3rd Edition
Children Reading Pictures New Contexts and Approaches to Picturebooks
Introduction: How texts teach what readers learn: Reasons for a third edition of Children Reading Pictures Morag Styles Part I: The original study on children responding to picturebooks 1. The original research and guidelines for emerging researchers Morag Styles, Evelyn Arizpe and Kate Noble 2. On a walk with Lily and Kitamura: how children link words and pictures along the way Evelyn Arizpe 3. A gorilla with 'grandpa’s eyes': How children interpret ironic visual texts – a case study of Anthony Browne’s Zoo Morag Styles 4. Picturebooks and metaliteracy: Children talking about how they read pictures Evelyn Arizpe 5. Thinking aloud: Looking at children drawing in response to picturebooks Kate Noble Part II: New developments in research on children responding to visual texts 6. Young learners looking and making in the art museum and classroom Kate Noble, Evelyn Arizpe and Morag Styles 7. Psyche, Picnics and Penguin: Case studies of children responding to visual texts Kate Noble, Marcela Escovar, Luisa Naranjo and Kim Deakin with Morag Styles 8. Children reading literary apps Aline Frederico 9. Diverse readers, diverse picturebooks, diverse responses Evelyn Arizpe Part III: Research and theory for a better future 10. Understanding children’s responses to picturebooks through theory and research Evelyn Arizpe 11: Epilogue: What children have taught us about reading pictures Morag Styles, Evelyn Arizpe and Kate Noble Afterword: Reading is marvellous anywhere Jorge Tetl Argueta
Biography
Evelyn Arizpe is Professor of Children’s Literature at the School of Education, University of Glasgow.
Kate Noble is a Senior Research Associate: Museum Learning at the Fitzwilliam Museum, University of Cambridge.
Morag Styles is Emeritus Professor of Children’s Poetry and an Emeritus Fellow of Homerton College, Cambridge.
