Relevant bibliographies by topics / Book for young

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Book for young'

Author: Grafiati
Published: 24 April 2022

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Journal articles on the topic "Book for young"

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Gallagher, Jennifer, and Melissa Wrenn. "Young, Gifted, Black . . . and Country:." Theory & Practice in Rural Education 10, no. 2 (2020): 46–62. http://dx.doi.org/10.3776/tpre.2020.v10n2p46-62.

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This article shares findings from a critical content analysis of five contemporary nonfiction children’s books. Each book centers on a gifted Black historical figure who spent at least part of their childhood in a rural setting. The analysis, using a funds-of-knowledge and community-cultural-wealth approach, revealed the situated nature of the child’s giftedness, including intersectional oppression they faced, various ways they enacted giftedness within their rural setting, and a reciprocal relationship with their community. In each book, the youth’s giftedness was supported by the community but also positively impacted the community.
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Dawkins, Beth Kara. "This Book or That Book? A Book Selection Study, Book Selection Checklist, and How Educators Can Select Books That Engage Young Readers of Color and Possibly Improve Reading Achievement." International Research in Higher Education 2, no. 4 (2017): 38. http://dx.doi.org/10.5430/irhe.v2n4p38.

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This study examined book selection strategies of young African American and Latino readers from lower socioeconomic backgrounds, with the intent of uncovering the content of books these students find interesting and engaging. Students’ book selections may indicate the book content young readers find interesting; and numerous studies indicate that reading interest is connected to reading engagement, reading amount and reading achievement (Guthrie & Wigfield, 2000). As national achievement data show, African American and Latino students, and individuals from lower socioeconomic backgrounds are scoring below level in reading (NAEP, 2009; 2011), and the ultimate goal of this inquiry is to gain insight towards improving literacy achievement and closing the reading achievement gap for these students. A mixed-methods study- qualitative and quantitative- was conducted with 160 kindergarten students from a school district in the Southern region of the United States, and informing the study is a prior international experience in the country of Albania, Eastern Europe. Results indicated that students select books that contain well-developed story content as well as culturally-relevant content, and emerging from the study is a book selection checklist that educators can use to select quality literature for young readers.
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Souisa, Threesje R., Jenny Lekatompessy, and Marcy Ferdinandus. "DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY." JURNAL TAHURI 17, no. 2 (2020): 84–95. http://dx.doi.org/10.30598/tahurivol17issue2page84-95.

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Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.
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Schlichter, Carol L. "Book Bait III: Using Books to Lure Bright Students." Gifted Child Today Magazine 15, no. 3 (1992): 57–60. http://dx.doi.org/10.1177/107621759201500332.

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Book Bait consists of a series of articles designed to help parents and teachers provide appropriate books for their young readers. The books recommended here represent the wide variety of interests of today's youth. These articles will be compiled and published as a forthcoming GCT Inc. book.
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Schlichter, Carol L. "Book Bait V: Using Books to Lure Bright Students." Gifted Child Today Magazine 15, no. 5 (1992): 18–21. http://dx.doi.org/10.1177/107621759201500506.

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Book Bait consists of a series of articles designed to help parents and teachers provide appropriate books for their young gifted readers. The books recommended here represent the wide variety of interests for today's youth. These articles will be published as a forthcoming GCT Inc. book.
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López-Escribano, Carmen, Susana Valverde-Montesino, and Verónica García-Ortega. "The Impact of E-Book Reading on Young Children’s Emergent Literacy Skills: An Analytical Review." International Journal of Environmental Research and Public Health 18, no. 12 (2021): 6510. http://dx.doi.org/10.3390/ijerph18126510.

