INTRODUCTION
Background to the study
Research on children's literature reveals diverse approaches to picture books, often focusing on developmental psychology and therapeutic effects while largely neglecting the visual elements In the last 25 years, critics have emphasized the interplay between verbal and visual communication in these narratives, highlighting a spectrum of relationships from simple illustration to complex interactions Understanding meaning in picture books necessitates examining both the language of the text and other semiotic resources, including images, gestures, and sounds (Guijarro & Jesus, 2014).
This study explores the interplay between visual and verbal elements in Laura Joffe Numeroff's “If You Give…” picture storybook series, illustrated by Felicia Bond As a New York Times bestselling author, Numeroff has created beloved titles such as If You Give a Mouse a Cookie, making this series ideal for parents and educators aiming to support children's language development The stories feature simplified language and a repetitive cause-and-effect structure, allowing children to anticipate narrative outcomes, which is a key reason for selecting this series for analysis Each book in the series presents unique illustrations and meaningful lessons, enriching the reading experience for young audiences.
The "If You Give " series appeals to readers of all ages, offering diverse messages that make it essential for parents and kindergarten teachers Featuring adorable animals from various backgrounds, these timeless stories have become cherished children's books since their publication Understanding the text-image relationships in this series can greatly benefit aspiring children's book authors in their future endeavors.
Aims of the study
This study explores the verbal-visual interactions in the picture book series
This study explores the interplay between language and imagery in Laura Numeroff's "If You Give " storybooks, focusing on how these elements collaborate in the meaning-making process By conducting a multimodal analysis, the research aims to identify the interactions between verbal and visual components, thereby enhancing our understanding of how pictures and words work together to convey meaning in picture books.
3 text which takes into consideration the complementary functions of both the verbal and visual modes.
Significance of the study
This study enhances English teaching and learning in Vietnam by examining the multimodality of picture books, which aids children's reading comprehension By analyzing the interplay between text and images, the research provides insights that help young readers grasp messages and maintain engagement with stories The diverse range of children's books available, including both Vietnamese and English titles, reflects the growing trend of introducing English to children at an early age However, children still rely on parents and teachers to choose suitable books, as they possess limited English language knowledge and experience with written texts Through active engagement with questions about their understanding of the stories and images, as well as mimicking the reading styles of adults, children can enhance their comprehension through spoken interactions.
The research aims to enhance understanding of meaning configuration in picture books and their role in children's reading processes Picture books create meaning through a complex interplay of verbal and visual elements, offering rich literacy experiences when engaged with by parents, teachers, caregivers, and other adults in children's early reading stages This study investigates how reading picture books fosters a shared context for teachers or parents and children to explore meanings both within the texts and in their broader experiences.
The use of language and imagery in texts is vital for children's reading experiences The role of teachers and parents is essential in guiding and mediating these experiences, as they help children effectively engage with language and picture books in English.
The diversity of children's reading materials in both English and Vietnamese highlights the importance of this study's findings, which can inform future research on Vietnamese picture books Understanding the differences between children learning Vietnamese as their native language and English as a foreign language is crucial, necessitating further investigation This foundational research is valuable for various stakeholders in the children's reading process, including teachers, parents, educators, children, and book publishers It equips teachers and parents with insights to make informed book choices for children, while enabling publishers and educators to better target their book selections according to children's age and developmental needs.
Scope of the study
The series by Laura Numeroff is a top seller on The New York Times List, captivating young readers with its vibrant illustrations and engaging "If then " phrases This study explores the interplay between verbal and visual elements across five of her picture books.
1) If You Give a Mouse a Cookie
2) If You Give a Moose a Muffin
3) If You Give a Pig a Pancake
4) If You Give a Cat a Cupcake
5) If You Give a Dog a Donut
These five works are also the scope of study on the effectiveness of using picture books for teaching and learning the English language compared with conventional texts.
Research questions
To address the research objectives, a key research question was formulated:
How are verbal-visual interactions expressed in the "If You Give…" picture books series to show the meaning of the stories?
Visual storybooks play a crucial role in pedagogy, particularly for ESL teachers working with very young learners They can significantly enhance engagement by sparking interest and maintaining attention on the subject matter Exploring how these visual tools can benefit educators in creating an interactive and stimulating learning environment is essential for understanding their impact on early language acquisition.
