Journal articles on the topic 'Memorial University of Newfoundland. Teachers Teachers'

The Inuit Bachelor of Education (IBED) program in Labrador is a partnership between the Nunatsiavut Government (NG) and Memorial University of Newfoundland. It is preparing teachers to be key participants in NG’s education system. The IBED students and Sylvia Moore, the lead faculty member in the program, have based this paper on a collaborative presentation. The writers explore the tensions between the current provincial curriculum offered in the regional schools and a curriculum that is founded on Inuit history, culture, and worldview, restores the central role of the Inuit language, and is community-based as recommended in the 2011 National Strategy on Inuit Education. The students discuss four key threads of culturally relevant education: land, language, resources, and local knowledge. Moore reflects on how the IBED program incorporates these same elements to support Inuit identity and the developing pedagogy of the pre-service teachers.

Dr. Penny Hansen is an international physiology educator. She was born in America and became a Canadian citizen, and her husband is from Sweden. Dr. Hansen has a reputation throughout the world from international meetings and visiting professorships in North America and Europe. She received her bachelor’s and master’s degrees in Ohio, and her PhD and entire academic career have been at Memorial University in St. John’s, Newfoundland, which is closer to London than to New Orleans. She found a hospitable environment and stayed. Remember how some jet planes were grounded on Sept. 11 at Gander, Newfoundland; the local people opened their homes, transported passengers in school buses, and served them free meals for a couple of days. Dr. Hansen has received local and national awards for her teaching skills. At St. John’s, her ideas about education quickly outgrew the Basic Science Division in the Faculty of Medicine. She went from Assistant Dean for Undergraduate Medical Education to Director of Academic Development for Medicine to director of a center for health professional education for five professional schools. With this track record she might have been chosen to be dean of a medical school. Dr. Hansen’s most notable contribution to international physiology has been in editing our Society’s teaching journal, Advances in Physiology Education, for nine years. During that time, she has written provocative editorials, encouraged authors from developing countries, and found ways to incorporate fresh ideas about teaching. As far as I know, no other society in the Federation of American Societies for Experimental Biology has a journal devoted to teaching. This is a tribute to Dr. Hansen and her associate editors in their encouragement of teachers to do research on teaching and publish their findings. Dr. Hansen will continue writing and is authoring a textbook entitled Physiology of Life Situations, which will have unique organization. Dr. Hansen was recently appointed co-chair of the Education Committee for the International Union of Physiological Sciences. In that role, she is responsible for conducting teaching workshops and providing resources to teachers of physiology worldwide, particularly in developing countries. She spends time each winter teaching at St. George’s Medical School in Granada. Dr. Hansen is also the elected chair of the Teaching Section for the next three years. It is particularly appropriate that, on this Earth Day 2002, whose motto is “One People, One Earth, One Future,” we hear a citizen of Canada who teaches worldwide talk about“Physiology’s Recondite Curriculum.”—Roger TannerThies, PhD, Professor Emeritus of Physiology, The University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.

Introduction / Innovation Concept: Simulation-based medical education (SBME) has seen increased application in medical education. Emergency medicine (EM) trainees must develop a diverse skill set to smoothly transition to clinical practice and ensure optimal patient outcomes. The competency-based medical education (CBME) framework helps ensure residents develop the required expertise relevant to each of the CanMEDs roles. Simulation is a valuable supplement to hands-on clinical experience and allows skill development in a low-risk setting. The EM Simulation book serves to facilitate the effective application of simulation in our curriculum. Methods: A number of resources were compiled to meet the needs of our simulation program within Memorial University of Newfoundland. Personal knowledge/experience of the author and local contacts provide site relevant content. Prior training helped in review and selection of materials on simulation theory and debriefing. Core EM resources were sourced for information on procedural training. Literature review on simulation was used to compile a list of resources and materials for further reading. The development and revision of the manual continues as an iterative process with sequential edits based on review and feedback. Qualitative evaluation of the design and value of this document is planned to get feedback from key stakeholders including learners, faculty and simulation lab staff. Curriculum, Tool, or Material: The final product is a 94-page document provided in print and electronic format to the EM residents and several faculty involved in simulation. It introduces residents to our simulation program, provides relevant background information and orients them to this modality of curriculum delivery. Theory and rationale behind SBME is included. Information on the key role of debriefing is highlighted. Several core EM procedural topics are covered with tips on practice station set up. Additional learning resources are noted, including information on case development for potential teachers. Conclusion: The simulation book brings together key information to optimize the simulation-based medical education experience for EM residents at Memorial University.

We explore our teaching of Biographical Explorations of Teaching and Learning, a Curriculum and Instruction Masters course in the Faculty of Education at Memorial University in which we develop creative and imaginative thinking and learning amongst educators. We invite students into a multi-modal exploration of their lives as teachers and learners via readings, visual art, drama, music, literary writing, and media pieces that explore themes in teaching and learning. Students think critically about how narratives work within personal/professional and societal cultural contexts. They learn about and engage in creative ways of telling a story. In this paper we critically reflect on the affordances and challenges of this approach to arts-informed critical graduate pedagogy.

The features of teaching normal physiology in the medical university of English-speaking students of the medical faculty are presented. It reveals the methodological approaches to the organization of teaching foreign students in the course of their receiving higher education in Ukrainian universities, discusses the basic principles and content of the organization of the educational process, taking into account the specifics of the contingent of students. Topical issues of organizing the process of teaching foreign students to medical specialities are considered. The private experience of teaching normal physiology in English to foreign students by teachers of our department is summarized. The analysis of factors affecting the effectiveness of the learning process was carried out. The features of the organization of this process are considered on the example of Vinnitsa national Pirogov’ memorial medical university. Detailed problem analysis will help to systematize and optimize the teaching and examination of knowledge of this kind of students. The use of innovative technologies in the teaching of foreign students can solve a number of both instructional and extracurricular tasks stay of foreign students in Ukraine; and it is the most optimal system of teaching biomedical disciplines in medical high school. A number of reasons are given that reduce the intensity of teaching to foreign students, the main ones being the different level of their linguistic training and educational base, lack of motivation, difficulty with discipline.

In the process of work, the doctor has to process a significant amount of information, establish contacts with different departments of the medical institution or between different institutions, work with a significant flow of patients, making decisions concerning human life and health. Modern medical information systems, which are widely implemented in various areas of health care, allow to optimize the doctor's activity, provide him with quick access to databases and resources of the clinic, improve the efficiency of diagnosis, reduce the error rate. Graduates of higher educational medical institutions must be able to apply them in their professional activities, know their advantages and disadvantages. This is facilitated by the inclusion of topic on Medical Information Systems (MIS) in the curriculum of the discipline «Medical Informatics». The aim of the article is to consider the main approaches to the organization of students'’work with modern medical software in medical informatics classes on the example of experience in studying the topic «Medical Information Systems» at National Pirogov Memorial Medical University. Research methods: theoretical analysis of methodical approaches to the study of information systems in universities and generalization of experimental experience of teachers of the Department of Biological Physics, Medical Equipment and Informatics. Effective formation of practical skills of work with MIS at future doctors is promoted by observance of the following sequence of actions: comparison of the capabilities of Medods, MedElement, Doctor Eleks, Meduchet SQL, EMCiMED platforms; work in a virtual university clinic with the Doctor Eleks software package; diagnosis of diseases using training expert systems «RG-lungs», «Diarrhea», Wero. The method of organization of practical work of students with medical information systems described in the article is used in the educational process by teachers of VNMU for the fifth year. This allowed to form in our graduates an understanding of the peculiarities of the work of various departments of medical institutions.