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Young children’s use of digital devices is increasing as we progress through the 21st century and handheld and mobile devices, such as smartphones and tablets, have become increasingly available. While older children using tablets to read has been more broadly investigated, less is known about the impacts of digital reading on children at the stage of literacy acquisition. An analytical review was conducted on the effects of interactive e-book interventions for young children’s literacy development when compared to (a) listening to print books, (b) regular school programs, and (c) reading non-enhanced and non-interactive e-books. A significant additional beneficial effect of e-book interventions was found for phonological awareness and vocabulary learning based on data from 1138 children in 14 randomized controlled trial (RCT) studies. When e-books are properly selected and used, children develop literacy skills equally well and sometimes better than with print books. Additionally, e-book interventions outperformed the regular school program in the development of literacy skills. Similarly, enhanced e-book conditions revealed benefits over the non-enhanced e-book interventions in literacy skill acquisition. The impact of these findings related to health issues, e-book design, disadvantaged populations, and adult-led e-book sharing is discussed.
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Vignieri, S. "Young Adult Science Book." Science 334, no. 6060 (2011): 1206. http://dx.doi.org/10.1126/science.334.6060.1206-a.

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Oktarina, Putu Santi, Ni Putu Lila Sri Hari, and Ni Made Winda Ambarwati. "The Effectiveness of Using Picture Book to Motivate Students Especially Young Learners in Reading." Yavana Bhasha : Journal of English Language Education 1, no. 1 (2020): 72. http://dx.doi.org/10.25078/yb.v1i1.1379.

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<p>This journal aims to investigate the effectiveness of PICTUREBOOK in resolve the problem of low interest in reading, especially for young learners. Reading is something that is learned. Reading means gaining an understanding of the written symbols represented by the sounds of oral language. This is an important skill to learn as it opens the doors to further studying, better job opportunities and to a whole other world that happens in print. There are many strategies that can be used to teach reading for young learners one of them is by using a picture book. A picture book is a book contained illustrations on each page accompanied by texts which tell about the same story told by the illustrations. In this journal, the authors use a qualitative research method, by reviewing some journals from other researchers. The result of this research proves that picture books can improve and motivate young learners to enhance and also motivate young learners to prefer reading. Picture books can visualization literacy skills and train children to comprehend the story from multiple perspectives.</p>
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Young, Terry, and Barbara Ward. "Taking Action: Inviting Diversity into Our Classrooms through Literature." Journal of Invitational Theory and Practice 22 (December 6, 2021): 83–92. http://dx.doi.org/10.26522/jitp.v22i.3505.

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So much recent attention has been focused on the need for quality books featuring diverse characters, themes and settings. While parents and teachers may look to annual book lists selected for the International Literacy Association’s Notable Books for a Global Society, the United States Board on Books for Young People’s Outstanding International Books, and the Jane Addams Peace Association’s Children’s Book Awards, there are several new trade books for young readers that seem perfectly poised to help readers explore the meaning of diversity as well as learn more about the wide world around them. Here are some recent favorites that explore some territory previously untrammeled.
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Shamir, Adina. "Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–14. http://dx.doi.org/10.1177/016146811711901315.

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The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equal size: experimental (educational e-book with meta-cognitive guidance), experimental (educational e-book without metacognitive guidance), and control (the regular kindergarten program). The findings indicated that the metacognitive guidance embedded in the educational e-book supported phonological awareness (rhyming) but not vocabulary acquisition.
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Dissertations / Theses on the topic "Book for young"

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Santos, Cátia Susana Amaral dos. "Book cover trends in American young adult literature." Master's thesis, Universidade de Aveiro, 2014. http://hdl.handle.net/10773/12888.

