Migrant readers and wordless books: visual narratives’ inclusive experience
DOI:
https://doi.org/10.6092/issn.1825-8670/4508Keywords:
Children Literature, Picture Book, Wordless Narratives, Inclusion, MigrationAbstract
The research here told is the Italian contribution to the international project Visual Journeys: Understanding Immigrant Children’s Response to Visual Images in Picturebooks, Conducted in Scotland, Arizona, Spain and Australia as an Observation of the Response of Migrant ten-eleven years old Readers to the Wordless Book The Arrival by Shaun Tan (2006). Reflections are made about co-construction and negotiation of meaning in a shared reading; wordless book is experienced as occasion of empowerment for those involved, giving value to individual stories and showing a positive outcome in school life, as for self-esteem and reciprocal relationships; it promotes discussion and increases interest in books, it shows an important effect on learning a foreign language and creating a group. The perspective of the whole experience is an interdisciplinary approach. The reading of wordless or silent book can be a true practice of right and belonging to the international community, and therefore a precious means for an education to global citizenship.References
Arizpe, E. & Styles, M. (2003). Children reading pictures: Interpreting visual texts. London: Routledge Falmer.
Arizpe, E. (2009). Sharing visual experiences of a new culture: Immigrant children in Scotland respond to picturebooks and other visual texts. In J. Evans, (Ed.), Talking beyond the page: Reading and responding to picturebooks. (pp. 134-151). London: Routledge.
Arizpe, E. (2010). Minority voices create words for wordless picturebooks. Paper presented at the International Board on Books for Young People (IBBY) 32nd Congress, Santiago de Compostela. http://www.ibby.org/index.php?id=1066
Arizpe, E. Farrell, M. & McAdam, J. (2009). Visual connections: immigrant and non-immigrant pupils create a reading community around a wordless picturebook. Paper presented at United Kingdom Literacy Association, 45th International Conference, Greenwich, London.
Arizpe, E. Farrell, M. McAdam, J. (2010). Journeys across visual borders: Annotated spreads of The Arrival by Shaun Tan as a method of understanding pupils' creation of meaning through visual images, Australian Journal of Language and Literacy, http://www.thefreelibrary.com.
Arizpe, E. (2013). Meaning-making from wordless (or nearly wordless) Picturebooks: what educational research expects and what readers have to say, Cambridge Journal of Education, 43(2), 1-14.
Arizpe, E. Colomer, T. & Martínez-Roldán, C. (Eds) (2014). Visual journeys through wordless narratives: An international inquiry with immigrant children and The arrival. London: Bloomsbury Academic.
Baddeley, P. & Eddershow, C. (1994). Not so simple picture books. developing response to literature with 4-12 years old. Staffordshire: Trentham Books.
Bader, B. (1976). American Picturebooks from Noah’s Ark to The Beast within. New York: MacMillan Publishing.
Bang, M. (2000). Picture this: how Pictures work. San Francisco (CA): Chronicle Books.
Beckett, S. (2012). Crossover picturebooks: A genre for all ages. New York and London: Routledge.
Bertolini, P. (1988). L’esistere pedagogico. Ragioni e limiti di una pedagogia come scienza fenomenologicamente fondata. Scandicci: La Nuova Italia.
Bondioli, A. (a cura di) (2004). Ludus in fabula: per una pedagogia del narrare infantile. Azzano San Paolo (Bg): Edizioni Junior.
Bortolotti, A. (2009). Rischio educativo e condotte motorie. Un percorso di Outdoor Adventure Education. Encyclopaideia: rivista di fenomenologia, pedagogia, formazione, 26, 85-110.
Bruner, J. (1996). The Culture of Education. Trad. it (2007) La cultura dell’educazione. Milano: Feltrinelli.
Calvino, I. (1999). Lezioni americane. Sei proposte per il nuovo millennio. Milano: Mondadori.
