Academic literature on the topic 'Animated books'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Animated books.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Animated books"
1
SMEETS, D. J. H., and A. G. BUS. "The interactive animated e-book as a word learning device for kindergartners." Applied Psycholinguistics 36, no. 4 (2014): 899–920. http://dx.doi.org/10.1017/s0142716413000556.
Full textAbstract:
ABSTRACTElectronic picture storybooks often include motion pictures, sounds, and background music instead of static pictures, and hotspots that label/define words when clicked on. The current study was designed to examine whether these additional elements aid word learning and story comprehension and whether effects accumulate making the animated e-book that also includes hotspots the most promising device. A sample group of 136 4- and 5-year-old kindergarten children were randomly assigned to one of four conditions: static e-books, animated e-books, interactive animated e-books, and a control group. In experimental conditions, four on-screen stories were each presented four times during a 4-week intervention period. Children in the control condition played nonliteracy related computer games during the same time. In all conditions, children worked independently with the computer programs. Strong treatment effects were found on target vocabulary originating from the story. Pupils gained most in vocabulary after reading interactive animated e-books, followed by (noninteractive) animated e-books and then static e-books. E-books including animations and interactivity were neither beneficial nor detrimental for story comprehension. Findings suggest that electronic storybooks are valuable additions in support of the classroom curriculum with interactive animated e-books being the best alternative.
2
Donahue, Tim. "Animated Subject Maps for Book Collections." Information Technology and Libraries 32, no. 2 (2013): 7. http://dx.doi.org/10.6017/ital.v32i2.2892.
Full textAbstract:
Of our two primary textual formats, articles by far have received the most fiscal and technological support in recent decades. Meanwhile, our more traditional format, the book, seems in some ways to already be treated as a languishing symbol of the past. The development of OPACs and the abandonment of card catalogs in the Eighties and Nineties is the seminal evolution in print monograph access, but little else has changed. To help users locate books by call number and browse the collection by subject, animated subject maps were created. While the initial aim is a practical one, helping users to locate books and subjects, the subject maps also reveal the knowledge organization of the physical library, which it displays in a way that can be meaningful to faculty, students, and other community members. We can do more with current technologies to assist and enrich the experience of users searching and browsing for books. The subject map is hopefully an example of how we can do more in this regard.
3
Kusumawardhani, RR Mega Iranti, and Muhammad Cahya Mulya Daulay. "Indonesian Traditional Story Content in Animated Short Film." IMOVICCON Conference Proceeding 1, no. 1 (2019): 175–80. http://dx.doi.org/10.37312/imoviccon.v1i1.20.
Full textAbstract:
cahya.daulay@umn.ac.idIn Indonesia, generation who were born in late 1970 and beginning 1980 have more access to entertainment, compared to earlier generations. They read storybooks, children magazine and comic books, and listened to stories through audio-cassette and radio. There were various contents to choose from; H.C Andersen and Brothers Grimm’s classic stories, Disney’s classic fairy tales, European and American super hero comic books, and Indonesian traditional stories. Indonesian traditional stories were introduced and brought by local children magazines and recorded stories from audio-cassette.
4
Hao, Han, and Jinyao Liu. "Design Features and Creative Ideas for Short Videos in Multimedia Picture Books." Arts Studies and Criticism 3, no. 2 (2022): 159. http://dx.doi.org/10.32629/asc.v3i2.907.
Full textAbstract:
With the development of the mobile Internet, the interactive multimedia of children's picture books have become an inevitable trend. In the interactive multimedia picture book, the short animation video is the core form of its presentation, playing a vital role and directly determining the success or failure of the picture book. Multimedia picture books rely on creative creation, big data, Internet technology, and micro-video platform, and the development of the situation is very good. The innovative excavation of content information, the integration and development of media forms, and the pro-people characteristics of morphology and language make the role of short videos in the growing life of young people also cannot be ignored, and its ideological and political educational function role is also developing while facing many problems and limitations. In this paper, we explore the characteristics and creative ideas of animated short videos in interactive multimedia picture books, sort out some commonalities and laws of interactive multimedia picture book creation, and promote their healthy development.
5
Unsworth, Len. "Persuasive narratives: evaluative images in picture books and animated movies." Visual Communication 14, no. 1 (2015): 73–96. http://dx.doi.org/10.1177/1470357214541762.
Full text
6
Hans, Diah Maulidiya. "CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM." Pedagogy : Journal of English Language Teaching 6, no. 1 (2018): 57. http://dx.doi.org/10.32332/pedagogy.v6i1.1090.
