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Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. The Case of Migrants, by Issa Watanabe.

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Title: Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. The Case of Migrants, by Issa Watanabe.
Authors: Pereira, Íris Susana Pires1 iris@ie.uminho.pt, Gil, Maitê2 maite.gil@ie.uminho.pt, Bunzen, Clecio3 clecio.bunzen@ufpe.br
Source: Children's Literature in Education. Mar2025, Vol. 56 Issue 1, p69-89. 21p.
Subject Terms: *Picture books for children, *Immigrants, Anthropomorphism, Semiotics
People: Watanabe, Issa
Abstract: This article presents the study of Migrants (2019), a wordless picturebook by Peruvian author Issa Watanabe, developed to answer the following research question: To what extent can this visual text become a resource for the learning of multiliteracies? A visual discourse analysis of the narrative was performed, focusing on the identification of key meanings and semiotic resources used in their visual construction. Our findings unveil the prominent role of semiotic resources such as anthropomorphism, vectors, colours, position and unboundedness of the page frame, in the visual realization of key meanings such as diversity, journeys, death, and empathy. Upon these findings, we present Migrants as an extraordinary literary text to initiate children in learning the visual mode, one of the multiple modes currently used in the representation of meaning. We discuss our findings with reference to the main question leading the study, the pedagogical conceptualizations endorsed by the multiliteracies theoretical framework and other relevant research. While the study suggests that wordless picturebooks are called to play a prominent role in the construction of the multiliteracies pedagogical agenda, it furthermore points to the potential of the pedagogy of multiliteracies in the conceptualization of literary pedagogy itself. [ABSTRACT FROM AUTHOR]
Copyright of Children's Literature in Education 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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  Data: *<searchLink fieldCode="DE" term="%22Picture+books+for+children%22">Picture books for children</searchLink><br />*<searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Anthropomorphism%22">Anthropomorphism</searchLink><br /><searchLink fieldCode="DE" term="%22Semiotics%22">Semiotics</searchLink>
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  Data: This article presents the study of Migrants (2019), a wordless picturebook by Peruvian author Issa Watanabe, developed to answer the following research question: To what extent can this visual text become a resource for the learning of multiliteracies? A visual discourse analysis of the narrative was performed, focusing on the identification of key meanings and semiotic resources used in their visual construction. Our findings unveil the prominent role of semiotic resources such as anthropomorphism, vectors, colours, position and unboundedness of the page frame, in the visual realization of key meanings such as diversity, journeys, death, and empathy. Upon these findings, we present Migrants as an extraordinary literary text to initiate children in learning the visual mode, one of the multiple modes currently used in the representation of meaning. We discuss our findings with reference to the main question leading the study, the pedagogical conceptualizations endorsed by the multiliteracies theoretical framework and other relevant research. While the study suggests that wordless picturebooks are called to play a prominent role in the construction of the multiliteracies pedagogical agenda, it furthermore points to the potential of the pedagogy of multiliteracies in the conceptualization of literary pedagogy itself. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Children's Literature in Education 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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              Text: Mar2025
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