earticle

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.