Critical Multimodal Literacy: An Analysis of Young Children's Picture Books About Refugees.
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| Title: | Critical Multimodal Literacy: An Analysis of Young Children's Picture Books About Refugees. |
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| Authors: | Cheng, Lynette Mun Yee1 (AUTHOR) lynettemunyee.cheng@hdr.mq.edu.au, Powell, Sarah J.1 (AUTHOR) sarah.powell@mq.edu.au, Davis, Belinda1 (AUTHOR) belinda.davis@mq.edu.au |
| Source: | International Journal of Early Childhood. Dec2025, Vol. 57 Issue 3, p875-901. 27p. |
| Subject Terms: | *Picture books, *Visual literacy, *Curriculum planning, *Social problems, Refugees, Toddlers |
| Abstract: | This paper discusses a study that explored the complex ensemble of multimodal texts in picture books. It has been well documented that picture books are used to explore complex social issues; however, many studies have examined the linguistic and written aspects rather than visuals, and these studies have focused primarily on books for primary school children (aged 5–12 years). Research to date has generally considered critical and multimodal literacy in isolation, and studies of critical literacy have rarely considered the years prior to school. Consequently, research about visuals in picture books is limited. Yet, in early childhood, where children are usually visual learners, it is imperative that this gap is addressed. This study employed a two-phase analysis that included a visual stroll and page-by-page analysis to examine visual-word relations in Phase 1. Phase 2 explored visual systems and semiotic resources to ascertain their role in shaping characterisation and plot development. Findings from this study revealed that illustrators and authors used more than one visual-word interactivity to expand each meaning. Additionally, often the verbal component contradicted the visual depiction, and the visual component provided alternative information beyond the scope of the verbal mode alone. The contradiction creates tension and ambiguity, where young children are actively positioned in a more interpretative role. The findings may support educators looking to develop their capacity to foster critical multimodal literacy in young children through picture books. They may also inform curriculum design and future research aimed at promoting critical multimodal literacy in the prior-to-school years. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189863739 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Critical Multimodal Literacy: An Analysis of Young Children's Picture Books About Refugees. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cheng%2C+Lynette+Mun+Yee%22">Cheng, Lynette Mun Yee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> lynettemunyee.cheng@hdr.mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Powell%2C+Sarah+J%2E%22">Powell, Sarah J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sarah.powell@mq.edu.au</i><br /><searchLink fieldCode="AR" term="%22Davis%2C+Belinda%22">Davis, Belinda</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> belinda.davis@mq.edu.au</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Early+Childhood%22">International Journal of Early Childhood</searchLink>. Dec2025, Vol. 57 Issue 3, p875-901. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink><br />*<searchLink fieldCode="DE" term="%22Visual+literacy%22">Visual literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper discusses a study that explored the complex ensemble of multimodal texts in picture books. It has been well documented that picture books are used to explore complex social issues; however, many studies have examined the linguistic and written aspects rather than visuals, and these studies have focused primarily on books for primary school children (aged 5–12 years). Research to date has generally considered critical and multimodal literacy in isolation, and studies of critical literacy have rarely considered the years prior to school. Consequently, research about visuals in picture books is limited. Yet, in early childhood, where children are usually visual learners, it is imperative that this gap is addressed. This study employed a two-phase analysis that included a visual stroll and page-by-page analysis to examine visual-word relations in Phase 1. Phase 2 explored visual systems and semiotic resources to ascertain their role in shaping characterisation and plot development. Findings from this study revealed that illustrators and authors used more than one visual-word interactivity to expand each meaning. Additionally, often the verbal component contradicted the visual depiction, and the visual component provided alternative information beyond the scope of the verbal mode alone. The contradiction creates tension and ambiguity, where young children are actively positioned in a more interpretative role. The findings may support educators looking to develop their capacity to foster critical multimodal literacy in young children through picture books. They may also inform curriculum design and future research aimed at promoting critical multimodal literacy in the prior-to-school years. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s13158-025-00423-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 875 Subjects: – SubjectFull: Picture books Type: general – SubjectFull: Visual literacy Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Social problems Type: general – SubjectFull: Refugees Type: general – SubjectFull: Toddlers Type: general Titles: – TitleFull: Critical Multimodal Literacy: An Analysis of Young Children's Picture Books About Refugees. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cheng, Lynette Mun Yee – PersonEntity: Name: NameFull: Powell, Sarah J. – PersonEntity: Name: NameFull: Davis, Belinda IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00207187 Numbering: – Type: volume Value: 57 – Type: issue Value: 3 Titles: – TitleFull: International Journal of Early Childhood Type: main |
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