賴玉釵

Yu-Chai Lai

非虛構敘事、圖像敘事、圖像詮釋、繪本、讀者反應

nonfiction narrative, iconographic narrative, iconographic interpretation, picture book, reader response *

本研究剖析非虛構繪本敘事如何藉「多模組」呈現，並理解讀
者詮釋圖文之交流歷程及反應。本研究以引述紀實資料之非虛構繪本敘事為例，探索紀實文字、公式及數據如何藉多模組轉化為圖文。
研究發現，非虛構繪本敘事可引述日誌、標本及攝影等「科學史」資訊以提升可信度，服膺讀者之實證期待。讀者詮釋非虛構繪本之補白活動多與人生經歷相繫，因生命歷程而激發同理及認同。虛構類繪本圖像描摹奇幻世界，引發讀者綺想。故讀者詮釋繪本敘事歷程，因類型引導而具差異。

Multimodal narratives are aimed at understanding the textual structure of various modules and analyzing how different modules generate
synergistic effects. This article elaborates on how narrators transfer materials to multimodal pictorial narratives and explains the interactions among texts, readers, and reader responses.
When nonfiction picture book narrators convert scientific materials into pictures and text, they refer to scientists’ notes, specimens, and
photographs to improve the credibility of the content. Narrators can quote scientific theorems, formulae, and data to satisfy audience expectations regarding evidence.
Narrative filler information can be collected directly from real life experiences, enabling the audience to experience a profound sense
of connection to the life story of the protagonist. Nonfiction picture books provide aesthetic exchange processes through which readers can appreciate the books and identify with the content based on their real-life
experiences. Nonfiction picture books differ from fiction picture books, which emphasize fantastical elements and are entirely visually oriented.

DOI: 10.6195/cjcr.2016.29.05