A multimodal discourse analysis of in-text images of Nigerian literature texts for primary schools

6.1 Datum one

Literature Textbook Title: Tom’s Good Habit

Summary: Tom, a young boy, develops a passion for reading with the help of his mother. He reads at school and at home, even without being told to do so. His friends prefer to play, but Tom remains committed to his studies. One day, while his friends are playing, Cynthia gets injured. Her friends try to help her but are not sure what to do. They call Tom, who uses his knowledge of first aid, learned from reading, to treat Cynthia’s wound. Tom’s friends, impressed by his ability to help, begin to understand the importance of studying. Tom’s mother praises him for his bravery and tells him he will become a good doctor, fulfilling his ambition. His friends also become dedicated to studying and go on to become successful in their chosen fields: Tom becomes a doctor, Gideon a pilot, Victor an actor, and Cynthia a nurse. Through Tom’s example, his friends learn the value of education and the importance of pursuing their dreams.

The first in-text image, captioned “Tom loved to read everyday”, conveys a young boy lying on a couch in his home, engrossed in a book. The positioning of the boy and the selection of visual elements in the image suggest several themes related to literacy, leisure, and forming of good habits. The boy’s posture indicates comfort and ease, with a visual that reading is a pleasurable and a relaxing activity for him. The books on the table shows that the boy is surrounded by more of reading material, perhaps indicating a culture of literacy in his home or community. A combination of the multimodal resources in the picture associates that act of reading as a “good habit”. The boy’s age, clothing, and setting all indicate that he is relatable and can be approached, which could be a deliberate choice by the textbook’s creators to resonate with the young readers. Additionally, the use of color in the image, such as the warm lilac tones of the couch and the boy’s clothing, could evoke a feeling of comfort and safety, further reinforcing the positivity associated with reading and literacy. Also, the boy’s clothing which is a short and a round t-shirt suggests that he could be easily approached because he is unofficially dressed.

The second in-text image, captioned “Tom became a good example to the class”, shows a classroom scene, with a teacher standing in front of a group of students. The teacher is shown with a caring and supportive gesture toward a young boy, whose closeness to the teacher suggests a relationship of trust and mentorship simply by putting her left hand around the student. The image highlights the importance of the teacher-student relationship in fostering a positive learning environment and promoting the development of good habit. The teacher is depicted as a young woman, which challenges traditional gender stereotypical in Nigeria society and suggests that woman can be effective and respected educator. Her purple dress and white camisole, combined with the bright yellow of the students’ uniforms, creates a visually appealing color scheme that adds to the positive tone of the image. She does not have a cane or express a mood that shows that she is not in a good term with the student. By this, we could process that the condition surrounding the narration helps us to consider the situation around a pleasant one. Together, these elements create a strong visual message that promotes the values of education, mentorship, and gender equality. Through the classification process, we could see that the young woman is classified as the teacher and other human vector aside her are classified as students.

In the third in-text image, captioned “Tom chose not to play with his friends but stay behind to study”, a young boy is shown standing inside his home, separated by the window rail from a group of other children who can be suggestively seen as his friends outside. The distance between the boy and his friends, with the former remaining inside while the latter are outside, feature the contrast between the boy’s preference for reading and his friend’s preference for play. The physical separation further stresses this conflict and the themes of individualism and conformity.

The fourth in-text image, captioned “Cynthia got injured during the play”, depicts a group of children in a state of distress, with a young girl injured on her leg. This is depicted with the flow of blood and a wailing countenance, and the two boys tending to her. The vivid expression of fear and pain on the children’s faces, combined with the visual cues of the injury and the supportive gestures of the boys, create a strong emotional response in the viewer. The scene appears to be consequence of the children’s decision to play rather than study, which reinforce the themes of responsibility, consequences, and the importance of prioritizing safety and well-being.

The fifth in-text image portrays a group of three children, with one girl suffering from an injury from the previous in-text image and two boys trying to tend to her wound. The addition of a third boy, who is identified by his clothing as a friend who prefers reading to playing, creates a visual representation of the character’s values and contribution to the scene. The act of one boy pouring sand on the wound, with the other boy attempting to stop him, highlights the importance of appropriate medical care and the likely dangers of well-intentioned but misguided actions.

