Relevant bibliographies by topics / Books for children and youth

Contents

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

Academic literature on the topic 'Books for children and youth'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Books for children and youth"

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Alshevskaya, O. N. "New practices of literature distribution for children and youth in Siberia and the Far East." Bibliosphere, no. 4 (February 18, 2021): 61–69. http://dx.doi.org/10.20913/1815-3186-2020-4-61-69.

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The article describes the directions of distribution of books for children in the Eastern regions of Russia that have appeared in the last decade. Based on a combination of landscape-reconstructing principles, surveys, and comparative typological analysis, the article presents data that expand previously studied aspects of the functioning of the main channels for the sale of books for children in the Siberian-Far Eastern region. It is shown that books for children are the largest segment of the Russian book market, which has been growing since 2008. At the regional level, they are widely presented in all book distribution channels: bookselling networks and independent stores; online stores; book departments of supermarkets (non-core retail); kiosks and stalls; book fairs. The purpose of the article is to analyze the current trends in the distribution of books for children in the region. Positive trends typical for the children book market in the Siberian-far Eastern region are identified. They are: the activity of children book supermarkets, the appearance of independent small stores of club-backstage format, the organization of specialized children Internet projects; increasing the importance of regional book exhibitions, fairs, festivals and holidays in the distribution of books for children; projects support by major Russian patrons. The significance of the study of new practices for the distribution of literature for children and youth in the region is determined by their influence on the formation of a new conceptual model for the popularization of reading, based on the idea of culture as a powerful lever of socio-economic development of territories.
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Hombrecher, Hartmut, and Judith Wassiltschenko. "The Well-Worn Book and the reading child: cultural and cognitive aspects of materiality in German children’s literature." Neohelicon 47, no. 2 (August 28, 2020): 537–57. http://dx.doi.org/10.1007/s11059-020-00551-0.

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AbstractChildren’s books often feature complex material aspects. Despite that fact, little research has been done on questions of materiality in children’s and youth books. The article aims at outlining the field of the materiality of historical German-language children’s books. By analyzing historical author’s pedagogical statements as well as the design of historical children’s and youth fiction, the article summarizes different approaches concerning the materiality of children’s books. Based on the historical development and the generic study on how children modify the materiality of their books, the article further investigates the book-as-object and emphasizes the child’s point of view by scrutinizing the adult-culture book-toy distinction. It will become apparent that the specific forms of children’s book reception emerge since the materiality of the book and its exploration present a new embodied experience. The specific reception forms can be embedded into a semiotic model of the text-reader interaction in reference to Roland Barthes’ concept of écriture and scription.
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Moreva, Olga V. "Childhood Reading on the Cusp of the 19th and 20th Centuries (Basing on the Material of the V. G. Belinsky Yekaterinburg Public Library)." Observatory of Culture, no. 5 (October 28, 2015): 103–6. http://dx.doi.org/10.25281/2072-3156-2015-0-5-103-106.

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On the basis of the V. G. Belinsky Yekaterinburg Public Voluntary Library’s records for the period from 1899 to 1914, the article defines the range of readers’ preferences of the Ural children and youth: which sorts of books and which authors were the most popular. The books of the French writer Jules Verne had the greatest success among the young readers. Reasons for this popularity of Jules Verne’s books are established in the article through the documents of management and record keeping, Russian book publishing development statistics, memoirs and other documents. History of Reading
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Williams, Virginia Kay, and Nancy Deyoe. "Controversy and Diversity: LGBTQ Titles in Academic Library Youth Collections." Library Resources & Technical Services 59, no. 2 (May 11, 2015): 62. http://dx.doi.org/10.5860/lrts.59n2.62.