The purpose of the article is to analyze the images of "Soviet" and "Sovietness" in visual objects of the cultural landscape of Vinnitsia region on the basis of field ethnographic materials collected in the process of collective and individual expeditions by students of the Faculty of History, Law and Public Administration and teachers of the Department of History of Ukraine Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University in 2018-19. The methodology of the research is based on the combination of general scientific (analysis, synthesis, generalization) methods with the principles of historicism, systematicity, scientificity and verification and is carried out in the interdisciplinary plane - in the context of "cultural landscaping" (in the context of anthropology of space) and memory discourses and methodology of visual anthropology. The scientific novelty of the work is to try to breed the concepts of "Soviet" and "Sovietness". Through the analysis of visual objects of cultural landscape, the author traced the organic combination of objects of material culture (toponymy, symbolism, multifunctional architecture, vehicles, memorial sites, etc.) with varieties of human practices (daily, ritual, symbolic, artistic, etc.) focusing on the connection of visualization with a cognitive form of cognition that emphasizes sociocultural features in the creation and understanding of these visual images. The researcher also touched upon the difficulties of (not)reading the images of "Soviet" and "Sovietness" in the visual space, their (im)perception and (not)rethinking by different generations. Conclusions. The perspective of the outlined topic is important not only in the scientific but also in the public area, reflecting its applied vector. Since the main purpose of the visual in Soviet times was to achieve homogeneity and unification of society in all its spheres, therefore, the key tasks of modern "cultural landscaping" discourse is the transformation of the cultural landscape towards the construction of its "face" with a clear local identity of its inhabitants and express "individualization" space to represent sociocultural heterogeneity. This should become an active mode of formation, first of all, its tourist attraction for "others" and comfort for "self".

The role of Teachers has been transformed in recent years due to the increasingly complex educational demands and responsibilities that come from the students’ families. The aim of the present study was to investigate how Elementary School Teachers in Brazil and Uruguay perceive and evaluate the demands they receive from families, and how prepared they think they are to face this reality. A qualitative, exploratory and transcultural method was used, based on the technique of Focal Groups, with one group being conducted in Brazil (10 participants) and anther one in Uruguay (9 participants). In both groups, participants were women, with experience in public and private schools. Data were treated using the Content Analysis technique and results pointed out two main themes: Academic Formation and Family Demands. The analysis showed several similarities in the relationship between family and school in daily practice - both in Brazil and Uruguay - especially regarding the Teacher’s role. It was observed that Teachers still face some challenges in set out their roles for themselves and the families. Teachers have also shown they have insufficient resources to work with the diversity of family demands and it is possible to think that they would benefit from spaces of reflection and sensitivity development, in order to better discriminate these demands. Thus, it may be said that it is necessary to inaugurate a deep discussion about what it means to form Teachers to work with families.ResumoO papel dos professores tem se transformado nos últimos anos devido às demandas e responsabilidades educacionais, cada vez mais complexas, que derivam das famílias de seus alunos. O objetivo deste estudo foi investigar como os professores de ensino fundamental do Brasil e Uruguai percebem e avaliam as demandas que recebem das famílias e o quão preparados se sentem para enfrentar essa realidade. Foi utilizado método qualitativo, exploratório e transcultural, a partir da técnica do Grupo Focal, sendo conduzido um grupo no Brasil (10 participantes) e um no Uruguai (9 participantes). Em ambos os grupos, os participantes foram mulheres, com experiência nas redes pública e privada. Os dados foram tratados a partir da técnica de Análise de Conteúdo e os resultados apontaram dois temas principais: Formação Acadêmica e Demandas das Famílias. A análise evidenciou inúmeras semelhanças na relação que a família e a escola estabelecem na prática diária - tanto no Brasil quanto no Uruguai - especialmente no que diz respeito ao papel docente. Observou-se a dificuldade dos professores em delimitar seu papel para si e para as famílias. Os professores também se mostraram com poucos recursos para trabalhar com a diversidade de demandas familiares e é possível pensar que eles se beneficiariam de espaços de reflexão e desenvolvimento de sensibilidade para poder discriminar essas demandas. Assim, pode-se dizer que é necessário inaugurar uma discussão profunda sobre o que significa formar os professores para o trabalho com as famílias.ResumenEl papel de los docentes se ha transformado en los últimos años debido a las exigencias y responsabilidades educativas cada vez más complejas que derivan de las familias de sus alumnos. El objetivo de este estudio consistió en investigar cómo docentes de educación primaria de Brasil y Uruguay perciben y evalúan las demandas que reciben de las familias y cuán preparados se sienten para enfrentar esa realidad. El diseño fue cualitativo, exploratorio y transcultural, utilizando la técnica de Grupo Focal, siendo uno brasileño (10 participantes) y uno uruguayo (9 participantes). En ambos grupos los participantes fueron mujeres, con experiencia tanto en la red pública como privada. Los datos fueron tratados con Análisis de Contenido y los resultados apuntaron a dos grandes temas: Formación Académica y Demandas de las Familias. El análisis permite comprobar innumerables semejanzas en la relación que familia y escuela establecen en la práctica cotidiana tanto en Brasil como en el Uruguay, sobre todo en lo que se refiere al rol docente. Se observa la dificultad que las docentes expresaron en cuanto a delimitar su papel frente a si mismas y frente a las familias. También las docentes se mostraron con pocos recursos para trabajar con la diversidad de las demandas familiares y es posible pensar que se beneficiarían de espacios de reflexión y desarrollo de la sensibilidad para poder discriminar tales demandas. Así, se puede decir que se necesita abrir una discusión profunda sobre lo que significa formar a los docentes para el trabajo con las familias. Keywords: Family school relationship, Preservice teachers, Cross Cultural Studies.Palavras-chave: Relação família-escola, Formação docente, Demandas familiares, Estudo transcultural.Palabras clave: Relación escuela-familia, Formación docente, Demandas familiares, Estudio transcultural.ReferencesANDRES, Sergio; GIRO, Joaquín. El papel y la representación del profesorado en la participación de las familias en la escuela. Revista Electrónica Interuniversitaria de Formación del Profesorado, Zaragoza, v.19, n.1, 61-71, 2016. URL: http://revistas.um.es/reifop/article/view/245461/189131AZPILLAGA, Verónica; INTXAUSTI, Nahia; JOARISTI, Luis Maria. Implicacion de las familias en los centros escolares de alta eficacia en la Comunidad Autónoma Vasca. Bordón: Revista de Pedagogía, Bordón, v.66, n.3, 27-38, 2014. URL: https://dialnet.unirioja.es/servlet/articulo?codigo=4748791BAEZA, Silvia. El imprescindible puente Familia-Escuela. Estrategias e intervenciones psicopedagógicas. 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Professional Psychology: research and practice, Washington-USA, v. 37, n. 4, 359-366, 2006.DOWLING, Emilia; OSBORNE, Elsie. Familia y escuela. Una aproximación conjunta y sistémica a los problemas infantiles. Barcelona: Paidos, 1996, 224p.EPSTEIN, Joyce. L. School, family, and community partnerships: preparing educators and improving schools. Baltimore, Johns Hopkins University: Westview Press, 2011, 656p.ESCAYOLA, Empar. Padres y educadores: un encuentro singular. En: ALFONSO, Carmen et al. (Eds). La participación de los padres y madres en la escuela (pp.73-78.) Barcelona: Editorial Grào, 2009, 155p.FINN STEVENSON, Matia. Family, school and community partnerships: practical strategies for after schools programs. New directions for youth development, n.144, 89-103, 2014.GARCIA-BACETE, F. J. Cómo son y cómo podrían ser las relaciones entre escuelas y familias en opinion del profesorado. Cultura y Educación, v.18, n. 3-4, 247-265, 2006.GERVILLA, Ángeles. Familia y educación familiar: conceptos clave, situación actual y valores. Madrid: Narcea, 2008, 208p. GONDIM, Sonia Maria G. Grupos focais como técnica de investigação qualitativa: desafios metodológicos. Paidéia: Cadernos de Psicologia e Educação, Ribeirão Preto, v. 12, n.24, 149-161, 2003. URL: http://www.scielo.br/pdf/paideia/v12n24/04.pdf HAINES, Shana J. et al. Fostering family school and community school partnerships in inclusive schools. Using practice as a guide. Research and Practice for persons with severe disabilities, v.40, n.3, 227-239, 2015.HILL, Nancy E.; TAYLOR, Lorraine C. Parental school involvement and children’s academic achievement. Current Directions in Psychological Science, Georgia Institute of Technology, v.13, n.4, 161-164, 2004.HORNBY, Garry; LAFAELE, Rayleen. Barriers to parental involvement in education: an explanatory model. Educational Review, London, v.63, n.1, 37-52, 2011.INSTITUTO NACIONAL DE EVALUACION EDUCATIVA. Informe sobre el estado de la Educación en Uruguay 2015-2016. Montevideo: INEED 2017.KOUTROUBA, Konstantina et al. An investigation of Greek teachers’ views on parental involvement in education. School Psychology International, v.30, n.3, 311-328, 2009. URL: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.977.7897&rep=rep1&type=pdfLONDOÑO, Laura Victoria; RAMIREZ, Luz Ángela. Construyendo relación familia-escuela: consideraciones a partir de la intervención interdisciplinaria en el Colegio Bello Oriente en Medellín, Colombia. Revista Virtual Universidad Católica del Norte, Colombia, n.36, 193-220, 2012. URL: http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/375/712LÓPEZ LARROSA, S. La relación familia-escuela. Guía práctica para profesionales. Madrid: CCS, 2009.MARCELO, Carlos; VAILLANT, Denise. Desarrollo profesional docente ¿Cómo se aprende a enseñar? Madrid: Narcea, 2010, 170p.MARCONDES, Keila Hellen B.; SIGOLO, Sílvia Regina R. L. Comunicação e envolvimento: possibilidades de interconexões entre família-escola? Paidéia, Ribeirão Preto, v.22, n.51, 91-99, 2012. URL: http://www.scielo.br/pdf/paideia/v22n51/11.pdfMARTÍNEZ CERÓN, Ginés. Sombras y luces de la relación familia y escuela. En: Escudero Muñoz, Juan Manuel et al. (Eds.) Sistema educativo y democracia. Madrid: Octaedro, 2005, 168p.MORGADO, Beatriz; JIMENEZ-LAGARES, Irene; GONZÁLEZ, María del Mar. Ideas del profesorado de primaria acerca de la diversidad familiar. Cultura y Educación, Fundación Dialnet-España, v.21, n.4, 441-451, 2009.MORGAN, David L. Focus groups as qualitative research. California: Sage Publications, 1997, 88p.OLABUÉNAGA, José Ignácio R. Metodologia de la investigación cualitativa. Bilbao: Universidad de Deusto, 2012, 344p.OLIVEIRA, Dalila Andrade A. Reestruturação do trabalho docente: precarização e flexibilização. Educação e Sociedade, Campinas, v.25, n.89, 1127-1144, 2004. 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Barcelona: Editorial Grào, 2003, 155p. WAGNER, Adriana; TRONCO, Cristina; ARMANI, Ananda B. Introdução – Os Desafios da Família Contemporânea: Revisitando Conceitos. En.: Wagner, Adriana e cols. (Eds.) Desafios Psicossociais da Família Contemporânea: pesquisas e reflexões. Porto Alegre: Artmed, 2011, 208p.

