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Arizpe, Evelyn: "Meaning-making from wordless (or nearly wordless) picturebooks. What educational research expects and what readers have to say." In: Cambridge Journal of Education 43.2 (2013), S. 163–176. 
Added by: joachim (26 Aug 2013 00:01:23 UTC)   
Resource type: Journal Article
Languages: englisch
Peer reviewed
DOI: 10.1080/0305764X.2013.767879
BibTeX citation key: Arizpe2013
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Categories: General
Keywords: Bilderbuch, Comics ohne Worte, Didaktik und Pädagogik, Randformen des Comics
Creators: Arizpe
Collection: Cambridge Journal of Education
Views: 2/178
Views index: 2%
Popularity index: 0.5%
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Abstract
Wordless (or nearly wordless) picturebooks are intriguing in terms of how readers make meaning from them. This article offers a conceptualization of existing studies in the field of education that use wordless picturebooks with young readers. While some of these studies contribute to understanding meaning-making, the pragmatic use of wordless picturebooks often does not take account of their particular nature and of the heightened role of the reader, leading to a mismatch between what the picturebook expects from the implied reader and the researchers’ expectations of what ‘real’ readers must do with these books. By highlighting observations from children’s literature scholarship and reader-response studies, this article aims to encourage a more interdisciplinary understanding of meaning-making. It also seeks to persuade educational researchers and mediators to consider investigative approaches that are not based on verbalization but are more in tune with the invitations that wordless picturebooks extend to young readers.
  
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