Picture books are often seen as a valuable tool for younger readers. In this article, the author suggests that the multiple literacies required to read a picture book can provide scaffolding and transmission of additional concepts for older readers.

The authors offer a new perspective on close reading that uses a range of multimodal texts to capitalize on the visual nature of contemporary society and to support literacy within the academic disciplines. Specifically, a qualitative study explored teachers' perspectives on the use of Visual Thinking Strategies (VTS), a practice borrowed from…