The study of the current state of biobibliography of Buryatia, presented in the library web envi-ronment, was the purpose of this article. The author used methods of comparative analysis, monitoring of the web environment, bibliographic. The research results should include a representation of the forms of bio-bibliographic information that exists in the library web environment. The comparative characteristics of Internet resources contributes to the discovery of specifics in the creation of infor-mation products by libraries of various types and types. Links to websites identified in the process of studying the electronic environment can be used as a guide to the bio-bibliographic resources of the libraries of the republic. The article reflects bio-bibliographic information on library websites, which is publicly available. Traditional bio-bibliographic indexes are reviewed – digital copies and electronic versions of printed publications, original bibliographic products, complex electronic resources, databases that combine elements of bio-bibliographic, reference, full-text materials. Data on information products of scientific and public libraries was revealed: the National Library of the Republic of Buryatia, universities, the Buryat Scientific Center of the Siberian Branch of the Russian Academy of Sciences (BSC SB RAS), the Republican Library for Children and Youth, centralized library systems of the city of Ulan-Ude and the republic. Bibliographic information in the form of indexes, dictionaries (“Who's Who”), databases (“Teachers' Works”, etc.) has a special place on the websites of scientific libraries of universities: Buryat State University, East Siberian State University of Technology and Management, Buryat State Agricultural Academy, East-Siberian State Institute of Culture. The website of the Central Scientific Library of the BSC SB RAS reflects the “Works of the BSC SB RAS employees” in the same heading, information on memorial libraries of prominent scientists in the field of physical and mathematical sciences, literary criticism, art history, ethnography, oriental studies. The website of the National Library of the Republic of Buryatia provides the most valuable edi-tions of local history topics: electronic versions of printed publications, reference and bibliographic databases, and electronic collections dedicated to prominent figures of the republic. Republican library for children and youth, Central City Library named after I.K. Kalashnikov, the centralized library sys-tems of Ulan-Ude and the republic are created and distributed in the Internet space, mainly bio-bibliographic information of recommendatory nature, in order to popularize the personality of the writer, public figure, war hero, historical character. Conclusions are made about the diversity of forms of bio-bibliographic information in the library web environment and, at the same time, the need to achieve common organizational and methodologi-cal approaches of libraries to create bio-bibliography in the republic and its presentation in the Internet space. The general picture of the state of biobibliography considered in the article, the mentioned names of famous figures of the republic give a curtailed knowledge about of the development of science, culture and other areas of public life in the past and in modern times.

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Creating an active teaching and learning community can be challenging but at Memorial University, a blended approach is proving to be effective. Through regular face-to-face group discussions, one-on-onecoaching sessions, and online sharing and support, anactive community of teachers and learners is being created in Process Engineering. This paper details a practical approach to engaging students and faculty in program development, encouraging dialogue about best-practices in teaching and learning, sharing resources, and providing support and mentorship.

The article presents an innovative method of the volunteer project «Memorial Effort» development and its introduction into the educational process of Ivanovo region higher educational institutions students. The task of the study is to consider the results of project testing, which has been successfully implemented since the beginning of 2018 by a group of students, including foreign students from Ivanovo State Agricultural Academy named after D. K. Belyaev, Ivanovo State University of Chemistry and Technology, Ivanovo Medical Academy, Ivanovo branch of the Russian Plekhanov Economic University. Referring to the publications of foreign and Russian teachers, the authors of the article consider the history of the issue i.e. emergence of the design method and its application in educational institutions. This project can be called unique with confidence, as 1) the handler of the project is the Ivanovo Regional Public Organization of War Disabled Persons in Afghanistan and Military Trauma «Sworn Brothers», and students perform different types of works together with veterans; 2) the first and only agitation brigade in the region was created, which gave several concerts in rural clubs of the Ivanovo region; 3) the vast majority of agitation brigade participants are foreign students of Ivanovo universities. Thus, optimization of project activity in the educational process consists in real social efficiency and availability as it is evident from the experience of Ivanovo universities students.

Licensure Examination for Teachers (LET) is a standardized examination given to qualified graduates who wish to engage in the teaching profession in both elementary and secondary level. The examination is administered by the Professional Regulatory Commission twice in a year and set the passing percentage to 75%. The study employed a descriptive method of research in determining the LET performances of Education and non-Education graduates of Jose Rizal Memorial State University-Tampilisan Campus (JRMSU-TC). LET results coming from the Professional Regulatory Commission (PRC) were considered as the main data of the study. The present study considered 281 Elementary Education takers broken down into 168 BEED graduates and 113 non Education graduates, and 235 Secondary Education takers classified according to 75 BSED graduates, 127 Professional Education Certificate (PEC) graduates, and 33 non-College of Education (CED) graduates. The statistical measures used in the study were frequency count and percentage. The salient features were as follows: The Bachelor of Elementary Education (BEED) first takers performed well in the LET but combining their results with the repeaters, and non-education graduates, results barely surpass the national passing percentage. In the case of the Bachelor of Secondary Education (BSED), overall results indicated low performance in the LET or below the national passing percentage. Based on the findings of the study it was recommended to review the policies of the College of Education particularly on the entry and retention policies, faculty commitment, and the conduct of review classes and mock board.

During the first two decades of the 20th century, the expansion of private foundations and philanthropic initiatives in the United States converged with a comprehensive, nationwide agenda of progressive education and post-war social reconstruction that situated childhood at its core. From 1924 to 1928, the Laura Spelman Rockefeller Memorial was the main foundation behind the aggressive, systematic funding of the child development movement in North America. A pioneering institution, the Institute of Child Welfare Research, established in 1924 at Columbia's Teachers College, was the first Rockefeller-funded programme of its kind at an American university. The Institute was influential in helping set up a nationwide network of child welfare institutes at other universities. Twelve years later, it would also be the first of those institutes to close. Nonetheless, the Institute's context, emergence, and development have been overlooked or misrepresented by previous scholarship, which calls for a new, critical historical analysis. By drawing on a number of archival sources and unpublished materials, this paper offers a critical reconstruction of the Institute's internal, often unstable history, emphasizing its origins, members, and administrative changes. I argue that the demise of the Institute should be understood in the context of both the revision of philanthropic policies in the late 1920s and the Institute's singular emphasis on teaching and training over research. The resulting narrative allows for a deeper, more informed understanding of both the Institute's origins and its eventual folding.

