Journeys

...from images to words and back again

Research in Full


Funded by the Esmée Fairbairn Foundation, this project was based in the School of Education, University of Glasgow and was an extension of previous research, Visual Journeys: Exploring children’s visual literacy through intercultural responses to wordless picturebooks (funded by the University of Glasgow and the UK Literacy Association, UKLA, 2009-2010). Following the success of the visual strategies in previous projects involving small groups of readers (Arizpe 2009 & 2010), teachers were keen to explore the approach in a whole class setting with children of mixed ability literacy and language levels.



Teaching Pack


The Teaching Pack forms a comprehensive and detailed picture of the research undertaken during the Journeys project. It aims to provide teachers and educators with theoretically robust and practical strategies for implementation in the classroom and compliments the online Teaching Tools resource. It also acts as a vital knowledge transfer tool for Teacher Education students and MEd in Children’s Literature and Literacies.

The Teaching Pack addresses the UKLA's call for educators to move forward with a shared vision of literacy and build curricula for the future, which are locally and globally relevant for children. This is realised here by:

a. making clearer links with home literacy experiences

b. viewing language diversity as an asset

c. understanding literature as a means of improving understanding of self







Academic Publications



The following academic publications and presentations by the team members inform or refer to the results of this research:

Minority Voices Create Words for Wordless Picturebooks’. Paper presented at the 32nd International Board of Books for Young People (IBBY) Congress, Santiago de Compostela, Spain, 11 September 2010.

McAdam, J. and Arizpe, E. (2011). Journeys Into Culturally Responsive Teaching, Journal of Teacher Education and Teachers' Work, 2 (1), pp. 18-27.

McGonigal, J. and Arizpe, E. (2007) Learning to Read a New Culture: How immigrant and asylum-seeking children experience Scottish identity through classroom books. Final Report. Edinburgh: Scottish Government. November 2007.

Keynote Presentation: 'Entre imágenes y palabras: la investigación que promueve comunidades lectoras inclusivas y creativas' International Symposium, La literatura que acoge: infancia, inmigración y lectura, Universitat Autònoma de Barcelona, Barcelona 2011.

'Journeys from Images to Words: Evaluating a collaborative visual approach to literacy research and pedagogy', UKLA 48th International Conference, Leicester 2012

'Translating the Migrant Experience into Words and Pictures: How it can work in an inclusive classroom' and 'Resilient Refugees and Empowered Readers', 33rd International Board on Books and Young People (IBBY) International Congress, London 2012

'Visualising Intercultural Literacy: Engaging with diversity and migration in the classroom through an image-based approach', Language and Intercultural Communication Journal (forthcoming)

'Inclusive Communities of Readers in Glasgow: A Case Study' in European Union Portfolio of Integration 'Supporting the Education and Integration of Migrant Children' (forthcoming)

Overview in Brief



Funded by the Esmée Fairbairn Foundation, this project was based in the School of Education, University of Glasgow, and considered a new approach to teaching and learning to enhance the language and literacy of children.

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Teaching Tools



Start your own journey of discovery by using our set of teaching tools, practical in-class activities, and suggestions to help children from diverse backgrounds enhance their language and literacy skills.

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Featured Books



View the texts, which were used during this project and find out what made them suitable for use in the classroom.

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