The sixth in-text image, captioned “Tom cleaned up Cynthia’s wound”, depicts a group of children washing the injured girl’s wound in a clean and well-kept bathroom. The smile on the boy washing the wound suggests progress towards recovery, while the fearful expressions of the other children reflect their continued concern for their friend’s wellbeing. The shift from the improvised first aid in the previous image to the more proper and effective cleaning of the wound illustrate the use of proper medical care and the consequences of delaying or neglecting treatment.

The seventh in-text image, captioned “Tom enlightened his friends on the importance of reading”, shows a group of four children discussing and gesturing, with the boy who prefers reading leading the conversation. The expression on his face and the outstretched limbs of the characters suggest that he is making a compelling argument in favor of reading, with the other children actively engaged in the discussion. The image provides a visual representation of a shift in perspective and awareness, where the children are beginning to recognize the benefits of reading and learning, particularly in the context of the girl’s injury.

The eighth in-text image portrays the three children from the previous scene in a reflective mood, each deep in thought. The absence of the boy who advocated reading suggests that his message has left a lasting impact on the group, leading them to consider the importance of education and literacy. The children’s posture and expressions reflect the aftermath of the conversation, with the girl in particular appearing to have been deeply affected by the earlier conversation.

The ninth in-text image, captioned, “Tom gave his friends his books to read”, depicts a group of children sitting on an orange couch and reading books, with the boy who advocated reading sharing books with his friends. The presence of multiple books labeled as “story books” emphasizes the theme of literacy and reading as a shared experience. The image shows a clear shift in the children’s behavior, with the three friends now actively engaged in reading, suggesting that the boy’s message has been successful in inspiring a newfound interest in literacy.

The tenth in-text image, captioned “Tom and his friends read together in school”, shows a group of students in a classroom, with three of the students engaged in reading and the rest not reading. The absence of the teacher in the image suggests that the students are reading voluntarily, not as part of a required class activity. The image highlights the theme of individual choice and agency in literacy, with the three students choosing to engage in reading even when not instructed to do so.

The eleventh in-text image depicts the four friends from previous images, suggestively, now grown up and dressed in different professional uniforms. A boy is wearing a doctor’s uniform with a stethoscope, the girl is wearing a nurse’s uniform, another boy is wearing a pilot’s uniform and the fourth boy with a gun is suggestively dressed as a soldier. The image emphasizes the transformative power of education and literacy, suggesting that the children’s interest in reading and learning has paved the way for successful careers in a variety of fields.

These images not only serve as visual aids to accompany the accompanying text, but they also hold salient pedagogical implications that can promote the learning experience for students. In promoting reading culture and providing positive role models, these images align with educational goals related to literacy development and a love of reading, as emphasized in the Common Core State Standards. They promote reading culture in the target audience with emphasis on the importance of reading for leisure and personal upgrade. These images further emphasize the positive impact that caring and supportive teacher can have on a student’s learning and development, promoting the importance of mentorship and role models in education, as advocated by UNESCO’s Education 2030 Agenda. Another pedagogical implications explored through the in-text images are individuality and conformity by providing a visual representation of the tension between individual preferences and social pressures, which can prompt teacher-student discussion about the importance of self-expression and balancing personal interest with group differences. Also, the in-text images create safety awareness highlighting the importance of caution when engaging in physical activities, particularly among young children. This provides an opportunity for teachers to discuss safety protocols and responsible behavior with their students, instilling awareness of certain risks and the value of prevention. These themes align with educational goals related to social-emotional learning, 21st-century skills, and lifelong learning, as emphasized in the Nigerian Education Curriculum Framework. These images also stress the importance of first aid knowledge and skills, particularly among young children who may encounter injuries or emergencies. It can be used to promote health education among young students, with emphasis on the need for prompt and appropriate medical attention when dealing with injuries or illnesses. The pedagogical implication of teamwork and support among peers, particularly during challenging or stressful situations as portray in images six to eight. These images can be used to encourage students to engage in self-reflection and consider alternative perspectives, promoting a more holistic and thoughtful approach to learning. By this, literacy can be a social and communal activity, rather than a solitary pursuit. This can help break down negative associations with reading and promote a more inclusive and supportive culture of literacy among young minds to develop a genuine interest in and motivation for reading if they are given the opportunity to engage with reading on their own terms. Image eleven promotes the idea that literacy and education as foundational skills that open up a wide range of career opportunities. This can inspire students to think critically about their own career goals and the types of skills and knowledge they need to achieve those goals.

