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Books on the topic 'Children’s media'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Gong, Qian. Children’s Healthcare and Parental Media Engagement in Urban China. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49877-9.

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2

Bureau, Punjabi University Publication, ed. Media, parents & children. Publication Bureau, Punjabi University, 2009.

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3

International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Authorspress, 2009.

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4

J, Josephine, ed. Children and new media. Authorspress, 2009.

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5

de Block, Liesbeth, and David Buckingham. Global Children, Global Media. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591646.

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6

International Conference on New Media and Children (2006 Tiruchchirāppalli, India). Children and new media. Authorspress, 2009.

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7

Block, Liesbeth De. Global children, global media: Migration, media and childhood. Palgrave Macmillan, 2008.

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8

Block, Liesbeth De. Global children, global media: Migration, media and childhood. Palgrave Macmillan, 2007.

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9

Block, Liesbeth De. Global children, global media: Migration, media and childhood. Palgrave Macmillan, 2008.

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10

Cikánová, Karla. Teaching mixed media to children. Craftsman House, 1995.

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11

Strasburger, Victor C. Children, adolescents, and the media. 2nd ed. Sage Publications, 2009.

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12

Teaching mixed media to children. Craftsman House, 1995.

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13

Nansen, Bjørn. Young Children and Mobile Media. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49875-7.

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14

Cassidy, Margaret M. Children, Media, and American History. Routledge, 2017. http://dx.doi.org/10.4324/9781315725116.

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15

J, Wilson Barbara, ed. Children, adolescents, and the media. Sage Publications, 2002.

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16

Willett, Rebekah, Chris Richards, Jackie Marsh, Andrew Burn, and Julia C. Bishop. Children, Media and Playground Cultures. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137318077.

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17

Strasburger, Victor C. Children, adolescents, and the media. 2nd ed. Sage, 2009.

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18

Seductive screens: Children's media----past, present, and future. Cambridge Scholars Pub., 2012.

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19

Africa, Media Institute of Southern. Children in the media: Ethical guidelines for southern African media. Media Institute of Southern Africa, 2011.

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20

Gameworlds: Virtual media and children's everyday play. Bloomsbury, 2014.

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21

Robinson, Paula. Using media to develop children's writing skills. The author], 1998.

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22

Media violence. Greenhaven Press, 2012.

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23

Simatos, Anastasios. Children and media: Learning from television. Manutius Press, 1992.

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24

1931-, Klein Jerome O., ed. Otitis media in infants and children. 4th ed. BC Decker, 2007.

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25

Simatos, Anastasios. Children and media: Learning from television. Manutius Press, 1992.

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26

1931-, Klein Jerome O., ed. Otitis media in infants and children. 2nd ed. Saunders, 1995.

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27

Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.

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Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participati

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28

Joosen, Vanessa, ed. Connecting Childhood and Old Age in Popular Media. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496815163.001.0001.

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Media narratives in popular culture often ascribe interchangeable characteristics to childhood and old age. In the manner of George Lakoff and Mark Johnson’s Metaphors We Live By, the authors in this volume envision the presumed semblance between children and the elderly as a root metaphor that finds succinct articulation in the idea that “children are like old people” and vice versa. The volume explores the recurrent use of this root metaphor in literature and media from the mid-nineteenth century to the present. The authors demonstrate how it shapes and is reinforced by a spectrum of media p

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29

Gong, Qian. Children’s Healthcare and Parental Media Engagement in Urban China: A Culture of Anxiety? Palgrave Macmillan, 2019.

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30

von Bonsdorff, Pauline. Children’s aesthetic agency: The pleasures and power of imagination. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0007.

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This chapter perceives the aesthetic sensibilities and creativity of young children through the lens of aesthetic theory and childhood studies. Understanding the aesthetic as encompassing sensitivity, emotion, imagination, and thought, I discuss how children make sense of their world, become familiar with social norms and expressive media, and create their self (including self–other relationships) through imaginative play. Aesthetic agency combines receptive and productive activity, or awareness in action—particularly evident in childhood, but not its privilege. Remembering that many pleasures

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31

Lim, Sun Sun. Transcendent Parenting. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190088989.001.0001.

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In digitally connected middle-class households with school-going children, from toddlers through varsity students, the practice of transcendent parenting has arisen. Smartphones and other mobile devices virtually accompany families through all aspects of their everyday existence. The growing sophistication of mobile communication has unleashed a proliferation of apps, channels, and platforms that link parents to their children and key institutions in their lives. Throughout every stage of their children’s development, from infancy to adolescence to emerging adulthood, mobile communication play

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32

Bickford, Tyler. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0007.

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The conclusion advocates for understanding music in terms of interpersonal relationships as much or more than as repertoires of texts with their own cultural meanings. Music should be considered in terms of Bourdieu’s concept of “social capital” in addition to “cultural capital” as it is normally conceived. Children’s in-school media use does not involve the intrusion of foreign consumer culture into education, but rather historically and culturally grounded traditions of peer-cultural solidarity provide a context into which entertainment media practices fit naturally. A seeming opposition bet

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33

Bickford, Tyler. Intimate and Instrumental. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0002.

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This chapter makes crucial theoretical and conceptual interventions to support the arguments developed through the ethnographic core of the book. This chapter extends an influential “expressive practices” approach, which emphasizes the centrality of expressive language and communication in the social reproduction of class, gender, and ethnicity in schools, to include the social production of childhood roles and identities. It identifies “instrumentality” and “intimacy” as key concepts linking expressive practices to social relationships. It then argues that the expressive practices of children

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34

Bobou, Olympia. Representations of Children in Ancient Greece. Edited by Sally Crawford, Dawn M. Hadley, and Gillian Shepherd. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199670697.013.19.

