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Our findings unveil the prominent role of semiotic resources such as anthropomorphism, vectors, colours, position and unboundedness of the page frame, in the visual realization of key meanings such as diversity, journeys, death, and empathy. Upon these findings, we present <jats:italic>Migrants<\/jats:italic> as an extraordinary literary text to initiate children in learning the visual mode, one of the multiple modes currently used in the representation of meaning. We discuss our findings with reference to the main question leading the study, the pedagogical conceptualizations endorsed by the multiliteracies theoretical framework and other relevant research. While the study suggests that wordless picturebooks are called to play a prominent role in the construction of the multiliteracies pedagogical agenda, it furthermore points to the potential of the pedagogy of multiliteracies in the conceptualization of literary pedagogy itself.<\/jats:p>","DOI":"10.1007\/s10583-023-09544-w","type":"journal-article","created":{"date-parts":[[2023,9,2]],"date-time":"2023-09-02T06:02:04Z","timestamp":1693634524000},"page":"69-89","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":10,"title":["Wordless Picturebooks as Resources for the Construction of the Pedagogy of Multiliteracies. 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