Issue Details: First known date: 2015... vol. 38 no. 3 October 2015 of Australian Journal of Language and Literacy est. 1992 The Australian Journal of Language and Literacy
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Contents

* Contents derived from the , 2015 version. Please note that other versions/publications may contain different contents. See the Publication Details.
Examining the Interpretations Children Share from Their Reading of an Almost Wordless Picture Book during Independent Reading Time, Jessica Mantei , Lisa Kervin , single work criticism

'This paper shares findings from part of a larger project exploring students' interpretations of children's literature during independent reading time. Examined in this paper are interpretations by students in Grade 4 (aged 9-10 years) about the messages conveyed in the almost wordless picture book Mirror by author and artist Jeannie Baker. Mirror shares a multicultural perspective on life through its portrayal through collage of the lives of two families living in different countries. Data were collected as semi-structured interviews and observations recorded as field notes. Chambers' (1994) 'Tell Me' framework informed the question schedule of the semi-structured interviews, which were designed to promote opportunities for students to share their interpretations following independent reading time. Emerging themes from data analysis are considered through critical literacy lens (Janks, 2010). Further, implications for the use of almost wordless picture books in classroom reading experiences are identified in connection with the development of children's cultural awareness and sensitivity (Short, 2003).' (Publication abstract)

(p. 183-192)
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