Dual audiences, double pedagogies : representing family literacy as parental work in picture books
Bullen, Elizabeth and Nichols, Susan 2011, Dual audiences, double pedagogies : representing family literacy as parental work in picture books, Children's literature in education, vol. 42, no. 3, pp. 213-225, doi: 10.1007/s10583-011-9132-5.
Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars. A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention is paid to the readersubject position of the child reader, rather less is given to the positioning of the adult reader in relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the ways in which representations of parents.
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Field of Research
200526 Stylistics and Textual Analysis 130102 Early Childhood Education (excl Maori)
Socio Economic Objective
970120 Expanding Knowledge in Language, Communication and Culture
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