Citations (10)
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Read on this site (3)
Suzette Youngs & Chris Kyser. (2021) Bringing Form, Content and Aesthetics Together: Preservice Teachers Reading Contemporary Picturebooks and Designing Multimodal Responses. Literacy Research and Instruction 60:3, pages 264-300.
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Dani Kachorsky, Lindsey Moses, Frank Serafini & Megan Hoelting. (2017) Meaning Making With Picturebooks: Young Children’s Use of Semiotic Resources. Literacy Research and Instruction 56:3, pages 231-249.
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Sylvia Pantaleo. (2017) Critical thinking and young children's exploration of picturebook artwork. Language and Education 31:2, pages 152-168.
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Articles from other publishers (7)
Frank Serafini. (2023) How multimodality matters in children’s literature scholarship. The Australian Journal of Language and Literacy.
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Lindsay Persohn. (2021) The Metafictional Evolution of Wonderland Illustration. Children's Literature in Education 54:2, pages 255-271.
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Christian Mosbæk Johannessen, Mads Nedergård Qwist & Anders Glent Buch. (2022) A quantitative framework for analyzing distinctive features of typography. Information Design Journal 27:3, pages 278-294.
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Shu Yang & Jae Hwan Kwon. (2022) Evaluation of the Effect of Aesthetic Education Practice in Children’s Picture Books Based on Data Mining Technology. Advances in Multimedia 2022, pages 1-10.
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Karin Vach. 2022. Das Bilderbuch. Das Bilderbuch
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Sylvia Pantaleo. (2021) The multimodal meaning-making of elementary students in social studies. The Australian Journal of Language and Literacy 44:3, pages 35-47.
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Jon Callow. (2018) Classroom assessment and picture books — strategies for assessing how students interpret multimodal texts. The Australian Journal of Language and Literacy 41:1, pages 5-20.
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