Academic literature on the topic 'Children's books, Illustrated'
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Journal articles on the topic "Children's books, Illustrated"
Vindaswari, Rera Fenika, and Amaliyah Ulfah. "PENGEMBANGAN BUKU CERITA ANAK BERGAMBAR BERBASIS NILAI-NILAI KEPEDULIAN BAGI PESERTA DIDIK KELAS 2 SEKOLAH DASAR." Jurnal Fundadikdas (Fundamental Pendidikan Dasar) 1, no. 3 (November 30, 2018): 148. http://dx.doi.org/10.12928/fundadikdas.v1i3.661.
Full textBrugeilles, Carole, Isabelle Cromer, and Sylvie Cromer. "Male and Female Characters in Illustrated Children's Books or." Population (english edition) 57, no. 2 (2002): 237. http://dx.doi.org/10.3917/pope.202.0237.
Full textŠtevková, Mária. "Co‐publishing illustrated children's books in the Socialist countries." Early Child Development and Care 48, no. 1 (January 1989): 75–77. http://dx.doi.org/10.1080/0300443890480110.
Full textGÜZELYURT, Tuğçe, and Ömer NAYCİ. "Technology Addiction in Preschool Perıod: An Analysis on Illustrated Children's Books." Kastamonu Eğitim Dergisi 29, no. 2 (May 25, 2021): 326–33. http://dx.doi.org/10.24106/kefdergi.722745.
Full textPitenina, V. "Artistic and stylistic peculiarities of the graphic work of Petro Lapyn, illustrator of the children's books in the first third of the 20th century." Research and methodological works of the National Academy of Visual Arts and Architecture, no. 27 (February 27, 2019): 193–99. http://dx.doi.org/10.33838/naoma.27.2018.193-199.
Full textCheetham, Dominic. "Translating Direction: Illustrations in Native and Translated Japanese Children's Literature." International Research in Children's Literature 3, no. 1 (July 2010): 44–60. http://dx.doi.org/10.3366/ircl.2010.0005.
Full textSAY, Serkan. "EXAMINATION OF ILLUSTRATED CHILDREN'S BOOKS PUBLISHED IN TURKEY FOR AGES 5-8 IN." International Journal Of Eurasia Social Sciences 11, no. 40 (January 1, 2020): 746–72. http://dx.doi.org/10.35826/ijoess.2746.
Full textBrugeilles, Carole, Isabelle Cromer, Sylvie Cromer, and Zoe Andreyev. "Male and Female Characters in Illustrated Children's Books or How Children's Literature Contributes to the Construction of Gender." Population (English Edition, 2002-) 57, no. 2 (March 2002): 237. http://dx.doi.org/10.2307/3246609.
Full textPinheiro, Marta Passos, and Sabrina Ramos Gomes. "Os "novos" contos de fadas: tradição e inovação em A Bela e a Adormecida, de Gaiman e Riddell." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 2 (June 5, 2018): 35–56. http://dx.doi.org/10.5007/2175-8026.2018v71n2p35.
Full textClaudia Söffner. "Picturing Canada: A history of Canadian children's illustrated books and publishing (review)." Bookbird: A Journal of International Children's Literature 49, no. 1 (2011): 69. http://dx.doi.org/10.1353/bkb.2011.0017.
Full textDissertations / Theses on the topic "Children's books, Illustrated"
Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.
Full textEve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.
Full textLebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.
Full textENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.
AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.
Austin, Logan. "Shapester's magic alphabet exegesis [thesis] submission to Auckland University of Technology as partial fulfilment of the degree of Master of Art and Design, March 2003." Full thesis. Abstract, 2003.
Find full textOn cover : 2004 Also held in print (37 leaves : col. ill. ; 30 cm. + CD-ROM) in Wellesley Theses Collection (T 709.93074 AUS)
Phillips, Kathryn Bednarzik. "A comparative content analysis of illustrated African American children's literature published between 1900-1962 and 1963-1992." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995. http://catalog.hathitrust.org/api/volumes/oclc/35695362.html.
Full textUssery, Susie Robin. "A descriptive study of how African Americans are portrayed in award winning African American children's picture books from 1996-2005." Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-03302006-101045.
Full textLe, Roux Adrie. "The production and use of wordless picture books in parent-child reading : an exploratory study within a South African context." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20177.
Full textENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context.
AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.
Van, Zyl Janienke Dorothea. "Die wye wêreld in : ’n ondersoek na landskap en identiteitskonstruksie in Suid-Afrikaanse en Nederlandse prenteboeke." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18012.
