A Theoretical Study of Text-Image Relationships in Picture Books for Teenagers
In a technological society in which reading media are increasingly multimodal, picture books for teenage readers are one of the future paths for the teaching and learning of literary reading in high school. Although a growing number of such works have been published since the end of the 1990s, their definition, their place and their interest for French classes remain ambiguous. How can story books, illustrated works and picture books be distinguished? In addition to establishing differences between the three book types, this article will analyze definitions of the contemporary picture book and suggest avenues for the instructional use of this literature in a school context.