A STUDY OF LINGUISTIC AND NARRATIVE CHARACTERISTICS IN MODERN PICTUREBOOKS: IRONY AND UNRELIABLE NARRATION IN THE WORKS OF CHRISTIAN VOLTZ AND JON KLASSEN

Abstract

This paper examines the techniques of irony and unreliable narration in contemporary illustrated children's books, specifically John Klassen's The Hat Trilogy and Christian Voltz's Toujours rien?. Through text-oriented analysis, we study how meaning is created against the backdrop of the tension between text and visual material, i.e. illustrations. According to the findings, the authors apply different methods: Klassen mostly uses minimalist, homodiegetic narration, thereby creating narrative unreliability and ethical ambiguity, while Voltz uses different forms of irony, such as situational irony and different linguistic registers, to disrupt pedagogical and general expectations. The study shows that these visual-verbal strategies create a dual addressee structure that questions the age hierarchy in the reading process. Ultimately, the ironic illustrated book becomes a site of epistemological negotiation that fosters the development of critical thinking, interpretive autonomy, and narrative literacy in both children and their adult readers.