Taiwanese Students' Critical Literacy Journey With Postmodern Picture Books

• In Event: AERA Poster Session 3
  In Poster Session: Concepts and Considerations in Literacy Education

Abstract

This qualitative study explores the possibility of developing critical literacy through reading postmodern picutrebooks for Taiwanese 3rd- and 4th-graders. Using visual discourse analysis, this study focused on analyzing 54 Taiwanese students’ written and illustrated reflection on a postmodern picturebook, Piggybook, after they were read aloud by teachers and had a book discussion. Findings showed students demonstrated a preliminary understanding of the power issues between gender roles, discerned an alternative perspective offered in the story, participated in reflection, and made a plan for future action. Moreover, the recurring objects and themes in students’ writing and drawing responses revealed their values and beliefs. Findings suggest that when provided with appropriate support, primary age students can make small steps to develop critical literacy.

Author

• Ying-Hsuan Lee, National Academy for Educational Research