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Aggleton, Jen
(2022).
DOI: https://doi.org/10.1080/0305764x.2022.2081669
Abstract
The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.
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- Item ORO ID
- 83783
- Item Type
- Journal Item
- ISSN
- 1469-3577
- Keywords
- Illustrated novels; mental picturing; visualising; participatory research; reading
- Academic Unit or School
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Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
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