This seminar addresses (the representation of social and cultural) diversity in picture books with the goal of understanding the role of reading in co-constructing picture-book narratives. The stories picture books tell are already layered in the sense that they are multimodal: image and text create meaning together, they are interdependent. In addition, picture books, especially those made for children, are often embedded in communicative contexts that bring together individuals who ‘read’ in different ways (reading may also refer to ‘looking’ and ‘listening’) and therefore rely on the exchange between them; in this sense, reading picture books is dialogic in nature.

We will make use of approaches in the field of Performance Studies in our consideration of the textuality and narrativity of picture books; the framing strategies deployed in various situated contexts of reading, including educational settings and events like Drag Queen Story Hour; and the cultural significance of picture books for diversity (education) as well as possibilities of resisting the normalizing effects of media representations. Supplementing this perspective with approaches in the field of Literary Studies will help us understand and challenge such representations and allow us to make informed choices in/for our own (lay, professional, academic) readings as sites of exchange.

For their final grade, students will be asked to complete several tasks as part of a portfolio. These include smaller tasks to be completed in class as well as an essay demonstrating skills in literary analysis and interpretation. Based on the two theoretical orientations outlined above, students will also propose a concept for a reading/performance of their select picture book.

Please note: All course materials will be made available during the seminar and we will read all primary texts (picture books) together in class; therefore, attendance during all four meetings is required. This class is particularly suited for students in teacher training.