Module 2: Diverse Voices and Forms in Children’s Literature

Key Concepts and Discussions

1. Postmodern Literature

Postmodern literature in children’s books redefines conventional storytelling through innovative techniques that invite readers to actively construct meaning. Notable features include:

• Fragmented Narratives: Stories that reject linear storytelling, allowing for multiple perspectives and open-ended interpretations.
• Intertextuality: Deliberate references to other texts or genres that deepen engagement and understanding.
• Metafiction: Narratives that self-reflect on their own structure, encouraging readers to question the nature of storytelling.
• Visual and Textual Synergy: Illustrations play a critical role in conveying meaning that complements or contradicts the text.

Examples include Shaun Tan’s The Arrival and Anthony Browne’s Voices in the Park, which showcase how postmodern techniques encourage critical engagement. These works also challenge readers to decode complex visual and textual elements, developing critical thinking and interpretative skills.

Article Summary: Atken (2007)

This article explores the philosophical underpinnings of postmodernism in children’s literature, examining its rejection of grand narratives and embrace of ambiguity. Atken highlights how postmodern texts place meaning-making in the hands of readers, using Anthony Browne’s works as a case study to illustrate metafictional techniques and intertextuality. The article underscores the pedagogical potential of postmodern literature in encouraging critical literacy.

2. Graphic Novels

Graphic novels are increasingly recognised as powerful tools for nurturing literacy and critical thinking. Their unique format combines text and illustrations to:

• Present diverse cultural perspectives, highlighting voices often marginalised in traditional literature.
• Facilitate multimodal literacy, requiring readers to interpret and integrate visual and textual elements.
• Engage reluctant readers through accessible storytelling.

Article Summary: Smith & Pole (2018)

Smith and Pole delve into the complexities of graphic novels, focusing on El Deafo by Cece Bell. They discuss how the interplay of visual and textual elements in graphic novels creates a rich, multimodal storytelling experience. The article highlights how these features address critical issues such as disability and identity, making graphic novels valuable tools for establishing empathy and inclusion in classrooms.

Article Summary: DeHart (2023)

DeHart investigates the pedagogical applications of graphic novels in classrooms, particularly in supporting critical thinking and multiliteracies. DeHart emphasises the role of graphic novels in addressing complex social issues, such as racism and inequality, through visual storytelling. The article provides practical strategies for integrating graphic novels into curricula, including collaborative reading and visual analysis exercises.

3. Verse Novels

Verse novels, which blend poetic structure with narrative storytelling, offer:

• Accessibility: Their concise format appeals to reluctant or struggling readers.
• Emotional Depth: Poetic elements allow for intimate exploration of characters and themes.
• Cross-Disciplinary Applications: Ideal for integrating literature with creative writing and performance art.

Article Summary: Krok (2020)

Krok provides an in-depth guide to using verse novels in educational settings, highlighting their capacity to convey complex emotions and themes through minimalist language. The article outlines practical classroom activities, such as thematic poetry workshops, and discusses the unique appeal of verse novels for addressing sensitive topics like mental health and identity.

Article Summary: Colquhon (2021)

This article examines the versatility of verse novels across the curriculum, showcasing how their poetic form can be used to explore historical, cultural, and personal themes. Colquhon provides examples of verse novels that integrate seamlessly into literature and history lessons, fostering interdisciplinary learning.

4. Series Fiction

Series fiction remains pivotal in building reading habits, particularly among young readers, due to:

• Recurring Characters and Settings: Providing comfort and familiarity.
• Progressive Literacy Development: Gradual complexity across series encourages sustained reading.

Article Summary: McGill-Franzen & Ward (2018)

This article discusses the developmental benefits of series fiction, particularly for novice readers. The authors explore how series fiction, such as Diary of a Wimpy Kid, promotes reading fluency and engagement through familiar characters and predictable narratives. The article also examines how series fiction can bridge the gap between novice and advanced readers by providing incremental challenges.