AbstractThis symposium is a memorial to Dr. Marni Goldman. Although she never walked and had only limited use of her arms, Marni's academic and professional accomplishments placed her in elite company. She obtained two bachelors degrees from the University of Pennsylvania and a Ph.D. in Materials Science from the University of California at Berkeley. Even with a heavy course load, she was involved in educational outreach during her studies. She started her career as a Research Associate (Education Director) in Stanford's NSF Materials Research Science and Engineering Center on Polymer Interfaces and Macromolecular Assemblies in 2000 and retained those responsibilities until her death in 2007. During this period she rapidly added the responsibilities as Education Director for Stanford's Nanofabrication Facility and was ultimately named Associate Director of Stanford's Office of Science Outreach. Marni was a dynamo whose activities at Stanford included a large summer undergraduate internship program, a Research Experiences for Teachers program (local and national activities), a program to bring community college students (especially minority students) to the campus, public science (San Jose Tech Museum of Innovation, San Francisco Exploratorium), outreach to high schools with high minority populations, and a program with summer internships for students with disabilities. Marni's achievements are thanks in no small part to her extraordinary family, to her own intelligence and tenacity, and to a wide and loving circle of friends, drawn to her by the spirit of her determination and the unmistakable largeness of her heart.

Resumo: O texto aborda a aprendizagem das professoras-estudantes de um curso de Pedagogia a Distância no aspecto do desenvolvimento da linguagem e do uso simbólico desse instrumental lingüístico na alteração das relações de poder que operam dentro da escola. A análise baseou-se no recorte de trechos da atividade Memorial realizada ao fim do primeiro semestre do curso de Licenciatura em Pedagogia a Distância: Anos Iniciais do Ensino Fundamental (PEAD), ilustrando as primeiras impressões sobre as transformações nas relações escolares pela nova identidade de universitárias e pela apropriação teórica que confere maior segurança nas tomadas de posições nas discussões pedagógicas. Por fim, o texto aponta um dos fatores que auxiliam neste desenvolvimento lingüístico, tendo o tutor um papel importante nesta orientação da aprendizagem discursiva utilizando um método não diretivo que favorece a incorporação de um habitus acadêmico e uma posição enunciadora. Palavras-chave: Formação de Professores. Capital Lingüístico. Educação a Distância DEVELOPMENT OF LINGUISTIC AND SYMBOLIC CAPITAL IN THE PROCESS OF TEACHING Abstract: The text addresses the learning of teachers-students of a course of Distance Education in the aspect of language development and symbolic use of this linguistic instrumental in changing power relations that operate within the school. The analysis was based on clipping excerpts activity Memorial held at the end of the first semester of course Licenciatura em Pedagogia a Distância: Anos Iniciais do Ensino Fundamental (PEAD), illustrating the first impressions of the transformations in the school by the new identity university and the theoretical appropriation which provides greater security in making positions in pedagogical discussions. Finally, the article points out one of the factors that help this linguistic development, and the tutor an important role in this discursive learning orientation using a non-directive method that favors the incorporation of an academic habitus and enunciative position. Keywords: Teacher Education - Linguistic Capital - Distance Education

