The importance of context-relative knowledge for illustrating wordless picture books

The importance of context-relative knowledge for illustrating wordless picture books > Maria Magdalena Ellmann Stellenbosch University, Stellenbosch, South Africa. > > Elmarie Costandius Stellenbosch University, Stellenbosch, South Africa. (ORCID: https://orcid.org/0000-0003-3561-7652) > Gera de Villiers Stellenbosch University, Stellenbosch, South Africa. (ORCID: https://orcid.org/0000-0002-3774-2863) > Adrie Haese University of Johannesburg, Johannesburg, South Africa. (ORCID: https://orcid.org/0000-0001-8222-3010) Neeske Alexander Stellenbosch University, Stellenbosch, South Africa. ABSTRACT Published by Original research This study investigated the role of signs in wordless picture books and their influence on meaning making. The ar ticle’s main aim is to highlight the impor tance of using culturally appropriate signs to foster narrative comprehension in wordless picture books. This genre of books can be a useful method and tool for translating cultural knowledge into images, but their production can be a difficult process because skilful execution is required for successful communication. Wordless picture books can serve as a medium that encourages stor y telling and fosters a love of reading. This research involved the creation and semiotic analysis – through participant reactions – of three wordless picture books whose stories are situated within the Xhosa culture. Theoretical perspectives of social semiotics and narratology were used as lenses through which to inform the research. The findings include evidence of the importance of understanding context-relative knowledge and of using appropriate signs, symbols, and signifiers when translating and portraying narratives in wordless picture books. Keywords: Wordless picture books, storytelling, semiotics, narratology, contextrelative knowledge, South Africa. Number 36, 2022 DOI: http://dx.doi.org/10.17159/2617-3255/2022/n36a10 ISSN 2617-3255 Creative Commons Attribution 4.0 International (CC BY 4.0) page 01 of 22 Introduction This study investigated the role of signs in wordless picture books and their influence on meaning making. This article’s main aim is to highlight the importance of using culturally appropriate signs to foster narrative comprehension in wordless picture books. This genre of books can be a useful method and tool for translating cultural knowledge into images, but their production can be a difficult process because skilful execution is required for successful communication. The use of contextrelative and culturally relevant images is integral in this communication. It is, therefore, crucial for those working in the book production field, such as storytellers and illustrators, to recognise the diversity of signs and signifiers that exist within the culture of their target audience. This is especially important in a multicultural, -racial, and -lingual society such as South Africa, where the focus of this study lies. This research involved the creation and semiotic analysis – through participant reactions – of three wordless picture books whose stories are situated within the Xhosa culture. During the analysis, interesting and surprising points regarding the representation of signs and symbols were exposed. Context Wordless picture books Frank Serafini (2014:24) describes wordless picture books as a ‘visually rendered narrative’; they consist of a series of pictorial images that reveal a visual text. The attributes of signs, symbols, and signifiers in wordless picture books allow for an open-ended reading; a process in which readers use their contextual backgrounds and experiences to make sense of the visual images they encounter within the book. Patricia Crawford and Daniel Hade (2002:68) comment that ‘unlike words, even those fixed in a written text, visual images have almost infinite capacity for verbal extension, because viewers must become their own narrators, changing the images into some form of internalised verbal expression’. Wordless picture books can give expository information that might be difficult to explain in words and can act as a more complete form of communication (Dowhower 1997:60). Images are often considered a universal language that can transcend linguistic and cultural borders. Joannis Flatley and Adele Rutland (1986:281) emphasise the value of wordless picture books in educational environments, noting that learners are ‘exposed to ideas from other cultures in a pleasant, nonthreatening, and fun manner’ Number 36, 2022 ISSN 2617-3255 page 02 of 22 and that ‘ideas can be exchanged and knowledge can be obtained without being confined by print’. However, Ellen Spitz (1999:21) argues that they can also ‘carry and challenge prevailing cultural ideologies and stereotypes’ that could be misinterpreted by another culture. When books are translated from one language and culture into another, the different modes of verbal, visual, and aural need to be considered (Oittinen, Ketola & Garavini 2018:203). Riitta Oittinen, Anne Ketola, and Melissa Garavini (2018:203, emphasis in original) suggest that ‘[t]aking a picture book from one language and culture to another means revoicing each of these modes’. Images in picture books are, therefore, never “neutral”, but always carry the signs and symbols of a cultural context; they are semiotically charged. This is especially important to acknowledge for a multicultural South African context, where each different culture has its own signs and symbols. This can lead to meanings being misunderstood, hidden, disrespectful, or offensive. In a postcolonial and post-apartheid context with a history of ignoring and devaluing some cultures, it is important to create just representation of cultures and peoples and to work against white hegemony. In the teaching and learning environment, it is important to use context-relative and culturally relevant signs that learners can understand to create a safe space where signs and symbols from different cultures can be discussed. The South African Context Wordless picture books encourage readers to use illustrations to create a story in a language of their choice, a particular benefit in South Africa where there are 11 official languages. Their usefulness is further highlighted in respect to the country’s literacy rate. Currently, South Africa has a youth literacy rate of 93,9% and an adult literacy rate of 79,3% (Statistics South Africa 2021) and picture books remain an expensive luxury. Many adults living in low-income areas are not able to read to their children because of their own low literacy skills, lack of books, and lack of time due to work commitments. These children enter formal education with a significant literacy gap. Culturally relevant wordless picture books could, therefore, foster a love of books, reading, and storytelling regardless of literacy levels, language preference, and age. The research for this project was undertaken in Kayamandi (...truncated)