Learning to Read Begins with the Reading of Pictures: Image Literacy and Aesthetic Alphabetisation
Long before children begin to learn to read, they begin to notice images. Some of these pictures, frequently illustrations from picture books, entice children to deepened views. They might discover many details, ask questions about unknown objects in images, invent stories. Images are substantial means of transport while learning their language, first on the basis of an extension of the vocabulary, further on for the occupation with language systems which seem to strange at the first point of view and last but not least the gradual training of (reading) literacy. Learning to write and read means a deep cut in the development of the children. Pictures suddenly step into the background. School books for first readers often don't succeed in making images their partners. There could be the possibility to support learning processes of the children together. An important question of the research project therefore is, whether educationally meaningful employment of images in school training could support childrens learning and especially the learning of children with migration background.
Keywords: Image Literacy, School Training, Reading Literacy, Picture Books, School Books
Dr Gabriele Lieber
Researcher Student, Department of Shool and Curriculum and the Didactics of Social Sciences, University of Giessen