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Interpreting the images in a picture book: Students make connections to themselves, their lives and experiences

Journal Article


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Abstract


  • Picture books are an important and accessible form of visual art for children because they offer, among other things, opportunities for making connections to personal experiences and to the values and beliefs of families and communities. This paper reports on the use of a picture book to promote Year 4 students’ making of text-to-self connections, which they expressed through visual art. A funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) lens was used to analyse the representation of students’ out-of-school lives and experiences within the artworks. In this paper, we argue for a pedagogical approach that creates opportunities for children to respond to picture books through visual art, identifying artworks as powerful avenues of insight into children’s funds of knowledge that can inform literacy pedagogy.

Publication Date


  • 2014

Citation


  • Mantei, J. & Kervin, L. (2014). Interpreting the images in a picture book: Students make connections to themselves, their lives and experiences. English Teaching: Practice and Critique, 13 (2), 76-92.

Scopus Eid


  • 2-s2.0-84923592067

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2217&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1218

Has Global Citation Frequency


Number Of Pages


  • 16

Start Page


  • 76

End Page


  • 92

Volume


  • 13

Issue


  • 2

Place Of Publication


  • United Kingdom

Abstract


  • Picture books are an important and accessible form of visual art for children because they offer, among other things, opportunities for making connections to personal experiences and to the values and beliefs of families and communities. This paper reports on the use of a picture book to promote Year 4 students’ making of text-to-self connections, which they expressed through visual art. A funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) lens was used to analyse the representation of students’ out-of-school lives and experiences within the artworks. In this paper, we argue for a pedagogical approach that creates opportunities for children to respond to picture books through visual art, identifying artworks as powerful avenues of insight into children’s funds of knowledge that can inform literacy pedagogy.

Publication Date


  • 2014

Citation


  • Mantei, J. & Kervin, L. (2014). Interpreting the images in a picture book: Students make connections to themselves, their lives and experiences. English Teaching: Practice and Critique, 13 (2), 76-92.

Scopus Eid


  • 2-s2.0-84923592067

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=2217&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/1218

Has Global Citation Frequency


Number Of Pages


  • 16

Start Page


  • 76

End Page


  • 92

Volume


  • 13

Issue


  • 2

Place Of Publication


  • United Kingdom