Full textENGLISH ABSTRACT: The hypothesis of this study is that literary theory and theories concerning space, landscape and the construction of identity, are not only applicable to written texts, but also to visual texts. To prove this, the relevant theories were applied in the analyses of four selected Afrikaans and Dutch picture books, as well as to my own picture book, the practical component of this MA study. Space, which is transformed into landscape when observation becomes perception, interacts with the construction of identity in texts in different ways, inter alia because changes regarding space lead to changes regarding identity. Although social identity (how others see us) is important, it can lead to stereotyping, while a focus on selfidentity (how we see ourselves) is conducive in treating children as individuals – as is done regarding adults – with a wide variety of interests and inclinations. Space, landscape and the construction of identity are important vehicles to convey meaning in narratives – not only in literature for adults, but also in picture books, where it can play a role in both written text and illustrations to bring extra depth and dimension. Illustrations are most frequently in a complementary relationship with words because they activate additional meaning, but it can also convey messages in a contrapuntal or even contradictory manner. The utilization of these aspects links with the fact that many South African and Dutch writers and illustrators are of the opinion that both children and adults enjoy really successful children’s books. This study indicates that the use of theories on landscape and identity in the analyses of picture books can lead to the discovery of deeper meanings, which show the literary merit of the texts. In this regard, illustrations should not be regarded as having only an aesthetic, supplementary function, but should be appreciated as an equal partner in conveying meaning, which gives an extra dimension to picture books.
AFRIKAANSE OPSOMMING: Die hipotese in hierdie studie is dat literêre teorie en ander teorieë rakende ruimte en landskap, asook identiteitskonstruksie, nie net van toepassing is op geskrewe tekste nie, maar ook op visuele tekste. Om dit te bewys, is die relevante teorieë toegepas in die analise van vier gekose Afrikaanse en Nederlandse prenteboeke, asook van my eie prenteboek as praktiese komponent van dié Magisterstudie. Ruimte, wat getransformeer word tot landskap wanneer waarneming oorgaan in gewaarwording, hang op verskillende maniere saam met identiteitskonstruksie in tekste, onder andere deurdat ’n verandering in ruimte ook ʼn verandering in identiteit tot gevolg het. Hoewel sosiale identiteit (hoe ander ’n individu of groep sien) belangrik is, kan dit lei tot stereotipering. Daarteenoor lig ’n fokus op self-identiteit (hoe individue hulself sien) uit dat kinders, net soos volwassenes, as individue gesien moet word met ʼn wye verskeidenheid belangstellings en smake. Ruimte, landskap en identiteitskonstruksie is belangrike betekenisdraers in narratiewe – nie alleen in literatuur vir volwassenes nie, maar ook in prenteboeke, waar dit in beide die geskrewe teks én in die illustrasies ’n rol kan speel om ekstra diepte en dimensie te verleen. Die illustrasies staan meestal in ’n komplementêre verhouding tot die woorde deurdat dit bydra tot betekenisverruiming, maar dit kan ook kontrapuntale of selfs teenstrydige boodskappe oordra. Die ontginning van hierdie tipe aspekte sluit aan by die feit dat heelwat Suid-Afrikaanse én Nederlandse skrywers en illustreerders meen dat ʼn werklik suksesvolle kinderboek deur beide kinders en volwassenes geniet kan word. Uit die ondersoek blyk dat die analise van prenteboeke aan die hand van teorieë oor landskap en identiteit kan lei tot die uitlig van dieper betekenisse, wat die letterkundige waarde van prenteboeke bevestig. Illustrasies het hierby nie bloot ’n estetiese funksie as aanvulling tot die geskrewe teks nie, maar kan beskou word as volwaardige draers van betekenis wat ’n waardevolle ekstra dimensie aan prenteboeke verleen.
Steenkamp, Janita. "Die plek van die inheemse kinderprenteboek in post-apartheid Suid-Afrika, met spesiale verwysing na die Nama taal." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6591.
