Image reading and dialogic exchanges for a democratic reading practice in Peru: A case study of Bibliomochilas Project in Yauyos

Abstract

Under a sociocultural interpretative framework, this case study follows Wells’ (2002)
Framework for the Articulation of Activity and Discourse model for developing a map that
tracks the routes in which the Bibliomochilas reading promotion project enhances a Democratic
Reading Practice (or Meaning Potential). To reach this dialogic space of possibility (Maine,
2015) and knowledge building (Wells, 2002) I propose an intersection between the social
semiotic transactions of image reading modality (Kress & van Leeuwen, 2006; Serafini, 2014)
and dialogic exchanges (Halliday 1978 in Wells, 2002; Maine, 2015). The discourses
(narratives) children create from the images has led teachers and parents to confirm that Early
Educational Level children can read visuals even if they still don’t know how to read written
text. Hence, children are able to read even if the illustrated books and picturebook texts are
written in English. The data I have collected through interviews and public reports unveil image
reading modality as an alternative path, far from the impositions of the written word, for
appropriating reading spaces (Petit 1999, 2001; Maine, 2015); and consequently as a tool for
co-constructing discourses (narratives) (Wells, 2002; Maine, 2015) or dialogues that express
children’s interpretations of what they perceive in the picturebooks and illustrated books. Thus,
it is expected to evidence the potential behind a “Democratic Reading Practice” for embracing
readers’ plurality when establishing a point of contact for an equal participation through image
reading modality and dialogic exchanges.