In summary, the in-text images in Tom’s Good Habit not only reinforce the message of the accompanying text, but they also hold pedagogical implications that can enrich the learning experience. By leveraging these images to engage their students in discussions about these important themes, teachers can create a more well-rounded and engaging learning environment, fostering lifelong skills and a love of learning.

6.2 Datum two

Literature Textbook Title: Vanity

Summary: The story revolves around Alani, a young boy who accidentally spills a powerful charm on himself, causing him to grow at an alarming rate. This creates concern among the people in his community, as Alani begins to intimidate and threaten them. Despite efforts by the village priest and young leader, Aderemi, to control Alani, he breaks through the strong chains used to restrain him. However, a young man named Ola obtains a special rope from a wizard, infused with powerful charms, which successfully binds Alani. Through Ola’s words, Alani comes to realize the error of his ways and apologizes for his actions. The rope remains tied around him as a reminder of his past behavior, and he resolves to change his attitude, realizing that his behavior had been driven by vanity and self-centeredness. The story serves as a cautionary tale about the dangers self-centeredness, and the importance of humility and self-reflection in order to live harmoniously in a community.

The first in-text image, captioned “Alani crawled into his father charm room”, portrays a baby boy as he starts his journey towards a life of vanity. The suspicious expression and the manner in which he crawls, hint at the mischief that is about to unfold. His age as a toddler and clothing which is a short and a shirt in this image provide context for his growth in subsequent images. The second in-text image, captioned “he spilled the hot charm over his body”, reveals the consequences of the baby’s mischief as the fallen stool, spilled bowl, and the baby’s tears highlight the impact of the situation. The spilled substance, which is a charm, foreshadows the future events depicted in subsequent images. This third image, captioned “Alani’s mother accused Alani’s father of being careless with the charm concoction”, portrays the shock and confusion of the baby’s parents. Their facial expressions and body language suggest a hot argument about what has just befallen the baby. In this final image, we see the result of the spilled charm. The giant is depicted as half-dressed, emphasizing his carelessness and selfishness. His size compared to the humans suggests the power and authority he now wields due to the spilled charm and his mother’s fear. The fact that he is requesting tomatoes may foreshadow his use of his newfound size to intimidate and manipulate others for personal gain.

This image depicts a conversation between two elderly Yoruba men wearing traditional attire, suggesting a discussion of cultural or community importance. The tree under which they are sitting is often associated with wisdom and communal gathering spaces in Yoruba culture. This image gives us a more traditional outlook of the setting of the novel exposing students to understand their traditional milieu. In the next image, captioned “The seven virgins needed for the ritual with the priest”, one of the elderly men addresses a group of traditionally dressed children, who appear to be listening intently. The girls are wearing white wrappers, while the boys are in shorts, suggesting traditional dressing ethic in Yoruba culture. The white wrapper for the girls could suggestively mean a sign of innocence or rather being virgins. In the third image, the children are seen with the elderly man, who carries a Calabash at the foot of a mountain, where the elder pours the contents of the Calabash. The mountain could represent a sacred or important location in Yoruba culture, perhaps for performing rituals or communicating with the spiritual realm. From the fifth and sixth images, we could clearly see a change in activities and discussion. The participants and their setting in these images are entirely different from what we have in the preceding images and the involvements of these new characters shows that there is a change in conversation. The two men are seen conversing, with one handing the other a long and big chain. These images, particularly those involving the children, elders, and the mountain, suggest that a culturally significant event is taking place. The Calabash and the chain could be objects used in a ritual or a symbolic act. This could be a valuable opportunity to introduce students to Yoruba traditions and to foster their appreciation for other cultures.

The first image, captioned “Alani, the giant was tied by a group of the village youth”, portrays that the giant is being tied by a group of men, but in the following image, he breaks free, striking fear into one of the men who had attempted to restrain him. In the sixth in-text image, captioned “the village youth leader’s visit to the wizard in search for solution”, a young man turns to a dark-wizard-like figure for assistance in subduing the giant. The dark-wizard-like figure’s mysterious appearance, complete with traditional attire, shows his role as a mystical figure. The wizard is seen mixing various ingredients, perhaps to create a magical concoction that will aid in the control of the giant. In the last image, captioned “the wizard gave the young man a thread”, the wizard presents the team lead with a thread-like object, surprising him and perhaps offering a solution that had not been considered before. This shift from traditional chains to a mysterious, wizard-created object hints at the escalating stakes and the lengths that the team will go to in order to contain the giant who is a pain in their butt due to its size.

