ABSTRACT

The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.

摘要

插图小说这一媒介一直被教育研究所忽视，目前有限的关于插图对读者心理形象影响的研究在基调上大多是负面的。然而，通过采用参与式多案例研究方法，本研究提供了对阅读插图小说时心理想象本质的新理解。在探索五名 9-10 岁参与者对三本插图小说的反应时，这项研究表明插图和心理图片之间的相互作用比以前的理论更为复杂。此外，从业者应该将插图与心理图片相互作用的潜力作为成长、享受、增加批判性和创造力的机会，而不是对心理想象产生负面影响。