Earticle

초록

영어

This study is an attempt to envision what pedagogical implications reading postmodern, metafictive picture books can have in terms of language and literacy education. This paper discusses what characteristics postmodern picture books have and then focuses primarily on how reading postmodern, metafictive picture books can help the reader build multiliteracies by providing the reader with authority over the texts and empowering them to become capable of meaning-making through authoring their own stories. Two groups of children in two different summer camps were observed One is an elementary day camp and the other is an ESL summer camp held in the U.S. Both camps had reading sessions in which several postmodern, metafictive picture books were read and discussed. This study also looks into how linguistically and culturally different groups of children reacted differently to the postmodern picture books, and how each group was engaged in readings of postmodern picture books, considering age difference.

목차

I. Educational Queries on Postmodern Picture Books
 II. Postmodernism, Metafiction, and New Literacies : What Modes of Thoughts Postmodern Picture Books Reflect and What Kind of Literacy They can Pursue
 III. Characteristics of Postmodern Picture Books
 IV. Postmodern Picture Books and Multiliteracies
 V. Reading Postmodern Picture books at Two Summer Camps
 VI. Conclusions and Further Studies
 Works Cited
 Abstract

키워드

저자

• Yun, Eunja [ 윤은자 | The Pennsylvania State University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810