Relevant bibliographies by topics / Illustrated children's books

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

Academic literature on the topic 'Illustrated children's books'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Illustrated children's books"

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Neupane, Ravindra. "The Use of Children’s Picture Books to Promote Environmental Awareness." Humanities and Social Sciences Journal 15, no. 1-2 (December 31, 2023): 30–41. http://dx.doi.org/10.3126/hssj.v15i1-2.63736.

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Environmental catastrophe is one of the biggest problems of the current century. As one of the living things on the planet, humans must start to understand the environmental problems in their immediate surroundings. To increase the future generation's understanding of the current situation of the environment, children must receive a high-quality education. This study highlights how children’s exposure to green literature can help them become more aware of their surroundings. This study uses a qualitative research approach based on an interpretative model. In this investigation, several children's books are utilized as the study's subject material to demonstrate that young readers' literature may be a very effective instrument for fostering environmental awareness. Picture books are the type of children's books used in this study. These books are The Secret Garden and The Giving Tree. An ecocriticism analysis has been used in children's picture books to illustrate how to raise children’s environmental consciousness. This study reveals that the authors truly have demonstrated their enthusiasm for promoting environmental awareness and they illustrated the interconnectedness of nature and humanity. In conclusion, it is hoped that this study will boost children’s desire to safeguard, conserve, and care for the environment soon.
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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.

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This study aims to develop pictorial children's storybooks based on caring values and specifically aims to know, (1) steps for developing child-based pictorial children's storybooks, (2) the feasibility of caring-based children's storybooks, and (3) participant responses students of story books developed.This type of research is development research. This study uses the Borg and Gall development model which consists of five stages, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, and main product revision. The subjects of this research were 10 second grade students of Banguntapan State Elementary School with 10 childrens. Data Collecting techniques use descriptive. The data analysis technique used is descriptive.The development of pictorial children's storybooks consists of six steps, namely determining themes, making storylines/storyboards, determining characters/figures, making illustrated images, combining storybook elements, and expert validation. The results of the study showed that illustrated children's storybooks were based on values of concern for second grade students of elementary school worthy of use. Assessment according to media experts got a score of 104 (good), material expert 101 (good), and expert learning 56 (very good). The response results of students get a score of 100 (very good). Students respond that the contents of illustrated story books are interesting, stories are easy to understand, and can be used as models in attitude.Keywords: Picture Children's Story Book, Concern Values
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Da Silva Martins, Marisa. "Sail away, save a whale: ocean awareness in children’s books and picture books." Child Studies, no. 3 (December 31, 2023): 63–74. http://dx.doi.org/10.21814/childstudies.5239.

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This article discusses two children's books, The Whale Watchers (2022), written by Dougie Poynter and illustrated by Amberin Huq, and Calling the Whales (2023), written by Jasbinder Bilan and illustrated by Skylar White, as well as one picture book, The Tale of the Whale (2022), written by Karen Swann and illustrated by Padmacandra. Highlighting the relationship between children and whales, the article draws upon ecocriticism and ecology in the context of children’s literature. Arguing that these narratives present both species as climate activists, the article also explores the significance of the text, not only for the purpose of exposing environmental issues, but by also contributing to environmental literacy and pedagogy. This article aims to conclude that whales’ representation throughout the narratives bestows ocean awareness, leading the children to experience and engage with the sea.
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Budi, Hutomo Setia. "Product Development Of Illustrated Children's Storybook Entitled "Senja" Into Children's Animated Video Stories." VCD 4, no. 1 (June 30, 2019): 24–31. http://dx.doi.org/10.37715/vcd.v4i1.1387.

