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.