Exploring Student Response to Contemporary Picturebooks

Sylvia Pantaleo is an associate professor in the Department of Curriculum and Instruction at the University of Victoria.

• Contents Acknowledgments Introduction: Exploring Student Response to Contemporary Picturebooks1 Contextualizing Contemporary Picturebooks and Response to LiteratureText and Image in PicturebooksContemporary Picturebooks, Postmodernism, Metafiction and Radical ChangeMetafictionMetafictive Devices in The Three PigsRadical ChangeType One Radical Change - Changing Forms and FormatsGraphics in New Forms and FormatsWords and Pictures Reaching New Levels of SynergyNonlinear and Nonsequential Organization and FormatMultiple Layers of MeaningInteractive FormatsType Two Radical Change - Changing PerspectivesMultiple Perspectives, Visual and VerbalType Three Radical Change - Changing BoundariesUnresolved EndingsResponse to LiteratureInterthinking and the Social Nature of ResponseReading Aloud to Children, Student Discussions, and Teacher InfluenceThe Social Nature of Intertextuality2 Grade 1 Children, Three Porcines, and Four VoicesResearch Site and ParticipantsYear OneYear TwoResearch MethodsYear OneYear TwoData AnalysisYear OneYear TwoThe Three PigsRadical Change CharacteristicsType One Radical Change - Changing Forms and FormatsGraphics in New Forms and FormatsWords and Pictures Reaching New Levels of SynergyNonlinear and Nonsequential Organization and FormatMultiple Layers of MeaningInteractive FormatsType Two Radical Change - Changing PerspectivesMultiple Perspectives, Visual and VerbalDavid Wiesner FansVoices in the ParkRadical Change CharacteristicsType One Radical Change - Changing Forms and FormatsGraphics in New Forms and FormatsWords and Pictures Reaching New Levels of SynergyNonlinear and Nonsequential Organization and FormatMultiple Layers of MeaningInteractive FormatsType Two Radical Change - Changing PerspectivesMultiple Perspectives, Visual and VerbalType Three Radical Change - Changing BoundariesUnresolved EndingsStudent AppreciationConcluding Thoughts3 Grade 1 Children, A Dreamer, Airborne Amphibians, and a ShortcutWilly the DreamerIntertextualityMetafictive DevicesTuesdayParodyVisual Parodies in TuesdayParody and the Young ReaderShortcutMetafictive Devices in ShortcutMetafiction and the Child ReaderUsing Talk as a Tool to Think Collectively4 Grade 5 Students Reading Literature with Radical Change CharacteristicsResearch Site and ParticipantsYear ThreeYear FourResearch MethodsYear ThreeYear FourData AnalysisSmall Group Discussions, Written Responses, and Student InterviewsStudent Interviews About the Picturebooks Year Three, Class 5AYear Four, Class 5BYear Four, Class 5CZoom and Re-zoomData Collection and AnalysisStudents' Written ResponsesSmall Group DiscussionsDiscussion of Students' Written and Oral ResponsesA Trio of Swines A Collection of Fractured Fairy TalesFalling into a Book of Fairy Tales'Seeing Things,' 'Udder Chaos,' 'Problem Parents' and 'A Waiting Game'Private Lessons5 Grade 5 Students Writing Texts with Radical Change Characteristics The Reader in the WriterEddie: ProfileThe Three Weird Pigs and Other Awkward StoriesIntertextualitiesRadical Change CharacteristicsEddie's AnalysisMy Analysis Jenatine: ProfileRed, Blue and YellowIntertextualitiesRadical Change CharacteristicsAlyssa's AnalysisMy Analysis Bert: ProfileThe Three Little Spoons and the Big Bad CowIntertextualitiesRadical Change CharacteristicsBert's AnalysisMy AnalysisOverall Analysis of the Grade 5 Students' Stories/BooksType One Radical Change - Changing Forms and FormatsGraphics in New Forms and FormatsWords and Pictures Reaching New Levels of SynergyNonlinear and Nonsequential Organization and FormatMultiple Layers of MeaningInteractive FormatsType Two Radical Change - Changing PerspectivesMultiple Perspectives, Visual and VerbalType Three Radical Change - Changing BoundariesUnresolved EndingsGroup and Gender Similarities and DifferencesThe Intertextual Nature of Texts and the Classroom Community6 Contemporary Picturebooks and Collateral LearningContextualizing Narrative StructuresCollateral LearningAppendix A: List of Metafictive DevicesAppendix B: A Sample of Picture Books Exhibiting Radical Change Characteristics and/or Metafictive DevicesAppendix C: Picturebook and Novel AnnotationsAppendix D: Favourite Picturebooks of 5A StudentsAppendix E: Favourite Picturebooks of 5B StudentsAppendix F: Favourite Picturebooks of 5C StudentsAppendix G: Picturebooks 5A Students Found ChallengingAppendix H: Picturebooks 5B Students Found ChallengingAppendix I: Picturebooks 5C Students Found ChallengingAppendix J: Radical Change Characteristics in Five Students' Stories/BooksAppendix K: Overall Analysis of Grade 5 Students Stories/BooksReferencesChildren's Literature References