Critical Multimodal Literacy: An Analysis of Young Children’s Picture Books About Refugees

Abstract This paper discusses a study that explored the complex ensemble of multimodal texts in picture books. It has been well documented that picture books are used to explore complex social issues; however, many studies have examined the linguistic and written aspects rather than visuals, and these studies have focused primarily on books for primary school children (aged 5–12 years). Research to date has generally considered critical and multimodal literacy in isolation, and studies of critical literacy have rarely considered the years prior to school. Consequently, research about visuals in picture books is limited. Yet, in early childhood, where children are usually visual learners, it is imperative that this gap is addressed. This study employed a two-phase analysis that included a visual stroll and page-by-page analysis to examine visual-word relations in Phase 1. Phase 2 explored visual systems and semiotic resources to ascertain their role in shaping characterisation and plot development. Findings from this study revealed that illustrators and authors used more than one visual-word interactivity to expand each meaning. Additionally, often the verbal component contradicted the visual depiction, and the visual component provided alternative information beyond the scope of the verbal mode alone. The contradiction creates tension and ambiguity, where young children are actively positioned in a more interpretative role. The findings may support educators looking to develop their capacity to foster critical multimodal literacy in young children through picture books. They may also inform curriculum design and future research aimed at promoting critical multimodal literacy in the prior-to-school years.