In the first image, captioned “the youth leader presented his team the new object with which to capture the giant”, the man who the thread-like object was presented to who can now be described as the team lead reveals object to his team, who appear surprised and perhaps uncertain about its significance. This moment seems to establish the object as a potential game-changer in the team’s efforts to subdue the giant. This image depicts the team successfully tying the giant with the thread-like object without the giant’s aggressive protest. The absence of a subsequent image showing the giant breaking free suggests that the object is indeed more powerful than the chains previously used, which presents the potency of the wizard’s magical abilities. With the giant now restrained, the story appears to be approaching a peak. The images seem to suggest that the narrative is building towards a resolution. With these images, we can see that the story is reaching a turning point. The successful restraint of the giant represents a victory for the team.

These in-text images bring the story to a climactic close, offering insights into the giant’s character development. The first image, captioned “Alani tried to break free from the rope”, shows the giant straining against the thread-like object that binds him. The tension in his posture suggests that he is struggling to free himself from the magical constraints, highlighting the power of the wizard’s sorcery. The remorseful expression on the giant’s face as he listens to the team lead implies a sense of guilt or regret on his attitudes. Perhaps the consequences of his previous mischievous behavior are now dawning on him, prompting a change in his attitude and demeanor. The following image reinforces the giant’s change of heart, as he is seen pleading with the team lead. These images depict the giant’s transformation from a selfish, mischievous character to one who recognizes the error of his ways and seeks forgiveness. This shift in the giant’s character provides a poignant conclusion to the story, demonstrating the power of self-reflection and redemption.

By pedagogical implication, these images illustrate the consequences of reckless behavior, demonstrating to students the importance of considering the potential outcomes of their actions. Also, the contrast between the vulnerable baby and the powerful giant provides a visual representation of power dynamics, helping students understand how power can be used for either positive or negative ends. Although, the text creator has used these visual elements to show that each individual is absolutely responsible for his/her life irrespective of being and child or an adult. These images further depict cultural awareness by showcasing Yoruba elders, rituals, and traditional attire, these images could foster an understanding and appreciation for Yoruba culture among young readers. Pedagogically, these visuals provide an opportunity for teachers to discuss with their students topics that intersect with Nigerian culture and literature, while fostering an understanding of personal accountability, empathy, and growth. In doing so, these images can be linked to curricular components such as Nigerian Language Arts or Nigerian History. From the in-text images, we can pedagogically imply that these images introduce students to magical realism by depicting the dark wizard and genre of magical realism, which is prevalent in Nigerian literature. This could spark discussions about the blending of reality and magic in storytelling and its role in cultural expression. As a pedagogical tool, these images could encourage students to reflect on the role of magic and superstition in shaping societal norms and resolving conflicts. These images can provide valuable lessons for students about the importance of accountability and empathy. They can also promote discussions about the ways in which literature can teach us about the complexities of human nature and the potential for personal growth and change. These images continue to build on the themes of power dynamics and the struggle for control in the narrative, while also introducing new elements of magic and sorcery.

6.3 Datum three

Literature Textbook Title: The Cornerstone

Summary: “The Cornerstone” tells the story of a family of seven, living in poverty in Ibadan. To improve their situation, they decide to move to Lagos in search of better opportunities. However, their struggles only intensify, with the father finding no success in his various jobs and the mother trying to sell foodstuffs to make ends meet. Amidst these challenges, the mother becomes pregnant with twins. One day, while the twins, Taiwo and Kenny, are playing on the street, they are involved in a terrible accident. Kenny is struck by a speeding motorcycle resulting in a spinal injury that leaves him unable to walk. Despite this setback, Kenny remains determined to succeed and becomes a talented athlete, competing in disabled sports competitions. Taiwo, meanwhile, completes his education and finds a good job, but becomes arrogant and cuts ties with his family. However, his actions catch up to him and he is eventually fired from his job. In a twist of fate, Kenny becomes a successful athlete, winning a major competition and using the prize money to support his family. This leads to a reconciliation with Taiwo, who returns to his family and apologizes for his behavior.