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Academic libraries supporting education and library science programs collect youth literature to support courses that teach students to evaluate and use books with children and teenagers. Although children’s and young adult literature with lesbian, gay, bisexual, transgender, and queer (LGBTQ) content is often controversial, this literature is being discussed in both the education and library literature. This paper discusses the literature on LGBTQ youth literature, explores the extent to which academic libraries supporting education and library science programs collect recently published LGBTQ youth literature, and concludes that academic librarians responsible for youth collections should evaluate their LGBTQ holdings to ensure that they are meeting the needs of future teachers and educators for access to these books. The paper offers suggestions for assessing collections, locating LGBTQ youth titles, and updating selection procedures to build a more inclusive collection.
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Abramova, Ksenia V. "Avant-Garde Children’s Magazines and Newspapers of the 1920s – 1930s in Siberia." Studies in Theory of Literary Plot and Narratology 14, no. 2 (2019): 84–105. http://dx.doi.org/10.25205/2410-7883-2019-2-84-105.

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The purpose of this article is to analyze the magazines and newspapers for children and youth issued on the territory of Siberia in 1920s – 1930s. A great many children’s books were issued that years, moreover, the approach to design of that books and to the contents of writings for children changed significantly: the topics had to be actual, associated with the construction of the new society. At the same time, exactly in children’s press in 1920s, the new principles of book graphics were formed. There are a large number of magazines and newspapers aimed at youth audiences were published in Siberia in the 1920s and 1930s, but they did not have a long history. Some of them appeared only once or twice, after that they closed. But all the more interesting is the study of these rare publications as experiments that influenced how the Soviet children’s and youth magazine was formed. Viewing magazines and newspapers allows you to observe how the rubrication and the genre system of Soviet publications for children evolved, as well as identify trends that have become a definite “sign of the times”. The article explores archive materials and examines the contents of printed issues, peculiarities of the approaches to the inner composition of the material and design techniques, discovers the features of the “Soviet avant-garde” development in children’s and youth periodicals. It indicates that the majority of the Siberian Children’s and youth magazines issued within that period has demonstrated a strongly demonstrated ideological overtone, claiming its purpose raising the new type of human and orientation on the “iterature of fact”. The article covers the peculiarities of the illustration techniques in Siberian post-revolutionary magazines. The article marks that up to the mid – late 1920s, the children’s and youth periodicals design became composed of such elements as insets, plane drawings based on a contrast combination of black and white, photography and photographic compilation. Furthermore, it describes a number of self-presentation techniques, developed exactly by the avant-garde art. As can be seen from the above, it can be stated that Siberian children’s and youth journalism acquired the avant-garde trends of the first third of the 20th century, however, they haven’t been gradually and fully realized.
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Jenkins, Elwyn. "NAMIBIAN CHILDREN’S AND YOUTH LITERATURE WRITTEN IN ENGLISH." Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 75–92. http://dx.doi.org/10.25159/0027-2639/1652.

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This article examines 15 works of fiction written in English for children and young adults which have a Namibian setting. The earliest was published in the 1920s and the latest in 1998. The books are examined in order to ascertain what the Namibian setting has contributed: whether the authors have engaged with the history of the country; what they make of the setting; and whether there are any particular plots and themes that emerge.A notable trend in the English-language books published after the 1960s is that they focus on the personal growth of the protagonists. Rather than serving as a background for adventure, as the earlier books did, the Namibian settings and social circumstances serve as catalysts for psychological drama, while the landscapes with their flora and fauna play out as objective correlatives to the characters’ interior struggles. In keeping with this subject matter, the writing is usually sensitive and lyrical.
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Pavlova, I. F. "Activation of Book Publishing for Children and Youth by means of the Regional Target-Oriented Programs (on the materials of Udmurt Republic)." Bibliotekovedenie [Library and Information Science (Russia)], no. 6 (December 28, 2014): 50–56. http://dx.doi.org/10.25281/0869-608x-2014-0-6-50-56.