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Mestrado em Estudos Editoriais<br>Although teenagers are taught to never judge a book by its cover, studies have shown that many teens do in fact make their reading decisions based on a book’s cover art (Jones, 2007; Yampbell, 2009). In this context, I considered it important to conduct a visual analysis of young adult book covers to determine trends in terms of imagery, colours and typography. To do so, I analyzed a selection of 50 books drawn from the list put out in 2014 by the Young Adult Library Services Association (YALSA) naming the Best Fiction for Young Adults, and I reached some interesting conclusions. In terms of imagery, the human body is the most predominant motif, in particular the fragmented body with the focus on the upper part of body, such as the face and the eyes. Including body pictures in a book cover is an effective marketing strategy since teenagers tend to create a personal relationship with protagonists. However, this practice can also objectify the human body and strengthen the idea that it can be manipulated (as it is, both by the designer and the reader). In terms of colours, it was hard to establish a trend since colour seems to be used at random in the book covers analyzed. However, it was possible to determine that black is by far the most used colour. Black can make a cover appear sleek and sophisticated and also makes the book appealing to both male and female readers because black is liked by both sexes. Lastly, in terms of typography, I determined that sans serif typefaces are the most used. Although decorative typefaces are the ones generally used in book covers, the cleanness, simplicity and apparent neutrality of a sans serif type proves to be the best choice for these covers as it creates a balance with the emotionalizing nature of its images and colours.<br>Desde crianças que ouvimos dizer que não devemos julgar um livro pela capa, mas a verdade é que muitos adolescentes fazem as suas escolhas de leitura com base nas capas dos livros (Jones, 2007; Yampbell, 2009). Neste contexto, considerei importante levar a cabo uma análise visual de capas de livros para adolescentes com o objetivo de encontrar tendências em termos de imagens, cores e tipografia. Para tal, analisei uma seleção de 50 livros da lista “Best Fiction For Young Adults” lançada em 2014 pela Young Adult Library Services Association (YALSA). Em termos de imagens, conclui que o corpo humano é o símbolo mais prevalente, em particular o corpo fragmentado focado na parte superior do corpo, isto é, a cara e os olhos. A inclusão de imagens corporais na capa de um livro é uma estratégia de marketing bastante efetiva, uma vez que os adolescentes tendem a criar uma relação pessoal com os protagonistas. Contudo, esta prática pode também transformar o corpo humano num objeto e fortalecer a ideia de que este pode ser manipulado, tanto pelo designer como pelo leitor. Em termos de cores, foi difícil estabelecer uma tendência, já que nas capas analisadas, a cor parece ser utilizada de forma aleatória. No entanto, foi possível concluir que o preto é sem dúvida a cor mais utilizada. O preto torna a capa mais elegante e sofisticada e torna o livro apelativo tanto para homens como para mulheres, uma vez que o preto é uma cor apreciada por ambos os sexos. Por último, em termos de tipografia, conclui que as fontes sem serifa são as mais utilizadas. Embora as fontes decorativas sejam geralmente as mais usadas em capas de livros, a simplicidade e aparente neutralidade de um tipo de letra sem serifa torna-se na melhor escolha para estas capas, uma vez que cria um balanço com a natureza mais emocional das suas imagens e cores.
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Bowers, Shelby Diane. "Judge a Book by Its Cover: An Exploration of Book Marketing in the Young Adult Genre." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/578992.

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When we're young, our elders tell us to never judge a book by its cover. But when we grow older and develop our own browsing behaviors, we can admit to relying on the cover to catch our attention. This thesis explores the overall importance the cover plays in consumer browsing. Furthermore, it examines the marketing involved in book sales for the Young Adult/New Adult genre. Three research questions were developed; (1) what characteristics drive readers to further investigate a book; (2) how does browsing behavior differ between bookstores and online retail platforms; (3) what hedonic cues are interpreted by various cover images. To assess the research foci, I conducted prior and primary research; the latter includes an online survey and five in-depth interviews. Overall, the results suggest that the cover is one of the most important features of a book's packaging. I also found that; (1) apart from the cover, the synopsis and price are the other significant features that lead to reader interest; (2) the cover of a book is more essential in an in-store setting; (3) many readers of the genre hold expectations of commonly used cover images, but each image is interpreted uniquely to the reader.
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Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.

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Page, Sue, and n/a. "Australian young adult keen readers:choices they make, and creators' views regarding the young adult market." University of Canberra. Creative Communication, 2005. http://erl.canberra.edu.au./public/adt-AUC20061024.143742.