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O assunto em investigação é o grupo focal como ferramenta de produção de dados em estudos sobre crenças no ensino-aprendizagem de línguas estrangeiras. Nossa intenção é auxiliar no planejamento e aplicação de grupos focais que tratem sobre esse tema. Realizamos estudo bibliográfico e relato de nossa própria experiência em planejar e aplicar o instrumento. Nosso referencial teórico incluiu Barbosa (2012), Backes et al (2011), Autor (2018), Morgan (2013), Santos, Silva e Jesus (2016), Teixeira e Maciel (2009), Trad (2009), entre outros. Resultados indicam que o uso do grupo focal é apropriado para produzir dados sobre crenças a respeito do ensino-aprendizagem de idiomas, contanto que haja planejamento e preparação do pesquisador de maneira antecipada e adequada.
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Amy’s Marathon of Reading continues westward. Her Marathon of Hope project was mentioned in this column before but as it continues to gather momentum and as it relevant to the topic of this special issue, I thought it pertinent to mention it again. From her website: “ Inspired by Terry Fox’s and Rick Hansen’s Canadian journeys, Amy Mathers decided to honour her passion for reading and Canadian teen literature while working around her physical limitations through a Marathon of Books. Realising that Terry Fox could run a kilometre in six minutes during his Marathon of Hope, she figured out that she could read ten pages in the same amount of time. Thus, on her journey, ten pages will represent one kilometre travelled across Canada. Amy will be reading teen fiction books from every province and territory, exploring Canada and promoting Canadian teen authors and books by finishing a book a day for each day of 2014. She will write a review for each book she reads, and invites people to share their thoughts on the books she reads too.” For more information and to see how far Amy’s marathon has taken her so far, go to http://amysmarathonofbooks.ca/Upcoming events and exhibitsKAMLOOPS WRITERS FESTIVAL, Nov. 7-9, 2014, Old Courthouse Cultural Centre. Guest authors include children’s author Lois Peterson.WORKSHOP: Reading Challenges and Options for Young People with Disabilities. Friday, November 14, 2014; 11:30 am to 1:00 pm. REGISTRATION and more information: https://www.microspec.com/tix123/eTic.cfm?code=BOOKFAIR14 International and Canadian experts will discuss reading challenges and options for children and teens with disabilities, with examples from the IBBY Collection of Books for Young People with Disabilities. This outstanding international collection, formerly in Norway and now housed at North York Central Library, encompasses 3,000 books in traditional formats and accessible formats including sign language, tactile, Braille, and Picture Communication Symbols.There are two major opportunities to hear award winning author Kit Pearson in Toronto and Vancouver in the upcoming months. Kit will be presenting “The Sanctuary of Story” for the 8th Annual Sybille Pantazzi Memorial Lecture on Thursday November 13, 8 p.m., in the Community room, Lillian H. Smith branch of the Toronto Public Library.Kit Pearson will also be the guest speaker at A Celebration of Award Winning BC Authors and Illustrators of 2014 at A Wine and Cheese event from 7 – 9 p.m. at January 21, 2015. (Event venue still to be confirmed. Please check www.vclr.ca for updates.) The event celebrates many other BC winners and finalists of the Governor General’s Literary Awards, the BC Book Prizes, the VCLR Information Book Award, and several other important awards.For those of you in the Toronto area be sure to check out the exhibit Lest We Forget: War in Books for Young Readers, September 15 – December 6, 2014, at the Osborne Collection. In commemoration of the 100th anniversary of the beginning of the First World War.Do not forget to Celebrate Freedom to Read Week, February 22-28, 2015, the annual event that encourages Canadians to think about and reaffirm their commitment to intellectual freedom, which is guaranteed them under the Charter of Rights and Freedoms.Serendipity 2015 promises to be a tantalizing affair. An Edgy, Eerie, Exceptional Serendipity 2015 (Saturday March 7, 2015) with Holly Black, Andrew Smith, Mariko Tamaki, Molly Idle, and Kelli Chipponeri will have captivating discussions ranging from haunted dolls and worlds of nightmare, to the raw emotion and exceptional beauty of growing up. The event, a members-only event, includes breakfast, lunch, and snacks. [This may be a very good incentive to become a member!] More information at http://vclr.ca/serendipity-2015/Call for papers and presentationsYALSA is currently seeking program proposals and paper presentations for its 2015 Young Adult Services Symposium, Bringing it All Together: Connecting Libraries, Teens & Communities, to be held Nov. 6-8, 2015, in Portland, Ore. The theme addresses the key role of connection that librarians have for the teens in their community. YALSA invites interested parties to propose 90-minute programs centering on the theme, as well as paper presentations offering new, unpublished research relating to the theme. Applications for all proposals can be found http://www.ala.org/yalsa/yasymposium . Proposals for programs and paper presentations must be completed online by Dec. 1, 2014. Applicants will be notified of their proposals’ status by Feb. 1, 2015.Book Award newsThe 2014 Information Book Award Finalists. The winner and honor title, voted by members of the Children’s Literature Roundtables, will be announced November 17, 2014 in Vancouver.Before the World Was Ready: Stories of Daring Genius in Science by Claire Eamer. Annick Press. Follow Your Money by Kevin Sylvester and Michael Hlinka. Annick Press.Looks Like Daylight: Voices of Indigenous Kids by Deborah Ellis. Groundwood Books. Pay It Forward Kids: Small Acts, Big Change by Nancy Runstedler. Fitzhenry & Whiteside.Pedal It! How Bicycles are Changing the World by Michelle Mulder. Orca Book Publishers.The list of nominees for the 2015 Astrid Lindgren Memorial Award (ALMA) includes 50 first-time nominees among a total of 197 candidates from 61 countries. Canadian nominees include The Canadian Children’s Book Centre (Organisation, nominated by IBBY Canada) and authors Sarah Ellis and Marie-Francine Hébert. Full list available at http://www.alma.se/en/Nominations/Candidates/2015/The winners of the 2014 Governor General’s Literary Award will be announced November 18, 2014. The nominated titles for children’s literature (English text) are:Jonathan Auxier, (Pittsburgh, Pa.) – The Night Gardener (Penguin Canada)Lesley Choyce, (East Laurencetown, N.S.) – Jeremy Stone (Red Deer Press)Rachel and Sean Qitsualik-Tinsley – Skraelings (Inhabit Media Inc.)Raziel Reid, (Vancouver) – When Everything Feels like the Movies (Arsenal Pulp Press)Mariko Tamaki, (Oakland, Calif.) – This One Summer (Groundwood Books/House of Anansi Press)Nominations for illustration in (English) children’s literature are:Marie-Louise Gay, (Montreal) – Any Questions?, text by Marie-Louise Gay (Groundwood Books/House of Anansi Press)Qin Leng, (Toronto) – Hana Hashimoto, Sixth Violin, text by Chieri Uegaki (Kids Can Press)Renata Liwska, (Calgary) – Once Upon a Memory, text by Nina Laden (Little, Brown and Company)Julie Morstad, (Vancouver) – Julia, Child, text by Kyo Maclear (Tundra Books)Jillian Tamaki, (Brooklyn, N.Y.) – This One Summer, text by Mariko Tamaki (Groundwood Books/House of Anansi Press)Nominations for (French) children’s literature (text) are:Linda Amyot, (St-Charles-Borromée, Que.) – Le jardin d'Amsterdam (Leméac Éditeur)India Desjardins, (Montreal) – Le Noël de Marguerite (Les Éditions de la Pastèque)Patrick Isabelle, (Montreal) – Eux (Leméac Éditeur)Jean-François Sénéchal, (Saint-Lambert, Que.) – Feu (Leméac Éditeur)Mélanie Tellier, (Montreal) – Fiona (Marchand de feuilles)Nominations for (French) children’s literature (illustration):Pascal Blanchet, (Trois-Rivières, Que.) – Le Noël de Marguerite, text by India Desjardins (Les Éditions de la Pastèque)Marianne Dubuc, (Montreal) – Le lion et l'oiseau, text by Marianne Dubuc (Les Éditions de la Pastèque)Manon Gauthier, (Montreal) – Grand-mère, elle et moi…, text by Yves Nadon (Éditions Les 400 coups)Isabelle Malenfant, (Montreal) – Pablo trouve un trésor, text by Andrée Poulin (Éditions Les 400 coups)Pierre Pratt, (Montreal) – Gustave, text by Rémy Simard (Les Éditions de la Pastèque)Online resources:Welcome to the Teachers' Book Bank! This database of Canadian historical fiction and non-fiction books is brought to you by the Canadian Children's Book Centre with Historica Canada, and funded by the Government of Canada. These titles may be used by teachers to introduce topics and themes in Canadian history and by students carrying out research projects. Many of the books also offer opportunities for cross-curricular connections in language arts, geography, the arts, science and other subjects. In most cases, publishers have indicated specific grade levels and age ranges to guide selection. For lesson plans to go with these books, visit Historica Canada's Canadian Encyclopedia. http://bookbank.bookcentre.ca/index.php?r=site/CCBCChairing Stories on Facebook Created in response to requests from former students of Gail de Vos’s online courses on Canadian Children’s Literature and Graphic Novels and comic books, this page celebrates books, their creators, and their audiences. Postings for current students too! Check it out at https://www.facebook.com/ChairingStoriesPresented by Gail de VosGail de Vos, an adjunct instructor, teaches courses on Canadian children's literature, Young Adult Literature and Comic Books and Graphic Novels at the School of Library and Information Studies for the University of Alberta and is the author of nine books on storytelling and folklore. She is a professional storyteller and has taught the storytelling course at SLIS for over two decades