The first image, captioned “Mrs Ade and her five girls were hungry as they had not eaten since the day began”, conveys the exhaustion and weariness of the mother and her five daughters. Their unpleasant facial expressions and unkempt appearance suggest the strain of poverty. The man’s surprised expression and body language indicate his shock at their condition, adding to the narrative of the family’s plight. The intensity of the conversation between the two men in the second in-text image is clear, with their gesticulations and tight eyelines suggesting an emotional exchange. The fact that they are in a grocery store could suggest that the conversation involves the family’s finances and survival, perhaps with the man imploring the other for help or support.

This image, captioned “The house was flooded after a heavy downpour”, is charged with a sense of chaos and desperation. The family’s home is flooded, and the mother is frantically trying to save her children while the father struggles to help the situation. The water spilling out of the house, combined with the worried and unhappy expressions of the family members, paints a stark picture of the dangers and challenges they face. The second image highlights the strain the family is facing, with the man and woman locked in a tense conversation. While their eyelines concentrate on themselves, the intensity of their expressions and body language suggest that they are struggling with a difficult situation, perhaps discussing the implications of the flood or other urgent matters. This image continues to emphasize the family’s struggles and the emotional toll that poverty and disaster can have on a family.

The first image, captioned “Mrs Ade tried to take traditional drug to terminate the pregnancy”, suggests that the woman is engaging in a questionable or even dangerous act, with her expression and body language conveying a sense of secrecy or deception. The bottle and its cover, and the husband’s shocked reaction, create a suspenseful atmosphere and raise questions about the contents of the bottle. The second image, captioned “The family welcomed the twins”, reveals the arrival of the twins, with the woman holding them and another woman at the door, presumably coming to offer congratulations. The presence of the twins brings a sense of joy and hope to the narrative, while also raising questions about their significance to the story.

This image, captioned “Kenny was involved in a ghastly accident”, depicts a sudden and unexpected accident, with a bike hitting a young boy, seemingly distracted by his phone and earpiece. The presence of a truck and car nearby emphasizes the chaotic nature of the scene, while the grieving boy highlights the emotional toll of the accident. The inclusion of the bike and earpiece could be read as a cautionary tale about the dangers of distraction and carelessness. This image reveals the aftermath of the accident, with the boy’s parents and a doctor discussing what appears to be serious news. The somber expressions on their faces suggest that one of the twins may have been involved in the accident, creating a sense of foreboding and uncertainty in the story. This image also emphasizes the emotional impact that tragedy can have on a family, setting up the next chapter as a pivotal moment in the narrative.

This image shows the boy now in a wheelchair which is an aftermath of the accident. The wheelchair serves as a visual representation of the lasting impact of the accident and the challenges that the boy now faces. The unhappy expressions on his face indicate that he is grappling with the reality of his injury and the implications for his future.

This image, captioned “John advised Kenny to pursue other opportunities regardless of his physical challenge”, offers a glimpse into the boy’s life after the accident and the beginnings of a new chapter. The image shows the boy in a wheelchair, crafting shoes in a workshop. The presence of the other boy, who has not been seen in previous images, suggests that the boy has forged a new connection or relationship, perhaps indicating a turning point in his journey. The assortment of shoes and slippers reinforces the idea of the boy finding a new path and purpose, despite the challenges he faces. This image features the theme of resilience and self-determination in the face of misfortune. The boy’s decision to pursue a new skill and profession, despite his injury, demonstrates his determination to forge his own path and find meaning in his life.

The first image, captioned “Kenny seek Taiwo help for the family”, depicts the brothers in their respective circumstances, with the twin on the wheelchair seemingly struggling while his brother appears comfortable and well-off. The contrast in their expressions and clothing highlights the rift between them, suggesting that their relationship has become strained. The second image is a scene of turmoil and devastation, with the family being forcibly evicted from their home by armed police officers. The aggressive behavior of the officers and the helplessness of the family members create a sense of despair and injustice. The boy on the wheelchair and a girl pleading with a policeman serve as a powerful symbol of vulnerability and the family’s struggle to cope with their circumstances. These images represent how the family’s hardships have escalated to a point where they are in danger of losing their home and their sense of stability. These images depict a heartbreaking moment in the family’s story, where their poverty and conflict have reached a critical point. The contrast between the relative comfort of the successful twin and the desperate circumstances of the rest of the family adds another layer of complexity and emotional intensity to the narrative.