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The article discusses the republican and municipal target-oriented programs enacted in the Udmurt Republic in 1990-2000 with the aim of preserving the cultural heritage of the region, the revival and development of the native language, encouraging publication of children's and youth books. The Programs «Memory of Udmurtia», «Children of Udmurtia», Program for Implementation of the UR Law «On the State Languages of the UR...», «Children of Izhevsk» and «Memory of Sarapul» enriched the repertoire of the Udmurt children's books.
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Petríková, Martina. "Illustrated Philosophical stories from Norwegian children and youth literature translated into Slovak after 2010." Journal of Language and Cultural Education 6, no. 3 (September 1, 2018): 135–50. http://dx.doi.org/10.2478/jolace-2018-0029.

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Abstract Among the artistically valuable philosophical stories with illustration which have been translated into Slovak from Norwegian literature for children and youth since 2010 are the books of Jostein Gaarder (Knižka otázok / English –Questions Asked, 2013;Anton a Jonatán / English –Anton and Jonathan, 2014), Jon Fosse (Kant, 2015) and Elisabeth Helland Larsen (Ja som smrť / English – Life and I: A Story about Death, 2016). The mentioned authors have all published books in which a narrower philosophical function is linked with an implicit aesthetic function. These writers and/as philosophers reflect in their books subjects and issues which are represented in a smaller measure in Slovak intentional literature and take on questions about the meaning of existence in the face of death, whether through experiences with death, or death as an integral component of life or about the boundaries of knowledge. In this contribution we will devote ourselves to selected artistic texts with the philosophical issues of boundaries (between life and death, of knowing) in literary and creative interpretation in order to emphasize that their reflection in literature may lead to more integrated identification of the world of children.
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Wiltse, Lynne. "Mirrors and Windows: Teaching and Research Reflections on Canadian Aboriginal Children’s Literature." Language and Literacy 17, no. 2 (June 9, 2015): 22. http://dx.doi.org/10.20360/g2rw21.

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In this reflective paper, an expanded version of my LLRC pre-conference paper, I draw on thirty or so years of teaching and research experience, augmented by the occasional foray into my childhood, to consider issues of resonance and representation in children’s literature. In doing so, I draw on Patsy Aldana’s speech, Books that are Windows. Books that are Mirrors. How Can we Make Sure that Children see Themselves in Their Books? Aldana, then President of the Canadian Coalition for School Libraries, delivered her speech to the IBBY (International Board on Books for Young People) Congress in Malaysia, 2008.[i]As a teacher and now as a teacher educator, I am reminded by Aldana’s speech to pay close attention to the children and youth who cannot take for granted, as I was able to, “hear(ing) one’s own words, see(ing) one’s own face…in a book” (Aldana, 2008).[i] In her speech, Aldana uses this metaphor as presented by Elisa Bonilla, former director of educational materials at the Mexican Ministry of Education (SEP) of Mexico, in her address to the IBBY congress in Macau, 2006.
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Stone, Albert E. "Children, Literature, and the Bomb." Prospects 19 (October 1994): 189–223. http://dx.doi.org/10.1017/s036123330000510x.

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If hiroshima as fact and metaphor marks a turning point of modern secular and spiritual history, what has this fact meant to American children and youth? The thinkable event with the unthinkable implications has, for four decades and more, offered unique challenges and opportunities to all sorts of writers working in popular and esoteric forms with adult audiences. One of the least esoteric but most neglected of these literary forms is children's books, written and illustrated, for the very young and for adolescents. As with works for adults, writings for children are rich sources of cultural information on and attitudes about the nuclear age. They create, vicariously but affectively, informative and imaginative encounters with earthshaking events and their aftershocks long antedating young consciousnesses but present in children's lives as adult conversations, media messsages, and significant silences. Such books often build early imaginal memories on which adult thought and feeling about the Bomb are deeply based.
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Dissertations / Theses on the topic "Books for children and youth"

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Lyons, Reneé C., and Deborah Parrott. "Connecting Young Poeple to the World with Batchelder Books." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2413.