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Product of illustrated story book for children are very commonly found. In the illustrated story books, there are 2 elements, namely image and text. The image content keeps the child interested with the book as well as helps to tell the event that happened. Existing text describes events and stories. This research discusses the product development of an illustrated story book entitled “Senja” into children's animated video stories. This research uses the research and development methodology. This research was limited to discuss on how to process existing data and images into animation and then merged with narration, background music, and put together to form animated videos. This study also discusses whether additional scenes are needed to improve the storytelling quality in animation. The results obtained from this study that the existing image assets in the illustrated children's storybook can be processed and developed into decent children's animated video stories by adding scenes to support storytelling. Background music that suitable with the scene was also needed to build the atmosphere in the animated video. Narration was also needed to strengthen the scene and storytelling.
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Peters, Chelsea N. "Children's books for research-based outreach and science communication pedagogy." Geoscience Communication 7, no. 2 (April 3, 2024): 81–90. http://dx.doi.org/10.5194/gc-7-81-2024.

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Abstract. Academics are encouraged to integrate scientific research with the public, but methods of doing so are often transient and insubstantial. Students and future scientists also require training and exposure to the importance of public outreach and science communication within STEM fields. Here, I describe two projects that provide a template for using children's books as an efficient and impactful means of science communication. The first part describes an international research project that culminates in the writing, illustration, and distribution of a children's book. Farzana’s Journey is a children's book based on multidisciplinary research on the pairing of the physical and human systems in coastal Bangladesh. Written, illustrated, and freely distributed in the Bengali language, the book is a place-based tool to teach rural Bangladesh communities about the natural world and our scientific findings. Through the development and distribution of the book, we encouraged collaboration and public outreach with scientists, artists, and students concerned with enhancing educational and social opportunities in rural communities. We also ensure a physical tie to the community after the project's culmination. The book sparks children’s curiosity in the local environment while also demonstrating a means for sustainable educational outreach with impoverished, remote communities. The second part of the paper provides an overview of how this type of science communication can be taught to early-career scientists. Students in an intensive learning undergraduate course produce children's books about a scientific concept or process. I describe the curricular context and layout of the course, the assessment of deliverables, and the impacts of the science storytelling process as a model for teaching communication literacy. Together, these efforts demonstrate the potential impact of children's books on science communication efforts among students, early-career scientists, and local communities.
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Tanju Aslışen, Ebru Hasibe, and Sakine Hakkoymaz. "Examining the Criteria for Preferring Illustrated Children's Books by Parents with 0-3 Years-old Children." Theory and Practice in Child Development 3, no. 2 (November 11, 2023): 71–97. http://dx.doi.org/10.46303/tpicd.2023.13.

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In this study, it is aimed to examine the knowledge levels of parents with children aged 0-3 regarding the criteria they consider when choosing a children's picture book. The study was carried out with a qualitative research approach. The study group consists of 69 parents with children aged 0-3, and the data of the study were collected through a semi-structured interview form developed by the researchers. After the data were subjected to content analysis, they were presented in tables. As a result of the research, it has been revealed that parents with 0-3 year old children should have quality children's books and the features they pay attention to when choosing children's books, the child's interest, internal structure and external structure. It has been found that when choosing a children's picture book, parents pay particular attention to its suitability for the age and development of the child, its plain language, the presence of vivid colors and its non-violence. The content of the images is thick cardboard and the book is neatly bound with the appropriate font and image size. By looking at the outer coating and quality of quality paper, they think about whether it is educational, entertaining, creative and contains a concept of value.
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Brugeilles, 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.

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Števková, 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.

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GÜZELYURT, Tuğçe. "An Investigation of the Concept of War and Peace in Illustrated Children's Books." Cukurova University Faculty of Education Journal 51, no. 1 (April 27, 2022): 273–92. http://dx.doi.org/10.14812/cuefd.1020036.

