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It is difficult to think of anything more widespread and enduring than the lure of a good story. It is the warp and weft that weaves old, young, rich and poor of different cultures together and enables the opening of new worlds, concepts and understandings of past, present and future. We can empathise, imagine and live vicariously through stories that are an inseparable part of who we are as human beings. History documents these stories based on evidence interpreted through different lenses over time; Geography lends its knowledge to significance of place, space, time and perspective, providing context and reason; and Civics and Citizenship stories help us to understand our roles and responsibilities, as we seek models of the heroes and heroines found in a good story. For this chapter, a broad view of literacy has been adopted, one that defines it as a social practice which involves teaching learners how to participate in, understand and gain control of the literacy practices embedded within society. This chapter will examine the integrated nature of literacy in HASS through the inclusion of picture books to open and explore issues relating to HASS.
The book titled Mazu yonde Mikuni Kojoro was something fairly new: it was a gokan, the last in a series of genres combining pictures and prose that were produced in Edo from the late seventeenth to the late nineteenth century. The genres, including akahon, kurohon, aohon, kibyoshi, and gokan, together fall under the general heading of kusa-zoshi. The category of kusa-zoshi comprises genres of fiction that were produced in Edo from the late seventeenth to the late nineteenth centuries. Kusa-zoshi always combined pictures and text on the same page, with the text appearing either at the top of the page, in some early akahon, or in the negative space in the pictures. Gokan occasionally included pictorial spreads with little or no writing on the one hand, or pages completely filled with writing on the other. The main texts in all forms of kusazo-shi would usually be printed in hiragana, so that the writing was legible even to the minimally educated.
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