This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Albers, P. Articles by Cowan, K. Social Bookmarking                         What's this?

Features of gender: An analysis of the visual texts of third grade children

Georgia State University, USA, malbers2{at}gsu.edu

Tammy Frederick

Georgia State University, USA

Kay Cowan

The University of Tennessee at Chattanooga, USA

How do primary students construct understandings of the opposite sex? In what ways do these constructions manifest in the visual texts created in literacy and language arts classrooms? Using visual discourse analysis (Albers, 2007) and scheme analysis (Sonesson, 1988) as interpretive methods, we analyzed the visual texts created by 23 third grade students created at the end of a unit of study in which students explored gender stereotypes. Findings suggest the need for close readings of the graphic, structural, and semantic information conveyed by visual texts that children create in literacy and language arts classes.

Key Words: art-based literacy • early childhood • gender • visual discourse analysis • young children

Journal of Early Childhood Literacy, Vol. 9, No. 2, 234-260 (2009)
DOI: 10.1177/1468798409105588


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?