ABSTRACT
The final chapter, “Pedagogical Perspectives”, evaluates Jeffers’ picturebook collection in light of pedagogical frameworks and conceptualisations, namely compelling comprehensible input, deep-dialogic reading and transactional reading. This chapter introduces the author’s new conceptualisation of aesthetic visual reading which moves beyond the informative and into the experiential where the viewer can focus on their affective response and imaginative immersion. The chapter also considers learning through metafiction and metacognition, in an effort to build critical thinking and multiliteracy skills.
