention of rescuing the power of the symbol that is behind the creation of the image. it is based on Maurice Merleu-Pontys phenomenology and on Gaston Bachelards concept of dense description for the readings. it assumes a perspective on the interpretive journey, developed by Professor Marcos Ferreira-Santos, who proposes the reading of the images / narrative / illustrations, starting from the thought that a symbolic reading can go beyond the rational and objective aspect, being able to create access routes for the understanding and assimilation of the piece of work. To do so, we will try to establish symbolic relations between images, narratives and themes, under the tragic perspective of Rogério de Almeida, that is, reading the pieces of works selected by the human thematic, which is, topics normally avoided in communication with children, and therefore, presenting some resistance to be worked in the educational environment. From this, it will attempt to contemplate possible readings and new dimensions to contribute to educational practices, as well as on their formative paths.

Technology increase in preschool and initiate become a ordinarly event for the children, this while as the books space possibly reduces and gets taken over by the digital. The intention with this investigation is to find out preschool teacher´s view on the physical book, in this case the picture book in a physics form. Then how they work with it among the older children at the preschool, it means children in the ages of 3–6. It is because that informations and communication technics (ICT) together with it´s digital tools The method that I has applied to figure out the preschool teacher´s views and working methods is a questionnaire on 11 questions. On that questionnaire 50 preschool teacher´s answered in the ages between 20–62. In the outcome result of the questionnaire it has emerged that all preschool teacher thinks the physical book is very important to the children. Why it is so important for the children, the preschool teachers has different opinions but the answers premeated by the language development in all forms. It has also emerged that althrough the digtal tools take their place at the preschool, the teachers choose to work with the physical book because the children themselves must be able to browse in the book, determine the tempo and discover peace in the tales. / Teknologin ökar inom förskolan och börjar bli en vanlig upplevelse för barnen, detta medan böckernas utrymme eventuellt/kanske minskar och övertas av det digitala. Avsikten med den här undersökningen är att ta reda på förskollärarnas syn på den fysiska boken, det vill säga detta fall bilderboken i fysisk form. Sedan hur de arbetar med boken bland de äldre barnen i förskolan, det menas barn som är 3-6 år gamla. Det för att Informations- och kommunikationsteknik (IKT) samt dess digitala verktyg gör sin framfart på förskolan. Den metod som har använts för att tagit reda på förskollärarnas syn och arbetssätt är en enkät på 11 frågor. På enkäten svarade 50 stycken förskollärare i åldrarna 20–62. I resultatet av enkäten har det framkommit att alla förskollärarna tycker att den fysiska boken är väldigt viktig för barnen. Varför den är viktig för barnen, har förskollärarna olika anledningar på men svaren genomsyras av språkutvecklingen i alla dess former. Det har även framkommit att även om de digitala verktygen tar plats i verksamheten, väljer pedagogerna att arbeta med den fysiska boken, detta för att barnen ska kunna bläddra själv, bestämma tempot och finna ro i sagorna.

The purpose of this study is to investigate what the picture book's paratext tells us. The study focuses on aspects such as whether the cover and the story match, and whether the paratext text gives a true and fair view of the contents of the picture book. The study also includes a gender aspect that highlights whether the paratext is different depending on whether it is a male or female illustrator, and a time aspect based on differences in paratexts depending on the year of publication. The method used to carry out the study is a text and image analysis of ten different picture books for children.The survey shows that the picture book's paratext informs the reader about the action in the picture book as well as how the book of the picture book and the story have been related to each other. The survey also shows that the text of the picture book differs depending on the year in which it is published. / Syftet med denna studie är att undersöka vad bilderbokens paratext berättar. Undersökningen fokuserar på aspekter som om omslag och handling stämmer överens och om paratexten ger en rättvisande bild av bilderbokens innehåll. Studien innefattar även en genusaspekt som belyser huruvida paratexten skiljer sig beroende på om det är en manlig eller kvinnlig illustratör, samt en tidsaspekt utifrån skillnader i paratexter beroende på utgivningsår. Metoden som har använts för att genomföra studien är en text- och bildanalys av tio olika bilderböcker för barn.Resultatet av undersökningen visar att bilderbokens paratext informerar läsaren om handlingen i bilderboken samt hur bilderbokens paratext och handling har förhållit sig till varandra. Undersökningen visar också att bilderbokens paratext skiljer sig beroende på under vilket år den är utgiven.

Esta tese propõe uma abordagem do livro ilustrado (em geral associado ao público infanto-juvenil) que considera as diferentes modalidades de relação entre a imagem e o texto verbal, bem como sua conexão indissociável com o suporte. O livro ilustrado é entendido como objeto estético, polissêmico, capaz de convocar a capacidade sensível do leitor, expandindo tanto sua noção de si como sua visão de mundo. Busca-se problematizar a especificidade desse gênero literário por meio da imbricação de categorias como as de visibilidade e legibilidade, pensadas a partir da reflexão de Vilém Flusser sobre o conflito entre a imagem e a palavra escrita ao longo do tempo. Discute-se também a linguagem do livro ilustrado à luz do pensamento de Giorgio Agamben e Gilles Deleuze, que preferem a noção de intensidade em vez de etapa cronológica para compreender a infância. O livro ilustrado é considerado um devir-criança (ou devir-outro) do autor e/ou ilustrador capaz de desestabilizar o leitor, fazendo aflorar sensações que reconfiguram modos de sentir e estar no mundo / This thesis proposes an approach to the picture book (that is usually associated with young readers) which considers the different modalities of relationship between the image and the written text as well as their non-dissociable connection with the support itself. The picture book is understood as an aesthetic and polysemic object that is able to engage the readers capacity for sensation, expanding his or her notion of self and worldview. There is an intention to problematize the specificity of this literary genre through the imbrication of categories such as visibility and legibility and Vilém Flussers reflection on the conflict between the image and the written word throughout time. This thesis also presents a discussion about the picture books way of communicating in light of the thinking of Giorgio Agamben and Gilles Deleuze, both of whom prefer the notion of intensity instead of chronological stage in order to comprehend childhood. The picture book is considered a process of becoming-child (or becoming-other) of the author and/or illustrator, which can destabilize the reader, making sensations surface and reshaping modes of feeling and being in the world

