Diseño y juego para el fomento lector desde la primera infanciaanálisis de los libros objeto de Antonio Ladrillo y Elena Odriozola

Bibliographic References

• Ahrens, Kathleen (2011), “Picturebooks: where literature appreciation begins”, en Bettina Kümmerling-Meibauer (ed.), Emergent literacy: children's books from 0 to 3, Amsterdam, John Benjamins Publishing, (pp. 77-89).
• Arizpe, Evelyn (2021), “The state of the art in picturebook research from 2010 to 2020”, Language Arts, 98(5), pp. 260-272.
• Bader, Barbara (1976), American picturebooks from Noah’s Ark to The Beast Within, Nueva York, Macmillan Publishing Company.
• Beckett, Sandra L. (2010), “Artistic allusions in picturebooks”, en Teresa Colomer, Bettina Kummerling-Meibauer y Cecilia Silva-Diaz (eds.), New directions in picturebook research, Abingdon, Inglaterra, Routledge, pp. 83-98.
• Beckett, Sandra L. (2012), Crossover picturebooks: a genre for all ages, Abingdon, Inglaterra, Taylor and Francis.
• Beckett, Sandra L. (2014), “The art of visual storytelling: formal strategies in wordless picturebooks”, en Bettina Kummerling Meibauer (ed.), Picturebooks. Representation and Narration, Abingdon, Inglaterra, Routledge, pp. 53–69.
• Beveridge, Lian (2017), “Chewing on baby books as a form of infant literacy”, en Naomi Hamer, Perry Nodelman y Mavis Reimer (eds.), More words about pictures: current research on picture books and visual/verbal texts for young people, Abingdon, Inglaterra, Routledge, pp. 18-29.
• Boon, Mei Ying y Dain, Stephen J. (2015), “The development of color vision and the ability to appreciate color in picturebooks”, en B. Kümmerling-Meibauer, Jörg Meibauer, Kerstin Nachtigäller, y Katharina J. Rohlfing (eds.), Learning from picturebooks: perspectives from child development and literacy studies, Abingdon, Inglaterra, Routledge, pp. 71-96.
• Boyce, Lisa Boggiss (2011), “Pop into my place: an exploration of the narrative and physical space in jan pienkowski’s haunted house”, Children’s Literature in Education, 42, pp. 243-255. https://doi.org/10.1007/s10583-011-9130-7
• Bruner, Jerome (1986), El habla del niño, Barcelona, Paidós.
• Campagnaro, Marnie (2016), “The function of play in Bruno Munari’ s children’ s books: a historical overview”, Ricerche Di Pedagogia e Didattica – Journal of Theories and Research in Education, 11(3), pp. 93–105. https://rpd.unibo.it/article/view/6449/6234
• Campagnaro, Marnie (2019), “Materiality in Bruno Munari’s book objects: the case of Nella notte buia and i Prelibri”, Libri et Liberi, 8(2), pp. 359–379. https://doi.org/10.21066/carcl.libri.8.2.7
• Campagnaro, Marnie (2022), “Picturebooks and aesthetic literacy in early childhood education”, en Ase Ommundsen, Gunnar Haaland y Bettina Kümmerling-Meibauer (eds.), Exploring challenging picturebooks in education, Abingdon, Inglaterra, Routledge, pp.79-98.
• Cerrillo, Pedro César y Sánchez-Ortiz, César (2017), El cancionero popular infantil en educación, Madrid, Síntesis.
• Colomer, Teresa y Durán, Teresa (2000), “La literatura en la etapa de educación infantil”, en Montserrat Bigas y Montserrat Correig (eds.), Didáctica de la lengua en la educación infantil, Madrid, Síntesis, pp. 213-250.
• Crespo-Martín, Bibiana (2012), “El libro-arte / libro de artista: tipologías secuenciales, narrativas y estructuras”. Anales de Documentación, 15(1). https://doi.org/10.6018/analesdoc.15.1.125591
• Drucker, Johanna (2018), “Artists’ books and picturebooks: generative dialogues”, en Bettina Kümmerling-Meibauer (ed.), The Routledge companion to picturebooks, Abingdon, Inglaterra, Routledge, pp. 291- 301.
• Field, Hannah (2019), Playing with the book: Victorian movable picture books and the child reader, Minnestota, University of Minnesota Press.
• García-González, Macarena y Deszcz-Tryhubczak, J. (2020). “New materialist openings to children's literature studies”, International Research in Children's Literature, 13(1), pp. 45–60. https://doi.org/10.3366/ircl.2020.0327
• Gobierno de España (2022), Real Decreto 95/2022, de 1 de febrero, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Infantil. BOE (02/02/2022), núm. 28, referencia BOE-A-2022-1654, pp. 1-33 Recuperado de: https://www.boe.es/eli/es/rd/2022/02/01/95/con
• Herb, Steven y Willoughby-Herb, Sara (1985), “Books as toys”, Topics in Early Childhood Special Education, 5(3), pp. 83–91. https://doi.org/10.1177/027112148500500308
• Jiménez-Cerezo, José Luis (2019), “Bruno Munari (1907-1998)”, en Rosa Tabernero Sala (ed.), El objeto libro en el universo infantil: la materialidad en la construcción del discurso, Zaragoza, Prensas de la Universidad de Zaragoza, pp. 17-24.
• Kiefer, Barbara (2008), “What is a picturebook, anyway?: the evolution of form and substance through the postmodern era and beyond”, en Lawrence R. Sipe, y Sylvia Pantaleo (eds.), Postmodern picturebooks: play, parody and self-referentiality, Abingdon, Inglaterra, Routledge, pp. 9-21.
