Dual Audiences, Double Pedagogies: Representing Family Literacy as Parental Work in Picture Books |
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| Authors: | Elizabeth Bullen and Susan Nichols |
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| Institution: | (1) School of Communication and Creative Arts, Deakin University, 221 Burwood Hwy., Burwood, VIC, 3125, Australia;(2) School of Education, University of South Australia, St Bernards Rd., Magill, SA, 5072, Australia |
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| Abstract: | Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars.
A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s
fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention
is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in
relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool
children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as
significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the
ways in which representations of parents reading to children position adult and child reading-subjects to understand reading
as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the
literacy agendas in these texts. |
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