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Article published In:
[AILA Review 34:2] 2021
► pp. 300–324

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The potential of sound picturebooks as multimodal narratives

Developing students’ multiliteracies in primary education

 | University of Valencia
 | University of Valencia
 | University of Valencia
Published online: 31 January 2022
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https://doi.org/10.1075/aila.21006.rey
Abstract
In this article, we study how Sound Picturebooks constitute a multimodal narrative that enables students to develop their literacy, not only in terms of basic reading and writing skills, but also as a multidimensional interaction with other forms of representation such as images, sounds and actions. In line with the aims of the Pedagogy of Multiliteracies (New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. Google Scholar logo with link to Google Scholar), we select and analyze fifteen Sound Picturebooks whose features allows us to implement the Learning by Design tenets and the four pedagogical components of the Knowledge Processes Framework: experiencing, conceptualizing, analyzing and applying. The goal is to foster basic multimodal literacies – literary, linguistic, visual and musical – and provide learners with the opportunity to construct meaning as a dynamic process of transformation and creative inquiry. Specifically, we explore the auditory features that these Sound Picturebooks contain and the extent to which the themes conveyed in the stories can be connected with the United Nations Sustainable Development Goals for the further discussion of social concerns. Our analyzes show that such multimodal narratives integrate crucial features to cultivate and broaden students’ multiliteracies in the classroom.
Article outline
  • Introduction
  • 2.Theoretical and conceptual framework
    • 2.1The concept of literacy in the 21st Century as a dynamic and multidimensional process
    • 2.2The pedagogy of multiliteracies and the concept of Learning by Design
    • 2.3Picturebooks as multimodal narratives to guide learners in the active process of constructing knowledge
    • 2.4The potential of sound picturebooks: The musicality of learning
    • 2.5The social function of music: Sustainable development goals
  • 3.Analytical procedure
    • 3.1Selection criteria
    • 3.2List of picturebooks
  • 4.Results
  • Conclusion
  • Note
  • References
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