Dallari, M. (2012). Testi in testa. Parole e immagini per educare conoscenze e competenze narrative. Trento: Erickson.
Dallari, M. (2013). Un congegno metacognitivo chiamato testo, Encyclopaideia: rivista di fenomenologia, pedagogia, formazione, 35, 11-37.
Dallari, M. & Campagnaro, M. (2013). Incanto e racconto nel labirinto delle figure. Albi illustrati e relazione educativa. Trento: Erickson.
Campagnaro, M. (2013). Educare lo sguardo. Riflessioni pedagogiche sugli albi illustrati, Encyclopaideia: rivista di fenomenologia, pedagogia, formazione, 35, 89-108.
Dolci, D. (1996). La struttura maieutica e l'evolverci. Scandicci: La Nuova Italia.
Dowhower, S. (1997). Wordless books: promise and possibilities, a genre comes of age. In K. Camperell, B.L. Hayes & R. Telfer (Eds.), Yearbook of American Reading Forums, 17 (pp. 57-79). London: Springer.
Eco, U. (1979). Lector in fabula. La cooperazione interpretativa nei testi narrativi. Milano: Bompiani.
Faeti, A. (2011). Guardare le figure. Gli illustratori italiani dei libri per l'infanzia. Roma: Donzelli.
Farnè, R. (2003). Iconologia didattica. Le immagini per l’educazione: dall’Orbis Pictus a Sesame Street. Bologna: Zanichelli.
Farnè, R. (2006). Diletto e giovamento. Le immagini e l’educazione. Torino: UTET Università.
Grilli, G. & Terrusi, M. (2014). A (visual) Journey to Italy. In E. Arizpe, T. Colomer & C. Martínez-Roldán (Eds.), Visual journeys through wordless narratives: An international inquiry with immigrant children and the Arrival (pp.217-237). London: Bloomsbury Academic.
Hamelin (2012). Ad occhi aperti. Leggere l’albo illustrato. Roma: Donzelli.
Hazard, P. (1932). Les livres, les enfants et les hommes. Trad. it. (1967). Uomini ragazzi libri. Letteratura infantile. Roma: Armando.
Kristeva, J. (1988). Étrangers à nous-mêmes. Trad. it. (1990) Stranieri a se stessi. Milano: Feltrinelli.
Juul, J. (2009). Il bambino è competente. Milano: Feltrinelli.
Lepman, J. (1964). Die Kinderbuchbrücke. Trad. it. (2009) La strada di Jella. Prima fermata: Monaco. Roma: Sinnos.
Lysaker, J.T. (2006). Young children’s readings of wordless picture books: What’s ‘self’ got to do with it?, Journal of Early Childhood Literacy, 6(1), 33-55.
Lysaker, J.T. & Miller, A. (2012). Engaging social imagination: The developmental work of wordless book reading, Journal of Early Childhood Literacy, 13(2), 1-28.
Lyotard, J.F. (1971). Discours, figure. Paris: Klincksieck. Trad. it. (2008). Discorso, figura. Milano: Mimesis.
Lewis, D. (2001). Reading contemporary picturebooks: Picturing text. New York: Routledge.
Lumbelli, L. & Salvadori, M. (1977). Capire le storie: un modo di usare i racconti illustrati nella scuola dell'infanzia. Milano: Emme.
Marcus, L.S. (2013). Randolph Caldecott. The man who could not stop drawing. New York: Farrar Straus & Giroux.
Munari, B. (1977/1998). Fantasia. Bari: Laterza.
Negri, M. (2012). Lo spazio della pagina, l’esperienza del lettore. Per una didattica della letteratura nella scuola primaria. Trento: Erickson.
Nicolajeva, M. & Scott, C. (2006). How picturebooks work. New York: Routledge.
Moscato, M.T. (2008). Diventare insegnanti. Verso una teoria pedagogica dell’insegnamento. Brescia: La Scuola.
