Browsing by Author "Le Roux, Adrie"

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    An exploration of the potential of wordless picturebooks to encourage parent-child reading in the South African context
    (Stellenbosch : Stellenbosch University, 2017-03) Le Roux, Adrie; Costandius, Elmarie; Oostendorp, Marcelyn; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: This research study focused on the influence of a participatory project in which wordless picturebooks were used in parent-child joint reading and, more generally, the development of a culture of reading in the home. The research was conducted within the South African context, in low socio-economic areas of Gauteng, and is approached from the researcher’s viewpoint as an illustrator. Using multimodal social semiotics as a theoretical departure, the researcher argues that the characteristics of wordless picturebooks can serve as motivating factors that could contribute to developing a more positive attitude to reading in South Africa. Internationally, there is a large volume of literature which advocates the use of wordless books in literacy development, yet little research exists on their use in the South African context. Furthermore, the majority of research investigating the value of book sharing has been conducted in the developed world. South Africa has a very low general reading rate, and despite a growing support for literacy development in mother tongue, there still exists a lack of indigenous language picturebooks for very young children. Many families are also simply unable to afford books. As a result, many children are not exposed to books or book sharing activities prior to entering formal school, where the focus of reading is not on reading for enjoyment. By systematically moving the reading environment from a community center or pre-school to participant homes, the main aim of this research was to determine the perceptions of the parents /primary caregivers and children that participated in the research regarding the value of utilizing wordless picturebooks. The researcher aimed go gain an understanding of how wordless picturebooks could assist in ensuring that literacy poor families are supported as a child’s first educator. The research was based on participative action research, and was conducted in three literacy poor areas of Gauteng. Qualitative data was collected by means of focus group and semi-structured individual interviews before and after participants attended a reading programme that spanned over a four to six-week period. Prior to the reading programme, a story collection workshop was hosted at two of the research sites, and the stories collected from the participants was used by the researcher to create wordless picturebooks. The use of these books were subsequently pilot tested at the third research site, whereas existing wordless picture books were used at the first two sites. An initial sample of 42 parents/primary caregivers and their pre-school child were included in the study, however low participant retention resulted in a significantly smaller sample that completed the research with only 14 parents/primary caregivers having attended all the sessions of the reading programme. It should however be noted that even though the number of participants that completed the entire programme, in other words, who attended all sessions, was low, data pertaining to the reading experience after the implementation of the programme was collected from 39 participants in total. Thematic analysis of the data was conducted, and themes that pertained to aspects of Design (as a central notion in Multiliteracies), Multimodality and participant generated content were identified. The key findings indicated that wordless picturebooks can be viewed as a valuable tool in fostering a culture of reading in the South African context. Participants reported that they were reading more at home, and that the activity was enjoyable, compared to previous reading experiences. Furthermore, the research findings highlighted factors that influence parent-child reading programmes within the context of South African, literacy poor areas. It is recommended the genre warrants more local attention and that larger-scale research studies be conducted with more diverse populations.
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    The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context
    (Stellenbosch : Stellenbosch University, 2012-03) Le Roux, Adrie; Costandius, Elmarie; Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.
    ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.