Full textAbstract:
Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.
7
Unsworth, Len, Alejandra Meneses, Maili Ow González, and Guillermo Castillo. "Analysing the Semiotic Potential of Typographic Resources in Picture Books in English and in Translation." International Research in Children's Literature 7, no. 2 (2014): 117–35. http://dx.doi.org/10.3366/ircl.2014.0127.
Full textAbstract:
Picture books frequently make use of distinctive typography to indicate emphasis or evaluative expression, distinguish particular characters and contribute to the interpretive possibilities of the narrative in a variety of ways. However, the potential significance of typography is not always taken into account in discussion of the interpretation of children's literature or in picture book translation. In this paper we investigate the influence of typography in interaction with language choices on the interpretive possibilities of Oliver Jeffers' picture book STUCK (2011) and discuss the interpretive impact of the different typography and language choices in the Spanish translation, ATRAPADOS ( Jeffers, 2012 ). Our investigation is informed by recent semiotic work on typography and accounts of evaluative resources in English, drawing on systemic functional linguistics and its application to researching the literary narrative techniques of picture books. Our analyses illuminate the relationships among the narrative genre, grammar, typography and thematic interpretation of the texts and how the latter is influenced by translation. The importance of further exploration of typography in picture books and extension to the ‘animated’ typographical resources in electronic versions of picture books is briefly noted.
8
Ainiyah, Kurniyatul, Nurul Hidayah, Faradilah Putri Damayanti, Indana Nuril Hidayah, Juniardi Nur Fadila, and Fresy Nugroho. "Rancang Bangun Film Animasi 3D Sejarah Terbentuknya Kerajaan Samudra Pasai Menggunakan Software Blender." JISKA (Jurnal Informatika Sunan Kalijaga) 5, no. 3 (2020): 164. http://dx.doi.org/10.14421/jiska.2020.53-04.
Full textAbstract:
Indonesian people's knowledge about the history of kingdoms in Indonesia was decreased. Now the existence of history books was shifted by the rapid development of technology. Realized this, many educational institutions were involved in technology to their learning media. To support that, the writer will use technology to create a learning media, named 3D short animated films. This kind of film turned out to attract the publics' attention, ranging from children to adolescents. The animated film will be designed with the theme of the first Islamic kingdom in Indonesia, named the Samudra Pasai kingdom with a duration of approximately 3 minutes. this animated film was made by Blender software version 2.79. The design of this animation aims to increase knowledge as well as learning media for students about the history of the Indonesian people, especially the history of Samudra Pasai kingdom.
9
Aditiya, Muhammad Dwiyan. "Students’ Perspectives in Writing Narrative Texts Using the Animated Film." Ahmad Dahlan Journal of English Studies 9, no. 1 (2022): 27–36. http://dx.doi.org/10.26555/adjes.v9i1.36.
Full textAbstract:
This article investigated the students’ responses to narrative text through the animated film. The place of this study was one of the public schools in Yogyakarta Province. The subject of this study was eleventh-grade students. This study was implemented in three phases, e.g., the reconnaissance process, cycle one, and cycle two. The stages conducted in this study contained four steps: planning, implementation, observation, and reflection. Moreover, the type of data of this study was qualitative data. The technique of collecting data used in this study was the observation checklists and interview guidance. Furthermore, the technique of analyzing this study's data used descriptive statistics and descriptive analysis. The observation showed that the students’ perception of the students’ interest, attention, activeness, and concentration improved. Besides, the interview result showed that the animated film brought a sense of happiness and a reduced sense of distress among the students during the learning activity. The animated film was also considered a medium to replace conventional teaching methods, e.g., teaching books. The animated film was also a trigger for the students to give their attention during the ongoing class. The animated film was also regarded as an innovation in class activity (including teaching methods, learning ideas, and learning atmosphere) so that the class became alive.
10
Pratama, Hafiyyan Putra, Syifaul Fuada, Nadia Tiara Antik Sari, et al. "A training on digital book production for teachers at Lab School of UPI, Purwakarta." Community Empowerment 6, no. 9 (2021): 1585–99. http://dx.doi.org/10.31603/ce.5114.
