jennifer garich read 5453 december 3, 2011. why did i choose this topic?
TRANSCRIPT
The Role of PostmodernPicture Books in
Today’s ClassroomJennifer Garich
READ 5453December 3, 2011
Why did I choose this topic?
Critical Literacy
Why is this topic important to me?
Research QuestionHow do students construct meaning while
reading postmodern picture books?
How can teachers support students’ reading of postmodern picture books within the classroom?
Strategies That WorkStephanie Harvey and Anne GoudvisReading is Thinking!
Active LiteracyInteresting texts will challenge
children and stimulate thinking
Teaching Reading Comprehension ProcessesJudith Irwin
Inferential
Thinking
Metacognition
ResearchWhat are postmodern picture books?
Unique Narrative StructureNonlinear Narrative FormSelf-Referential ElementsNarrators Directly Address the ReaderIntertextual ReferencesIndeterminate Plot, Characters, and Settings
ResearchWhy are postmodern picture books important?
New Literacy DemandsNeed for Authentic Reading TasksLimitations of Traditional Linear Narratives
Playing with the Postmodern:
Picture Books for Multiliteracies
SynthesisWhat new insights did I acquire from my research?
Critical thinking skillsVisual literacy skillsInterpretative strategiesComprehend text inferentially
and criticallyOpportunities for meaning
making and interpretationGreater participation leads to
increased levels of engagement
Instructional ImplicationsWhy should I use them in my classroom?
Increased levels engagement and motivationInstill a sense of agencyApproach nonlinear texts in different waysFacilitate their ability to integrate
visual and verbal informationTraditional, linear texts
vs. postmodern, nonlinear texts
PracticumPracticum Lesson 1
Background KnowledgeMaking Inferences
Practicum Lesson 2Making Inferences based on Text Evidence
Practicum Lesson 3Assessed understandings postmodern picture
book features through group discussion while reading two postmodern picture books Student Work Sam
ples
PracticumWhat went well?
Text selection (prior knowledge, engaging texts)Process questions to reflect deeper
understanding
What would I change?Provide more structure to discussion so that
each student would have an equal opportunity for participation
Explicit instruction when introducing an unfamiliar text structure
ConclusionsBased on Practicum
Recognized unusual features and created multiple interpretations due to the ambiguity of the story
Shared their thinking and interpretations during our conversations while reading
Based on ResearchNeed for children to become more critical and
thoughtful readersReading tasks in school must reflect those
outside of school
ReferencesAnstey, M. (2002). “It’s not all black and white”: Postmodern picture books and new literacies. Journal of Adolescent &
Adult Literacy,45(6), 444-457.
Goldstone, B. (2002). Whaz up with our books? Changing picture book codes and teaching implications. The Reading
Teacher, 55(4), 362-370. Goldstone, B. (2004). The postmodern picture book: A new subgenre. Language Arts, 81(3), 196-204. Harvey, S. & Goudvis, A. (2007). Strategies That Work (2nd ed.). Portland, ME: Stenhouse Publishers. Irwin, J. W. (2007). Teaching Reading Comprehension Processes (3rd ed.). New York, NY: Pearson Education, Inc. Pantaleo, S. (2004). Young children and radical change characteristics in picture books. The Reading Teacher, 58(2),
178-187. Pantaleo, S. (2009). The influence of postmodern picturebooks on three boys’ narrative competence. Australian Journal
of Language and Literacy, 32(3), 191-210. Serafini, F. (2005). Voices in the park, voices in the classroom: Readers responding to postmodern picture books.
Reading Research and Instruction, 44(3), 47-64. Sipe, L. (2000). The construction of literary understanding by first and second graders in oral response to picture
storybookread-alouds. Reading Research Quarterly, 35(2), 252-275.