In order to experience unconditional love, prejudices must be exposed and overcome. People often meet others with a disability or handicap and unknowingly treat these individuals negatively. As a middle school teacher, I have often witnessed students behaving cruelly towards those that are different. When my dog became a paraplegic I was inspired to develop a project to assist young readers in the development of conscientious actions towards individuals with disabilities. This document chronicles the development, procedures, and outcomes of the process behind that artistic endeavor. The artistic elements of this thesis project are a written children's storybook and an educational interactive Web site to further teach inclusiveness to young readers. The images are real photos that have been manipulated to look like illustrations that enhance elements that are visually appealing to children in order to increase the images' communication value. The site has been designed to integrate the look and feel of the book, complementing and referencing it

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<p dir="ltr"><a href="" target="_blank">ABSTRACT</a></p><p dir="ltr">This dissertation delves into postmodern wordless picture books, employing a multimodal content analysis across twenty-eight titles. It stands on a theoretical framework amalgamating concepts from multimodality grounded in social semiotics, critical literacy, and postmodernism. Among the corpus, three titles— <i>Alien Nation</i> (Bassi, 2021), and <i>The Rabbits</i> (Tan, 1998) and <i>The Other Side</i><i> </i>(Bányai, 2005)— emerge as principal subjects of analysis, with the remaining twenty-five titles providing contextual support. Guiding this journey is Barthes' (1977) tripartite model of visual textual meaning at the literal, symbolic, and personal levels, illuminating the intricate layers of the analyzed picture books.</p><p dir="ltr">The analysis unveils distinguishing features of these books: 1) Disruption of boundaries of story worlds and reality; 2) Disruption of space and/or time; 3) Multiple levels of intertextuality; 4) Visual incongruity, visual metaphor and 5) Personal Narratives. Such characteristics are found to challenge narrative conventions, blur reality-fiction distinctions, and implore readers to cultivate personal narratives and critical interpretations.</p><p dir="ltr">However, the research's significance extends beyond feature identification. It births a postmodern literacy pedagogy that encompasses visual, critical, and postmodern dimensions. This pedagogy advocates for embedding postmodern wordless picture books in pre-service teacher curricula. The aim surpasses genre acquaintance, aspiring for a profound grasp of the books' visual nuances and ideological layers. As these visual dynamics play a pivotal role in shaping a reader's experience, they bolster critical reading and foster personal and emotive connections to narratives. By engaging with such books, pre-service teachers gain multifaceted insights into intricate social and historical issues. They're empowered to question prevailing narratives, embrace diverse perspectives, and champion social justice and educational equity. Viewed through this prism, postmodern wordless picture books serve as powerful tools, guiding future educators to see the world from diverse perspectives, navigate uncertainties, foster empathy, and empower varied voices, ultimately becoming advocates for change and inclusion.</p>

Doctor of Philosophy / Curriculum and Instruction Programs / Marjorie R. Hancock / Our society is increasingly bombarded with visual imagery; therefore, it is important for educators to be knowledgeable about the elements of art and to use our knowledge to help students deepen their reading understanding. Arizpe & Styles (2003) noted that students must be prepared to work with imagery in the future at high levels of competency, yet visual literacy is seldom taught in schools. Children are surrounded with multiple forms of literacy daily and frequently the communication is in a nonverbal format. The purpose of this qualitative case study was to identify textual/visual connections and describe ways the text-illustration relationship can influence understanding for readers in the second grade. This qualitative research study took place in a Department of Defense school in Europe with six second grade students from September 14, 2009 to November 24, 2009. The six student participants were introduced to the basic elements of art—color, shape, line, texture, and value—at the onset of the study. Student participants expressed their textual, visual, and blended textual/visual understanding of four picture storybooks and four informational picture books. Data collection sources included group discussions, student verbal story retellings, student pictorial drawings and retellings, student interviews, observational field notes, teacher email correspondence, and