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Visual Representations in Second Graders' Information Book Compositions
Author(s) -
Coleman Julianne M.,
Bradley Linda Golson,
Donovan Carol A.
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01100
Subject(s) - graphics , read aloud , inclusion (mineral) , salient , think aloud protocol , psychology , visual literacy , picture books , mathematics education , computer science , multimedia , visual arts , reading (process) , linguistics , human–computer interaction , artificial intelligence , computer graphics (images) , art , usability , social psychology , philosophy
This paper describes the visuals second grade students included in their own information book compositions during a science unit on weather during which multimodal science trade books on the topic of weather were read aloud. First, the multimodal nature of the information books used in the unit are described. Second, the teacher's talk about visual representations during read alouds of books on weather is presented. And third, the children's own information books about weather topics are examined for inclusion of labeled pictorial illustrations with accompanying captions and graphical representations. These analyses reveal that 1) information book authors vary in their use of visual information, 2) some graphics may be more salient for children, and 3) children's use of pictorial illustrations and graphical representations in their own compositions seems to be impacted by both teacher attention to particular types of visual representations and immersion in information book graphics.