A Multimodal Analysis of Picture Books for Children goes beyond the
relation between the representation of reality and language alone;
instead, it aims to analyze the intersemiosis between verbal and
visual elements in a sample of nine picture books. The chapters
included in this book take the most relevant systemic-functional
and visual social semiotic theories a step further from previous
studies and apply them to the genre of children's tales. Within the
frameworks of Halliday's Systemic Functional Linguistics and Kress
and van Leeuwen's Visual Social Semiotics, the aim is to identify
the verbal and visual strategies available to the writer and
illustrator (i) to convey representational meanings, (ii) to set up
interpersonal relationships within the tale itself, as well as
external relationships between writer and reader and, finally,
(iii) to create coherent tales. This is achieved by analyzing and
identifying the ideational, interpersonal and textual choices
available to the writer to make meaning in picture books, and
comparing them with the corresponding representational, interactive
and compositional choices made by the illustrator. The analysis
reveals how the verbal and visual modalities contribute to each
other's meaning and makes the potential of combining verbal and
non-verbal language in picture books evident.
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