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This thesis is a reader-centred investigation of Australian young adult selfdefined 'keen readers' of novels for pleasure, and considerations regarding audiencels by writers and publishers. It is predicated on the understanding that adult power operates at every level of young adults' lives, including the publishing, promotion and availability of their literature. The complexity of defining 'young adult' and 'Young Adult literature' and therefore publishing and promoting for this nominal audience is recognised as being dependent on the varying adult constructs of the terms and, therefore, is at the basis of decisions made in this adult-oriented industry. Historical and commercial aspects of Australian publishing (nominally) for this group of readers provide a context for this grounded theory-based qualitative study. Analysis of transcripts from focus group discussions with self-defined young adult 'keen readers of novels for pleasure' demonstrates that these participants had a sophisticated understanding of their leisure reading experiences regarding what they liked reading, how they found out about books, what made them choose one book over another, and where they obtained them. The insights gained from these 34 participants informed the analysis of comments by Australian adult 'creators' - writers and publishing staff - regarding audience, commercial pressures, promotional aspects and other factors influencing what is published and made available to young adult keen readers for pleasure. That these 34 participants were active buyers and promoters as well as borrowers of books indicates the need for the industry to recognise their expertise and value as a distinct and influential audience niche - the 'neo-consumers' of the future. The research provides a starting point into analysis of the influence of the group of adults I have termed 'gatekeepers', whose (largely institutional) roles enable them to either connect young adult readers with books and creators, or to separate them.
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Munson-Warnken, Megan Farley. "Gendering Fiction: A Mixed Methods Examination Of The Influence Of The "boy" Book/ "girl" Book Phenomenon On The Willingness To Read Of Young Adolescents." ScholarWorks @ UVM, 2016. http://scholarworks.uvm.edu/graddis/611.

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Well-meaning educators often recommend more "boy" books to increase reading motivation amongst boys. This experimental mixed-methods study investigated the influence of the "boy" book/ "girl" book phenomenon on willingness to read using a researcher-designed instrument called the Textual Features Sort (TFS). The TFS measured two attitudinal constructs—gendered beliefs about texts and willingness to read—in relation to individual textual features of selected young adult novels. Data came from 50 sixth and seventh grade students at a mid-sized public school in a rural New England state. Mean scores, frequencies, and percentages were analyzed using independent samples t-tests, paired t-tests, and Fisher's exact test. Qualitative data was used to explain quantitative results. Findings indicate that boys were not more willing to read "boy" books than other books, nor less willing to read books with female protagonists. Boys were significantly less willing to read "girl" books, though individual textual features of a single novel elicited different gendered beliefs along with varying degrees of willingness to read. Girls were significantly less willing to read a novel if it was first sorted as a "boy" book. Research revealed a widespread belief in social consequences for a boy carrying a "girl" book down the hallway, that did not hold for girls. Findings suggest that sociocultural constructions of gender inhibit both boys and girls as readers, though to varying degrees, and challenge the notion that highly gendered and heteronormative assumptions about books and reading practices will increase willingness to read among young adolescent boys.
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Godinho, Sally. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993." Connect to this title online, 1996. http://eprints.unimelb.edu.au/archive/00000337/.

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Beillon, Nathalie, and Fanny Runeby. "Unga vuxnas åsikter kring bokomslags formgivning : En enkät- och fokusgruppsundersökning." Thesis, Högskolan Dalarna, Grafisk teknologi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:du-11231.