Full textAbstract:
The Community Service Program (PkM) is designed to provide practical training on digital book production for teachers at Lab School of UPI, Purwakarta. This project was conducted offline with 9 participants, under the COVID-19 health protocol. The material was presented in 3 forms, termed face-to-face, Zoom video conferencing and the training video. Also, 4 open-source web-based softwares were explored, including Canva for book covers, Vocaroo as an audio explainer and Animaker for motion graphics-based videos. The results of these three applications were combined by Sigil into an EPUB-formatted digital book. Subsequently, the training employed an interactive format, with a combination of classical and practical activities. Based on the overall results, the participants were known to obtain extensive knowledge and hands-on experience in digital book compilation. These teachers were able to operate the digital tools to create book covers, online audio recording and animated videos, as well as integrate the independent copies into digital books. Furthermore, the material content, delivery method and practical implementation showed a satisfactory outcome by 86.2, 85 and 88%, respectively. Therefore, the newly acquired skills are expected to reflect on the teaching materials for online learning at SD Lab School of UPI Purwakarta, during the COVID-19 pandemic.
Dissertations / Theses on the topic "Animated books"
1
Nader, Alexander C. ""Infinite Earths": Crossmedia Adaptation and the Development of Continuity in the DC Animated Universe." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1420734509.
Full text
2
Acres, Harley Blue. "Gender bending and comic books as art issues of appropriation, gender, and sexuality in Japanese art /." Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007m/acres.pdf.
Full text
3
Baldwin, Frances Novier. "The Passage of the Comic Book to the Animated Film: The Case of the Smurfs." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84167/.
Full textAbstract:
The purpose of this study is to explore the influence of history and culture on the passage of the comic book to the animated film. Although the comic book has both historical and cultural components, the latter often undergoes a cultural shift in the animation process. Using the Smurfs as a case study, this investigation first reviews existing literature pertaining to the comic book as an art form, the influence of history and culture on Smurf story plots, and the translation of the comic book into a moving picture. This study then utilizes authentic documents and interviews to analyze the perceptions of success and failure in the transformation of the Smurf comic book into animation: concluding that original meaning is often altered in the translation to meet the criteria of cultural relevance for the new audiences.
4
Gong, Yu-Tin, and 宮郁庭. "Study on the Impact of animated electronic books on motivation for reading and creativity in kindergarten education." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/84608030971145694737.
Full textAbstract:
碩士<br>樹德科技大學<br>資訊管理系碩士班<br>104<br>This objective of this study is to use focus group approach tostudy the effects of using animated electronic books (e-book) on reading motivation and creativity of young children in kindergarten. Thirty children of three to six years old in a mixed-age class were recruited. During the 1-month study period, the teaching activities using animated e-books were videotaped and recorded, and in-class observation and questionnaire were implemented to assess the change and effect of e-book teaching on children’s reading interest, motivation and creativities.
The finding from this study is summarized as follows.
(1) The use of animated e-books in teaching through appropriate instructional design motive children to read.
(2) Teaching children via animated e-books increase children’s creativity.
(3) Animated e-books better attracts children’s attention, which helps achieve the goal of effective teaching.
In addition, Kindergarten teachers can use animated e-books as a multimedia tool to enhance the teaching quality so that the teaching activities are no longer limited to the traditional physical picture books. The use of animated e-books withtheir special effects and sound also help improve the teacher’s proficiencyin technology and resourcefulness of the internet information, which allows us to reach the ultimate goal of education in reading motivation and creativity.
Based on results of this study, we suggest that it is feasible and necessary to adopt suitable e-book content and teaching strategies in education activities. By appropriate use of animated e-books, teachers are more likely to identifysetbacks, discuss issues with students, and finally solve the problems. This is the essence of education.
5
Chiang, Po-Hui, and 江柏輝. "The Influence of Incorporating Animated E-Picture Books into English Course Learning—A Case in Fifth Graders of Elementary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/x723gb.
Full textAbstract:
碩士<br>華梵大學<br>資訊管理學系碩士班<br>107<br>The current study was designed to explore the influence of incorporating different types of electronic picture books into English teaching on reading comprehension and learning motivation of fifth graders. The quasi-experimental design method is employed in this study, with a total of 176 students from 7 fifth-grade classes of one elementary school in New Taipei City as participants. The classes are randomly distributed into experimental group which is composed of 4 classes and control group composed of 3 classes. Animated e-picture book and PowerPoint-integrated e-picture book were used to instruct by the researcher in the experimental group and the control group, respectively, and both groups’ students participated in a 40-minute lesson once a week for 6 weeks. Pre-tests of English reading comprehension and learning motivation questionnaire were took by the students before the experiments and so do post-tests afterwards. The data were analyzed and the results are as follows.