Article Summary: “What is Series Fiction” (2024)

This piece explores the defining characteristics of series fiction, including its appeal across various age groups and genres. It discusses how series fiction fosters long-term reading habits and provides a foundation for developing critical and analytical skills through ongoing narrative arcs.

5. Sophisticated Picture Books

Sophisticated picture books combine rich visuals with layered storytelling, making them valuable for:

• Critical Literacy: Encouraging readers to interpret complex themes and subtexts.
• Cross-Age Appeal: Accessible to younger readers but engaging for older students through deeper meanings.

Article Summary: Templeton (2020)

Templeton argues for the inclusion of sophisticated picture books in secondary education, highlighting their potential to enhance critical thinking, empathy, and visual literacy. The article uses Shaun Tan’s The Arrival as a prime example of how visual narratives can address profound themes like migration and identity.

Article Summary: National Library of New Zealand (2013)

This guide explores the defining features of sophisticated picture books, such as their use of metaphor, symbolism, and intertextuality. It discusses their application in fostering discussions on global and ethical issues, and their ability to develop students’ analytical and interpretive skills.

6. Literary Nonfiction

Blurring the boundaries between fact and narrative, literary nonfiction:

• Engages readers through storytelling techniques, making factual content more relatable.
• Bridges literacy and content areas, such as history and science, to promote inquiry-based learning.

Article Summary: Morris (2013)

Morris examines the educational potential of literary nonfiction, focusing on how narrative techniques make factual texts engaging and accessible. The article provides examples such as Marching to Freedom and Snowflake Bentley, illustrating how literary nonfiction can inspire curiosity and deeper understanding in readers.

7. Picture Books and Young Learners

Picture books remain foundational for early childhood education, offering:

• Symbolic and Analogical Reasoning: Helping children connect story elements to real-world contexts.
• Emotional and Cognitive Development: Encouraging empathy and critical thinking.

Article Summary: Strouse, Nyhout, & Ganea (2018)

This research investigates how the features of picture books, such as realism and illustration style, impact young children’s ability to transfer knowledge to real-world situations. The authors discuss the role of symbolic development and analogical reasoning in supporting knowledge transfer, providing recommendations for selecting effective picture books.

Blog reflection

Before commencing this module conduct a personal stock take of your knowledge of children’s literature.

On your blog list some strategies you use or could use to increase your professional knowledge of children’s literature:

Personal Stock Take of Knowledge

Before commencing this module, my understanding of children’s literature was primarily rooted in traditional narratives and classic texts. While I had familiarity with popular contemporary works, my grasp of innovative literary forms, such as postmodern literature, graphic novels, or verse novels, was more limited and has been a steep learning curve in my own professional development. My knowledge of diverse voices in children’s literature, particularly those from underrepresented cultures and perspectives, needed further development.

Strategies to Increase Professional Knowledge

To expand and deepen my expertise in children’s literature, I have identified several strategies I currently use and plan to implement:

1. Engage with Professional Communities:
   • Use my connections with the International Schools Library Network or online platforms, where educators share resources and insights.
   • Where possible, attend conferences and workshops focused on emerging trends in children’s literature.
2. Broaden Reading Horizons:
   • Commit to reading a wider variety of genres, including graphic novels, verse novels, and postmodern works, to better understand their unique narrative techniques.
   • Seek out books by diverse authors, particularly those from underrepresented backgrounds, to gain a broader perspective.
3. Curate a Professional Resource Library:
   • Build a personal collection of influential texts, academic articles, and practical guides on children’s literature.
   • Use tools like SCIS to explore and categorise new and noteworthy books.
4. Leverage Technology:
   • Follow blogs, podcasts, and social media accounts of authors, illustrators, and educators who focus on children’s literature.
   • Subscribe to online literary journals and databases for regular updates on new publications and trends.
5. Collaborate with Peers:
   • Collaborate with colleagues to share book recommendations and teaching strategies.
   • Facilitate book clubs or reading groups among educators to discuss innovative titles and their classroom applications.
6. Stay Informed on Research:
   • Read academic studies and reports on the impact of children’s literature, such as those explored in this module, to stay on top of of evidence-based practices.
7. Incorporate Student Voices:
   • Seek feedback from students on their preferences and interests in literature to inform recommendations and resource acquisition.