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Bokomslaget är ofta läsarens första möte med en bok och det är därför viktigt att bokomslaget tilltalar och sänder ut rätt signaler till konsumenten. Målgruppen unga vuxna, individer mellan 16 och 27 år, är enligt bokbranschen en grupp som är svår att nå. Svårigheten kan ligga i att det finns en viss okunskap i vad unga vuxna tilltalas av på bokomslag. Det är även en bred målgrupp med många olika sorters individer. Målet med denna studie är att ge en bild av vad målgruppen unga vuxna tilltalas av i ett bokomslag. Vi ville ta reda på hur viktigt bokomslaget är för val av bok, samt hur målgruppen ser på omslagets specifika designfaktorer färg, typografi, illustration, fotografi och efterbehandling. För att ge oss en bild av dagens kunskapsläge har litteraturstudier och intervjuer med formgivare av bokomslag genomförts. Genom en omfattande enkätundersökning och utförda fokusgrupper fick vi fram målgruppens syn och tankar kring bokomslag. Fokusgrupper utfördes för att ge oss en djupare förståelse rörande hur målgruppen ser på bokomslag samt ge oss ett djupare resonemang kring de olika bokomslagen. Resultatet visar att unga vuxna lägger stor vikt vid identitet och ett bokomslag bör således sända tydliga signaler som kan bekräfta läsarens identitet. Typografin ska vara lättläst. Målgruppen ser helst fotografiska bilder på bokomslaget och omslaget ska förmedla en känsla av bokens innehåll. Färger i en dovare färgskala tilltalar unga vuxna, rött och svart tycks vara de populäraste färgerna överlag. Efterbehandlingen (t.ex. lackering och foliering) på ett bokomslag bör vara sparsam och användning av färgen rosa lika så.<br>The reader’s first encounter with a book is through its cover. Therefore it is important that the cover is appealing and sends out the right message. According to book publishers, young adults (individuals aged 16–27 years) are hard to reach because of a lack of knowledge about what attracts them and because of the group’s diversity. The objective of this study is to show what young adults are attracted by in book cover designs, using an extensive questionnaire survey and two focus groups investigating their perceptions. The results show that young adults argue that a book cover must relate to the potential reader and corresponds to the reader’s identity. The typography should be easy to read. Photographic images are preferred and should depict the contents of the book. Unsaturated colors appeal to the target group – red and black seem to be the most popular colors, while pink is not preferred. Special effects (like varnish and foil) should be used with caution.
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Brandt, Kristen Clark. "Cultural and Narrative Shifts of Nineteenth Century Children's Literature in Hawthorne's Wonder Book for Girls and Boys." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3083.

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Both folklorists and literary critics have been drawn to Nathaniel Hawthorne’s body of work because of his distinctive style and incorporation of folk motifs. Such motif-spotting presents no challenge in Hawthorne’s juvenile literature like his retellings from Greek mythology in Wonder Book for Girls and Boys; however, contemporary folklore redirects the focus of this scholarship to “how particular literary uses of folklore fit into a larger, more fundamental concept of what folklore is and how and what folklore communicates” (de Caro & Jordan 2015:15). Hawthorne’s work interacts with other forms of cultural expression in the nineteenth century such as dominant cultural narratives and artwork to transform the classical narratives in Wonder Book for Girls and Boys into narratives that reflect customs in conversational discourse and childrearing practice.
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Atkins, Holly. "A Case Study of Adolescent Females' Perceptions of Identity in an After-School Book Club." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2991.

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Abstract Reading is a perennial educational hot topic - but now extends for beyond early literacy to the secondary level. Reading researchers are growing in our knowledge of how to reach and teach struggling adolescent readers yet too often success in literacy is measured solely by performance on standardized tests. Literacy is seen on one hand as a one-dimensional set of skills students need to possess to be successful in school and their future workplaces. A more expansive view of the importance of literacy and what it means to adolescent females' growth as individuals and members of communities is needed. This study focused on selected adolescent girls' perceptions of identity through reading, responding, and discussing literature featuring strong female protagonists. Semi-structured interviews conducted with each of the female participants at the beginning and end of the study, reader response journals in which participants composed weekly responses to their reading, transcripts of the weekly book discussions, field notes, and entries in a researcher reflective journal form the data for this study, emphasizing the focus on the meaning these individuals brought to the phenomena studied: identity exploration within literacy events. This study addressed questions of the how and why of a literary event, and involved a variety of data, thereby making a case study methodology an appropriate choice. Selected participants were the focus of individual case studies and the book club itself was the focus of an additional case study. Self-identity statements and background information gathered on each of the three case study participants helped shape portraits of these adolescent girls, whose perspectives on their own identities were both convergent and divergent. The same proved true when addressing the two exploratory questions: The participants appeared to hold identical perspectives on identity, yet stated unique, varied perspectives on environmental elements influencing their self-identity expression. All three case study participants viewed identity as a developing, evolving process highly influenced by societal standards and expectations - especially for females. The girls also saw the social environment as affecting identity in the frequent mismatch occurring between what the individual perceives as his or her self-identity being expressed and how others in the environment perceive the identity. Psychosocial theories of human development acknowledge that an individual's identity is both located within and without. The participants in the book club all shared this perception of identity as a sociocultural construct. However, the girls' diverse self-identity statements and range of perspectives indicate the need for a new model of female adolescent identity development. This new model needs to reflect girls and their sociocultural worlds of today. Finally, the experiences of the five girls in the book club study indicate the common misperceptions existing concerning the nature of adolescent identity. Again, unlike Erickson's concept of identity as undeveloped in adolescence and shifting with each storm and crisis, the girls in the study indicate the need for a different perspective. Classrooms are unfortunately often bereft of the type of space provided for the girls in the book club. Within this space the girls engaged in deep, thoughtful, critical responses to literature while expressing their self-identities and exploring other's identities. As adolescents, these five girls were provided space by and with a trusted adult to engage in what is acknowledged to be a critical element in human development: identity exploration. To meet the needs of all students, teachers should arrange discussions in both small group and whole class structures. However, successful discussions - those which offer students rich opportunities to engage with text, make connections, derive personal meaning, explore and express self-identity - these discussions will only occur when the teacher has considered not only the physical environment but also the attitudinal environment.
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Dunst, Carl J., A. Lynn Williams, Carol M. Trivette, Andrew Simkus, and Deborah W. Hamby. "Relationships Between Inferential Reading Language Strategies and Young Children’s Comprehension and Expressive Language Competencies." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/2010.