1.The English reading comprehension of the experimental group is significantly better than the control group, especially in average-achievers and high-achievers.
2.The English learning motivation of the experimental group and the control group both improves. However, there is no significant difference in them.
3.There is a positive correlation between the student’ English reading comprehension and learning motivation of the e-picture book.
6
Chen, Pin-fen, and 陳品分. "A Study of Facilitating EFL Young Learners' Vocabulary Acquisition and Reading Comprehension through Animated Picture Books and Cooperative Story Mapping Instruction (CoSM)." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/79168490833038949080.
Full textAbstract:
碩士<br>國立成功大學<br>外國語文學系碩博士班<br>97<br>Story reading has been attracting L2 teachers’ attention by activating learners’ creative imagination. Besides, the emergence of computerization and digitalization makes story reading in multimedia context which provides an audio and visual language input possible. However, learners may have wandering attention due to the diversity of the information from the multimedia materials (Sun & Dong, 2004). Thus, learning support, story grammar instruction in this study, is needed to facilitate the learning in the multimedia-based context. This study is to examine the effects of animated picture books and cooperative story mapping (CoSM) instruction on EFL young learners’ vocabulary learning and reading comprehension, which attempts to propose an instructional model of applying a multimedia material into traditional EFL classrooms.
This study included an experimental teaching, cooperative story composing, and two questionnaire surveys. One of the questionnaires was to probe students’ attitudes toward English learning and perspectives on their English competence; the other was to investigate student’ responses to the whole CoSM instruction. The study recruited 90 fifth graders of an elementary school in the southern part of Taiwan. Besides, this study lasted for one semester, which included four English story animations instruction and a story composing. For effectively engaging a successful cooperative learning, the instructor heterogeneously grouped the students into small groups of 5-6 members based on their language proficiency levels and introduced them the concept of the story elements, including characters, settings, problems, solutions and outcomes. After the story reading with multimedia animation, students cooperatively completed the story map. Then, the instructor led a whole-class discussion for identifying story elements. Students cooperatively created a new story based on story elements after the cycles of four story reading. A pre- and post- questionnaire exploring the students’ attitudes toward English learning and perceptions on their own English competence and a post-questionnaire investigating the participants’ responses toward the CoSM instruction with animated picture books were administered.
The collected data included the results of six quizzes about vocabulary and reading comprehension as well as those of two questionnaires, which were analyzed by descriptive statistics and paired samples t-test. The findings of the study were briefly summarized as follows:
1.In terms of vocabulary learning and reading comprehension, students improved their scores as implementing animated picture books combined with the CoSM instruction. It indicated that animated picture books combined with the CoSM instruction facilitated students’ English competence of vocabulary learning and reading comprehension.
2.There were differences for the performances of vocabulary learning and reading comprehension between high-EPL and low-EPL groups. Based on the scores of the four stories and the immediate posttest, low-EPL students significantly performed steady progress. However, high-EPL students did not. It implied that animated picture books combined with the CoSM instruction also facilitated lower-achievers’ English learning.
3.After animated picture books combined with the CoSM instruction, students significantly improved their attitudes toward English learning and perceptions on their English competence. It showed that animated picture books and the CoSM instruction enhanced EFL young learners’ attitudes about English learning and English competence.
4.The students responded positively to the animated picture books combined with the CoSM instruction. They expressed that animated picture books promoted their reading motivation, that story grammar instruction facilitated their vocabulary learning and reading comprehension. In addition, the students had positive attitudes toward cooperative group discussion but they held neutral attitudes about English story writing.
5.Through the instructor’s classroom observation, most of the students believed that English story writing activities improved their English competence. However, the students also had anxiety toward English story writing classes because they considered writing difficult.
The results indicated that learners had a positive attitudinal change toward English learning and perceptions on their own English competence. Moreover, their vocabulary learning and reading comprehension constantly progressed as the four story animated picture books were instructed. This study was expected to be the reference of practitioners to incorporate the multimedia teaching and learning materials into the English classroom instruction.
7
Mehta, Shubham. "Adapting Manga to live action." Thesis, 2016. http://hdl.handle.net/10539/22637.
Full textAbstract:
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg in partial fulfilment of the requirements for the degree of Master of Arts in Film and Television.<br>For this research project, I search for an approach to adaptation theory that may be better suited to adapting Manga (Japanese comics) to film. The American comic book adaptations in the last eight years have met with resounding success, and their increased number has also prompted a shift in what audiences and producers qualify as a successful adaptation. For example, 19 films that have been made by Marvel, Sony and Fox since 2008, were adapted from Marvel comics, but followed plot lines that varied greatly from that of the comics (IMDB.com, n.d). However, Manga adaptations have not met with the same level of success, and as such, I propose that a different approach might be necessary when it comes to adapting them.