By actively implementing these strategies, I aim to not only enhance my professional knowledge but also better support students in engaging with diverse and innovative forms of children’s literature.

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Activity

Choose 4 books from either of these 2 lists to read. Target recent publications if possible.

Picture books for older readers shelf. (2021). Goodreads. https://www.goodreads.com/shelf/show/picture-books-for-older-readers

The National Centre for Australian Literature. (2023). Picture books for older readers (PBOR). https://www.ncacl.org.au/resources/databases/welcome-to-the-picture-books-for-older-readers-database/

The National Library of New Zealand. (2013). Sophisticated picture books. Services to Schools. https://natlib.govt.nz/schools/reading-engagement/childrens-and-youth-literature/sophisticated-picture-books

Discussion Module 2.2

Share on the Sophisticated Picture Book thread: Briefly outline your favourite title with one strategy about how you could promote the book in the library or classroom:

Discussion Module 2.2: Favourite Title and Promotion Strategy

Favourite Title: The Tree and the River by Aaron Becker

Strategy: Accessing the text through a visual workshop style lesson, enhancing students’ visual literacy and critical thinking skills by analysing the book’s illustrations to interpret the narrative.

Implementation:

1. Pre-Reading Discussion: Introduce the concept of wordless picture books and discuss how stories can be conveyed through images alone.
2. Guided ‘Reading’: Display the book’s illustrations and guide students through each page, encouraging them to describe what they see and infer the story as it unfolds.
3. Group Analysis: Divide students into small groups and assign each a set of pages to analyse, focusing on elements like colour, perspective, and symbolism, discussing what these could represent.
4. Creative Response: Have students create their own wordless narratives or alternative endings using a series of illustrations, focussing on creativity and deeper engagement with visual storytelling.
5. Class Discussion: Convene as a class to share interpretations and discuss the environmental and historical themes depicted in the book, relating them to current events or personal experiences where possible.

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Postmodern Picturebooks: Personal Mastery Task

Selected Postmodern Picturebook: The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka and Lane Smith

Exploration of Postmodern Devices

1. Interplay of Verbal and Visual Text to Create Irony
   • The text often contradicts the illustrations, creating a humorous and ironic tension. For instance, characters’ expressions may mock the narrator’s serious tone, engaging readers in deciphering dual layers of meaning.
2. Cues for Multiple Constructions of Meaning
   • Stories within the book often subvert traditional fairy tale conventions, offering ambiguous and contradictory interpretations. For example, the breaking of the fourth wall invites readers to question the reliability of the narrator.
3. Intertextuality
   • The book parodies classic fairy tales like Little Red Riding Hood and Jack and the Beanstalk, blending well-known narratives with absurd twists. These references deepen the reading experience for those familiar with the originals.
4. Macro and Micro Views of Illustration
   • Illustrations function on both macro (full-page spreads) and micro (detailed visual gags) levels. The interplay encourages readers to explore the book as a cohesive artefact rather than isolated stories.
5. The Book as an Artefact
   • The physical layout of the book, such as intentionally misplaced page numbers and unconventional endpapers, transforms it into a meta-story. The book acknowledges itself as an object, adding a layer of playful self-awareness.
6. Isomorphic Relations
   • Illustrations subtly reference famous artworks, such as parodies of classic portraits, to enrich visual storytelling. These allusions encourage readers to connect the book to wider cultural contexts.
7. Pseudo Narratives or ‘Faction’
   • By blending fictional fairy tales with satirical elements of reality, the book blurs the lines between fiction and documentary. This challenges readers to question the authenticity of storytelling.
8. Implied Readers
   • The book targets readers with some understanding of traditional fairy tales and cultural references. This reliance on prior knowledge builds deeper engagement for older children and adults.

