Young Children and Radical Change Characteristics in Picture Books

Abstract

The Radical Change conceptual framework provides theory for understanding, appreciating, and evaluating three types of significant change in contemporary literature for children and youth: changing forms and formats, changing perspectives, and changing boundaries. A paucity of research has explored primary students' literary understandings of and responses to books with Radical Change characteristics. This article uses transcript excerpts from small‐group interactive read‐aloud sessions with grade 1 children to illustrate their understandings of and responses to the Radical Change characteristics in two picture books. The characteristics of Type One Radical Change (graphics in new forms and formats, words and pictures reaching new levels of synergy, nonlinear organization and format, nonsequential organization and format, multiple layers of meaning, and interactive formats), and one characteristics of Type Two Radical Change (multiple perspectives, visual and verbal), are used as a framework to discuss the grade 1 students' oral responses to and interpretations of the two books. The article also discusses the possibilities for language, literacy, and literary development afforded by picture books with Radical Change characteristics.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 31 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.