To do so, I discuss how Japanese Manga has been adapted by Hollywood in the past, and why those attempts have been considered a failure, the key example being that of ‘Dragonball Evolution’ (James Wong, 2008), which was based on the famous series, ‘Dragon Ball’, created by Akira Toriyama in 1984. To conclude, I propose my approach to adapting Manga and support it with a short film adaptation.<br>MT2017
8
CHEN, YEN-JU, and 陳彥儒. "2.5D Animated Effect Application of A Digital Picture Book about Sibling Love." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/eg5upv.
Full textAbstract:
碩士<br>國立雲林科技大學<br>數位媒體設計系<br>105<br>According to the decade-long (2001-2011) population and family survey of the Ministry of Health and Welfare in Taiwan, the number of single-parent families has increased year after year, impacting the minds of parents and developing children alike and burdening some families economically. The main purpose of creating this picture book is to guide people in cherishing sibling bonds and support each other through life’s difficulties. Due to advancement in technology, we used 2.5D dynamic effects for diverse spatial and three-dimensional visual effects, complemented with sounds to create ambience so that it would leave a deep impression on the audience.
Through literature and related works, I analyzed “siblinghood in single-parent families”, “digital picture books” and “2.5D dynamic effects”, and the collected data became the foundation of my work. Following the completion of “A Smudge of Love”, we documented children’s reactions through non-participant observation and consulted experts about the dynamic effects of 2.5 D through interviews. From verification and revision on this work, I came to the following conclusions:
(1) 2.5D dynamic effects created a diverse spatial and three-dimensional visual experience, and it has been proven to perform better than the physical version, for it portrays the story in a lively and animated way, making it more widely accepted among audiences.
(2) The author created both digital and physical versions of the work, which meets the market demands of kindergartens, elementary schools and libraries
9
WANG, Chih-Ping, and 汪智萍. "Developing and Implementing Animated Augmented-Reality Picture Book for Elementary School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/70716770424037016862.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>圖文傳播學系<br>102<br>Recently, several international standardized measures of children’s reading comprehension competences indicated that Taiwan’s average performance of children’s reading ability has lifted. However, considerable gaps have still existed between urban and rural areas. This study used mobile augmented reality (AR) technique to develop a set of animations that in accordance with a designated picture book. I assumed that this self-paced, page-by-page synchronized animations could facilitate those children who lacked motivations in reading static printed materials. I first created the whole set of the animated picture book, including the traditional printed book, as well as the synchronized AR animations. I then implemented the AR animations with a mobile device (iPad) for each student in a second grade class at a selected elementary school. A motivation inventory, a reading comprehension test, and classroom observations were performed to evaluate student’s performances. The results indicated that students exhibited a high level of motivations and gained decent understanding of the story while the mobile AR animations were presented.
10
Chang, Chih-Hung, and 張至宏. "Development of an Animated E-book from Gender differences to Gender Equality." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/bf5t25.
Full textAbstract:
碩士<br>國立中央大學<br>網路學習科技研究所<br>105<br>Previous studies indicated that e-books were beneficial for educational settings while animated films also have positive effects on student learning. On the other hand, e-books and animation have different advantages. However, few studies integrated animation into an e-book. Thus, this research developed an animated e-book by incorporating animation films into an e-book. On the other hand, the animated e-book contains rich media, which may cause learners’ cognitive overload. However, not all of the learners can cope such cognitive overload. Thus, human factors are essential. In particular, gender is a relatively fixed and not malleable variable. Additionally, recent research suggested that gender differences existed in students’ attitudes toward multimedia technology and online learning. To this end, this research aimed to provide a gender equality animated e-book that can accommodate the preferences of males and females. More specifically, two empirical studies were included in this research. Study One targeted to examine how males and females used a Prototype of an Animated E-book System differently. Study Two attempted to develop the Animated E-book System that could provide gender equality based on the results of Study One.
The result from Study One showed that there were gender differences between males and females when the used the Prototype of the Animated E-book System. For instance, males emphasized on the functionalities of the animated e-book while females focused on the content of the animated e-book. In addition, males emphasized on the convenience of interacting with the prototype of an animated e-book while females focused on the vivid content presentation of the e-book mode.