Engaging Young Readers

• Critical Thinking: The ambiguous and ironic storytelling invites readers to question narratives, fostering analytical skills.
• Visual Exploration: Intricate illustrations provide an interactive experience, encouraging younger readers to notice details and make connections.
• Humour and Parody: The playful tone and subversion of expectations captivate readers, making literature accessible and entertaining.
• Interactive Discussions: The book can be used in classroom settings to compare traditional fairy tales with their postmodern counterparts, encouraging debates about themes, character roles, and storytelling methods.

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Discussions Module 2.2

Preview some recent non-fiction publications to identify quality literary nonfiction that reflect some of the attributes discussed. These could be sourced from a bookshop, library, reviewing journals, publisher/distributor websites or blogs. The Children’s Book Council of Australia celebrates quality non-fiction each year through the Eve Pownall Award for Information Books.

Post to Module 2 Discussion to promote a recently published (previous 5 years) literary nonfiction book explaining why you think it is a quality example of the genre and which curriculum area and age group it would support. You may choose to also share  a nonfiction information book on the same subject and compare the conventions of the two.

Literary Nonfiction Recommendation

Book Title: The Lion Above the Door
Author: Onjali Q. Raúf
Published: 2021
Publisher: Orion Children’s Books

Why It’s a Quality Example of Literary Nonfiction
The Lion Above the Door is a blend of fictional narrative and historical reality. The story follows a young boy, Leo, who discovers that a forgotten hero of World War II, of Southeast Asian descent, is connected to his school. Raúf uses this narrative to explore themes of identity, representation, and historical memory, providing an engaging way for readers to learn about the contributions of diverse individuals during wartime.

Key attributes of literary nonfiction reflected in the book include:

1. Engaging Narrative: The central mystery draws readers into a well-paced, emotionally resonant story that intertwines personal and historical experiences.
2. Historical Accuracy: Raúf incorporates real events and figures, ensuring readers gain a deeper understanding of the historical context.
3. Representation of Marginalised Voices: The book shines a light on the overlooked contributions of soldiers from the British Empire, particularly from Asia, during World War II.
4. Educational Value: It seamlessly weaves historical facts into a relatable story, making history accessible and relevant to young readers.

Curriculum Area and Age Group

• Curriculum Area: IPC, History, Social Studies, and English.
• Age Group: Upper primary (UKS2) to lower secondary students (ages 10–13).
  This book is ideal for exploring World War II, multicultural contributions to history, and discussions on representation in historical narratives.

Comparative Information Book

Book Title: The Missing: The True Story of My Family in World War II
Author: Michael Rosen
Published: 2020
Publisher: Walker Books

Why It’s a Quality Comparison
Michael Rosen’s The Missing is a poignant nonfiction account of his family’s experiences during World War II, told with sensitivity and depth for a young audience. The book reflects on themes of loss, resilience, and the importance of remembering untold stories from the past.

Comparison of Conventions

1. Literary Nonfiction (The Lion Above the Door):
   • Narrative Style: Weaves a fictional story with historical truths, engaging readers through relatable characters and an unfolding mystery.
   • Accessible Language: Designed to simplify historical themes while maintaining emotional impact.
   • Focus on Representation: Highlights underrepresented groups in history.
2. Information Book (The Missing):
   • Personal Narrative: A deeply personal recount of the author’s family history, offering factual insights through a reflective lens.
   • Illustrative Support: Includes photographs, maps, and archival materials to support the text.
   • Age-Appropriate Complexity: Written with young readers in mind, balancing historical depth with accessibility.

For me, both books engage young readers, with The Lion Above the Door offering a fictional gateway into historical exploration, while The Missing provides a factual and personal perspective. Together, they encourage empathy and curiosity about hidden histories. As an international school in Singapore, The Lion Above the Door also offers a unique perspective into Singapore’s involvement, that many of our students do not always see represented in literature.