Metafictive devices in children’s picturebooks and the development of children’s critical multimodal literacies

Abstract

High-quality children’s literature, including picturebooks, are important resources in the classroom for students to engage with complex and sometimes concerning contemporary issues. One strategy to involve students in learning about such issues is through the use of metafictive devices, which are literary stratagems that draw readers into knowing more about a topic and helping them understand and interpret them safely. In this paper, we analyse three selected texts that contain important and deliberate metafictive devices used by award-winning authors/illustrators. First, we share brief synopses of each book and then provide detailed analyses of the literary tools used by the authors, including how they support students’ meaning-making practices through language and image. Then we consider how these works were used in a primary school classroom to improve children’s critical multimodal literacies so that they became more discerning readers who could effectively cope and engage with complex and troubling world issues through literature.