Image 1: A Little Free Library. Image credit: Nadine Kozak.IntroductionLittle Free Libraries give people a reason to stop and exchange things they love: books. It seemed like a really good way to build a sense of community.Dannette Lank, Little Free Library steward, Whitefish Bay, Wisconsin, 2013 (Rumage)Against a backdrop of stagnant literacy rates and enduring perceptions of urban decay and the decline of communities in cities (NCES, “Average Literacy”; NCES, “Average Prose”; Putnam 25; Skogan 8), legions of Little Free Libraries (LFLs) have sprung up across the United States between 2009 and the present. LFLs are small, often homemade structures housing books and other physical media for passersby to choose a book to take or leave a book to share with others. People have installed the structures in front of homes, schools, libraries, churches, fire and police stations, community gardens, and in public parks. There are currently 50,000 LFLs around the world, most of which are in the continental United States (Aldrich, “Big”). LFLs encompass building in multiple senses of the term; LFLs are literally tiny buildings to house books and people use the structures for building neighbourhood social capital. The organisation behind the movement cites “building community” as one of its three core missions (Little Free Library). Rowan Moore, theorising humans’ reasons for building, argues desire and emotion are central (16). The LFL movement provides evidence for this claim: stewards erect LFLs based on hope for increased literacy and a desire to build community through their altruistic actions. This article investigates how LFLs build urban community and explores barriers to the endeavour, specifically municipal building and right of way ordinances used in attempts to eradicate the structures. It also examines local responses to these municipal actions and potential challenges to traditional public libraries brought about by LFLs, primarily the decrease of visits to public libraries and the use of LFLs to argue for defunding of publicly provided library services. The work argues that LFLs build community in some places but may threaten other community services. This article employs qualitative content analysis of 261 stewards’ comments about their registered LFLs on the organisation’s website drawn from the two largest cities in a Midwestern state and an interview with an LFL steward in a village in the same state to analyse how LFLs build community. The two cities, located in the state where the LFL movement began, provide a cross section of innovators, early adopters, and late adopters of the book exchanges, determined by their registered charter numbers. Press coverage and municipal documents from six cities across the US gathered through a snowball sample provide data about municipal challenges to LFLs. Blog posts penned by practising librarians furnish some opinions about the movement. This research, while not a representative sample, identifies common themes and issues around LFLs and provides a basis for future research.The act of building and curating an LFL is a representation of shared beliefs about literacy, community, and altruism. Establishing an LFL is an act of civic participation. As Nico Carpentier notes, while some civic participation is macro, carried out at the level of the nation, other participation is micro, conducted in “the spheres of school, family, workplace, church, and community” (17). Ruth H. Landman investigates voluntary activities in the city, including community gardening, and community bakeries, and argues that the people associated with these projects find themselves in a “denser web of relations” than previously (2). Gretchen M. Herrmann argues that neighbourhood garage sales, although fleeting events, build an enduring sense of community amongst participants (189). Ray Oldenburg contends that people create associational webs in what he calls “great good places”; third spaces separate from home and work (20-21). Little Free Libraries and Community BuildingEmotion plays a central role in the decision to become an LFL steward, the person who establishes and maintains the LFL. People recount their desire to build a sense of community and share their love of reading with neighbours (Charter 4684; Charter 8212; Charter 9437; Charter 9705; Charter 16561). One steward in the study reported, “I love books and I want to be able to help foster that love in our neighbourhood as well” (Charter 4369). Image 2: A Little Free Library, bench, water fountain, and dog’s water bowl for passersby to enjoy. Image credit: Nadine Kozak.Relationships and emotional ties are central to some people’s decisions to have an LFL. The LFL website catalogues many instances of memorial LFLs, tributes to librarians, teachers, and avid readers. Indeed, the first Little Free Library, built by Todd Bol in 2009, was a tribute to his late mother, a teacher who loved reading (“Our History”). In the two city study area, ten LFLs are memorials, allowing bereaved families to pass on a loved one’s penchant for sharing books and reading (Charter 1235; Charter 1309; Charter 4604; Charter 6219; Charter 6542; Charter 6954; Charter 10326; Charter 16734; Charter 24481; Charter 30369). In some cases, urban neighbours come together to build, erect, and stock LFLs. One steward wrote: “Those of us who live in this friendly neighborhood collaborated to design[,] build and paint a bungalow themed library” to match the houses in the neighbourhood (Charter 2532). Another noted: “Our neighbor across the street is a skilled woodworker, and offered to build the library for us if we would install it in our yard and maintain it. What a deal!” (Charter 18677). Community organisations also install and maintain LFLs, including 21 in the study population (e.g. Charter 31822; Charter 27155).Stewards report increased communication with neighbours due to their LFLs. A steward noted: “We celebrated the library’s launch on a Saturday morning with neighbors of all ages. We love sitting on our front porch and catching up with the people who stop to check out the books” (Charter 9673). Another exclaimed:within 24 hours, before I had time to paint it, my Little Free Library took on a life of its own. All of a sudden there were lots of books in it and people stopping by. I wondered where these books came from as I had not put any in there. Little kids in the neighborhood are all excited about it and I have met neighbors that I had never seen before. This is going to be fun! (Charter 15981)LFLs build community through social interaction and collaboration. This occurs when neighbours come together to build, install, and fill the structures. The structures also open avenues for conversation between neighbours who had no connection previously. Like Herrmann’s neighbourhood garage sales, LFLs create and maintain social ties between neighbours and link them by the books they share. Additionally, when neighbours gather and communicate at the LFL structure, they create a transitory third space for “informal public life”, where people can casually interact at a nearby location (Oldenburg 14, 288).Building Barriers, Creating CommunityThe erection of an LFL in an urban neighbourhood is not, however, always a welcome sight. The news analysis found that LFLs most often come to the attention of municipal authorities via citizen complaints, which lead to investigations and enforcement of ordinances. In Kansas, a neighbour called an LFL an “eyesore” and an “illegal detached structure” (Tapper). In Wisconsin, well-meaning future stewards contacted their village authorities to ask about rules, inadvertently setting off a six-month ban on LFLs (Stingl; Rumage). Resulting from complaints and inquiries, municipalities regulated, and in one case banned, LFLs, thus building barriers to citizens’ desires to foster community and share books with neighbours.Municipal governments use two major areas of established code to remove or prohibit LFLs: ordinances banning unapproved structures in residents’ yards and those concerned with obstructions to right of ways when stewards locate the LFLs between the public sidewalk and street.In the first instance, municipal ordinances prohibit either front yard or detached structures. Controversies over these ordinances and LFLs erupted in Whitefish Bay, Wisconsin, in 2012; Leawood, Kansas, in 2014; Shreveport, Louisiana, in 2015; and Dallas, Texas, in 2015. The Village of Whitefish Bay banned LFLs due to an ordinance prohibiting “front yard structures,” including mailboxes (Sanburn; Stingl). In Leawood, the city council argued that an LFL, owned by a nine-year-old boy, violated an ordinance that forbade the construction of any detached structures without city council permission. In Shreveport, the stewards of an LFL received a cease and desist letter from city council for having an “accessory structure” in the front yard (LaCasse; Burris) and Dallas officials knocked on a steward’s front door, informing her of a similar breach (Kellogg).In the second instance, some urban municipalities argued that LFLs are obstructions that block right of ways. In Lincoln, Nebraska, the public works director noted that the city “uses the area between the sidewalk and the street for snow storage in the winter, light poles, mailboxes, things like that.” The director continued: “And I imagine these little libraries are meant to congregate people like a water cooler, but we don’t want people hanging around near the road by the curb” (Heady). Both Lincoln in 2014 and Los Angeles (LA), California, in 2015, cited LFLs for obstructions. In Lincoln, the city notified the Southminster United Methodist Church that their LFL, located between the public sidewalk and street, violated a municipal ordinance (Sanburn). In LA, the Bureau of Street Services notified actor Peter Cook that his LFL, situated in the right of way, was an “obstruction” that Cook had to remove or the city would levy a fine (Moss). The city agreed at a hearing to consider a “revocable permit” for Cook’s LFL, but later denied its issuance (Condes).Stewards who found themselves in violation of municipal ordinances were able to harness emotion and build outrage over limits to individuals’ ability to erect LFLs. In Kansas, the stewards created a Facebook page, Spencer’s Little Free Library, which received over 31,000 likes and messages of support. One comment left on the page reads: “The public outcry will force those lame city officials to change their minds about it. Leave it to the stupid government to rain on everybody’s parade” (“Good”). Children’s author Daniel Handler sent a letter to the nine-year-old steward, writing as Lemony Snicket, “fighting against librarians is immoral and useless in the face of brave and noble readers such as yourself” (Spencer’s). Indeed, the young steward gave a successful speech to city hall arguing that the body should allow the structures because “‘lots of people in the neighborhood used the library and the books were always changing. I think it’s good for Leawood’” (Bauman). Other local LFL supporters also attended council and spoke in favour of the structures (Harper). In LA, Cook’s neighbours started a petition that gathered over 100 signatures, where people left comments including, “No to bullies!” (Lopez). Additionally, neighbours gathered to discuss the issue (Dana). In Shreveport, neighbours left stacks of books in their front yards, without a structure housing them due to the code banning accessory structures. One noted, “I’m basically telling the [Metropolitan Planning Commission] to go sod off” (Friedersdorf; Moss). LFL proponents reacted with frustration and anger at the perceived over-reach of the government toward harmless LFLs. In addition to the actions of neighbours and supporters, the national and local press commented on the municipal constraints. The LFL movement has benefitted from a significant amount of positive press in its formative years, a press willing to publicise and criticise municipal actions to thwart LFL development. Stewards’ struggles against municipal bureaucracies building barriers to LFLs makes prime fodder for the news media. Herbert J. Gans argues an enduring value in American news is “the preservation of the freedom of the individual against the encroachments of nation and society” (50). The juxtaposition of well-meaning LFL stewards against municipal councils and committees provided a compelling opportunity to illustrate this value.National media outlets, including Time (Sanburn), Christian Science Monitor (LaCasse), and The Atlantic, drew attention to the issue. Writing in The Atlantic, Conor Friedersdorf critically noted:I wish I was writing this to merely extol this trend [of community building via LFLs]. Alas, a subset of Americans are determined to regulate every last aspect of community life. Due to selection bias, they are overrepresented among local politicians and bureaucrats. And so they have power, despite their small-mindedness, inflexibility, and lack of common sense so extreme that they’ve taken to cracking down on Little Free Libraries, of all things. (Friedersdorf, n.p.)Other columnists mirrored this sentiment. Writing in the LA Times, one commentator sarcastically wrote that city officials were “cracking down on one of the country’s biggest problems: small community libraries where residents share books” (Schaub). Journalists argued this was government overreach on non-issues rather than tackling larger community problems, such as income inequality, homelessness, and aging infrastructure (Solomon; Schaub). The protests and negative press coverage led to, in the case of the municipalities with front yard and detached structure ordinances, détente between stewards and councils as the latter passed amendments permitting and regulating LFLs. Whitefish Bay, Leawood, and Shreveport amended ordinances to allow for LFLs, but also to regulate them (Everson; Topil; Siegel). Ordinances about LFLs restricted their number on city blocks, placement on private property, size and height, as well as required registration with the municipality in some cases. Lincoln officials allowed the church to relocate the LFL from the right of way to church property and waived the $500 fine for the obstruction violation (Sanburn). In addition to the amendments, the protests also led to civic participation and community building including presentations to city council, a petition, and symbolic acts of defiance. Through