"What is the Use of a Book without Pictures?" An Exploration of the Impact of Illustrations on Reading Experience in "A Monster Calls"

Autor/in	Aggleton, Jen
Titel	"What is the Use of a Book without Pictures?" An Exploration of the Impact of Illustrations on Reading Experience in "A Monster Calls"
Quelle	In: Children's Literature in Education, 48 (2017) 3, S.230-244 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0045-6713
DOI	10.1007/s10583-016-9279-1
Schlagwörter	Illustrations; Early Adolescents; Comparative Analysis; Reader Text Relationship; Adolescent Literature; Qualitative Research; Reading Assignments; Rural Schools; Foreign Countries; Student Attitudes; Interviews; Learner Engagement; Reading Comprehension; Visualization; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Qualitative Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Schülerverhalten; Interviewing; Interviewtechnik; Leseverstehen; Visualisation; Visualisierung
Abstract	This article examines the effect of Jim Kay's illustrations on the experience of reading "A Monster Calls" by Patrick Ness. The author compares the responses of six Key Stage Three children (11-14 years old), three of whom were given an illustrated version of the text, and three a non-illustrated version. The children with an illustrated copy engaged with the text more deeply and critically than the others. They were also more likely to relate the story to their own lives. The illustrations were found to work alongside the participants' own visualisations rather than replacing them, and opened up further possible interpretations rather than limiting them. The illustrations did not appear to have influenced the participants' overall enjoyment of the book, nor did they significantly alter the readers' views on key themes and ideas of the text. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01