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This paper introduces the American Library Association’s award (Batchelder) for most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States, to encourage American publishers, librarians, and booksellers to seek out superior children’s books abroad and to promote communication among the peoples of the world. The purpose of the introduction is to share our philosophy, supported by theory, as to the need for young people to read and respond to intimate, literary, and thematic stories from other cultures and countries in order to develop into empathetic international citizens. Such philosophy relates to the scholarly contentions of Carl Tomlinson, author of “Children’s Books From Other Countries”; Mildred Batchelder, the consummate former director of the American Library Services for Children division of the ALA, after whom the award is named; and Louise Rosenblatt, well-known reader response theorist. Specifically, a discussion of these theorists’ perspectives will reveal sharing Batchelder books, rather than just factual websites or textbook information about the peoples and places on our globe, helps young people build a foundation of international understanding; brings the experiences of young people in other countries to life, revealing “living, breathing” individuals and diminishing stereotypes; and assists in raising awareness as to how each member of the international community may benefit, one from the other. The authors’ method will be to discuss and summarize several significant Batchelder titles, also providing suggestions for curricular, reader-response tie-ins associated with each title, presenting librarians with myriad means by which these treasured books may be shared with young people. The activities suggested will heavily consider Rosenblatt’s “mirror to window” and aesthetic reader response assertions. Hopefully, both librarians and booksellers will become knowledgeable of the award titles and work to collect and stock, respectively, these international treasures in libraries and stores, right along with Newbery and Caldecott titles, hence adopting the role of creating internationally aware readers and citizens within our diverse and multicultural world. The implications of such awareness are significant at both a micro and macro level. First, at the micro level, engaged students, reading about and connecting to “exotic” children from cultures other than their own, will strengthen reading fluency and language arts skills. The distinctive, differing styles and points-of-view in these texts will assist in the understanding of literary elements, while also, on a human rather than textbook level, disclosing major world issues of both the past and present. Additionally, the internationalization of curricula will be enhanced if librarians are aware of the proposed methods. At the macro level, the titles serve to nurture the value of international understanding and respect amongst peoples of the world, develop humane and supportive world citizens, and confirm humanity’s universal experiences, overshadowing differences and conflicts.
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Marczak, Mary, and Sherry Betts. "Arizona's Children, Youth and Families." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156942.

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This publication is a fact sheet which provides information about children, youth and families in Arizona. Topics include the statistics about population, labor force, education, economic and social and community indicators over children, youth and families.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.

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Tang, Chit-ping Jake. "The role and function of children and youth centre service /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19470770.

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Services, School of Native Human. ""Aboriginal Children and Youth, Issues and Challenges"." School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/430.

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Borden, Lynne. "Supporting Children and Youth Following a Disaster." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/157060.

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Chan, Ting-sam, and 陳廷三. "Suicide among children and youth under 21." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31976888.

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Silva, Nadia Valeska. "Public Health Threats in Central America: Parasitic Infections that Affect Youth in Honduras (Background and Children's Book)." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144963.

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Foster, Owen D. Ahn Sang-Gyeun. "Design approach for youth sports equipment." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Fall/Thesis/FOSTER_OWEN_13.pdf.

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Mudaly, Balasundran Subramani. "The life-world of youth in children's homes." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1002080.

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The study sought to obtain an insightful understanding of the life-world of youth who have not only experienced long-term separation from their biological parents and families but who have also simultaneously experienced prolonged institutional life in a children'e home. Using a descriptive praxis in the context of an existential phenomenological perspective, the study elicited from participants written descriptions of their personal experiences of the phenomenon of self-fulfilment. The data were structurally analysed, expressed in the form of extended descriptions and utilised as the basis for an exposition/appreciation of the life-world relationships of institutional youth. The target group of teenagers was drawn from a specific children's home. However, in order to enhance the findings of the study, data from a comparative group of youth from intact families in the community were also utilised. The study yielded some useful comparative insights which not only formed the basis for certain recommendations but also served as directions for future research. Hopefully, these recommendations and research proposals will be of some immediate interest and comfort to both reeearchers and practitioners in the field of residential child and youth care
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Books on the topic "Books for children and youth"

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Saltman, Judith. Modern Canadian children's books. Toronto: Oxford University Press, 1987.

