Voices in the park, voices in the classroom: Readers responding to postmodern picture books

Abstract As the publication of picture books that contain meta‐fictive or postmodern elements increases, research concerning how intermediate grade readers respond and construct meaning in transaction with these texts is important. This study explores readers’ responses and discussions focusing on the picture book Voices in the Park by Anthony Browne. Utilizing discussion transcripts and response journal entries, this article focuses on how readers deal with the non‐linear aspects of the picture book, the interplay between written text and illustrations, and how these readers construct symbolic connections to their own world and experiences.