The picture book is a much appreciated medium to support classroom interactions.
The wide variety of albums available to date in libraries facilitates the development of activities according to the level of the students:
- The materiality: format, cardboard or plain pages, types of illustrations, links text-images, parts tactile or not etc.</li>
- The types of history: ranging from a continuum of the imaginary to the documentary</li>
- The linguistic forms used: ranging from word / image to complex sentence structures etc.</li>
- Narrative or repetitive patterns, internal-external narratives, etc.</li>
- The complexity of the narrative and actancial schema</li>
- The amount of implied by the text or image etc.
From the stories of the albums, <strong>teachers can easily reconstruct sets, create models, work on understanding by passing 3D or 2D, staging and theater</strong>.
However, certain strategies can best support this understanding</strong>. The acronym of the Afame (in French) is used to easily remember each one of them.
This acronym has been proposed to help memorize different strategies that aim to put the body in motion to facilitate the interaction and understanding of literary texts.
Aider Helping to live the experience and understand that it is an imaginary universe (to live to understand)
Faciliter / Facilitate taking meaningful clues with a reminder of previous clues, known clues, images, objects, etc.
Animer / Animate using puzzles, images, 3D accessories, dramatization;
Montrer / Show what is happening in us, what are our thought processes, what we think with images;
Etayer / Support: repeat, reformulate.
A whole site is devoted to the question of the use of children's literature with pupils with difficulties of interaction.