The results obtained from Study One were applied to redesign the animated e-book, where diverse tools were provided based on expectation from males and females. According to the different preference of males and females, the operation of the animated e-book was improved and the presentation of the e-book mode was enriched. The results from Study Two indicated that gender differences were removed, in term of learning perception and learning performance. However, correlations between learning perception and learning performance were found for male students while no such significant correlations were shown for females. More specifically, males who had higher sensitivity to background music spent more time for completing the tasks. Moreover, males and females showed similar and different learning behaviors. Regarding differences, males and females demonstrated different preference with animated e-book. For example, males used diverse tools to assist themselves to read the e-book while females used diverse tools to complete the task. Therefore, males and females could use diverse tools provided by the animated e-book with their own strategies to achieve the same learning goals.
In summary, this research contributes to develop deep understandings of how to design animated e-books that were suitable for males and females. By doing so, the ultimate goal of providing gender equality contexts can be achieved.
Books on the topic "Animated books"
1
Sansthan, Rashtriya Sanskrit. Kathādaśakam: Kathadashakam : animated books for learning Sanskrit. Rashtriya Sanskrit Sansthan, 2009.
Find full text
3
Marty, Isenberg, and Cartoon Network (Television network), eds. Transformers animated. IDW Pub., 2008.
Find full text
7
Company, Walt Disney, Pixar (Firm), and Miniature Book Collection (Library of Congress), eds. A bug's life: An animated flip book. Mouse Works, 1998.
Find full text
8
Pictures, Walt Disney, ed. Walt Disney Pictures presents Dinosaur: Animated flip book. Mouse Works, 2000.
Find full textBook chapters on the topic "Animated books"
1
Wohlwend, Karen. "Chasing Literacies Across Action Texts and Augmented Realities: E-Books, Animated Apps, and Pokémon Go." In The Case of the iPad. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4364-2_4.
Full text
2
Glynne, Andy. "Drawn From Life: The Animated Documentary." In The Documentary Film Book. British Film Institute, 2013. http://dx.doi.org/10.1007/978-1-349-92625-1_7.
Full text
3
Tomei, Paolo. "Writing, textuality, politics in the Lucca of Bishops Berengar and Ambrose (837-852)." In Reti Medievali E-Book. Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-623-0.09.
Full textAbstract:
The article consists of two intertwined sections. In the first, I intend to reconstruct the processes of political and social transformation that took place in Lucca under the actions of Bishops Berengar (837-843) and Ambrose (843-852): foreigners appointed in succession by the Court. In order to do this, I will take the viewpoint offered by the numerous private charters preserved in the Archivio Storico Diocesano of Lucca. Secondly, I will present the first results of a study on the manuscripts of the same period preserved there – an heritage not yet fully explored and appreciated. I will focus in particular on the most-recently entered text in ms 490: the so-called Dicta Gelasii papae. It was written in a Carolingian hand that Armando Petrucci has compared to that of Bishop Berengar. The text constitutes an exceptional insight into the turmoil that animated the sacred palace after the «penitential reform» of 813, and which spread throughout the Empire within a general movement of correctio.
4
Boin, Arjen, Magnus Ekengren, and Mark Rhinard. "Understanding Creeping Crises: Revisiting the Puzzle." In Understanding the Creeping Crisis. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70692-0_10.
Full textAbstract:
AbstractThis chapter returns to the research question that animated the case studies and summarizes the findings of the chapters in this book. It offers provisional answers to our research question and formulates an agenda for future research. Much of the chapter is devoted to thinking through the implications of the creeping crisis perspective for the practitioner community. We build on our research findings to argue that the time for action is now and formulate a set of recommendations that can help jumpstart this agenda.
5
"Further Reading: Books, Discs, and Websites." In Prepare to Board! Creating Story and Characters for Animated Features and Shorts. CRC Press, 2015. http://dx.doi.org/10.4324/9780240818993-32.
Full text
6
Motte, Warren. "The Book, Inside and Out." In Revisioning French Culture. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781789620207.003.0017.
Full textAbstract:
Warren Motte’s treatment of the work of Edmond Jabès argues that Jabès’s work is animated by a meditation on the idea of the book. Motte contends that despite that sustained reflection, the status of the book in Jabès’s writing remains ambiguous. Indeed, his analysis shows that Jabès always defers a coherent, functional definition of the book. Motte underscores how that process of deferral—paired with the constant iterative process of crafting new interrelated books—has resulted in a powerful œuvre that gives the reader the sense of an ideal book, but one that never quite exists materially.
