References
- Arizpe, E., Styles, M. (2016). Children reading picturebooks: Interpreting visual texts (2nd. ed.). Routledge.
- Assarroudi, A., Nabavi, F. H., Armat, M. R., Ebadi, A., & Vaismoradi, M. (2018). Directed qualitative content analysis: The description and elaboration of its underpinning methods and data analysis process. Journal of Research in Nursing, 23(1), 42–55. https://doi.org/10.1177/1744987117741667
- Banerjee, B. (2013). Utopian transformations in the contact zone: A posthuman, postcolonial reading of Shaun Tan and John Marsden’s The rabbits. Global Studies of Childhood, 3(4), 418–426. https://doi.org/10.2304/gsch.2013.3.4.418
- Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195.
- Bezemer, J., & Kress, G. (2016). Multimodality, learning and communication: A social semiotic frame. Routledge.
- Callow, J. (2013). The shape of text to come: How image and text work. Primary English Teaching Association Australia.
- Demoiny, S. B., & Ferraras-Stone, J. (2018). Critical literacy in elementary social studies: Juxtaposing historical master and counter narratives in picture books. The Social Studies, 109(2), 64–73. https://doi.org/10.1080/00377996.2018.1451981
- Eisner, E. (2002). The arts and the creation of mind. Yale University Press.
- Eisner, E. (2009). What can education learn from the arts. Art Education, 62(2), 6–9. https://doi.org/10.1080/00043125.2009.11519006
- Guralnik, D. (Ed.). (1976). Webster’s new world dictionary of the American language (2nd ed.). William Collins and World Publishing.
- Harrington, J. M. (2016). We’re all kids!”: Picture books and cultural awareness. The Social Studies, 107(6), 244–256. https://doi.org/10.1080/00377996.2016.1214906
- Harrison, H., Birks, M., Franklin, R., & Mills, J. (2017). Case study research: Foundations and methodological orientations. Forum: Qualitative Social Research, 18(1), 1–17.
- Hetland, L., Winner, E., Veenema, S., & Sheridan, K. M. (2013). Studio thinking 2: The real benefits of visual arts education (2nd ed.). Teachers College Press.
- Hsieh, H-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.
- Indigenous Corporate Training Inc. (2018). Indigenous peoples: A guide to terminology. Author.
- Jewitt, C. (2014). The Routledge handbook of multimodal analysis (2nd ed.). Routledge.
- John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3), 191–206. https://doi.org/10.1207/s15326985ep3103&4_4
- Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
- Kress, G. (2015). Semiotic work: Applied linguistics and a social semiotic account of multimodality. AIRA Review, 28(1), 49–71.
- Kress, G., & van Leeuwen, T. (2002). Colour as a semiotic mode: Notes for a grammar of colour. Visual Communication, 1(3), 343–368. https://doi.org/10.1177/147035720200100306
- Leland, C. H., & Bruzas, S. (2014). Becoming text analysts: Unpacking purpose and perspective. Language Arts, 92(1), 23–35.
- Lintner, T. (2010). Using children’s literature to promote critical geographical awareness in elementary classrooms. The Social Studies, 101(1), 17–21. https://doi.org/10.1080/00377990903283981
- Macken-Horarik, M. (2016). Building a metalanguage for interpreting multimodal literature: Insights from systemic functional semiotics in two case study classrooms. English in Australia, 51(2), 85–99.
- Mahler, A. (2017, May 5). Allegory. LitCharts. LitCharts LLC. https://www.litcharts.com/literary-devices-and-terms/allegory
- Martens, P., & Martens, R., Doyle, M., Loomis, J., & Aghalarov, S. (2012/2013). Learning from picturebooks: Reading and writing multimodally in first grade. The Reading Teacher, 66(4), 285–294.
- Müller, M. G. (2008). Visual competence: A new paradigm for studying visuals in the social sciences? Visual Studies, 23(2), 101–112. https://doi.org/10.1080/14725860802276248
- O’Brien, D., & Rogers, T. (2015). Sociocultural perspectives on literacy and learning. In L. Corno & E. M. Anderman (Eds), Handbook of educational psychology (3rd. ed., pp. 311–322). Routledge.
- Painter, C., Martin, J. R., & Unsworth, L. (2012). Reading visual narratives: Image analysis of children’s picture books. Equinox.
- Pantaleo, S. (2012). Exploring grade 7 students’ responses to Shaun Tan’s The red tree. Children’s Literature in Education, 43(1), 71.
- Pantaleo, S. (2014). Exploring the artwork in picturebooks with middle years students. Journal of Children's Literature, 40(1), 15–26.
- Pantaleo, S. (2016). Primary students' understanding and appreciation of the artwork in picturebooks. Journal of Early Childhood Literacy, 16(2), 228–255.
- Pantaleo, S. (2017). Critical thinking and young children's exploration of picturebook artwork. Language and Education, 32(2), 152–168.
- Pantaleo, S. (2018). Elementary students' analytical responses about David Wiesner's The Three Pigs. New Review of Children's Literature and Librarianship, 24(2), 167–188.
- Pantaleo, S. (2020). Slow looking: “Reading picturebooks takes time.” Literacy, 54(1), 40–48.
- Sipe, L. R. (2008). Storytime: Young children’s literary understanding in the classroom. Teachers College Press.
- Suhor, C. (1984). Towards a semiotics-based curriculum. Journal of Curriculum Studies, 16(3), 247–257. https://doi.org/10.1080/0022027840160304
- Tan, S. (2001). Originality and creativity [Paper presentation]. The Annual Meeting of Australian, July 12–15, Hobart, Tasmania, Australia.
- Tan, S. (2010). Words and pictures: An intimate distance. Essay written for ABC Radio National. http://www.shauntan.net/comments1.html
- Tan, S. (2020, January 20). Rabbiting on: A conversation about The rabbits. http://www.shauntan.net/images/essay%20Rabbits%20interview.html
- Taylor, A. (2013). Reconfiguring the natures of childhood. Routledge.
- Tishman, S. (2018). Slow looking: The art and practice of learning through observation. Routledge.
- Unsworth, L., & Macken-Horarik, M. (2015). Interpretive responses to images in picture books by primary and secondary school students: Exploring curriculum expectations of a ‘visual grammatics’. English in Education, 49(1), 56–79. https://doi.org/10.1111/eie.12047
- van Leeuwen, T. (2005). Typographic meaning. Visual Communication, 4(2), 137–143. https://doi.org/10.1177/1470357205053749
- van Leeuwen, T. (2006). Towards a semiotics of typography. Information Design Journal, 14(2), 139–155. https://doi.org/10.1075/idj.14.2.06lee
- Vygotsky, L. S., (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- White, A. W. (2011). The elements of graphic design. Allworth Press.
- Yenawine, P. (2013). Visual thinking strategies: Using art to deepen learning across school disciplines. Harvard Education Press.
- Youngs, S. (2012). Understanding history through the visual images in historical fiction. Language Arts, 89(6), 379–391.
Children’s literature references
- Browne, A. (1998). Voices in the park. Picture Corgi Books.
- Marsden, J., & Tan, S. (1998). The rabbits. Lothian Books.
- Marsden, J., & Tan, S. (2003). The rabbits. Simply Read Books.
- Milner, C. (2019). The sea book. DK.
- Tan, S. (2011). Lost & found. Arthur A. Levine Books.
- Wenzel, B. (2016). They all saw a cat. Chronicle Books.
- Wiesner, D. (2006). Flotsam. Clarion Books.
- Yolen, J., & Shannon, D. (1992). Encounter. Harcourt.