Postmodern picturebooks do not follow the established norms of traditional picturebooks and instead invite readers to navigate nonlinear structures and attend to metafictive devices, including counterpoint and multiple narratives, experimental typography, nonlinearity, intertextuality, and ambiguities in meaning. These qualities challenge readers to become cocreators of the story. This study examined the meaning-making young children expressed through multimodal responses after they listened to five postmodern picturebooks. This study was designed as a qualitative investigation with 18 first-grade participants in a public school classroom. The data collection happened over 5 weeks. The participants listened to five postmodern picturebooks read aloud, one per week, for 5 weeks. Each book was read twice during the week, and the students were asked to write, draw, or write and draw a response to the picturebook. The teacher-researcher collected 90 samples of students' multimodal artifacts and recorded observational field notes. All research documents were analyzed and coded using a constant comparative approach. The data revealed that the participants were successful in making meaning of these nontraditional picturebooks without direct instruction or formal class discussion. Although they were not directed to do so, all 18 participants emulated a number of the metafictive techniques used in the postmodern picturebooks in their own multimodal responses, either in the writing, the drawing, or both. Postmodern picturebooks should be included in literacy programs as early as the first-grade curriculum. Providing books such as these mentor texts and class discussions naming metafictive techniques may enrich learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]