Educative experiences in picturebooks
Keywords:Educative Experiences, Picturebooks, award-winning books, children’s literature
This study explored the educative experiences in award-winning children’s picture books. Two questions framed a critical content analysis and critical visual discourse analysis approach: “What educative experiences do characters have in award-winning picture books?” and “To what extent are these experiences valuable and useful?” Using John Dewey’s theory of education, this article analyzed 132 picture books that received a Caldecott, Choice Book, or Jane Addams award between from 2008 to 2017. This article more closely analyzed books that in which characters had educative and mis-educative experiences. Findings indicate that educative experiences arise from significant experiences, and characters’ experiences carry positive messages but are miseducative. Identification of educative experiences supports educators’ approaches to reading award-winning children’s literature, identifying significant experiences, and understanding how these experiences become critical and democratic approaches to children’s learning.
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