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Picture books are treated as multimodal ensembles combining verbal and visual codes, with the visual component often neglected in traditional Slovenian lessons. A five-week didactic intervention (“Getting to know the picture book”) involved 21 pupils, using initial and final testing, questionnaires, and participant observation, followed by productive outputs including designing a cover, endpapers, illustrating a poem, and producing a leporello.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cross-curricular-analysis-of-picture-books-in-the-fifth-grade-of-primary-school-a-case-study/598213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cross-curricular-analysis-of-picture-books-in-the-fifth-grade-of-primary-school-a-case-study/598213.png","ImageObject",300,407,{"name":92,"@type":93},"Mafia Boss","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are picture books considered multimodal texts in the study?","Question",{"text":112,"@type":113},"Picture books combine at least two communication codes: verbal language and visual elements. The study highlights that the visual message is often neglected when instruction focuses mainly on written text.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was the main goal of the case study for fifth graders?",{"text":117,"@type":113},"The study aimed to examine how a cross-curricular approach to planning and delivering lessons in Slovenian language and visual arts can help pupils understand the picture book’s characteristics as a multimodal text.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the researchers collect data in the case study?",{"text":121,"@type":113},"Data were collected through initial and final testing, questionnaires for pupils, participant observation, and additional classroom input involving an interview with the generalist teacher.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598213,1792170777,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760730,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","doi: 10.26529/cepsj.910  \nCross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School: A Case Study  \nJanja Batič*1 and Petra Lebar Kac2  \n• Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation.  \nKeywords: art education, the Slovenian language, cross-curricular teaching, multimodal literacy, picture book  \n1 *Corresponding Author. Faculty of Education, University of Maribor, Slovenia;[janja.batic@um.si](janja.batic@um.si).  \n2 Primary school Janka Padežnika Maribor, Slovenia.  \n166 cross-curricular analysis of picture books in the fifth grade of primary school  \nMedpredmetna obravnava slikanice v petem razredu osnovne šole (študija primera)  \nJanja Batič in Petra Lebar Kac  \n• Slikanice, ki jih obravnavamo z učenci v osnovni šoli, spadajo med multimodalna besedila, saj imajo najmanj dva koda sporočanja (literarnegain likovnega). Obravnava slikanic običajno poteka pri pouku slovenščine, pri čemer je pozornost učencev usmerjena predvsem na besedilo. Pri tem je likovni del, ki je v slikanici enakovreden nosilec sporočila, pogosto zanemarjen. Namen študije primera, ki smo jo izvedli v petem razredu osnovne šole v šolskem letu 2019/20, je bil raziskati, kako lahkos pomočjo medpredmetnega načrtovanja in izvajanja pouka slovenščine in likovne umetnosti učencem omogočimo, da spoznajo značilnosti slikanice kot multimodalnega besedila. V raziskavi nas je zanimalo, kako medpredmetno zastavljene naloge, ki vključujejo cilje s področja slovenščine in likovne umetnosti, vplivajo na učenčevo dojemanje multimodalnega besedila. Izvedli smo didaktični sklop Spoznavam slikanico, v katerem so učenci ob izbranih slikanicah pri slovenščini razvijalirecepcijske zmožnosti in opazovali ter določali členjenost besedil. Pri likovni umetnosti pa so s pomočjo slikanice spoznavali likovne zakonitosti, likovne tehnike in oblikovne značilnosti slikanice. Produktivniodziv na prebrano slikanico je vseboval naslednje dejavnosti: oblikovanje naslovnice za lastno slikanico, oblikovanje veznih listov, ilustracija avtorske pesmi in oblikovanje avtorskega leporela. V raziskavo smovključili 21 učencev petega razreda osnovne šole, učiteljico razrednega pouka in raziskovalko s področja didaktike likovne umetnosti. Študija primera je trajala pet tednov. Podatke smo pridobivali z začetnim in skončnim testiranjem, z vprašalniki za učence, intervjujem z učiteljico in z opazovanjem z udeležbo.  \nKljučne besede: likovna vzgoja (likovna umetnost), slovenščina, medpre","cbCaiiHAWXBAmLgN","https://ap.wps.com/l/cbCaiiHAWXBAmLgN","pdf",393049,21,"English","# Introduction\n## Multimodal picture books and multimodal literacy\n# Case study design and didactic activities\n## Getting to know the picture book\n## Productive responses: cover, endpapers, poem, leporello\n## Participants and data collection","[{\"question\":\"Why are picture books considered multimodal texts in the study?\",\"answer\":\"Picture books combine at least two communication codes: verbal language and visual elements. The study highlights that the visual message is often neglected when instruction focuses mainly on written text.\"},{\"question\":\"What was the main goal of the case study for fifth graders?\",\"answer\":\"The study aimed to examine how a cross-curricular approach to planning and delivering lessons in Slovenian language and visual arts can help pupils understand the picture book’s characteristics as a multimodal text.\"},{\"question\":\"How did the researchers collect data in the case study?\",\"answer\":\"Data were collected through initial and final testing, questionnaires for pupils, participant observation, and additional classroom input involving an interview with the generalist teacher.\"}]","Cross-Curricular Analysis of Picture Books in the Fifth Grade of Primary School - A Case Study | PDF",1792086496,53]