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

Maria Magdalena Ellmann; Gera de Villiers; Elmarie Costandius; Adrie Haese; Neeske Alexander

Maria Magdalena Ellmann Stellenbosch University, Stellenbosch.
Gera de Villiers Stellenbosch University, Stellenbosch https://orcid.org/0000-0002-3774-2863
Elmarie Costandius Stellenbosch University, Stellenbosch. https://orcid.org/0000-0003-3561-7652
Adrie Haese University of Johannesburg, Johannesburg. https://orcid.org/0000-0001-8222-3010
Neeske Alexander Stellenbosch University, Stellenbosch.

Keywords: Wordless picture books, storytelling, semiotics, narratology, contextrelative knowledge, South Africa

Abstract

This study investigated the role of signs in wordless picture books and their influence on meaning making. The article’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 storytelling 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.