The analysis of the "If You Give " series of picture books will lead to discussions addressing key questions about their meanings and pedagogical applications.
Structure of the study
Apart from the abstracts and the references, the organization of current research is designed as follows:
This chapter provides an overview of the study's background, objectives, significance, and scope, along with the research questions and an outline of the paper's structure.
LITERATURE REVIEW
Picture books
Picture books captivate audiences of all ages, from kindergarten children to devoted comic fans Despite their popularity, the development of comic books remains a lesser-known subject, tracing back to prehistoric drawings and hieroglyphs Defined as storytelling through images, cave wall drawings from over 35,000 years ago can be considered early forms of picture books Additionally, ancient Egyptian murals serve as some of the oldest examples of comics, combining narrative visuals with written elements For centuries, imagery has been a powerful tool for expressing religious themes and delivering messages, as seen in the Holy Scripture, which artfully illustrates a collection of stories This highlights the significant role picture books have played throughout human history.
Picture books have a rich history in literature, gaining significant recognition in 1937 with the establishment of the Caldecott Medal, which honors outstanding illustrations in children's books Maria Popova, a writer for the Atlantic and creator of the Brain Pickings newsletter, highlights in her article "A Brief History of Children’s Picture Books and the Art of Visual Storytelling" that while pictorial storytelling has existed since ancient cave paintings, the modern picture book emerged about 130 years ago, largely thanks to artist and illustrator Randolph Caldecott, who played a pivotal role in shaping this literary form.
8 image into a storytelling vehicle rather than a mere decoration for the text” (Popova, 2012) Another author, Maurice Sendak, who wrote Where the Wild Things
In 1963, Caldecott's legacy was highlighted as the inception of the modern picture book, showcasing a groundbreaking interplay between images and text His innovative approach allowed for a unique synergy where words could be omitted while the illustrations conveyed meaning, and vice versa This remarkable technique marked the true invention of the picture book, revolutionizing storytelling for generations to come.
The popularity of picture books surged in the late 19th and early 20th centuries, driven by advancements in printing technology and evolving perceptions of childhood This era saw the emergence of exceptional artists who blurred the lines between authors and illustrators, particularly during the cultural shift of the 1950s A new wave of author-illustrators began to create vibrant and colorful picture books, significantly impacting educators, scholars, and young readers alike (Weeks, 2013).
In recent years, picture books have gained significant popularity among Vietnamese readers, emerging as a preferred choice over other literary forms This trend is reflected in the publishing industry, where picture books are highly sought after due to their minimal text and the ability to convey rich narratives through vivid illustrations Unlike comics, which feature simplistic drawings and dialogue to depict character actions, picture books combine literary content with artistic visuals, often including real paintings to enhance storytelling (Pham, 2020).
According to Pham Thu Thuy, an author known for her picture books, this genre captures moments when characters express their emotions most vividly, effectively freezing time (Pham, 2020) Unlike traditional stories, picture books combine concise text with illustrations, often conveying profound messages in a few words (Pham, 2020) Today, picture books are being developed for a wide range of audiences, from children to the elderly, covering diverse topics They are particularly beneficial for young readers, as the engaging visuals help them explore stories in their unique way.
Picture books are distinct from traditional children's books that contain only illustrations, as they feature both graphic and written elements that hold equal importance According to Seplocha and Strasser (2007), a picture book must meet three criteria: the narrative conveyed through words, the story depicted in pictures, and the meaning derived from their combination This genre is highly aesthetic, intertwining text and images to create a cohesive story where meanings are intricately constructed by both art and text Unlike traditional storybooks, which can often be understood without illustrations, picture books rely on the synergy of words and pictures to allow readers to construct literal realities that resonate with them Both Seplocha & Strasser and Wu (2014) emphasize this unique relationship between text and imagery in picture books.
(2014) in the definition of picture books as picture books that will represent and
10 interpret textual content to help readers visualize the sequence of stories or what's relevant from the real world around
Picture books serve as a vital experience for children, as highlighted by Barbara (1976), emphasizing the interdependence of images and text These books introduce canonical characters that mirror societal behaviors, effectively mapping out potential roles and worlds for young readers The diverse types of picture books play a crucial role in shaping and reshaping children's cultural imagination, providing a framework through which human experiences are expressed Moreover, picture books contribute to the development of children's identities, both as individuals and as participants in a socially symbolic reality Additionally, they embody a social semiotic perspective that considers cultural contexts and situational contexts, enriching the understanding of their significance.
