Reading Stories in Pictures with Children’s Picture Books
1
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
This study attempts to introduce the concept of visual text reading in Korean children’s picture book reading. It contemplates ways to implement analytic ‘picture reading’ in English classrooms with the purpose of Korean children’s literary and literacy development and incidental English learning. For the purpose the study first reviews research on the role of pictures in picture book narratives, and discusses principles and codes involved in analytic interpretation of the pictures. And to see the possibility of analytic picture reading in primary classrooms, the study reviews classroom studies experimenting on child readers’ ability to conduct pictorial analysis in literary groups. Then, to present a model picture reading classwork, picture analyses are done with two sample picture books, The Tiger Who Came to Tea (Kerr) and Clarice Bean, That’s Me (Child). Based on the analyses, sample discussion points for picture reading activities with the two books are created for Korean children’s English classrooms where such picture books can be read. Finally, possible issues for the implementation in Korean settings are discussed.
Abstract
This study attempts to introduce the concept of visual text reading in Korean children’s picture book reading. It contemplates ways to implement analytic ‘picture reading’ in English classrooms with the purpose of Korean children’s literary and literacy development and incidental English learning. For the purpose the study first reviews research on the role of pictures in picture book narratives, and discusses principles and codes involved in analytic interpretation of the pictures. And to see the possibility of analytic picture reading in primary classrooms, the study reviews classroom studies experimenting on child readers’ ability to conduct pictorial analysis in literary groups. Then, to present a model picture reading classwork, picture analyses are done with two sample picture books, The Tiger Who Came to Tea (Kerr) and Clarice Bean, That’s Me (Child). Based on the analyses, sample discussion points for picture reading activities with the two books are created for Korean children’s English classrooms where such picture books can be read. Finally, possible issues for the implementation in Korean settings are discussed.
참고문헌 (31)
- Anstey, M., "Teaching and learning multiliteracies: Changing times, changing literacies" (2006), International Reading Association
- Arizpe, E., "Children reading pictures: Interpreting visual texts", pp.77~96 (2003), Routledge
- Bang, M., "Picture this; How pictures work" (2000), Chronicle Books
- Chambers, A., "Tell me: Children, reading, and talk" (1996), Stenhouse Publishers
- Child, L., "Clarice Bean, that’s me" (1999), Candlewick Press
- 최재영, "그림동화를 사용한 어린이 영어 학습 —실제 수업을 통한 방법 모색", 영어영문학21, 23(2), pp.113~135 (2010), 21세기영어영문학회
- Doonan, J., "Looking at pictures in picture books" (1993), Thimble Press
- Evans, J., "Talking beyond the page: Reading and responding to picturebooks", pp.99~117 (2009), Routledge
- Gombrich, E. H., "Visual images", Scientific American, pp.82~96 (1972)
- Hadaway, N., "Literature-based instruction with English language learners, K-12" (2002), Allyn and Bacon
- Kerr, J., "The tiger who came to tea" (1968), Harper Collins
- Kiefer, B., "Picture books as context for literacy, aesthetic, and real world understanding", Language Arts, 65(3), pp.260~271 (1988)
- Krashen, S., "The power of reading: Insights from the research" (2004), Libraries Unlimited
- Kress, G., "Reading images: The grammar of visual design" (2006), Routledge
- 이미혜, "글 없는 그림책을 활용한 창의적 글쓰기에 나타난 아동의 심리 분석에 관한 연구", 영미문학교육, 17(2), pp.125~157 (2013), 한국영미문학교육학회
- Lehman, B., "Children’s literature and learning: Literary study across the curriculum" (2007), Teachers College Press
- Lewis, D., "Reading contemporary picturebooks: Picturing text" (2001), Routledge
- Maderazo, C., "Beyond picture walks: Revaluing picturebooks as written and pictorial texts", Language Arts, 86(6), pp.437~446 (2010)
- Miller, S., "Supporting possible worlds: Transforming literature teaching and learning through conversations in the narrative mode", Research in the Teaching of English, 34(1), pp.10~64 (1999)
- "Ministry of Education", 2007
- Moebius, W., "Introduction to picturebook codes", Word & Image, 2(2), pp.141~158 (1986)
- Nodelman, P., "Words about pictures: The narrative art of children’s picture books" (1988), The University of Georgia Press
- Nodelman, P., "The pleasures of children’s literature" (2003), Allyn and Bacon
- Pantaleo, S., "Talking beyond the page: Reading and responding to picturebooks", pp.44~61 (2009), Routledge
- Serafini, F., "Reading multimodal texts: Perceptual, structural and ideological perspectives", Children’s Literature in Education, 41, pp.85~104 (2010)
- Serafini, F., "Expanding perspectives for comprehending visual images in multimodal texts", Journal of Adolescent & Adult Literacy, 54(5), pp.342~350 (2011)
- Serafini, F., "When bad things happen to good books", The Reading Teacher, 65(4), pp.238~241 (2011)
- Short, K., "Handbook of research on children’s and young adult literature", pp.48~62 (2011), Routledge
- Sipe, L., "How picture books work: A semiotically framed theory of text-picture relationships", Children’s Literature in Education, 29(2), pp.99~108 (1998)
- Sipe, L., "The construction of literary understanding by first and second graders in oral response to picture storybook read-alouds", Reading Research Quarterly, 35(2), pp.252~275 (2000)
- Smith, V., "Talking beyond the page: Reading and responding to picturebooks", pp.81~96 (2009), Routledge