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Keywords:

  • Comprehension ;
  • Text features, text structure;
  • Content literacy ;
  • Specific subject areas (math, art, etc.);
  • Digital/media literacies ;
  • Visual literacy;
  • Literature ;
  • Nonfiction;
  • Strategies, methods, and materials ;
  • Informational text;
  • Writing strategies;
  • Writing ;
  • Modes;
  • Writing across the curriculum;
  • To learners in which of the following categories does your work apply? ;
  • Childhood

Abstract

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.