The boy’s body language, combined with the visual elements that convey his speech, indicate that he has made a significant decision, perhaps relating to his future or his family’s situation. His determined expression and forward-moving wheelchair suggest that he is ready to take action and confront whatever lies ahead. The second image, captioned “Kenny discussed the national competition of the physically challenged with John”, shows the boy in discussion with his friend from the workshop, conveying a sense of excitement and possibility. The energy and enthusiasm in their expressions suggest that they are hatching a plan or discussing an opportunity that could change the course of the boy’s life. These images represent a turning point in the boy’s story, as he begins to take charge of his own destiny and pursue opportunities that can help him and his family.

The interaction between the boy on the wheelchair and the man of influence suggests a significant opportunity for the boy, given the man’s apparent status, his choice of clothing meant well-to-do in the Nigeria setting and the presence of his armed escorts. The cordial nature of the conversation, evidenced by their relaxed demeanor, and the exchange of something between them, may hint at a potential financial or professional connection that could change the boy’s circumstances.

The image of the young man, captioned “Taiwo was being accused of fraud by the company”, shows him handing over a key-like object to the suited men in the office setting, suggesting a forced or distressing transaction, particularly given his unhappiness and use of the handkerchief. The papers and pen on the desk hint at the legal or financial nature of the exchange, possibly involving a title or possession of some kind. The second image portrays a regal gathering, featuring a well-dressed young man in regalia and the family members, still dressed in their earlier clothing to depict the relationship between the previous in-text images and this. The fact that the woman is observing while her husband appears to be engaged in a conversation suggests a significant event or revelation, perhaps involving a change in status or authority.

In these images, the author sets up a captivating narrative that invites readers to empathize with the family’s journey, explore themes of hardship, resilience, and personal agency, and consider the impact of poverty, inequality, and social support systems on individual lives. Pedagogically, these images offer an opportunity to engage in discussions with students about empathy, decision-making, community support, goal-setting, and personal growth, all while connecting these themes to real-world curricula like the Nigerian Federal School Curriculum or the Sustainable Development Goals. Overall, these in-text images in the narrative are an effective tool for engaging students in discussions about complex social and personal issues while also fostering empathy and critical thinking skills. By engaging the students with the themes and pedagogical implications of these images, teachers can create an enriching and thought-provoking learning environment for their students.

6.4 Datum four

Literature Textbook Title: Procrastination

Summary: “Procrastination” tells the story of two brothers, Jimi and Femi, who have opposing attitudes toward life. Jimi, the older brother, has a chronic habit of procrastinating, while Femi is diligent and responsible. Despite their parents and teachers’ efforts to encourage Jimi to change his ways, he continues to put off tasks until the last minute. In university, Jimi’s procrastination leads him to engage in exam cheating and he almost gets expelled. After graduation, Jimi’s procrastination persists, causing him to delay fixing his car. One day, he rushes to a meeting and hits a hawking girl, resulting in her death. Femi, a lawyer, tries to help his brother but is unable to mitigate the consequences of Jimi’s actions. As a result, Jimi is sentenced to prison.

From the first image, captioned “Femi tried to advise his brother, Jimi to complete is assignment before going out to play”, we can infer that the two children are siblings, perhaps brothers, based on their similar age and location in the same house. The presence of a book suggests that the children are engaged in a discussion related to schoolwork or education. In the second image, the woman’s presence and clothing which depicts locally clothing of wrapper and a blouse as well as head gear suggest that she is their mother, possibly intervening in their discussion or providing guidance. The similar location and background in both images confirm that they are within the same household. The third image, captioned “Mrs Apata purnished Jimi for not attending to his assignments”, depicts a disciplinary scene, where the mother appears to be reprimanding and punishing one of the children, presumably for misbehavior. As we analyse these in-text images at the representation metalinguistic level, we can see how the visual elements convey meaning beyond the text itself. For example, the facial expressions and body language of the characters add depth to the narrative, providing insights into their emotions and intentions.

The first image here, captioned “Mr. Apata decided to tutor the children on the consequences of procrastinating”, depicts a one-on-one conversation between the father and the younger brother, emphasizing the intimacy of the moment through the boy’s hand on the father’s lap and the closeness of their positions. The meditative nature of the conversation and the boy’s attentive expression suggest a moment of bonding, perhaps indicating that the father is imparting wisdom or values to his son. In the second image, the change in setting to the dining table and the father’s standing position may indicate a shift in the conversation’s tone, perhaps from a more private and personal interaction to a more formal or didactic one. The meditative expressions on the boys’ faces suggest that the father’s words are having an effect, despite their initial unhappiness. Together, these in-text images suggest that a larger conversation is taking place within the family, potentially centered around a lesson or teaching moment that the father is trying to impart to his children.

