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Picture books are often seen as a valuable tool for younger readers. In this article, the author suggests that the multiple literacies required to read a picture book can provide scaffolding and transmission of additional concepts for older readers.
About 130 years ago, Randolph Caldecott introduced the concept of abandoning decorative images in text for images that enhance the story, thus introducing the picture book (Matulka). This transition was not fully accomplished until after World War II when graphic designers illustrated picture books as a means to study and explore visual thinking (Salisbury and Styles). In the 1960s Maurice Sendak traversed many frontiers through the publication of Where the Wild Things Are. He emulated the illustrative method of Beatrix Potter (1913) and Wanda Gag's Millions of Cats (1928). Text and pictures were combined to work interdependently to create a reciprocal relationship within the story. This picture book appealed to both adults and children and was the beginning of an influential era in the artistic and educational communities. Picture books then became defined as books that require both text and illustrations to understand the story (Mendoza and Reese).
This article will demonstrate how picture books are multifaceted and can enhance motivation in the learning process and can be used to integrate aspects of multiple curricula for intermediate and secondary students. In the hands of educators, picture books serve a much greater function than aesthetic reading; they can be a vehicle for the construction of knowledge and for solidifying concepts in a learning environment for older students.
1. Using Picture Books with Older Students
Using picture books can motivate reluctant readers to read and find reading enjoyable, therefore increasing time spent reading (Sanacore 67-86). Even though Linda Webb Billman argues that many secondary school teachers feel that picture books are "too immature for adolescents" (48), current research has reported that some middle school teachers are cognizant that picture books are not "easy books," thus gradually eliminating the stigma of picture books associated with older students. These books are appropriate for below, on-, and above-level students (Forbes and Roller 3-9). Molly Pearson noted that some recent picture books are intended for older students and are not appropriate for elementary levels. Mature students possess the necessary background knowledge...