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"Arizpe (Univ. of Glasgow) and Styles (Univ. of Cambridge) have compiled their second edition on children’s responses to contemporary picture books. This edition reviews the most recent theories related to visual texts by including three new case studies that address social issues, special needs, and metafiction. Twelve years have passed since the first edition, but the critical work of visual literacy has become even more relevant with the impact of digital picture books on today’s young children ... This edition will be appreciated most by undergraduate and postgraduate students of children’s literature, as well as by teachers, reading specialists, and general readers who have a love of picture books."
- D. Pellegrino, University of ScrantonReseña del editor:
Children Reading Pictures has made a huge impact on teachers, scholars and students all over the world. The original edition of this book described the fascinating range of children's responses to contemporary picturebooks, which proved that they are sophisticated readers of visual texts and are able to make sense of complex images on literal, visual and metaphorical levels. Through this research, the authors found that children are able to understand different viewpoints, analyse moods, messages and emotions, and articulate personal responses to picture books - even when they struggle with the written word.
The study of picturebooks and children’s responses to them has increased dramatically in the 12 years since the first edition was published. Fully revised with a review of the most recent theories and critical work related to picturebooks and meaning-making, this new edition demonstrates how vital visual literacy is to children's understanding and development. The second edition:
This book is essential reading for undergraduate and postgraduate students of children’s literature as well as providing important reading for Primary and Early Years teachers, literacy co-ordinators and all those interested in picturebooks.
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