An introduction to inquiry based learning via the art of the picture book. I found this book to be a little simplistic in its approach but still insightful. ( )

Note: I received a signed copy of this book from the publisher at ALA Annual 2019. I also received a digital review copy through NetGalley. ( )

The Whole Book Approach, developed by Megan Dowd Lambert at the Carle Museum, is a co-constructive storytime model (as opposed to a performative model). Lambert encourages storytime leaders to use picture books’ art, design, and production elements to prompt discussion and engagement during storytime. In order to do that, children must be equipped with the vocabulary of picture books (whether the orientation is portrait or landscape or square or shaped, what’s the trim size, how the artist uses or avoids the gutter, whether the art is framed or full-bleed, verso/recto or double-page spread, etc.). Be the “guide on the side,” not the “sage on the stage.” When misunderstandings or “aberrant readings” occur, turn them back to the group so kids can learn from their peers. Ask: What's going on in this picture? What do you see that makes you say that? What more can we find?

Chapters:
Trim size and orientation (portrait/landscape/square)
Jackets and covers
Endpapers
Front matter
Typography
Page design (gutters, etc.)
Nurturing visual intelligence
The benefits (and fun) of the Whole Book Approach

Notes on Whole Book Approach webinar: https://docs.google.com/document/d/1z8K4qbJfbXDLXIbQhADImhdGjwVULrTHSsDZePjhnFs/...

Children's active participation in making meaning of all they see and hear during a picture book reading takes precedence over moving through the pages at the pace of the adult's oral reading of the text. (x)

...not only text and illustration but ALL design and production elements might contribute... (x)

Visual Thinking Strategies (VTS), Abigail Housen and Philip Yenawine: "What's going on in this picture? What do you see that makes you say that? What more can we find?" (xix)

Central technique of co-constructive model is called PEER sequence: Prompts child to say something about the book, Evaluates child's response, Expands the child's response by rephrasing/adding, Repeats the prompt. This approach improves emergent literacy skills and expressive vocabulary. (xx)

Examples of picture book biographies:
Georgia in Hawaii: When Georgia Painted What She Pleased by Amy Novesky, illustrated by Yuyi Morales
Ella Fitzgerald: The Tale of a Vocal Virtuosa by Andrea Davis Pinkney, illustrated by Brian Pinkney
Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford, illustrated by Kadir Nelson (7)

Look at the whole book jacket (wraparound) before reading a book (16)

"make a color connection" between the jacket art and the color of endpapers (and/or boards/casing), e.g. If You Want to See A Whale by Julie Fogliano and Erin Stead (29)

Point out the different front matter pages by name (dedication page, title page, etc.) and let children respond to whatever catches their attention (35)

If a child who is learning to read must first understand that letters stand for sounds and that those sounds create words on a page, it follows that decisions around typography, or HOW the words are visually presented on the page - their typeface, their size, their placement on the page.... - will influence a reader's experience of the visual representation of speech. (e.g. A Visitor for Bear by Bonnie Becker) (40)

Just as children must develop print awareness and other skills to be able to decode text and achieve fluency in their reading of words, learning to read pictures is a skill that develops over time and exposure. (71)

Zones of proximal development (L.S. Vygotsky): we learn best from "collaboration with more capable peers." Steer "aberrant readings" back to the group. (73)

Children are learning to read pictures as surely as they are learning to read words, and providing them with the time and space to talk with one another about what they see can lead to richer picture book reading experiences for all of us. (80)

"Can't you just reeeead the book?"
"We ARE reading the book. We're reading the pictures, too." (100)

What's going on in this picture?
What do you see that makes you say that?
What more can we find?

How do I begin leading Whole Book Approach storytimes?
...your primary role is to open up the potential for making meaning, not to lead participants toward a certain idea. (108)

“I have a dog!” responses: Validate, then redirect to the picture. “The picture book is the common ground the group shares.” (111)

One-two-three page turn: “We’ve had so many interesting things to say about this picture, but I think we’re ready to see what’s going to happen next. Everyone count to three with me and we’ll turn the page. One, two three!” (Also: “Count to three and make a quiet sound with me. 1,2,3, shhhh”) (112)

“What a great job ___ is doing listening to everyone’s comments.” (Validates the listener, invites the chattier kids to open their ears.) (113)

“Is there anyone who has not spoken yet who would like to share an idea or who has a question?” (114)

“What information does the jacket give us about the story?” (120)

“What questions do you have after looking at these pictures?” (121)

“Why do you think some pictures are framed and some bleed off the edge of the pages?” (125)

Glossary ( )

This book not only teaches adults how to read picture books to and with children but is an excellent text for adults to understand the actual physical book. The publishing and printing terms of the physical book production are explained and includes a very thorough glossary defining these terms. ( )

Art appreciation in the young can begin with sharing picture books. The author shares techniques for encouraging observation and learning during a book sharing. She recommends providing the technical vocabulary so kids can learn and use the terms: gutter, verso, recto, endpapers, framing, etc. Parents, educators and librarians not only can use this approach with their children but also learn themselves how to appreciate the art and design that go into making picture books.