Rebus Stories as an Aid in Developing Multimodal Literacy
DOI:
https://doi.org/10.55707/ds-po.v39i1.119Keywords:
rebus stories, contextual and design characteristics, multimodal literacy, reading literacy, visual literacyAbstract
Rebus stories are, beside picture books, one of the first multimodal ensembles that children encounter at a very young age. Their didactic role in the process of acquiring literacy skills is well known, but rebus stories are less known and less often used as an aid in developing multimodal literacy. Multimodal literacy enables the reader to decipher the meanings from various communication modes and create a joint meaning. The study included 24 original Slovene rebus stories published between 2018 and 2022. We investigated the content and design characteristics of rebus stories and the position of images in the rebus story. An analysis of rebus stories revealed that they are an extremely rich form of multimodal ensembles that include quality informative or literary texts, small images in various functions (supplementing, replacing, etc.) and in some cases also illustrations of various sizes (e.g., the illustration takes up a small section of the page or even the entire page). Most rebus stories used capital letters which is to be expected from the aspect of local practices in teaching children letter recognition and gradual acquisition of literacy skills.
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