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Children’s representations appear early in the Greek visual material culture: first they appear in the large funerary vases of the geometric period, while in the archaic period they appear in funerary reliefs and vases. To the representations in vase painting, those in terracotta statuettes can be added in the fifth century, but it is in the fourth century bc that children become a noteworthy subject of representation, appearing both in small- and large-scale objects in different media. This chapter considers the relationship between changing imagery of children in ancient Greece and social an

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35

Bickford, Tyler. Earbuds Are Good for Sharing. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0003.

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This chapter presents a detailed analysis of children’s practices of sharing earbuds with friends and peers. Portable music technologies mediate face-to-face relationships among schoolchildren, and the social links they support provide an intimate environment for interaction that mostly excludes adults. These face-to-face interactions using digital audio technologies challenge theoretical perspectives from two fields. First, a prominent view of sound technologies as progressively isolating individuals from one another fails entirely to account for children’s sociable practices. Second, while a

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36

Klapper, Melissa R. Ballet Class. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190908683.001.0001.

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Surveying American ballet in 1913, Willa Cather reported that few girls expressed any interest in taking ballet class and that those who did were hard-pressed to find anything other than dingy studios and imperious teachers. A century later, ballet is everywhere. There are ballet companies across the United States; ballet is commonly featured in film, television, literature, and social media; professional ballet dancers are spokespeople for all kinds of products; nail polish companies market colors like “Ballet Slippers”; and, most importantly, millions of American children have taken ballet c

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37

Bickford, Tyler. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0001.

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The introduction provides an introduction to the research site, including the social and cultural context at Heartsboro Central School and in the community of Heartsboro. It addresses methodological questions, including the overall design of the research, approaches to data collection and analysis, and reflections on ethical issues involving research with children. It gives an overview of children’s musical tastes, interests, and practices, and it offers illustrative examples of “new media poetics” that set the stage for later chapters. It also situates the book in relationship to popular musi

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38

Jones, Delores B. Childrens Media Marketplace. 3rd ed. Neal-Schuman Publishers, 1988.

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39

Children & Media. Hyperion Books, 1993.

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40

Münch, Ursula, Christoph Klein, Carolin Ruther, and Jörg Siegmund, eds. Kranke Kinder haben Rechte! Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748921967.

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In the last 200 years, the field of paediatrics has taken enormously successful strides forward. However, in a healthcare system which is being increasingly geared towards efficiency and optimisation, the needs and rights of sick children are often overlooked, which includes aspects of hospital architecture and the necessary resources to afford children the time they need. Treating them as equals and respecting their participatory rights are also often neglected, while the particularities of paediatrics are hardly acknowledged in political debate or in the media. The first German Child Health

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41

Complete Sourcebook on Children's Interactive Media, 2002, Volume 10 (Complete Sourcebook on Childrens Interactive Media). Active Learing Assoc, 2002.

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42

Meikle, Kyle. Adaptation and Interactivity. Edited by Thomas Leitch. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199331000.013.31.

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In recent years, the novel/film debate of adaptation studies yore has given way to another binary between old media and new, one in which adaptation scholars posit apps and videogames as more participatory than such predecessors as novels and films. This essay turns to the eminently interactive genre of children’s fiction to challenge the claim that digital adaptations necessarily involve different kinds of participation than other adaptive modes. Instead of asking what new media can do that old media cannot, it asks what adaptations can do that other texts cannot, tracing the movement of Maur

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43

(Editor), Feilitzen Von Cecilia, and Ulla Carlsson (Editor), eds. Children and Media (Children and Media Violence Yearbook). Coronet Books Inc, 1999.

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44

Purcell, Carl. The Politics of Children's Services Reform. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.001.0001.

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Comparative research has identified two broad types of child welfare system. In child protection systems the principal remit of welfare agencies is to identify and respond to actual or potential incidences of child abuse or maltreatment. In contrast family service systems are characterised by a stronger spirit of partnership between the state and families and an emphasis on working to prevent the need for coercive state intervention. This book examines the development of children’s services reform in England over recent decades to explain a shift from family service polices towards a narrower

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45

Primary Research (Firm : New York, N.Y.), ed. Children's publishing, media & entertainment. Primary Research, 1994.

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46

(Editor), Barbara Stein, and Lucia Hansen (Editor), eds. Children's Media Market Place. 4th ed. Neal-Schuman Publishers, 1995.

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47

Mittal, Sujata. Children and Media. Isha Books, 2005.

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48

The Media and Children's Rights. 2nd ed. The PressWise Trust, 2005.

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49

The Children's Media Yearbook 2018. Children's Media Foundation, 2018.

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50

Jenkins, Thomas E. The Reception of Hesiod in the Twentieth and Twenty-first Centuries. Edited by Alexander C. Loney and Stephen Scully. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190209032.013.53.

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This chapter traces the reception of the Works and Days and Theogony in various media throughout the twentieth and twenty-first centuries, including film, television, video games, novels, essays, illustrations, and children’s literature. It argues that the Theogony’s greater emphasis on extended narrative episodes—particularly the violent Titanomachy—has spawned a comparatively greater number of receptions, while the Works and Day’s didactic tone and structure have lent themselves more readily to adaptations that stress the environment and/or management. Hesiod’s representation of women—both m

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