Ideology in nonfiction picturebooks: Verbal and visual strategies in books about sculptures

Panaou, Petros; Yannicopoulou, Angela

doi:10.18261/9788215042459-2021-05

Cited by 2 publications

(1 citation statement)

References 14 publications

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“…Nevertheless, several researchers highlight that these books are not necessarily impartial tools for transmitting content, as they inherently carry an implicit ideology conveyed through strategies supporting the veracity of facts (Panaou & Yannicopoulou et al, 2021). For instance, an analysis of works awarded the Orbis Pictus from 1990 to 2019 reveals a pronounced focus on European white males, portraying agency as an act occurring in adulthood and perpetuating a traditional and passive notion (Vaughn et al, 2021).…”

Section: Characteristics Of Nonfiction Picturebooksmentioning

confidence: 99%

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Muela,

Tabernero,

Hernández

2024

AJLL

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This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.

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Section: Characteristics Of Nonfiction Picturebooksmentioning

confidence: 99%

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Muela,

Tabernero,

Hernández

2024

AJLL

View full text Add to dashboard Cite

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‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not

Backman

2023

Journal of Early Childhood Literacy

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Preschoolers are offered few opportunities to become acquainted with non-fiction books, and when they are given the possibility to read non-fiction picturebooks, these are often fictionalised in one way or another. The fictionalisation of children’s non-fiction blurs the boundaries between fiction and non-fiction picturebooks. This could mean that children’s early opportunities to experience how different kinds of books, pictures and texts can be used and produced for different purposes are also blurred. Against this background, reading activities are designed in this study in which a group of five-year-olds is introduced to fiction and non-fiction picturebooks side by side. The study aims to contribute to an understanding of how children distinguish and experience different kinds of picturebooks when they are introduced to differences between them, and answers the research question: What is in focus when preschoolers determine whether a picturebook is a non-fiction or not? The analysis shows that the depiction (whether the picturebook depicts imaginary constructs or established knowledge) is in focus when preschoolers make this determination . This gives the children in the reading activities the opportunity to experience different kinds of picturebooks, but also to question whether non-fiction picturebooks depicting imaginary constructed (‘made up’) things, characters and events are non-fiction and to evaluate the reliability of such fictionalised non-fiction picturebooks.

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Ideology in nonfiction picturebooks: Verbal and visual strategies in books about sculptures

Cited by 2 publications

References 14 publications

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

‘But dragons don’t exist, do they?’: Preschoolers’ focus in determining whether a picturebook is a non-fiction or not

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