Full textENGLISH ABSTRACT: This study discusses the role of the indigenous picturebook in South Africa and the positive aspects it holds with regards to developing a reading culture in this country. Specific focus is placed on postmodern picturebooks and it discusses why these types of books are more succesfulsuccessfulin teaching children to read than “traditional” picturebooks, and finally to promote a healthy reading culture. The main argument is that picturebooks occupy a void where different factors such as didactic and economic elements should be taken into consideration. The possible role picturebooks can play in the rehabilitation of the dying Nama language and culture is also considered as well as links between Nama and Afrikaans stories. HibridityHybridity theory is also taken into account and possibilities of merging Afrikaans and Nama to create a bilingual picturebook is also explored. The picturebook is also discussed as a form consisting of different factors.These factors include elements regarding narrative theory and semiotics. The premise of this discussion is based on Roland Barthes’ theory regarding the meaning of signs, namelysemiotics. Narrative theory is also taken into consideration with special reference to Perry Nodelman’s theory regarding the combination of narratology and semiotics in the dissection of picturebooks. In the conclusion it is discussed why it is very important for writers and illustrators to have a sound understanding of the theory regarding picturebooks in order to create quality picturebooks. The main theme in this study is that picturebooks are a perfect medium for children to learn how to read and develop their visual literacy.
AFRIKAANSE OPSOMMING: Hierdie studie bespreek die inheemse kinderprenteboek in Suid-Afrika en die bydrae wat dit kan lewer om hierdie land se agteruitgaande leeskultuur te stuit. Die postmoderne kinderprentboek word uit die oogpunt van 'n illustreerder bespreek deur klem te plaas op die positiewe bydrae wat hierdie tipe boeke tot 'n gemeenskap se leeskultuur kan lewer. Daar word hoofsaaklik geredeneer dat kinderprenteboeke in Suid–Afrika oor die algemeen 'n problematiese ruimte beset waar elemente soos die didaktiese invloed, die ekonomie en ook taal in ag geneem moet word. Hierdie verhandeling ondersoek ook die rol wat die inheemse kinderprenteboek kan speel in die behoud van die sterwende Nama gemeenskap se taal en kultuur, asook die verband tussen Afrikaans en Nama. Deur te kyk na hibriditeitsteorie word ook bepaalof Afrikaans en Nama suksesvol saam in 'n kinderprenteboek kan funksioneer. Die verskillende faktore wat tot die kinderprenteboek as 'n geheel bydra, word ook bespreek, naamlik narratief- en semiotiekteorie. Deur staat te maak op Roland Barthes se semiotiekteorie en Perry Nodelman se narratiefteorie word kinderprenteboeke as 'nkunsvorm bespreek. Die gevolgtrekking van hierdie studie bespreek waarom dit vir illustreerders en skrywers van kinderprenteboeke noodsaaklik is om te besef hoe kinderprenteboeke as 'n visuele teks funksioneer om sodoende'nkwaliteit produk vir kinders te kan skep. Die kinderprenteboek is 'nideale medium waarin kinders kan leer om teks en beeld bymekaar te bring.
Visser, Carla. "Matilda, who told lies and was burned to death : ʼn vergelykende analise van die illustrasie van ʼn vermaan-verhaal." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71615.
Full textENGLISH ABSTRACT: This study comprises a comparative visual analysis of three picture books, illustrated by Steven Kellogg, Posy Simmonds and Edward Gorey. The illustrators reinterpret the cautionary tale, Matilda, who told lies and was burned to death by Hilaire Belloc (1908). Not only does this study present a brief historical overview of the genre but it also interrogates the manner in which different styles of illustration underscore the pedagogical didactic narrative. The visual interpretations of these three illustrators are compared in order to establish whether or not they have succeeded in sustaining the subversive or grotesque elements of this cautionary tale. Belloc’s narrative as well as the illustrations are analysed in terms of gender. I discuss my own version of Belloc’s cautionary tale as a parody of this tale that serves to exaggerate the sometimes overt gendering of girl characters in cautionary tales.
AFRIKAANSE OPSOMMING: Hierdie skripsie behels die visuele analise van drie verskillende prenteboeke, onderskeidelik geillustreer deur Steven Kellogg, Posy Simmonds en Edward Gorey. Al drie illustreerders bied ʼn visuele herinterpretasie aan van die vermaan-vers Matilda, who told lies and burned to death deur Hilaire Belloc. Die skripsie bied nie net ʼn geskiedkundige oorsig oor die genre nie, maar ondersoek die manier waarop verskillende illustrasie-style die opvoedkundige, didaktiese narratief onderstreep. Die illustreerders se prenteboeke word vergelyk en daar word vasgestel of hulle daarin geslaag het om die subversiewe en selfs groteske elemente in hierdie vermaan-verhaal te behou. Belloc se narratief en die illustrasie daarvan is ook in terme van gender geanaliseer. Ek bespreek my eie weergawe van Belloc se vermaan-verhaal, wat ek aanbied as ʼn parodie om die soms duidelike “gendering” van meisie-karakters in vermaan-verhale te oordryf.