Comics exemplify the effective use of visual storytelling, merging artistic creativity with narrative in a way that transcends traditional writing This unique medium combines visual arts and literature, allowing readers to grasp the storyline and character actions through sequential images alone, even without captions Furthermore, comics serve not only as entertainment but also as a means to convey complex abstract concepts that go beyond mere words, highlighting their significance in both art and literature.
Children's picture books play a crucial role in promoting literacy, literature, and social values The illustrations in these books occupy a significant portion of the content, enhancing the storytelling experience and engaging young readers effectively.
11 visual components, quite as much as the verbal, are crucial in the venture into the literacy of children (Painter et al., 2013)
A picture book combines images and words to convey meaning, with pictures providing visual text and words offering verbal text Both modes of communication are essential, but visual text often plays a more critical role in conveying the author's message, as it can clarify, complement, or even replace the verbal text Lawrence Sipe (1998) emphasizes that visual texts hold equal importance to verbal texts, highlighting the need for this recognition in society Interactions between visual and verbal elements can be categorized into congruency, which includes elaboration and amplification, and deviation, which encompasses opposition and counterpoint (Schwarcz, 1982) Recent research indicates that many studies fail to explore the diverse dynamics of image-text relationships present in picture books.
The relationship between images and text in children's literature has garnered significant academic interest, yet there remains a notable gap in theoretical studies examining image-text interactions in picture books for children.
Debbie Ridpath Ohi (2013) highlights the significance of picture books for children, emphasizing their role in introducing the concept of reading to pre-literate children These books foster conversations between young and older readers, enhance visual thinking skills, and help children connect observations with reasoning by linking concepts to words Additionally, picture books cultivate an interest in art that surpasses simply visiting an art gallery.
Picture books play a crucial role in fostering critical thinking in children, providing them with a sense of control and boosting their self-confidence They introduce complex concepts in a safe and engaging manner, helping young readers explore themselves and the world around them Moreover, picture books are enjoyable, making the reading experience appealing and desirable Their effectiveness in encouraging creativity and interaction with text has been widely recognized and studied (Weeks, 2013).
2.1.5.1 Visual storybooks from learners’ perspective
Making assumptions about learners' knowledge and mindset can be discouraged, yet it's crucial for teachers to understand where students stand regarding curriculum topics In early-years education, such assumptions are often unavoidable and practical, particularly concerning young learners' memory, cognitive abilities, and logical thinking (Unsworth & Cléirigh, 2009) These assumptions help establish a baseline for a standard curriculum framework, allowing for the addition of advanced measures tailored to individual learning progress To gain insight into learners' perspectives, teachers can encourage students to articulate their learning experiences However, for very young learners, these self-descriptions must be supplemented with educators' observations and analyses to form a complete understanding of the learning process The challenge lies in reconciling the differences between a child's narrative and a teacher's detailed account, which can create a less effective combination.
METHODOLOGY
Research design
This descriptive research critically analyzes the verbal-visual interactions in the picture book series “If You Give…,” focusing on the meanings conveyed through language and images and their interrelationship in the meaning-making process To address the research questions, a mixed-methods approach was employed, combining qualitative and quantitative methods Initially, the qualitative analysis identified the types of text-image relationships present in the picture books Subsequently, a quantitative analysis was conducted to determine the frequency of these relationships This comprehensive study involved selecting representative examples for qualitative case studies and collecting data based on relevant theoretical frameworks, ultimately quantifying the types of image-text relationships to generalize findings across the five picture books.
Research questions
The study focuses on the one key research question and one sub-question as following:
1 How are verbal-visual interactions expressed in the "If You Give…" picture books series to show the meaning of the stories?
2 How would visual storybooks benefit ESL teachers in engaging very young learners, priming their interest and encouraging attention to the subject being taught?
Materials
The researcher is impressed by a series of picture books observed at their nephew's house, noting that this is the first study to explore the multimodal analysis of text and verbal linkage within these works Available in Vietnam, the series is translated into both English and Vietnamese, making it accessible to a wider audience These books are commonly found in kindergarten libraries and classrooms across the country, and many parents also purchase them for their children to read at home The authors of this popular series are renowned worldwide.
