
Students need literacy skills to match their knowledge environments. UNESCO (2003) framed its Literacy Decade positioning literacy as a freedom beyond reading and writing, to include capacities for communication and equal participation in the world. This recognizes multiliteracies (New London Group, 1996) and a knowledge paradigm of multi-modal, constantly shifting, non-linear communication, especially in digital form, that has shifted how we understand literacy. Literacy development today must focus on active engagement with the semiotics of narrative; our students can no longer consume information but must actively shape knowledge. To do this, they need a high metacognition of information and narrative conventions, and an awareness of information plurality and malleability to confidently participate in interpreting, selecting and designing meaning. Postmodern picture books are very useful in K-12 literacy and cross-curricula applications. Meta-fictive, hyperlinked, open narratives with multiple interpretations necessarily constructed by the viewer define postmodern picture books (Anstey, 2002; Dresang, 1999; Goldstone, 2004; Serafini, 2005) making them relevant and effective resources for this purpose. Jon Scieszka & Lane Smith's The Stinky Cheese Man, David Weisner's The Three Pigs, Pat Hutchins Rosie's Walk, among others, foreground meaning making processes, and the inter-textual nature of reading and writing. They are also at once appealing to reluctant readers while <b>...</b>
postmodern
literacy
picture books
learning
postmodern picture books
multiliteracies