Nodelman, P. (1988). Words about pictures. The narrative art of children’s picture books. Georgia: University of Georgia Press.
Pantaleo, S. (2008). Exploring student’s response to contemporary picturebooks. Toronto: University of Toronto Press.
Pennac, D. (1992). Comme un roman. Trad. it. (1993). Come un romanzo. Milano: Feltrinelli.
Rodari, G. (1974). La grammatica della fantasia, Introduzione all’arte di inventare storie. Torino: Einaudi Ragazzi.
Sipe, L.R. (2008). Storytime: Young Children’s Literary Understanding in the Classroom. New York: Teachers College Press.
Sipe, L.R. & Pantaleo, S. (2008). Postmodern picturebooks. play, parody and self-referentiality. New York: Routdlege.
Styles, M. (2003). Art, narrative and childhood. London: Trentham Books.
Styles, M. & Salisbury, M. (2012). Children’s picturebooks. The Art of visual Storytelling. London: Laurence King.
Tan, S. (2014).“Per chi sono questi libri?”, Andersen. Il mensile di letteratura e illustrazione per l’infanzia, 309, 11-15 (Trad. Terrusi, M.).
Tan, S. (2014). Foreword. In E. Arizpe, T. Colomer, & C. Martínez-Roldán, (Eds.) Visual journeys through wordless narratives: An international inquiry with immigrant children and The Arrival (pp. XIII-XV). London: Bloomsbury Academic.
Tarozzi, M. (2005). Cittadinanza interculturale: esperienza educativa come agire politico. Scandicci (FI): La Nuova Italia.
Tarozzi, M. (2008). Per una cittadinanza planetaria, attiva, interculturale. In L. Mortari (a cura di), Educare alla cittadinanza partecipata (pp. 121-140). Milano: Bruno Mondadori.
Tarozzi, M. (2013). Recensione a: M. Ferraris, M. De Caro, Recensione a Maurizio Ferraris. Manifesto del nuovo realismo e bentornata realtà. Encyclopaideia: rivista di fenomenologia, pedagogia, formazione, 17, 133-137.
Terrusi, M. (2012). Albi illustrati. Leggere, guardare, nominare il mondo nei libri per l’infanzia. Roma: Carocci.
Terrusi, M. (2013). L’orizzonte nelle pagine. Leggere Shaun Tan con lettori migranti. In AAVV, Nei libri il mondo, Bologna: Giannino Stoppani Editore.
Terrusi, M. (2014). Silent book per tutti i lettori in ascolto, Andersen. Il mensile di letteratura e illustrazione per l’infanzia, 309, 14.
Terrusi, M. (2014). Si cresce solo se sognati. Reportage da Lampedusa, Andersen. Il mensile di letteratura e illustrazione per l’infanzia, 309, 12.
Silent book citati:
Ajubel, (2009). Robinson Crusoe. Una novela en imágenes inspirada en la obra de Daniel Defoe, Valencia: Media Vaca.
Ardizzone, E. (1970/2008). Johnny’s bad Day. London: Nissen.
Blake, Q. (1995/1998, I ed.). Clown. London: Red Fox.
De Cock, N. (2006). Aan de overkant. Haarlem: Gottmer Publishing Group.
Jung, Y. (2013). La chica de polvo. Bogota (Colombia): Rey e Naranjo publishing.
Mari E. & I. (2004 - I ed. 1969 Emme Edizioni). La mela e la farfalla. Milano: Babalibri.
Ormerod, J. (1981/2005). Sunshine. London: Frances Lincoln.
Sanna, A. (2012). Abbracciami, San Dorligo della Valle: Emme Edizioni.
Tan, S. (2006/2008.). L’approdo. Roma: Elliot Edizioni.
Wiesner, D. (2006). Flotsam. New York: Clarion Books.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2014 Giorgia Grilli, Marcella Terrusi
This journal is licensed under a Creative Commons Attribution 4.0 International License (full legal code).
