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Visual Literacy
and the Implied Readers
of Children’s Picturebooks
MARIA NIKOLAJEVA*
While we take great efforts in teaching children to read, and in persuading
both children and those adults who act as mediators, of the importance
of reading, it is a common prejudice that visual literacy comes natural
and does not have to be taught and trained. True, there is vast evidence
of very young children responding to images; however, response
and understanding are not quite identical. Neither do adults automatically
acquire visual reading skills, as we all have witnessed our students’
rather naïve and primitive discussion of picturebooks when they first
encounter these in a children’s literature course.
Visual literacy is just as essential component of a child’s intellectual
growth as the ability to read verbal texts. And if verbal literacy can be and
is trained, so should be visual literacy. Although a vast number of empirical
studies have been carried out dealing with four-year-olds responding
to this picturebook and six-years-olds responding to that picturebook (e.g.
Arizpe & Styles 2003), the very process of understanding and the successively
increasing ability to decode the complex synergy of word and
image have not yet been studied and theorized sufficiently. It may sound
like a paradox when picturebook scholarship has recently expanded like
no other field in children’s literature research (e.g. Doonan 1993; Lewis
2001; Nikolajeva & Scott 2001). Indeed, I would claim that while we still
do not have a comprehensive children’s literature-specific theory, we do
have a well-developed theory of multimodal communication, including
picturebooks. Still, we know too little about how picturebooks are perceived
by and make impact on young readers. I will therefore not discuss
the question whether actual children do or do not understand certain
aspects of multimodal texts, but use as a point of departure the concept
of the implied reader, the reader that can be extracted and constructed
from the text as such. The concept of literary competence is central in
such line of inquiry. I will thus speak about competent/incompetent and
sophisticated/unsophisticated readers, without putting any evaluative or
pejorative significance in these terms.
In his ground-breaking work on reader-oriented semiotics, S/Z (1974),
*Professora de Letras na Universidade de Cambridge, R.U.
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