this protest, neighbours create communities—networks of people working toward a common goal. This aspect of community building around LFLs was unintentional but it brought people together nevertheless.Building a Challenge to Traditional Libraries?LFL marketing and communication staff member Margaret Aldrich suggests in The Little Free Library Book that LFLs are successful because they are “gratifyingly doable” projects that can be accomplished by an individual (16). It is this ease of building, erecting, and maintaining LFLs that builds concern as their proliferation could challenge aspects of library service, such as public funding and patron visits. Some professional librarians are in favour of the LFLs and are stewards themselves (Charter 121; Charter 2608; Charter 9702; Charter 41074; Rumage). Others envision great opportunities for collaboration between traditional libraries and LFLs, including the library publicising LFLs and encouraging their construction as well as using LFLs to serve areas without, or far from, a public library (Svehla; Shumaker). While lauding efforts to build community, some professional librarians question the nomenclature used by the movement. They argue the phrase Little Free Libraries is inaccurate as libraries are much more than random collections of books. Instead, critics contend, the LFL structures are closer to book swaps and exchanges than actual libraries, which offer a range of services such as Internet access, digital materials, community meeting spaces, and workshops and programming on a variety of topics (American Library Association; Annoyed Librarian). One university reference and instruction librarian worries about “the general public’s perception and lumping together of little free libraries and actual ‘real’ public libraries” (Hardenbrook). By way of illustration, he imagines someone asking, “‘why do we need our tax money to go to something that can be done for FREE?’” (Hardenbrook). Librarians holding this perspective fear the movement might add to a trend of neoliberalism, limiting or ending public funding for libraries, as politicians believe that the localised, individual solutions can replace publicly funded library services. This is a trend toward what James Ferguson calls “responsibilized” citizens, those “deployed to produce governmentalized results that do not depend on direct state intervention” (172). In other countries, this shift has already begun. In the United Kingdom (UK), governments are devolving formerly public services onto community groups and volunteers. Lindsay Findlay-King, Geoff Nichols, Deborah Forbes, and Gordon Macfadyen trace the impacts of the 2012 Localism Act in the UK, which caused “sport and library asset transfers” (12) to community and volunteer groups who were then responsible for service provision and, potentially, facility maintenance as well. Rather than being in charge of a “doable” LFL, community groups and volunteers become the operators of much larger facilities. Recent efforts in the US to privatise library services as governments attempt to cut budgets and streamline services (Streitfeld) ground this fear. Image 3: “Take a Book, Share a Book,” a Little Free Library motto. Image credit: Nadine Kozak. LFLs might have real consequences for public libraries. Another potential unintended consequence of the LFLs is decreasing visits to public libraries, which could provide officials seeking to defund them with evidence that they are no longer relevant or necessary. One LFL steward and avid reader remarked that she had not used her local public library since 2014 because “I was using the Little Free Libraries” (Steward). Academics and librarians must conduct more research to determine what impact, if any, LFLs are having on visits to traditional public libraries. ConclusionLittle Free Libraries across the United States, and increasingly in other countries, have generated discussion, promoted collaboration between neighbours, and led to sharing. In other words, they have built communities. This was the intended consequence of the LFL movement. There, however, has also been unplanned community building in response to municipal threats to the structures due to right of way, safety, and planning ordinances. The more threatening concern is not the municipal ordinances used to block LFL development, but rather the trend of privatisation of publicly provided services. While people are celebrating the community built by the LFLs, caution must be exercised lest central institutions of the public and community, traditional public libraries, be lost. Academics and communities ought to consider not just impact on their local community at the street level, but also wider structural concerns so that communities can foster many “great good places”—the Little Free Libraries and traditional public libraries as well.ReferencesAldrich, Margaret. “Big Milestone for Little Free Library: 50,000 Libraries Worldwide.” Little Free Library. 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Minneapolis, MN: Coffee House Press, 2015.Annoyed Librarian. “How to Protect Little Free Libraries.” Library Journal Blog 9 Jul. 2015. 26 Mar. 2017 <http://lj.libraryjournal.com/blogs/annoyedlibrarian/2015/07/09/how-to-protect-little-free-libraries/>.American Library Association. “Public Library Use.” State of America’s Libraries: A Report from the American Library Association (2015). 25 Feb. 2017 <http://www.ala.org/tools/libfactsheets/alalibraryfactsheet06>.Bauman, Caroline. “‘Little Free Libraries’ Legal in Leawood Thanks to 9-year-old Spencer Collins.” The Kansas City Star 7 Jul. 2014. 25 Feb. 2017 <http://www.kansascity.com/news/politics-government/article687562.html>.Burris, Alexandria. “First Amendment Issues Surface in Little Free Library Case.” Shreveport Times 5 Feb. 2015. 25 Feb. 2017 <http://www.shreveporttimes.com/story/news/local/2015/02/05/expert-use-zoning-law-clashes-first-amendment/22922371/>.Carpentier, Nico. Media and Participation: A Site of Ideological-Democratic Struggle. Bristol: Intellect, 2011.Charter 121. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 1235. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 1309. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 2532. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 2608. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 4369. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 4604. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 4684. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 6219. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 6542. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 6954. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 8212. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 9437. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 9673. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 9702. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 9705. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 10326. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 15981. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 16561. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 16734. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 18677. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 24481. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 27155. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 30369. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 31822. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Charter 41074. “The World Map.” Little Free Library (2017). 26 Mar. 2017 <https://littlefreelibrary.org/ourmap/>.Condes, Yvonne. “Save the Little Library!” MomsLA 10 Aug. 2015. 25 Feb. 2017 <http://momsla.com/save-the-micro-library/>.Dana. “The Tenn-Mann Library Controversy, Part 3.” Read with Dana (30 Jan. 2015). 25 Feb. 2017 <https://readwithdana.wordpress.com/2015/01/30/the-tenn-mann-library-controversy-part-three/>.Everson, Jeff. “An Ordinance to Amend and Reenact Chapter 106 of the Shreveport Code of Ordinances Relative to Outdoor Book Exchange Boxes, and Otherwise Providing with Respect Thereto.” City of Shreveport, Louisiana 9 Oct. 2015. 25 Feb. 2017 <http://ftpcontent4.worldnow.com/ksla/pdf/LFLordinance.pdf>.Ferguson, James. “The Uses of Neoliberalism.” Antipode 41.S1 (2009): 166-84.Findlay-King, Lindsay, Geoff Nichols, Deborah Forbes, and Gordon Macfadyen. “Localism and the Big Society: The Asset Transfer of Leisure Centres and Libraries—Fighting Closures or Empowering Communities.” Leisure Studies (2017): 1-13.Friedersdorf, Conor. “The Danger of Being Neighborly without a Permit.” The Atlantic 20 Feb. 2015. 25 Feb. 2017 <https://www.theatlantic.com/national/archive/2015/02/little-free-library-crackdown/385531/>.Gans, Herbert J. Deciding What’s News: A Study of CBS Evening News, NBC Nightly News, Newsweek, and Time. Evanston, IL: Northwestern University Press, 2004.“Good Luck Spencer.” Spencer’s Little Free Library Facebook Page 25 Jun. 2014. 26 Mar. 2017 <https://www.facebook.com/Spencerslittlefreelibrary/photos/pcb.527531327376433/527531260709773/?type=3>.Hardenbrook, Joe. “A Little Rant on Little Free Libraries (AKA Probably an Unpopular Post).” Mr. Library Dude (9 Apr. 2014). 25 Feb. 2017 <https://mrlibrarydude.wordpress.com/2014/04/09/a-little-rant-on-little-free-libraries-aka-probably-an-unpopular-post/>.Harper, Deb. “Minutes.” The Leawood City Council 7 Jul. 2014. <http://www.leawood.org/pdf/cc/min/07-07-14.pdf>. Heady, Chris. “City Wants Church to Move Little Library.” Lincoln Journal Star 9 Jul. 2014. 25 Feb. 2017 <http://journalstar.com/news/local/city-wants-church-to-move-little-library/article_7753901a-42cd-5b52-9674-fc54a4d51f47.html>. Herrmann, Gretchen M. “Garage Sales Make Good Neighbors: Building Community through Neighborhood Sales.” Human Organization 62.2 (2006): 181-191.Kellogg, Carolyn. “Officials Threaten to Destroy a Little Free Library in Texas.” Los Angeles Times (1 Oct. 2015). 25 Feb. 2017 <http://www.latimes.com/books/jacketcopy/la-et-jc-little-free-library-texas-20150930-story.html>.LaCasse, Alexander. “Why Are Some Cities Cracking Down on Little Free Libraries.” Christian Science Monitor (5 Feb. 2015). 25 Feb. 2017 <http://www.csmonitor.com/Books/chapter-and-verse/2015/0205/Why-are-some-cities-cracking-down-on-little-free-libraries>.Landman, Ruth H. Creating the Community in the City: Cooperatives and Community Gardens in Washington, DC Westport, CT: Bergin & Garvey, 1993. Little Free Library. Little Free Library Organization (2017). 25 Feb. 2017 <https://littlefreelibrary.org/>.Lopez, Steve. “Actor’s Curbside Libraries Is a Smash—for Most People.” LA Times 3 Feb. 2015. 25 Feb. 2017 <http://www.latimes.com/local/california/la-me-0204-lopez-library-20150204-column.html>.Moore, Rowan. Why We Build: Power and Desire in Architecture. New York: Harper Design, 2013.Moss, Laura. “City Zoning Laws Target Little Free Libraries.” Mother Nature Network 25 Aug. 2015. 25 Feb. 2017 <http://www.mnn.com/lifestyle/arts-culture/stories/city-zoning-laws-target-little-free-libraries>.National Center for Education Statistics (NCES). Average Literacy and Numeracy Scale Scores of 25- to 65-Year Olds, by Sex, Age Group, Highest Level of Educational Attainment, and Country of Other Education System: 2012, table 604.10. 25 Feb. 2017 <https://nces.ed.gov/programs/digest/d15/tables/dt15_604.10.asp?current=yes>.National Center for Education Statistics (NCES). Average Prose, Document, and Quantitative Literacy Scores of Adults: 1992 and 2003. National Assessment of Adult Literacy. 25 Feb. 2017 <https://nces.ed.gov/naal/kf_demographics.asp>.Oldenburg, Ray. The Great Good Place: Cafés, Coffee Shops, Bookstores, Bars, Hair Salons, and Other Hangouts at the Heart of a Community. New York: Marlowe & Company, 1999.“Our History.” Little Free Library. Little Free Library Organization (2017). 25 Feb. 2017 <https://littlefreelibrary.org/ourhistory/>.Putnam, Robert D. Bowling Alone: The Collapse and Revival of American Community. New York: Simon & Schuster, 2001.Rumage, Jeff. “Little Free Libraries Now Allowed in Whitefish Bay.” Whitefish Bay Patch (8 May 2013). 25 Feb. 2017 <http://patch.com/wisconsin/whitefishbay/little-free-libraries-now-allowed-in-whitefish-bay>.Sanburn, Josh. “What Do Kansas and Nebraska Have against Small Libraries?” Time 10 Jul. 2014. 25 Feb. 2017 <http://time.com/2970649/tiny-libraries-violating-city-ordinances/>.Schaub, Michael. “Little Free Libraries on the Wrong Side of the Law.” LA Times 4 Feb. 2015. 25 Feb. 2017 <http://www.latimes.com/books/jacketcopy/la-et-jc-little-free-libraries-on-the-wrong-side-of-the-law-20150204-story.html>.Shumaker, David. “Public Libraries, Little Free Libraries, and Embedded Librarians.” The Embedded Librarian (28 April 2014) 26 Mar. 2017 <https://embeddedlibrarian.com/2014/04/28/public-libraries-little-free-libraries-and-embedded-librarians/>.Siegel, Julie. “An Ordinance to Amend Section 16.13 of the Municipal Code with Regard to Exempt Certain Little Free Libraries from Front Yard Setback Requirements.” Village of Whitefish Bay, Wisconsin (5 Aug. 2013).Skogan, Wesley G. Police and Community in Chicago: A Tale of Three Cities. New York: Oxford University Press, 2006.Solomon, Dan. “Dallas Is Regulating ‘Little Free Libraries’ for Some Reason.” Texas Monthly (14 Sept. 2016). 25 Feb. 2017 <http://www.texasmonthly.com/the-daily-post/dallas-regulating-little-free-libraries-reason/>.“Spencer’s Little Free Library.” Facebook 15 Jul. 2014. 25 Feb. 2017 <https://www.facebook.com/Spencerslittlefreelibrary/photos/pcb.527531327376433/527531260709773/?type=3>.Steward, M. Personal Interview. 7 Feb. 2017.Stingl, Jim. “Village Slaps Endnote on Little Libraries.” Milwaukee Journal Sentinel 11 Nov. 2012: 1B, 7B.Streitfeld, David. “Anger as a Private Company Takes over Libraries.” The New York Times (26 Sept. 2010). 25 Feb. 2017 <http://www.nytimes.com/2010/09/27/business/27libraries.html>.Svehla, Louise. “Little Free Libraries—The Possibilities Are Endless.” Public Libraries Online (8 Mar. 2013). 25 Feb. 2017 <http://publiclibrariesonline.org/2013/03/little-free-libraries-the-possibilities-are-endless/>.Tapper, Jake. “Boy Fights Council to Save His Library.” CNN 4 Jul. 2014. 25 Feb. 2017 <http://thelead.blogs.cnn.com/2014/07/04/boy-fights-to-save-his-library/>.Topil, Greg. “Little Free Libraries in Lincoln.” City of Lincoln, Nebraska (n.d.). 25 Feb. 2017 <http://lincoln.ne.gov/City/pworks/engine/row/little-library.htm>.