7
Treharne, Elaine. "‘Fingers Folded Me’." In Perceptions of Medieval Manuscripts. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192843814.003.0002.
Full textAbstract:
The second chapter brings to life the short Old English Riddle 26, which is traditionally regarded as an animated textual revelation of the process of producing an early medieval manuscript. In this case, the Riddle is solved as ‘Gospel-book’, an object designed to offer salvation for its readers and users. Through a close and detailed reading of the poem, including analysis of poetic techniques, it is clear that the poet had an expert knowledge of the methods and sensory effects of book manufacture and a keen perception of what a book could mean to those who enjoyed it. The Riddle suggests not only how readers might benefit from appreciating their reading as spiritual nourishment, but also provides evidence for thinking metaphorically of the book as an ‘edifice of letters’. Old English vocabulary for books reinforces the sense of the materiality of the object.
8
"Point of View in Picture Books and Animated Film Adaptations: Informing Critical Multimodal Comprehension and Composition Pedagogy." In Critical Multimodal Studies of Popular Discourse. Routledge, 2013. http://dx.doi.org/10.4324/9780203104286-21.
Full text
9
Reitherman, Wolfgang. "The Jungle Book." In 100 Animated Feature Films. British Film Institute, 2022. http://dx.doi.org/10.5040/9781839024450.0043.
Full text
10
Ispir, Burcin. "Interactive Media Steer in Educational Printing Materials." In Mobile Computing and Wireless Networks. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8751-6.ch065.
Full textAbstract:
The development of digital technology has been highly accelerated since the 2000s. New media environments, which increase interactivity, have been provided to users. With technological convergence, all environments in the category of new media have had the opportunity to work together. With the support of digital technologies, traditional media have also started to include elements that will allow interaction. Support of digital technology does not allow us to see that traditional media is an interactive media but it permits interactive media guidance. Newspapers, books, and magazines, which are located in the category of traditional media, support readers by directing them to interactive media with augmented reality applications. Augmented reality applications in printed materials has been used in many fields. In particular, course books, which protects the existence as the basic learning material of distance learning, can support its content with augmented reality applications. The features of augmented reality applications that allow the presentation of additional information, such as visual, audio, animated text, are discussed in this chapter.
Conference papers on the topic "Animated books"
1
Ruiz, Conrado, Sang N. Le, and Kok-Lim Low. "Creating animated pop-up books from the motion of 3D articulated characters." In SA'14: SIGGRAPH Asia 2014. ACM, 2014. http://dx.doi.org/10.1145/2668975.2668995.
Full text
2
Nash, Susan. "Mobile Learning Cognitive Architecture and the Study of Literature." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3179.
Full textAbstract:
The growing popularity of mobile devices, coupled with the ever-increasing number of high-quality e-books available for free download is causing a re-examination of core curriculum and instructional philosophies. Perhaps the most - making “great books” programs available and accessible - newly interesting, despite misgivings and political correctness of the last few decades. Distance learning via mobile devices, which incorporate some of the techniques of television and film, has made the classics of literature available and allowed people to have access to classics at a very low cost. At the same time, it has re-animated debates about the nature of study of comparative literature in a globalized world.
3
"Instilling the Value of Defending the State through Animated Educational Pocket Books for Early Childhood." In International Seminar of Research Month 2021. Galaxy Science, 2022. http://dx.doi.org/10.11594/nstp.2022.2402.
Full text
4
Wasfy, Tamer M., Hatem M. Wasfy, and Jeanne M. Peters. "On-Line University Physics Course Using Intelligent Virtual-Tutors, Virtual-Reality and Advanced Multimedia." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86755.
Full textAbstract:
A web-based self-paced university physics course, called the Virtual Physics Lab (VPL) is described. The VPL delivers both the lecture and lab components of a physics course using interactive virtual-reality simulations, high-end multimedia lectures and 2D/3D mini-games/exercises. The VPL’s interactive simulations are delivered in a video-game-like 3D photo-realistic virtual environment using real-time models to simulate typical physics experiments performed in the lab part of the physics course such as: frictional motion of a block on an inclined plane, vibrations of a mass-spring system and impact of particles. Students can change in real-time the parameters of the experiments and observe the effect on the experiment’s response and measurements. The multimedia lectures are delivered using a multimodal combination of speech and highlighted text delivered by near-photorealistic intelligent animated lip and gesture synched virtual tutors. The multimedia lectures include synchronized interactive 2D/3D animated illustrations and movies. A search engine and a hierarchical expert system allow the virtual tutors to answer natural-language questions and execute natural-language commands given by the student. Exercises in the form of mini-games that use relevant physics principles are used to increase the students’ interest in the material being taught and to test the student’s comprehension. The VPL’s interactivity and visually stimulating instruction will result in faster assimilation, deeper understanding, and higher memory retention by the students than traditional classroom/text-book instruction.