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The relationships between different types of adult-support inferential book reading strategies and young children’s language and literacy competence were examined in 18 studies that included 1134 study participants. van Kleeck’s (2006) descriptions of two levels of inferencing and different types of inferential strategies at each level were used to code and analyze the patterns of correlations between the book reading strategies and the child outcomes. Results showed that parents’ and teachers’ use of different types of inferencing strategies were related to variations in the child outcomes, and that the effects of inferencing were conditioned on the children’s ages. Implications for practice are described.
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Books on the topic "Book for young"

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Fry-Miller, Kathleen M. Young peacemakers project book. Brethren Press, 1988.

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Council, Scottish Community Education. Young Scot: The book. Scottish Community Education Council, 1994.

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Book clubbing!: Successful book clubs for young people. Linworth, 2011.

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Susan, Tang, ed. Karen's book. Scholastic Inc., 1998.

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Whitehill, Angela. The young professional's book of ballet. Princeton Book Co., 1990.

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Young server's book of the Mass. Resource Publications, 1995.

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Pepper, Dennis. Young Oxford Book of Supernatural Storie (Young Oxford Books). Oxford Univ Press, 1996.

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Mccay, William. YOUNG INDIANA JONES BOOK #1 (Young Indiana Jones books). Random House Books for Young Readers, 1990.

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Theodorou, Rod. Animal Young: Insects Big Book (Big Books: Animal Young). Heinemann Educational Books - Library Division, 1999.

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Parkinson, David. The Young Oxford Book of Cinema (Young Oxford Books). Oxford University Press, 1996.

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Book chapters on the topic "Book for young"

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Rozenberg, Grzegorz, and Arto Salomaa. "When L was Young." In The Book of L. Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-95486-3_32.

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Conroy, Dominic, and Fiona Measham. "Book Introduction: Young Adult Drinking Styles." In Young Adult Drinking Styles. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28607-1_1.

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Kearney, Judith, Lesley Wood, and Richard Teare. "Introduction to the Book." In Designing Inclusive Pathways with Young Adults. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-157-1_1.

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Nasie, Meytal. "Young Children’s Experiences and Learning in Intractable Conflicts." In Peace Psychology Book Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24841-7_3.

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Brzóska, Roman, Adrian Błasiak, Polydoor E. Huijsmans, et al. "Osteoarthritis in Young Patients and Current Treatments." In ESSKA Instructional Course Lecture Book. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-53983-1_1.

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Schoenberg, Mike R., and James G. Scott. "Cognitive Decline in Childhood or Young Adulthood." In The Little Black Book of Neuropsychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-76978-3_28.