Analyzing a series of picture storybooks rather than focusing on a single book reveals intriguing insights into the frequency of text and verbal linkages within the Expansion and Projection categories This comparative approach is the primary reason the researcher has selected this series for study.
This study focuses on five picture storybooks by Laura Numeroff, selected due to constraints in time, budget, and mental resources While a larger data set would enhance the reliability of the findings, these five books are deemed sufficient for the scope of this research.
+ If You Give a Mouse a Cookie (1985)
+ If You Give a Moose a Muffin (1991)
+ If You Give a Pig a Pancake (1998)
+ If You Give a Cat a Cupcake (2008)
+ If You Give a Dog a Donut (2011)
Summary of the author and selected stories
3.4.1 Laura Joffe Numeroff (the author)
Laura Joffe Numeroff, born on July 14, 1953, in Brooklyn, New York, is the youngest of three sisters and was immersed in art, music, and literature during her upbringing She graduated from Pratt Institute with a degree in communications and secured a contract for her debut children's book, "Amy for Short," which was published in 1975 by Macmillan.
The American author and illustrator renowned for her children's books, particularly the "If You Give " series, is best known for "If You Give a Mouse a Cookie," published in 1985 with illustrations by Felicia Bond Despite facing nine rejections from publishers, the book was ultimately accepted by Harper The stories in this series utilize a circular narrative format, leading readers through a chain of events that culminate in the characters returning to their original situation by the end.
The story serves as a cautionary tale illustrating that kindness can lead to endless requests, encapsulated in an "If _, then _" structure "If You Give a Mouse a Cookie" has inspired a series of sequels featuring various characters, including a moose, cat, pig, and dog (Numeroff, 2020).
"If You Give a Mouse a Cookie" is a New York Times best-selling children's book and the first in a popular series The fourth installment, "If You Take a Mouse to the Movies," enjoyed significant success, remaining on the New York Times Children's Best Seller list for five months, including nine weeks at the top In 2000, "If You Give a Pig a Pancake" gained further recognition by being featured three times on The Oprah Winfrey Show and was highlighted as Oprah's favorite children's book of the year during her Christmas special Additionally, "Pig" achieved a spot on the Publishers Weekly Bestseller List for an extended period.
The series has achieved remarkable success over its 47-year history, selling more than 4.5 million copies and being translated into fourteen languages It has also received the prestigious Quill Award in the picture book category In 2016, Laura Numeroff, along with co-creator Sean Hanrahan, released a new illustrated children’s book titled Raising a Hero, with a portion of sales benefiting Canine Companions for Independence, a nonprofit that provides skilled service dogs at no cost to individuals with disabilities Esteemed figures such as President George W Bush, First Lady Laura Bush, and Secretary Hillary Clinton have shared Numeroff’s books with children, while First Lady Michelle Obama and her family celebrated the joy of reading by sharing If You Give a Mouse a Cookie during the 2010 Easter Egg Roll on the White House Lawn.
3.4.2 Summaries of the series “If You Give …”
3.4.2.1 If You Give a Mouse a Cookie (1985)
The book consists of 34 pages with 294 words The images of the boy appear
This book, featuring a mouse mentioned 26 times, is a fantastic resource for parents and caregivers who want to support children's language development Its simple dialogue and repetitive cause-and-effect structure encourage children to predict outcomes and engage with the narrative, fostering their ability to ask and answer "why" questions.
"If You Give a Mouse a Cookie" is a delightful children's book that teaches valuable lessons about patience and kindness The story follows a good boy and a small, hungry mouse who arrives at his doorstep When the boy offers the mouse a cookie, it sets off a chain of whimsical requests, including a glass of milk and a pair of scissors for a haircut Throughout the narrative, the boy selflessly fulfills the mouse's demands, highlighting themes of generosity and the joy of giving This engaging tale captures the imagination while imparting important life lessons.
In this engaging picture book, young readers will delight in playful humor as characters navigate a circular narrative, ultimately returning to their original circumstances The story serves as a cautionary tale, highlighting the moral that generosity can lead to insatiable demands Central to the plot is the conditional framework of "If _, then ," which invites discussions about the dynamic relationship between a boy and a mouse.
