Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning

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Åse Marie Ommundsen, Gunnar Haaland, Bettina Kümmerling-Meibauer
Routledge, 5. aug. 2021 - 344 sider
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What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries.

Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. Moreover, they consider relevant aspects of the educational environments, such as the inclusion of picturebooks in the curriculum, the significance of school libraries, and the impact of publishers.

Exploring Challenging Picturebooks in Education sheds new light on the multiple dimensions relevant to investigating the impact of picturebooks on learning processes and the development of multimodal literacy competencies. It thus makes a significant contribution to the growing area of picturebook research and will be key reading for educators, researchers, and post-graduate students in the field of literacy studies, children’s literature, and education research.

 

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Innhold

exploring challenging picturebooks in education
Cognitive challenges of challenging picturebooks
Challenging picturebooks and literacy studies
Interpreting and mediating a wordless picturebook in preprimary early English
Picturebooks and aesthetic literacy in early childhood education
explorative
Picturebooks that challenge the young English language learner
challenges of a taboo topic in Portuguese schools
an untapped resource?
Exploring a challenging picturebook gospel in the classroom
using picturebook sequencing for creative writing
Crossing boundaries of age culture and time with challenging picturebooks
picturebooks as entrances to visual
a Canadian case study
Publishing challenging picturebooks
Index

teenagers reading a challenging

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Om forfatteren (2021)

Åse Marie Ommundsen is Professor of Norwegian Literature at the Faculty of Education and International Studies, Oslo Metropolitan University, Norway, and Adjunct Professor at Nord University, Norway. She chairs the research project ‘Challenging Picturebooks in Education’.

Gunnar Haaland is Associate Professor of Religion and Ethics at the Faculty of Education and International Studies, Oslo Metropolitan University, Norway. He co-chairs the research project ‘Challenging Picturebooks in Education’.

Bettina Kümmerling-Meibauer is Professor in the German Department at the University of Tübingen, Germany. She recently edited The Routledge Companion to Picturebooks (Routledge, 2018).

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