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Gallagher, Elizabeth, and Brandon Hamber. "Addressing the Psychosocial Needs of Young Men: The Case of Northern Ireland." In Peace Psychology Book Series. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09937-8_3.

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Nahhas, Eman. "The “Silenced” Narrative of 1948 War Events Among Young Palestinians in Israel." In Peace Psychology Book Series. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-24841-7_5.

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Evans, Mary Ann. "e-Book Design and Young Children’s Behaviour: The Case of Alphabet Books." In Literacy Studies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20077-0_5.

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Burns, Stephanie, Danielle Blaylock, Laura K. Taylor, and Shelley McKeown. "Sense and Sensitivities: Researching Children and Young People’s Identity and Social Attitudes in a Divided Society." In Peace Psychology Book Series. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44113-5_13.

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Conference papers on the topic "Book for young"

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Hu, Xiao, Jeremy T. D. Ng, Chengrui Yang, and Samuel K. W. Chu. "Personalized Book Recommendation to Young Readers." In JCDL '20: The ACM/IEEE Joint Conference on Digital Libraries in 2020. ACM, 2020. http://dx.doi.org/10.1145/3383583.3398604.

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Gorbat, Olga. "Media and information culture of the young adults." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-65-67.

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Lozev, Kamen. "Tolstoy’s religious influence on young Wittgenstein". У 130 years Ludwig Wittgenstein (1889-2019). Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-book.001.12.

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Sityaev, K. A. "DESIGNING GENDER-ORIENTED LAYOUT FOR YOUNG ADULT FICTION BOOK." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-148.

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Ma, Yue, Pianran Wang, and Jinyi Lu. "An Exploratory Study on Young Children's Picture Book Information Representation." In CHIIR '20: Conference on Human Information Interaction and Retrieval. ACM, 2020. http://dx.doi.org/10.1145/3343413.3377999.

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Rakhleev, R. L. "The book "Kyyyyy" is a historical monument." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair L. P. Argunova. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-201.

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Sanctus, Gregorian H., and Rita Milyartini. "Color Usage Study in Poco Piano Book for Beginner Young Children." In 2nd International Conference on Arts and Design Education (ICADE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.039.

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Anggraini, Indrani Dewi. "Twisted Fairy Tale: Promoting Multiculturalism in Young Adult Postmodern Picture Book." In 1st International Conference on Folklore, Language, Education and Exhibition (ICOFLEX 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.032.

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Kakhidze, Irma. "Bibliolaboratory to educate librarians of the future." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-112-116.

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Bibliolaboratory is a learning conference for efficient librarians all over Russia and the near abroad countries. Its mission is to unite the young professionals for them to exchange new ideas, experience and inspiration. Every year, for three days, the Bibliolaboratory provides the site to discuss acute problems, get participants acquainted with the latest library projects, and to find inspiring ideas and partners for further development.
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Akbar, Sairah, Ruth Wakeman, Caroline Davies-Jones, et al. "26 Respiratory annual review for children & young people with neuromuscular conditions and complex neurodisability: a pilot study." In BSS Scientific Conference 2021 abstracts book. British Thoracic Society, 2021. http://dx.doi.org/10.1136/bmjresp-2021-bssconf.23.

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Reports on the topic "Book for young"

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Schmidt, Garbi. ECMI Minorites Blog. On Hyphenated Identities. European Centre for Minority Issues, 2021. http://dx.doi.org/10.53779/dkis5412.

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In the spring of 2021, the Danish Borderland Association published the book Danskerne findes i mange modeller – portrætter af 15 unge med bindestregsidentitet by Marlene Fenger-Grøndahl. The book consists of fifteen interviews with young so-called cultural ambassadors of the Borderland Association, as well as essays on the history of the Danish-German borderland and the concept of a hyphenated identity that the young respondents refer to. In minority research, the concept of a hyphenated identity is both used and contested. However, the interviews underline that the concept can serve as an important backdrop for the empowerment of young people with minority identities. This ECMI Minorites Blog entry is written by Garbi Schmidt, professor of Cultural Encounters at Roskilde University.
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