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Moon, Marjorie. John Harris's books for youth, 1801-1843. Folkestone, Kent: Dawson Pub., 1992.

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Cao, Xueqin. Booktalk: Occasional writing on literature and children. New York: Harper & Row, 1985.

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Cao, Xueqin. Booktalk: Occasional writing on literature and children. London: Bodley Head, 1985.

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Fiction for youth: A guide to recommended books. 2nd ed. New York: Neal-Schuman Publishers, 1986.

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Shapiro, Lillian L. Fiction for youth: A guide to recommended books. 3rd ed. New York: Neal-Schuman Publishers, 1992.

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Best Jewish books for children and teens. Philadelphia, PA: The Jewish Publication Society, 2010.

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African children's and youth literature. New York: Twayne Publishers, 1995.

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Sánchez, Emilia Moreno. Evaluación de los hábitos lectores de la juventud malagueña: Estudio de un caso. [Malaga, Spain]: Servicio de Publicaciones, Centro de Ediciones de la Diputación Provincial de Málaga, 2000.

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I, Matthew Kathryn, ed. Discoveries and inventions in literature for youth: A guide and resource book. Lanham, Md: Scarecrow Press, 2004.

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Book chapters on the topic "Books for children and youth"

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Veale, Angela, Alaa Hijazi, Zenia Osman, and Shelbi Macken. "Engaging Men to Support the Resilience of Syrian Refugee Children and Youth in Lebanon." In Peace Psychology Book Series, 25–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22176-8_2.

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Cope, Meghan. "Children/Youth." In The Wiley-Blackwell Companion to Cultural Geography, 264–77. Chichester, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118384466.ch24.

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Higgs, Johanna. "Children and War: A Global Perspective." In Militarized Youth, 11–44. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23686-1_2.

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Beaumont, Lesley A. "Defining childhood and youth." In Children in Antiquity, 60–77. London ; New York, NY : Routledge/Taylor & Francis Group, 2021. | Series: Rewriting Antiquity: Routledge, 2020. http://dx.doi.org/10.4324/9781315542812-6.

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Horwitz, Adam G., Kiel J. Opperman, Amanda Burnside, Neera Ghaziuddin, and Cheryl A. King. "Youth Suicide." In Health Promotion for Children and Adolescents, 125–44. Boston, MA: Springer US, 2016. http://dx.doi.org/10.1007/978-1-4899-7711-3_7.

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Stone, Nigel. "Children and Youth Justice." In Social Work with Children, 166–98. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14043-5_8.

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Livingstone, Sonia. "Internet, Children, and Youth." In The Handbook of Internet Studies, 348–68. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444314861.ch16.

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Higgs, Johanna. "The Militarised Lifeworlds of Children in Colombia." In Militarized Youth, 105–35. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23686-1_5.

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Jagodzinski, Jan. "Is Kronos Eating Our Children? Historical Fathers." In Youth Fantasies, 69–85. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403980823_5.

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Nichols, Sharon L. "Media Representations of Youth Violence." In Children Behaving Badly?, 167–79. Chichester, UK: John Wiley & Sons, Ltd, 2011. http://dx.doi.org/10.1002/9780470976586.ch12.

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Conference papers on the topic "Books for children and youth"

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Kromerova-Dubinskiene, Enrika. "Non-formal learning of children and youth at Kaunas Count Public Library: educational game “Book Code”." In World Conference on Teaching and Education. Acavent, 2019. http://dx.doi.org/10.33422/worldcte.2019.09.565.

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Cesário, Vanessa, Paulo Freitas, Diana Pimentel, and Valentina Nisi. "Children's Books." In IDC '16: Interaction Design and Children. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2930674.2936004.

