THE PECULIARITIES OF THE ILLUSTRATED NARRATIVES FOR CHILDREN WITH AUGMENTED REALITY
Abstract
The research is devoted to a critical review of the peculiarities of the illustrated narratives for children with augmented reality .In our research, we used the theoretical works of the scientists of Children’s Literature of Martin Salisbury, Daniel Hahn.In our work we have identified the main features of the peculiarities of the illustrated narratives with augmented reality,addressed to children's readers, based on the following concepts: “illustrated texts for children”, “texts with illustrations”, “achild reader”, “multimodal construction”, “augmented reality”; we have revealed the main functions, performed by illustrationsin such types of texts. The multimodal aspects of constructing fictional texts with augmented reality have become oneof the best inventions in fiction children's literature. Such books appear as multidimensional modeling of multimodal texts,three-dimensional images that can move or reproduce plot elements of a certain fairy tale. Today, augmented reality ispopular all over the world, and is best known in the entertainment fields. To determine the peculiarities of the functionsof English literary texts for children, we use the works of Painter, Martin, & Unsworth (2012), of A. Tsapiv (Tsapiv, 2020). The aim of our research is to systematize the scientific research on the peculiarities of the illustrated narratives withaugmented reality, in particular fairy-tale narratives, addressed to children's readers. The material of our research – the textsof English-language fairy tales of the XXI century, which will clarify the specifications of their textual and multimodalstructure. Illustrations serve as a way of narration and implement the expression of verbal narration, which contributes toa better understanding of the text by the child reader. In multimodal texts, character images are realized through verbaland non-verbal semiotic modes, thanks to which the child reader often feels like a part of the artistic universe. Thanks tothe narratives that make up the symbolic plots, according to which reality is classified, that it is understood. Accordingly,we set the task to analyze and systematize the peculiarities of the of verbal and non-verbal construction of illustrated textsfor children with augmented reality.
References
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