Elementary Students Consider the “What” and “How” of Typography in Picturebooks

Abstract

The classroom-based research discussed in this article explored developing elementary students’ visual meaning-making skills and competencies. The study’s instructional unit focused on a selection of visual elements of art and design in picturebooks, graphic novels, and magazines. As well as reading, responding in writing to, and discussing the focus texts, the 8- and 9 year-old children created their own multimodal texts during the research. Focusing specifically on the visual element of typography, this article presents the findings from the analysis of the students’ small group discussions about Don’t Read This Book! (J. Lewis and Allwright 2009). Data analysis revealed the students’ genuine appreciation for and interest in the visuality of the verbal language in Don’t Read This Book!, as well as their multifaceted understanding and interpretation of the typography in the picturebook.

KEYWORDS:

• children’s literature
• picturebooks
• artwork
• design
• typography
• multimodality
• semiotics
• classroom-based research