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Pinto, Ana Lúcia, Nelson Zagalo, Cristina Sylla, Natalie Freed, Ana Carina Figueiredo, Jie Qi, Pedro Branco, and Eduarda Coquet. "Bridging books." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485891.

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Mana, Nadia, Ornella Mich, Antonella De Angeli, and Allison Druin. "Interactive e-books for children." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485886.

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Cunningham, Sally Jo. "How children find books for leisure reading." In Proceeding of the 11th annual international ACM/IEEE joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1998076.1998170.

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Horn, Michael S. "Interaction design, books, and cultural forms." In IDC '13: Interaction Design and Children 2013. New York, NY, USA: ACM, 2013. http://dx.doi.org/10.1145/2485760.2485892.

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Colombo, Luca, Monica Landoni, and Elisa Rubegni. "Design guidelines for more engaging electronic books." In IDC'14: Interaction Design and Children 2014. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2593968.2610472.

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SUTESCU, CHRISTINA, RADU GRIGORE, and IOANA STOIAN. "BENIGN ARRHYTHMIAS IN CHILDREN AND YOUTH." In Proceedings of the 31st International Congress on Electrocardiology. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812702234_0202.

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Eshan, Hoda, Xinrui Xu, and Monica Cardella. "Representations of underrepresented characters in engineering children books." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757524.

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Farida, Ida, and Murti Bunanta. "ISLAMIC VALUES IN RELIGIOUS CHILDREN BOOKS IN INDONESIA." In International Conference on Culture and Language in Southeast Asia (ICCLAS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icclas-17.2018.19.

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Reports on the topic "Books for children and youth"

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Näslund-Hadley, Emma, María Clara Ramos, Juan Roberto Paredes, Ángela Bolivar, and Gustavo Wilches-Chaux. Energize: Lesson Plans for Children and Youth. Inter-American Development Bank, August 2015. http://dx.doi.org/10.18235/0000097.

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Hunter, Janine, and Lorraine van Blerk. The Rights of Street Children and Youth. University of Dundee, May 2018. http://dx.doi.org/10.20933/100001147.

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Shand, Wayne, Janine Hunter, and Lorraine van Blerk. Work and Earnings of Street Children and Youth. University of Dundee, August 2015. http://dx.doi.org/10.20933/100001140.

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Hunter, Janine, Wayne Shand, and Lorraine van Blerk. Health and Wellbeing of Street Children and Youth. University of Dundee, October 2016. http://dx.doi.org/10.20933/100001143.

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Johnson, Kenneth, and Daniel Lichter. The changing faces of America's children and youth. University of New Hampshire Libraries, 2010. http://dx.doi.org/10.34051/p/2020.107.

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Momany, Elizabeth T., Peter C. Damiano, and Margaret C. Tyler. hawk-i. Outcomes of care for children and youth. Iowa City, Iowa: University of Iowa Public Policy Center, January 2004. http://dx.doi.org/10.17077/fsr8-b7js.

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van Blerk, Lorraine, Wayne Shand, and Patrick Shanahan. Longitudinal, Participatory Research with Street Children and Youth in Sub-Saharan Africa. University of Dundee, March 2014. http://dx.doi.org/10.20933/100001137.

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Hunter, Janine, Lorraine van Blerk, and Wayne Shand. Play on the Streets: Street Children and Youth in Three African Cities. University of Dundee, August 2017. http://dx.doi.org/10.20933/100001145.

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Hunter, Janine, and Lorraine van Blerk. Resilience on the Streets: Street Children and Youth in Three African Cities. University of Dundee, November 2017. http://dx.doi.org/10.20933/100001146.

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Hunter, Janine, and Lorraine van Blerk. Friendship on the Streets: Street Children and Youth in Three African Cities. University of Dundee, August 2018. http://dx.doi.org/10.20933/100001148.

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