Abstract
Picture books for children presume the prior existence of a set of reading practices and conventions, as well as institutions that promote reading. In the Indian context, however, picture books have to do double duty to meet other needs as well, like enhancing literacy for one, and also satisfying the social and cultural needs of children who are first-generation learners. This article examines the issues at stake for publishers and educators interested in furthering reading and in producing books that render the act of reading by children socially and culturally meaningful.
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