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The phenomenon of war and peace has existed since the beginning of humanity. While the Turkish Language Association defines "war" as struggling, struggling to eliminate something, struggling to destroy something and fight, the Association defines "peace" as an environment of tolerance, harmony and mutual understanding. In the process of transforming war into peace, individuals must first acquire knowledge, develop skills and attitudes. The most important concepts to be acquired regarding this process are tolerance, justice, human rights, democracy and equality. These concepts are abstract and difficult for the preschool child to comprehend. Researches reveal that starting from the preschool period, quality education, educational environment, methods and materials are required for the comprehension of the concept of war and peace, which are among the abstract and difficult subjects for children. In this respect, the study was carried out in order to examine the suitability of the illustrated children's books, which cover the subject of war and peace, for the preschool period. Qualitative research method was preferred in the study. Reviewed books group consists of 22 illustrated children's books determined by the criterion sampling method that is one of the purposive sampling methods. Illustrated children's books were examined by document analysis method. The data related to the study were analyzed through descriptive analysis and content analysis techniques. As a result of the research, it can be said that in the illustrated children's books examined, there is not enough attention to the developmental characteristics of the child in the process of explaining the cause of the war, including positive emotions as well as negative ones, and resolving the war.
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Cabral, Gisele de Assis Carvalho, and Érika Christina Kohle. "CONTRIBUIÇÕES PARA A FORMAÇÃO DO LEITOR LITERÁRIO POR MEIO DO LIVRO DE IMAGEM." COLLOQUIUM HUMANARUM 20, no. 1 (November 27, 2023): 443–60. http://dx.doi.org/10.5747/ch.2023.v20.h570.

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This article is an excerpt from a Master's degree research, whose main objective was to understand the contribution of picture books to the formation of young readers of Children's Literature. Thus, its content contains some lines from one of the Dialogical Meetings held between the researcher and an illustrator about the gestation process of one of her works – Max Emiliano – with the intention of reading the illustrations towards a more in-depth understanding of the narrative present in the image book. To achieve this purpose, the methodology used was the analysis of a work based on dialogue with the illustrator and comparison with the theoretical framework of the philosophy of language with the thoughts of some researchers of Literature and illustrated books. As a result, teaching how to read images/illustrations at school, through Children's Literature books, contributes to the formation of readers from a young age, as it sensitively and aesthetically broadens their perspective. This process of attributing meanings to the image tends to expand throughout life as a result of each person's reading and imagery experiences and favors a more complete formation and development of the literary reader's understanding.
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Dissertations / Theses on the topic "Illustrated children's books"

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Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.

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Eve, 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.

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Lebedeva, 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.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH 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.
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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.

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Thesis (MA--Art and Design) -- Auckland University of Technology, 2003.
On cover : 2004 Also held in print (37 leaves : col. ill. ; 30 cm. + CD-ROM) in Wellesley Theses Collection (T 709.93074 AUS)
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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.

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Ussery, 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.

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Le, 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.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH 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.
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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.

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Thesis (MA (VA))--Stellenbosch University, 2011.
ENGLISH 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.
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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.

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Thesis (MPhil)--University of Stellenbosch, 2011.
ENGLISH 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.
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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.

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Thesis (MPhil)--Stellenbosch University, 2012.
ENGLISH 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.
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Books on the topic "Illustrated children's books"

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(firm), Sotheby's, ed. Illustrated books, children's books, related drawings. London: Sotheby's, 1989.

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(Firm), Yosef Goldman. Rare illustrated Jewish children's books. Brooklyn, N.Y: Yosef Goldman, 1992.

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Sotheby, Parke-Bernet, London. Illustrated books & drawings, including private press books, children's books and juvenilia, ephemera, performing arts: Sale LN6266. London: Sotheby's, 1996.

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Sotheby, Parke-Bernet, London. Illustrated books & drawings, including private press books, children's books and juvenilia, ephemera, performing arts: Sale LN6266. London: Sotheby's, 1996.

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Baumgarten, 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.

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Quentin, Blake, Laing Art Gallery, and British Library, eds. Magic pencil: Children's book illustration today. [London]: British Council, 2002.

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Serge-Aljosja, Stommels, ed. Russian artists and the children's book 1890-1992. Nijmegen: L.S., 2009.

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Baumgarten, 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.

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Cianciolo, Patricia J. Picture books for children. 3rd ed. Chicago: American Library Association, 1990.

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Cianciolo, Patricia J. Picture books for children. 4th ed. Chicago: American Library Association, 1997.