teacher initial/final interviews. Initial analysis was based on Kiefer’s (1995) Functions of Language taxonomy, Kucer and Silva’s (1996:1999) Taxonomy of Artistic Responses and Sipe’s (2008) Categories of Reader Response. The analysis focused on participants’ textual and visual responses and the blending of textual/visual elements. The analysis revealed six emerging Categories of Textual/Visual Understanding including Personal Life Connections, Text Connections, Factual Connections, Predictive Connections, Elemental Connections, and Emotional Connections. The six categories were also reviewed for the dominant category for each student participant and how the textual/visual responses applied to both picture storybooks and informational picture books. Data analysis also revealed the second grade teacher’s perceptions of the text-illustration relationship as a part of the reading process. Student participant benefits included greater student interest and motivation, increased awareness of visual elements in picture storybooks and informational picture books, and higher level thinking expressed through textual/visual connections.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context. / AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:24:26Z No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) / Made available in DSpace on 2018-11-09T10:24:26Z (GMT). No. of bitstreams: 1 Cássia Vianna Bittens dissertação.pdf: 1885839 bytes, checksum: 9e8b602cea34f17d3203872c923844b5 (MD5) Previous issue date: 2018-09-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / To contribute to the recent discussions about the relationship literature and infants, the present master thesis aims at answering the following research questions: (1.) Which are some of the main trends, in terms of graphic design, illustration, and text, in books that are preferably addressed to toddlers (zero to three years old) in Brazilian contemporaneity? (2.) How can the language's symbolic values contribute to the education of a child at such early age? To follow our course, we've selected, as a corpora of research, ten titles that compose the collection of 2014 PNBE, addressed to children between zero and three years old. As a hypothesis, we suggest that these books, addressed preferably to children who do not read yet, bring specific and particular elements that characterize trends on books for toddlers in terms of graphic design, illustration, and text, and that they are, therefore, amenable for literary analysis; and that, in contact with Literature, babies can learn the aesthetic language, which corroborates their individual and relational potential, providing a profitable environment for developing global skills. To pursue the present study – qualitative, exploratory, and descriptive – it was developed in three chapters. In chapter I, the reasons for approaching the subject are discussed, presenting the development of the young child and the encounter between Literature and toddlers, resorting on reflections by Bernard Golse, Antonio Candido, and Betina Kümmerling-Meibauer. In Chapter II, we present the corpora of this study and justify its choice. In addition, we address the PNBE program and its collection for early childhood, as well as the assessment criteria established in the present study for the analysis of the corpus, based, therefore, on the 2014 PNBE edict and the handbook that accompanies this specific collection. In chapter III, the books are analyzed in terms of graphic design, illustration, and text, using considerations by Rosinha, Sophie Van der Linden, and Ana Margarida Ramos on graphic design aspects; by Adriana Baptista and Annete Werner's regarding illustration; and by Antonio Candido, Octavio Paz, and Kathleen Ahrens's in terms of the literary text / No intento de contribuir com as discussões recentes acerca da relação literatura-bebê, o presente estudo tem como objetivo responder às seguintes questões direcionadoras: Quais são algumas das principais tendências, em termos de projeto gráfico, ilustração e texto, nos livros preferencialmente endereçados aos bebês (zero a três anos) na contemporaneidade brasileira? Como os valores simbólicos da linguagem podem contribuir para a educação da criança em sua tenra idade? Para efetuarmos esse percurso, selecionamos como corpus de pesquisa dez títulos que compõem o acervo do PNBE 2014, endereçados a crianças entre zero e três anos. Sugerimos, como hipótese, que estes livros, endereçados preferencialmente às crianças que ainda não leem, trazem elementos específicos e particulares que caracterizam tendências dos livros para bebês no projeto gráfico, na ilustração e no texto, sendo, portanto, passíveis à análise literária; e que, ao contato com a Literatura, os bebês apreendem a linguagem estética, o que corrobora com o seu potencial individual e relacional, proporcionando um ambiente profícuo às habilidades globais em desenvolvimento. Para tal, o presente estudo – qualitativo, exploratório e descritivo – foi desenvolvido em três capítulos. No capítulo I, entram em discussão as razões para a abordagem do tema na atualidade, apresentando o desenvolvimento da criança pequena e o encontro entre a Literatura e o bebê, recorrendo-se, para isso, às reflexões de Bernard Golse, Antonio Candido e Betina Kümmerling-Meibauer. No capítulo II, apresenta-se o corpora deste estudo e a justificativa de sua escolha. Em adição, aborda-se o programa PNBE e seu acervo para primeiríssima infância, bem como os critérios de avaliação estabelecidos no presente estudo para a análise do corpora, pautando-se, para tanto, no edital PNBE 2014 e no Manual que acompanha esse acervo em específico. No capítulo III, analisa-se os livros em termos de projeto gráfico, de ilustração e de texto, valendo-se das considerações de Rosinha, Sophie Van der Linden e Ana Margarida Ramos no que se refere ao projeto gráfico; de Adriana Baptista e Annete Werner no tocante à ilustração; e de Antonio Candido, Octavio Paz e Kathleen Ahrens nas reflexões acerca do texto literário

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-11-14T13:47:14Z No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) / Made available in DSpace on 2017-11-14T13:47:14Z (GMT). No. of bitstreams: 1 Luis Carlos Barroso de Sousa Girão.pdf: 1361803 bytes, checksum: 0434a5a4b7e1c95b599ff15a169f0d27 (MD5) Previous issue date: 2017-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present study aims to reflect about the narrative border in the works Shadow (2010), by the South Korean Suzy Lee, and O cântico dos cânticos (1992), by the Brazilian Angela Lago. Our main purpose is to contribute to studies on children’s literature’s theory and criticism, pointing out how the authors broaden up the interpretative potential for their picture-books, in its materiality and visuality, by exploring the use of the codex’s borders as structures for pictorial narratives. In addition to the theory focused on the specific critics of literature for children and young adults (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) and the studies on the book as an art form (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), bibliographies on the concepts of the binding fold dialectics (Michel Melot) and the threshold (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman) are also mobilized. This passage from literary criticism to the artistic philosophy about the book as an object, culminating in the interdisciplinarity of literature and art criticism, aims to re-present and re-know this artistic phenomenon, the picture-book, in the potential of its hybridity, occupying a threshold space between artist’s books and children’s books / A presente dissertação visa refletir sobre a margem que narra nas obras Sombra (2010), da sul-coreana Suzy Lee, e O cântico dos cânticos (1992), da brasileira Angela Lago. O objetivo dessa abordagem é contribuir com os estudos em teoria e crítica de literatura infantil e juvenil, apontando como as autoras ampliam o potencial interpretativo dos livros-imagem, em sua materialidade e visualidade, ao explorar o uso das margens do códex como estruturadoras de narrativas pictóricas. Além da teoria voltada para a crítica específica de literatura para crianças e jovens (Sarah Dowhower, Maria Nikolajeva, Sophie Van der Linden, Maria José Palo) e dos estudos do livro como forma de arte (Julio Plaza, Johanna Drucker, Maria do Carmo de Freitas Veneroso, Paulo Silveira), também são mobilizadas bibliografias sobre os conceitos de dialética da dobra (Michel Melot) e de limiar (Walter Benjamin, Jeanne Marie Gagnebin, Georges Didi-Huberman). Esta passagem da crítica literária para a filosofia artística acerca do objeto livro, culminando na interdisciplinaridade da literatura e crítica de arte, tem como meta re-apresentar e re-conhecer este fenômeno artístico, o livro-imagem, na potência de sua hibridez, ocupando espaço liminar entre os livros de artista e os livros infantis

Product placement has been intensely studied in almost every mass communications medium. One notable exception is in children's picture books where scholarship on the placement of products and brands has been severely underserved despite a steady presence in a medium integral to socialization and society. The present study recognizes the unique characteristics of the shared reading that takes place in this medium and explores its effects on memory for and attitudes toward product placements within children's picture books. Using a laboratory experiment, quantitative statistical analysis of resulting data, and qualitative exploration of themes resulting from subjects' responses, the present study demonstrates that the practice of shared reading positively affects both recollection and attitudes toward product placement in children's picture books. It also discusses the results in the context of their ethical and practical applications and implications.