• Kümmerling-Meibauer, Bettina y Meibauer, Jörg (2013), “Towards a cognitive theory of picturebooks”, International Research in Children’s Literature, 6(2), pp. 143–160. https://doi.org/10.3366/ircl.2013.0095
• Kümmerling-Meibauer, Bettina y Meibauer, Jörg (2019), “Picturebooks as objects”, Libri et Liberi, 8(2), pp. 257–278. https://doi.org/10.21066/carcl.libri.8.2.1
• Martínez-Carratalá, Francisco Antonio (2022), “Álbumes sin palabras: revisión teórica de los artículos publicados entre 1975-2020”, Ocnos. Revista De Estudios Sobre Lectura, 21(1). https://doi.org/10.18239/ocnos_2022.21.1.2746
• McGrath, Leslie Ann (2002), This magical book: movable books for children, 1771-2001. Toronto, Toronto Public Library.
• Miras, Sebastián (2022), “El proceso de redacción y las interacciones multimodales”, en Alfredo Asiáin y María Victoria López-Pérez (cooords.), Multimodalidad y didáctica de las literaturas, Barcelona, Graó, pp. 65-78.
• Mociño-González, Isabel (ed.) (2019), Libro-obxecto e xénero: estudos ao redor do libro infantil como artefacto, Vigo, Servizo de Publicacións da Universidade de Vigo.
• Molist, Pep, (2020), “Elena odriozola and the constant search for new paths”, Bookbird: A Journal of International Children's Literature, 58(3), pp. 77-81. https://doi.org/10.1353/bkb.2020.0062
• Munari, Bruno (1980), I Prelibri, Milán, Corraini.
• Munari, Bruno, (1983), ¿Cómo nacen los objetos? [apuntes para una metodología proyectual], Barcelona, Gustavo Gili.
• Munari, Bruno (1984), Libro illeggibile MN1, Milán, Corraini.
• Neira-Piñeiro, María del Rosario (2018), “Posibilidades de secuenciación de las imágenes en el álbum ilustrado lírico”, Ocnos. Revista De Estudios Sobre Lectura, 17(1), pp. 55-67. https://doi.org/10.18239/ocnos_2018.17.1.1527
• New London Group (1996), “A pedagogy of multiliteracies: Designing social futures”, Harvard Educational Review, 66(1), pp. 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
• Nikolajeva, Maria (2003), “Verbal and visual Literacy: the role of picturebooks in the reading experience of young children”, en Nigel Hall, Joanne Larson y Jackie Marsh (eds.), Handbook of Early Childhood Literacy, California, Estados Unidos, Sage, pp. 235-248.
• Nikolajeva, Maria, (2014), Reading for learning: cognitive approaches to children’s literature, Amsterdam, John Benjamins Publishing Company.
• Nikolajeva, Maria y Scott, Carole (2001), How Picturebooks Work, Nueva York, Garland Publishing.
• Painter, Claire, Martin, James R, y Unsworth, Len (2013), Reading visual narratives: image analysis of children’s picuture books, Sheffield, Equinox.
• Ramos, Ana Margarida (ed.) (2017), Aproximações ao livro-objeto: das potencialidades criativas às propostas de leitura, Oporto, Tropelias & Companhia.
• Ramos, Ana Margarida y Navas, Diana (2022), “Crossroads between nonfiction books and picturebooks: the relevance of designing the information”, Bookbird: A Journal of International Children's Literature, 60(4), pp. 17-27. https://doi.org/10.1353/bkb.2022.0056
• Reid-Walsh, Jacqueline (2017), Interactive books: playful media before pop-ups, Abingdon, Inglaterra, Routledge.
• Rouse, Rebecca, Holloway-Attaway, Lissa (2022), “Playing at the page: designing to support creative readership practices”, JIB: Journal of Interactive Books, 1(1), pp. 147-166. https://doi.org10.57579/2022JIB013RR
• Sánchez-Hita, Beatriz y Romero-Oliva, Manuel Francisco (2018), “Lecturas para los más jóvenes: aproximación a la oferta editorial de literatura infantil para niños de 0-6 años”, TEJUELO. Didáctica De La Lengua Y La Literatura, 27, pp. 149-176. https://doi.org/10.17398/1988-8430.27.149
• Santiago-Ruiz, Eduardo (2021), “El lápiz y el dragón: semiótica de la secuencialidad en el álbum ilustrado infantil”, Ocnos. Revista De Estudios Sobre Lectura, 20(3). https://doi.org/10.18239/ocnos_2021.20.3.2510
• Scott, Carole (2014), “Artists’ books, altered books, and picturebooks”, en Bettina Kümmerling-Meibauer (ed.), Picturebooks. representation and narration, Abingdon, Inglaterra, Routledge, pp. 37-52.
• Serafini, Frank y Moses, Lindsey (2023), “An analysis of the semiotic resources of contemporary movable picturebooks”, Bookbird: A Journal of International Children's Literature, 61(2), pp. 26-36. https://www.muse.jhu.edu/article/893170
• Serafini, Frank y Reid, Stephanie F. (2022), “Analyzing picturebooks: semiotic, literary, and artistic frameworks”, Visual Communication, 0(0), pp. 1-21. https://doi.org/10.1177/14703572211069623
• Sundmark, Björn (2018), “The visual, the verbal, and the very young: a metacognitive approach to picturebooks”, Acta Didactica Norge, 12(2), Art. 12, 17 sider. https://doi.org/10.5617/adno.5642
• Veryeri-Alaca, Ilgim (2018), “Materiality in picturebooks”, en Bettina Kümmerling-Meibauer (ed.), The Routledge companion to picturebooks, Abingdon, Inglaterra, Routledge, pp. 59- 68.