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Book chapters on the topic "Illustrated children's books"

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Biemmi, Irene. "Educare a nuovi immaginari di genere: le famiglie rappresentate nei libri per l’infanzia." In Quanti generi di diversità?, 83–100. Florence: Firenze University Press, USiena Press, 2023. http://dx.doi.org/10.36253/979-12-215-0362-3.11.

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After a necessary introduction to the concept of ‘family’, understood as a socio-cultural fact and not as a natural datum, this essay discusses the results of a survey of a corpus of illustrated children's books that propose broad and plural imaginaries of contemporary families, especially ones with same-sex parenting.
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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.

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Bianchini, Paolo, Marta Peiretti, and Pompeo Vagliani. "Progettare e realizzare percorsi didattici di Storia della scuola per la primaria con la Public History." In La Public History tra scuola, università e territorio, 39–49. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-616-2.06.

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The essay illustrates some basic themes underlying the teaching of history of education in primary school. Some examples of workshops for elementary school students are then illustrated, recently carried out in the School and Children's Book Museum in Turin.
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Kilpatrick, 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.

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Sanchez-Eppler, Karen. "Chapter 16. A World of books." In Children’s Literature, Culture, and Cognition, 356–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.16san.

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Three late-nineteenth-century American farm boys wrote and illustrated a homemade library. The Nelson family lived in rural New Hampshire, USA in what seem narrowly local circumstances – far from transnational. Yet the books they create depict an imaginary “World”. Their library reflects competition and conflict between imaginary nations, but also collaboration, with some books claiming transnational authorship and publication sites. International communication provides impetus for the Nelson brothers’ bookmaking in ways that illuminate the transnational dimensions of children’s book production in the real world. The case study offered in this chapter both explores the significance of global thinking for the Nelson’s bookmaking and asks what their homemade publications reveal about the transnational circulation and function of all children’s books.
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Christensen, Nina. "Chapter 8. Playful reading." In Children’s Literature, Culture, and Cognition, 176–97. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.08chr.

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This chapter concerns the transnational character of children’s literary culture across media and genres in Danish and German homes around 1830. Furthermore, it addresses the interaction between reading and playing in and around books. German author Karl Blumauer’s Der kleine Robert und sein Steckenpferd (Little Robert and his Hobby Horse, 1833, Danish translation 1835) is the prism used to view the interaction between the market for illustrated books in Denmark and Germany; concepts of childhood and literature presented in the German and Danish prefaces; the ludic and media culture represented in texts and images; the traces of use in specific copies, and literary and ludic practices. The chapter concludes that, taken together, such combinations of sources allow a fuller insight into transnational aspects of childhood, children’s expected and actual use of children’s books, toy and media, and the book as a commodity that afforded playful as well as readerly uses.
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Boškovic, Aleksandar, and Ainsley Morse. "Chapter 4. Soviet socialist su(pe)rrealism for children." In Children’s Literature, Culture, and Cognition, 94–122. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.04bos.

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This chapter posits a kind of Soviet Surrealism, or “su(pe)rrealism”, in photo-illustrated Soviet children’s literature of the interwar period. The techniques of manipulating photo-images that carried out the montage in a single frame were widely employed in photo-illustrated children’s books published in the late 1930s. Unlike earlier Soviet children’s books, which mostly employed photography toward “capturing real life” and promoting mass education, these late-1930s photobooks conjured a fairy-tale wonderland in which reality is somewhat bracketed and objects are given visible agency. Instead of the “baring of the device” typical of the 1920s, later graphic artists sought to hide the device in order to increase the naturalistic effect of photo-montaged representations. These photographic “deformations,” effected by retouching and manipulations of scale, rendered the world of objects – the so-called “real” world surrounding children – subtly uncanny, subject to distortion and, thus, distinctively surrealist. This turn toward the surreal seems curiously at odds yet consonant with the totalizing culture of Stalinism – hence our suggestion of “super-real” as an alternative designation.
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Martins, Joana Rovira, Pedro Martins, and Ana Boavida. "Transmediation of the Illustrated Children’s Book «Goodnight Moon»: A Web-Based Traditional Animation." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, 313–26. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-28993-4_22.

