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Children's Literature in the Reading Program —
Abstract of
Chapter 3
Using Postmodern Picture Books in the Classroom
Elizabeth A. Swaggerty
Postmodern picture books deviate from traditional narrative text structure and elements, offering readers choices in how they will read and interpret them. Traditional comprehension strategies may not be effective in assisting students' understandings of these stories. However, if teachers support students' reactions to the text, provide opportunities to talk about the text, and encourage students to be actively engaged with the text, students can achieve deeper comprehension and may come to appreciate and enjoy this complex genre that shares characteristics with their digital world. This chapter introduces the reader to postmodern picture books and explores how teachers can integrate the books into the reading curriculum.
Swaggerty, E.A. (2009).
Using Postmodern Picture Books in the Classroom.
In D.A. Wooten, & B.E. Cullinan (Eds.), Children's Literature in the Reading Program (pp. 24-36). Newark, DE: International Reading Association.
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