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The interactive educational printed book: plaything or polymath?

Westing, Jemma ;


I am arguing that interactive visual reference printed books for children are polymathical because they facilitate deep learning which accretes in unison with semiotic trends in the creative and media industries. Interactive books therefore transcend their ‘novelty’ value by becoming deep and meaningful pedagogic tools. Active learning is promoted through direct, physical environments that showcase information kinaesthetically and which foster creativity, interaction and the retention of knowledge whilst providing a timeless, polycentric entertainment spectacle. Interactive printed books can present literary material in similar semiological ways to current techno-literacy content in popular digital culture. These similarities modernize literary material in the printed books and may be a contributing factor with regards the interactive printed book’s growing popularity.


Palavras-chave: book design, interactive, polymath, children, learning,

Palavras-chave: ,

DOI: 10.5151/edupro-aivcipe-60

Referências bibliográficas
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  • [2] Beavis, C. (2002). Reading, Writing and Role-Playing Computer games. In silicon Literacies, Communication, Innovation and Education in the Electronic Age. pp 47-61) Routledge, London
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  • [5] Tare, M Andamp; Gelman S (2010) Less is More: How manipulative features affect children’s learning from picture books. Journal of applied developmental psychology: University of Virginia.
Como citar:

Westing, Jemma; "The interactive educational printed book: plaything or polymath?", p. 316-320 . In: Barbosa, Helena; Quental, Joana [Eds]. Proceedings of the 2nd International Conference of Art, Illustration and Visual Culture in Infant and Primary Education. São Paulo: Blucher, 2015.
ISSN 2318-695X, ISBN: 978-989-98185-0-7
DOI 10.5151/edupro-aivcipe-60

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