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Campagnaro, Marnie. "Chapter 6. “A successful photograph is worth as much as a story”." In Children’s Literature, Culture, and Cognition, 144–67. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.17.06cam.

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Bruno Munari was an Italian artist, graphic designer, and illustrator who combined art and design to great effect in his visual art and books. During his long, interdisciplinary career, Munari experimented with many artistic possibilities: painting, illustration, sculpture, design, graphics, teaching, poetry, and writing. He also cultivated a peculiar relationship with photography. This chapter investigates photography’s influence on Munari’s poetics, from Futurism and other Avant-garde movements to the Bauhaus and László Moholy-Nagy’s work, graphic design experimentation, and collaborations with photographers. His multifaceted approach can be investigated through two editorial project typologies: photocollage and photographic picturebooks. What is discussed is how historic, artistic, and cultural photography influenced his children’s works and to what extent photographic experimentation affected Munari’s creativity and aesthetics in his original books.
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Lawson, 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.

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Conference papers on the topic "Illustrated children's books"

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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.

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Rocaciuc, Victoria. "Book graphics in the creation of the plastic artist Liudmyla Kozhokar." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.11.

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The fine arts artist Liudmyla Kozhokar had professional studies in Ukraine: the Arts Studio in Kherson (1975–1978) and the Ukrainian Polygraphic Institute „I. Fyodorov” in Lvov (1978–1983). Since 1984, Liudmyla Kozhokar participates in fine art exhibitions in Chisinau and abroad. Since then, the artist has collaborated with various Moldovan publishing houses, combining publishing with teaching in the field of fine arts. Since 1999 Liudmyla Kozhokar is a full member of the UAP of the Republic of Moldova, and since 2001 – a member of the A.I.A.P. UNESCO, Paris, France. Liudmyla Kozhokar’s works are in the collections of the National Art Museum of Moldova and in private ones in Romania, the Republic of Moldova, France, USA, Iraq, Italy, Germany, Japan, England, etc. The graphic designer illustrated books of different kinds: ABC books, textbooks, children’s stories, encyclopedic literature, etc. Liudmyla Kozhokar perceives each graphic book separately, finding new plastic formulas and stylistic methods, delving into the text and studying it to the last sentence.
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Mincheva, 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.

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de Wit, Shirley, Felienne Hermans, Marcus Specht, and Efthimia Aivaloglou. "Gender, Social Interactions and Interests of Characters Illustrated in Scratch and Python Programming Books for Children." In SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3626252.3630862.

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Szasz, Teodora, Emileigh Harrison, Ping-Jung Liu, Ping-Chang Lin, Hakizumwami Birali Runesha, and Anjali Adukia. "Measuring Representation of Race, Gender, and Age in Children’s Books: Face Detection and Feature Classification in Illustrated Images." In 2022 IEEE/CVF Winter Conference on Applications of Computer Vision (WACV). IEEE, 2022. http://dx.doi.org/10.1109/wacv51458.2022.00343.

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Nuraeni, 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.

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O’Callaghan, Simone, and Carl Morgan. "What Design Can Learn From Collaborating with Indigenous Partners." In Sixteenth International Conference on Design Principles & Practices. Common Ground Research Networks, 2024. http://dx.doi.org/10.18848/978-1-963049-18-3/cgp/49-54.

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This paper examines learnings gained from working with Indigenous partners on creative design projects through Studio Zed, a creative agency at the University of Newcastle which provides students with creative studio placements over the summer and Work Integrated Learning (WIL) opportunities throughout the year. Studio Zed has collaborated with Aboriginal and Torres Strait Islander Communities to deliver design projects. Both the studio directors, and students have found these projects enriching, learning much from being shown alternative world views and perspectives that can then be fed back into design processes. This paper introduces the reader to the Indigenous Design Charter, then discusses learnings from a case study project called Where’s Our Water, which was a collaboration with Awabakal and Worimi communities, University of Newcastle, School of Education, Hunter Water and Newcastle High School to produce an illustrated children’s book focusing on water conservation.
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