5
Tavares, Tatiana. "Paradoxical saints: Polyvocality in an interactive AR digital narrative." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.81.
Full textAbstract:
This artistic, practice-led PhD thesis is concerned with the potentials of polyvocality and interactive digital narrative. The practical project, Saints of Paradox, is constructed as a printed picture book that can be experienced through an Augmented Reality [AR] platform. The fictional story entails a woman who mourns the disappearance of her lover in the 1964 Brazilian coup d’état and lives for 40 years in a room of accumulated memories. IIn each illustration, the user can select three buttons on the tablet device that activates a different version of the story. Three narrators (saints) present interconnected but diverging interpretations of the events shaped by their distinct theological positions. The respective values of compassion, orthodoxy, and pragmatic realism distort details of imagery, sound, movement, and meaning. AR animated vignettes, each backed by a uniquely composed cinematic soundscape, allow characters to populate the luxuriously illustrated world. Candles flicker and burn, snakes curl through breathing flowerbeds, and rooms furnished with the contents of accumulated memories pulsate with mystery. The scanned image reviews an interactive parallax that produces a sense of three-dimensional space, functioning as a technical and conceptual component. Theoretically, the story navigates relationships between the real and the imagined and refers to magical real binary modes of textual representation (Flores, 1955, Champi, 1980; Slemon, 1988, 1995; Spindler, 1993; Zamora and Faris; 1995; Bowers, 2004). Here, meaning negotiates an unreliable, sometimes paradoxical pathway between rational and irrational accounting and polyvocal narration. The dynamics between the book and the AR environments produce a sense of mixed reality (actual and virtual). The narrative experience resides primarily in an unstable virtual world, and the printed book functions as an enigmatic unoccupied vessel. Because of this, we encounter a sense of ontological reversal where the ‘virtual’ answers the ambiguities presented by the ‘real’ (the book). In the work, religious syncretism operates as a reference to Brazilian culture and an artistic device used to communicate a negotiation of different voices and points of view. The strange and somehow congruous forms of European, African, and indigenous influences merge to form the photomontage world of the novel. Fragments of imagery may be considered semiotic markers of cultural and ideological miscegenation and assembled into an ambiguous ‘new real’ state of being that suggests syncretic completeness. Methodologically, the project emanates from a post-positivist, artistic research paradigm (Klein, 2010). It is supported by a heuristic approach (Douglass and Moustakas, 1985) to the discovery and refinement of ideas through indwelling and explicitness. Thus, the research draws upon tacit and explicit knowledge in developing a fictional narrative, structure, and stylistic treatments. A series of research methods were employed to assess the communicative potential of the work. Collaboration with other practitioners enabled high expertise levels and provided an informed platform of exchange and idea progression.
6
Zhang, Catty Dan. "Animating Mediums: From Visuality of Superimposition to Drawings for Afterimage." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.32.
Full textAbstract:
In her book Phantasmagoria, Marina Warner states a relationship between vision and mentality that “one kind of mental image was described as ‘eidetic’, referring to optical experiences that are retained in the mind’s eye with hallucinatory intensity. It comes from eidos, used by Aristotle for that which is seen, or ‘form, shape, figure’, both of something particular and of a generic kind of form, and it is related to ide in, to see, and eidolon, a shape, image, spectre, or phan-tom, also an image in mind, a vision or fancy”1.It was within a relatively short period of time— comparing with over a century long obsession of the aesthetics of superimposed moving sequences— that the discourse of animation in architecture has diverged its paradigm from analytical motion forms in the digital environment towards new possible optical experiences and atmospheric effects in physical spaces. Differing from the traditional cinematic model implemented in architectural design which stitches series of views through spatial organizations, recent investigations regarding these dynamic spatial effects have been largely inspired by mapping techniques, autonomous drawings, and hybrid mediums; or in other words- expanded operations on visuals. The long tradition of the spatiotemporal visual practice in forms of superimposed images, however, has taken on various trajectories transitioning from the static basis to animated implications. Historically used for capturing and representing motion, it is recognized identically assets of frames with discrete positions, where the animation virtually emerges from the viewer’s subconscious process of translation.