Many people believe that the analogue picture book is a dying media due to the increase of digital media. Contrary to popular belief, the publishing of children’s book in Sweden is continually increasing, which makes mapping the field quite significant. But to regulate the creation of a children’s picture book is problematic, because one does not want to impede the personal style of the writer or the illustrator of the children’s book. If the children’s book creator has an understanding of how to better communicate with children, the children’s book might have a grater impact on the child. Little research has been performed on what one should think about when creating a children’s book, which makes this study highly relevant. My approach to the problem was to make a literature review over preceding research and to test the different directives, by creating an original children’s picture book and then testing the book, and thereby the directives, on the targeted audience. Consequently the picture book and the associated data gathered, suggest 20 design guidelines for picture books for children between 3 and 6 years. Each subcategory, of the guidelines suggested, should be investigated to confirm validity and reliability. / Att digitala medier tar allt större plats i människors liv har lett till att många tror att den analoga barnboken är ett utdöende medium. Dock har utgivningen av analoga barnböcker ökat i Sverige de senaste åren, vilket indikerar motsatsen. Detta gör att en kartläggning av ämnesområdet både blir relevant och angeläget. Däremot är det problematiskt att ta fram riktlinjer för bilderboken då riktlinjerna inte bör hämma barnbokskapares personliga stil, utan snarare underlätta för dem. Min tro är att om barnboksskapare vet hur de på bästa sätt kan kommunicera med barn, kan barnboken göra ett djupare intryck på barnet. Det finns inte mycket forskning om vad man som barnboksförfattare eller illustratör bör tänka på vid skapandet av en barnbok, vilket gör denna studie betydelsefull. Studien genomfördes genom att jag gjorde en litteraturgenomgång av tidigare forskning samt testade de teorier som forskningen föreslår genom att använda mig av dem vid skapandet av en egen bilderbok. Därefter testade jag bilderboken på målgruppen för att se om bilderboken var barnanpassad. Min undersökning resulterade i 20 designriktlinjer för skapandet av en bilderbok för barn mellan 3 och 6 år. Riktlinjerna är indelade i tre underkategorier: format och layout, bilduppbyggnad och text. Den praktiska delen av mitt arbete är en bilderbok som bygger på dessa riktlinjer. Min förhoppning är att genom att följa dessa designriktlinjer blir barnboksskapare mer medvetna om hur deras barnbok bättre kan kommunicera med barn.

Mit masterprojekt er en grafisk roman med titlen Du er her ikke. Den omhandler temaer såsom identitet, dualitet, ensomhed og tvillingeskab. Bogen har en fragmentarisk struktur, hvor helheden skabes af erindringsglimt, der veksler med fantasier, og hvor selve billedudtrykket er en bærende del af fortællingen. En fortælling, der handler om de mange modstridende følelser, der rør sig i familierelationer og i særdeleshed mellem søskende. / My master's project is a graphic novel with the title You are not here. It touches upon topics such as identity, duality, loneliness and twinship. The narrative is built up in a fragmented structure, where glimpses of memories are alternated with fantasies, where the image is the primary focus. At the core of this story are the many conflicting emotions that are present in family relations and in particular between siblings.

Esta tese propõe uma abordagem do livro ilustrado (em geral associado ao público infanto-juvenil) que considera as diferentes modalidades de relação entre a imagem e o texto verbal, bem como sua conexão indissociável com o suporte. O livro ilustrado é entendido como objeto estético, polissêmico, capaz de convocar a capacidade sensível do leitor, expandindo tanto sua noção de si como sua visão de mundo. Busca-se problematizar a especificidade desse gênero literário por meio da imbricação de categorias como as de visibilidade e legibilidade, pensadas a partir da reflexão de Vilém Flusser sobre o conflito entre a imagem e a palavra escrita ao longo do tempo. Discute-se também a linguagem do livro ilustrado à luz do pensamento de Giorgio Agamben e Gilles Deleuze, que preferem a noção de intensidade em vez de etapa cronológica para compreender a infância. O livro ilustrado é considerado um devir-criança (ou devir-outro) do autor e/ou ilustrador capaz de desestabilizar o leitor, fazendo aflorar sensações que reconfiguram modos de sentir e estar no mundo / This thesis proposes an approach to the picture book (that is usually associated with young readers) which considers the different modalities of relationship between the image and the written text as well as their non-dissociable connection with the support itself. The picture book is understood as an aesthetic and polysemic object that is able to engage the readers capacity for sensation, expanding his or her notion of self and worldview. There is an intention to problematize the specificity of this literary genre through the imbrication of categories such as visibility and legibility and Vilém Flussers reflection on the conflict between the image and the written word throughout time. This thesis also presents a discussion about the picture books way of communicating in light of the thinking of Giorgio Agamben and Gilles Deleuze, both of whom prefer the notion of intensity instead of chronological stage in order to comprehend childhood. The picture book is considered a process of becoming-child (or becoming-other) of the author and/or illustrator, which can destabilize the reader, making sensations surface and reshaping modes of feeling and being in the world