3.4.2.2 If You Give a Moose a Muffin (1991)
In the whimsical children's book "If You Give a Moose a Muffin," a moose's simple desire for a muffin spirals into a series of increasingly demanding requests Initially craving a muffin, the moose soon seeks jam to accompany it, and after devouring the treat, his appetite grows, leading him to ask for more food until the bread is gone This charming tale illustrates the endless cycle of desire and the humorous consequences of fulfilling one wish after another.
The book spans 32 pages and contains 306 words, featuring 23 images of the boy and 25 of the moose, which vividly illustrate the two main characters throughout the narrative The story is structured in a circular format, culminating in a conclusion where the characters find themselves in the same situation as at the beginning Serving as a cautionary tale, it conveys the moral that generosity can lead to increased demands from others The narrative employs a recurring "If _, then _" scenario, reinforcing its central themes.
3.4.2.3 If You Give a Pig a Pancake (1998)
In "If You Give a Pig a Pancake," children are humorously introduced to the idea that their endless requests can overwhelm their parents The vibrant illustrations by Bond enhance the experience, showcasing the charming expressions of the main character and the intricate details in scenes filled with bubbles and a cluttered closet.
This 32-page story features 290 words, including 11 complex sentences and 19 simple sentences, and prominently showcases the images of a pig 24 times and a baby 21 times Centered around a little girl and her charming pig, it closely aligns with previous books in the series The narrative revolves around the pig's constant demands, which the girl must navigate, forming the core of the story's entertainment value The recurring "If _, then _" scenario enhances its appeal With its easily understandable language, captivating visuals, and enchanting storyline, this book is sure to engage children and leave a lasting impression.
3.4.2.4 If You Give a Cat a Cupcake (2008)
"If You Give a Cat a Cupcake," part of a beloved series, features a recurring feline character from "If You Give a Pig a Party." The book showcases Felicia Bond's vibrant illustrations and Laura Joffe Numeroff's signature writing style Celebrated for its imaginative personification and engaging, multidimensional storyline, this title exemplifies Numeroff's storytelling prowess while remaining accessible to young readers.
The story spans 32 pages and consists of 319 words, featuring 11 complex sentences and 24 single sentences It prominently features the image of a little girl, repeated 17 times, alongside a cat that appears 23 times The whimsical nature of the narrative is derived from the girl's wish-granting abilities and the cat's relentless demand-giving, creating a captivating dynamic that echoes its predecessors.
3.4.2.5 If You Give a Dog a Donut (2011)
The most important learning conveyed in this narrative is altruism, which occurs between two key characters: a boy and a dog He goes out of his way for the
In "If You Give a Dog a Donut," Laura Numeroff illustrates the joy of giving through the adventures of a dog whose simple delight in donuts and juice sparks a series of exciting escapades This story emphasizes that giving, much like the dog's actions, is a valuable lesson that fosters joy and connection, leading to a delightful journey filled with apple-tossing and treasure hunts, all woven together in a charming backyard adventure.
Data analysis
The unit of analysis is the interaction between languages and images on each page, each of which closely conforms to the unit of analysis proposed by Unsworth
(2006, p 1174) - consisting of "an image and all the verbiage related to it by ideational content" Unlike language, such units are not linear, as he puts it:
The interplay between text and images on a page creates a dynamic reading experience, allowing readers to navigate back and forth between the two modalities This interaction, referred to as intermodal cycles, facilitates a deeper understanding of the content as readers engage with both the image and its corresponding text Each cycle can involve multiple recursive passes, reflecting the various connections and meanings that the producer intended Ultimately, this multidimensional analysis enhances the comprehension of the material by highlighting the relationships between visual and verbal elements.
The researcher will explore the interactions between verbal and visual elements using Unsworth's theoretical framework, focusing on the frequency of images and language in individual texts and across entire narratives The findings are presented in tables for clarity and comparison.
The research will analyze each story by assessing the total number of pages, general content, and relevant illustrations, including quoted images and texts Utilizing Unsworth's framework, the researcher will evaluate the text-image relationships, classifying them into categories such as Expansion or Projection, and further into sub-types like Concurrence, Complementarity, and Enhancement for the first group, as well as Verbal and Mental for the second group Additionally, the researcher will provide a detailed categorization of further sub-types within these classifications.
Concurrence Complementarity Enhancement Verbal Mental
Sub-types Causal Temporal Spatial Condition
Enhancement in Expansion relation The researcher will calculate the ratio of each sub-type, and type as a whole and then make the comparison and analysis.