Books on the topic "Children's books, Illustrated"
(Firm), Yosef Goldman. Rare illustrated Jewish children's books. Brooklyn, N.Y: Yosef Goldman, 1992.
Find full textPrice guide & bibliography to children's & illustrated books. Laguna Beach, Calif: M&P Press, 1995.
Find full textSotheby, Parke-Bernet, London. Illustrated books & drawings, including private press books, children's books and juvenilia, ephemera, performing arts: Sale LN6266. London: Sotheby's, 1996.
Find full textBaumgarten, E. Lee. Price list for children's and illustrated books for the years 1880-1940. [Silver Spring, Md.] (943 Bonifant St., #5, Silver Spring 20910): E.L. Baumgarten, 1990.
Find full textLee, Baumgarten E., ed. Price guide and bibliographic checklist for children's & illustrated books for the years 1880-1960. Martinsburg, WV: E.L. Baumgarten Books, 1996.
Find full textBaumgarten, E. Lee. Price guide for children's & illustrated books for the years 1880-1950. [Martinsburg, WV] (718¹/₂ W. John St., Martinsburg 25401): E.L. Baumgarten, 1993.
Find full textCianciolo, Patricia J. Picture books for children. 3rd ed. Chicago: American Library Association, 1990.
Find full textCianciolo, Patricia J. Picture books for children. 4th ed. Chicago: American Library Association, 1997.
Find full textPicture books and beyond. Newtown, N.S.W: Primary English Teaching Association Australia (PETAA), 2014.
Find full textBook chapters on the topic "Children's books, Illustrated"
Antarasena, Salinee. "Illustrated books in ThailandFrom Mana-Manee to the eighty picture books project." In The Routledge Companion to International Children’s Literature, 350–56. Abingdon, Oxon; New York: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-36.
Full textKilpatrick, Helen. "The shôjo (girl) aesthetic in Japanese illustrated and picture books." In The Routledge Companion to International Children’s Literature, 329–40. Abingdon, Oxon; New York: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315771663-34.
Full textLawson, Shelley. "“We Need Writers”: A Case Study of Writer-Illustrator Maitha Al-Khayat and the UAE Children’s Book Publishing Industry." In English Language Teaching Research in the Middle East and North Africa, 579–606. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_26.
Full text"The Development of Illustrated Texts and Picture Books." In International Companion Encyclopedia of Children's Literature, 230–40. Routledge, 2003. http://dx.doi.org/10.4324/9780203168127-26.
Full textGross, Rachel B. "People of the Picture Book." In Religion and Popular Culture in America, Third Edition. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520291447.003.0010.
Full textWoiwod, Uta. "Adaptations of Print Narratives Into Literary Apps." In Advances in Early Childhood and K-12 Education, 127–47. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch007.
Full textRosenfeld, Alla. "11. Between East and West: 1he Search j(Jr National Identity in Russian Illustrated Children's Books, 1800-1917." In From Realism to the Silver Age, 168–88. Cornell University Press, 2014. http://dx.doi.org/10.1515/9781501757044-016.
Full textWhalley, Joyce Irene. "The development of illustrated texts and picture books." In International Companion Encyclopedia of Children’s Literature, 318–27. Routledge, 2018. http://dx.doi.org/10.4324/9781315015729-24.
Full textShakur, Md. "Drug Therapy in Children." In Illustrated Textbook of Pediatrics, 886. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12397_22.
Full text"8 Children’s Illustrated Books, 1990 to the Present Day." In Picturing Canada, 153–90. Toronto: University of Toronto Press, 2010. http://dx.doi.org/10.3138/9781442698949-011.
Full textConference papers on the topic "Children's books, Illustrated"
Egert, T., Y. Egert, R. Vitman, and W. Costello. "PARE0012 Educating young children, parents and doctors through the medium of an illustrated children's book." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.1687.
Full textMincheva, Kalina. "EDUCATIONAL ROLE OF THE CHILDREN'S ILLUSTRATED BOOK THROUGH THE CHILD'S VIEW: RESULTS OF A STUDY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1092.
Full textNuraeni, Ardianna, Nur Saptaningsih, and Muhammad Taufiq Al Makmun. "Translating Children’s Illustrated Story Books: Challenges in Translating Linguistic and Cultural Aspects by Students of English Diploma 3 Program UNS at Ganesa Library." In Proceedings of the Fifth Prasasti International Seminar on Linguistics (PRASASTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/prasasti-19.2019.69.
Full text