The first image, captioned “Femi was curious to find the word Procrastination on a truck”, provides an immediate connection to the theme of procrastination by drawing attention to the word itself on the truck. The boy’s surprised expression suggests that this is a new or unfamiliar concept for him, perhaps indicating that it will be an important topic in the narrative. In the second image, the intensity of the conversation between the two boys creates a sense of drama and tension. The standing boy’s gesture and expression suggest that he is expressing a strong opinion or taking a stance on an issue, while the other boy appears to be listening and engaged in the discussion. Together, these images convey the emergence of a central conflict or debate, potentially related to procrastination or a similar theme.

In the first image, the presence of a teacher, students, desks, and a blackboard suggest a traditional classroom environment, creating a context for learning and discussion. The teacher’s posture and the students’ attentive expressions suggest a meaningful or an important discussion taking place. The second image focuses on the interaction between the student and the teacher, emphasizing the student’s active role in the conversation and the teacher’s interest in listening and understanding. This image could indicate a strong student-teacher relationship and a sense of intellectual engagement. Finally, the third image, captioned, “Femi further asked his father to explain the meaning of the word Procrastination”, returns to the boys at home, continuing the conversation that began earlier in the story. The repetition of this image and setting reinforces the idea that the conversation is ongoing and important to the development of the characters and their relationship.

The first image in this chapter, captioned “Johnson was caught impersonating Jimi in an examination”, depicts an exam situation, with students writing and the teacher’s authoritative posture suggesting a high-stakes or tense environment. The use of chairs, desks, and the window as non-human vectors contributes to the atmosphere, emphasizing the enclosed and focused nature of the exam setting. In the second image, the close inspection of the student’s paper by the teacher creates a sense of anticipation and anxiety, with the student’s fearful expression indicating a potential negative outcome. The third image introduces a new setting, the teacher’s office, which provides a more private space for the conversation between the student and the teacher. The student’s submissive posture, with hands in a pleading gesture, suggests a power imbalance in the relationship, while the teacher’s upright stance and placement behind the desk reinforces their authority. The introduction of the second student in the fourth image, with his mischievous expression and fingers in his mouth, suggests that he may be a source of trouble or distraction for the teacher and the other student. The final image, captioned “Jimi pleaded with Mr. Gbenro to rewrite the exam instead of being expelled”, completes the narrative, with the second student now prostrating in a pleading gesture, suggesting a significant transgression or offense. The teacher’s posture and expression remain unchanged, maintaining a sense of authority and tension in the scene.

The first image in this chapter creates a dramatic and tragic scene, capturing the immediate aftermath of an accident in which a girl hawking has been run over by a car. The shocked reactions of the onlookers and the frightened expression of the driver emphasize the gravity of the situation. In the second image, the use of the handkerchief to wipe away tears suggests a sense of guilt and remorse on the part of the driver, while the body of the deceased girl on the floor and the mournful expressions of the onlookers further add to the somber mood. The third image, captioned “Jimi was arrested by the police”, introduces an element of authority and potential consequences, as the police officer adds a sense of legal and formal weight to the situation. The bowed head of the driver and the man’s serious expression suggest a conversation about responsibility and accountability. In the final image, the absence of the police officer but continued conversation between the driver and the man suggests that the incident is being dealt with on a more personal level. The tense and unhappy expressions of both individuals reinforce the gravity of the situation and hint at potential ongoing aftermath.

At the pedagogical level, these images can serve as a starting point for discussions about sibling relationships, parent-child relationship, and social norms around discipline and misbehavior. For example, students could discuss the different ways that the father interacts with each child and how those interactions might impact the children’s feelings and behavior. This visual storytelling provides opportunities for students to explore themes such as friendship, peer pressure, and the role of personal experiences in shaping one’s perspectives and actions. The images provide appropriate visual elements to further depicts these themes as they can be discussed in class. These images also explore student-teacher relationship positioning teacher to engage students in thought-provoking conversation in class such as ethics, integrity, and the consequences of misbehavior or rule-breaking and importance of maintaining academic honesty. Pedagogically, teachers can further explore discussions on themes related to morality, responsibility, and the consequences of actions.