The traditional German tale of the Pied Piper of Hamelin inhabits an ambiguous narrative borderland, a liminal space between fact and fiction, fantasy and horror, concrete details and elusive mystery. In his study of the Pied Piper in Tradition and Innovation in Folk Literature, Wolfgang Mieder describes how manuscripts and other evidence appear to confirm the historical base of the story. Precise details from a fifteenth-century manuscript, based on earlier sources, specify that in 1284 on the 26th of June, the feast-day of Saints John and Paul, 130 children from Hamelin were led away by a piper clothed in many colours to the Koppen Hill, and there vanished (Mieder 48). Later manuscripts add details familiar today, such as a plague of rats and a broken bargain with burghers as a motive for the Piper’s actions, while in the seventeenth century the first English-language version advances what might also be the first attempt at a “rational” explanation for the children’s disappearance, claiming that they were taken to Transylvania. The uncommon pairing of such precise factual detail with enigmatic mystery has encouraged many theories. These have ranged from references to the Children’s Crusade, or other religious fervours, to the devastation caused by the Black Death, from the colonisation of Romania by young German migrants to a murderous rampage by a paedophile. Fictional interpretations of the story have multiplied, with the classic versions of the Brothers Grimm and Robert Browning being most widely known, but with contemporary creators exploring the theme too. This includes interpretations in Hamelin itself. On 26 June 2015, in Hamelin Museum, I watched a wordless five-minute play, entirely performed not by humans but by animatronic stylised figures built out of scrap iron, against a montage of multilingual, confused voices and eerie music, with the vanished children represented by a long line of small empty shirts floating by. The uncanny, liminal nature of the story was perfectly captured. Australia is a world away from German fairy tale mysteries, historically, geographically, and culturally. Yet, as Lisa M. Fiander has persuasively argued, contemporary Australian fiction has been more influenced by fairy tales than might be assumed, and in this essay it is proposed that major motifs from the Pied Piper appear in several Australian novels, transformed not only by distance of setting and time from that of the original narrative, but also by elements specific to the Australian imaginative space. These motifs are lost children, the enigmatic figure of the Piper himself, and the power of a very particular place (as Hamelin and its Koppen Hill are particularised in the original tale). Three major Australian novels will be examined in this essay: Joan Lindsay’s Picnic at Hanging Rock (1967), Christopher Koch’s The Doubleman (1985), and Ursula Dubosarsky’s The Golden Day (2011). Dubosarsky’s novel was written for children; both Koch’s and Lindsay’s novels were published as adult fiction. In each of these works of fiction, the original tale’s motifs have been developed and transformed to express unique evocations of the Pied Piper theme. As noted by Fiander, fiction writers are “most likely to draw upon fairy tales when they are framing, in writing, a subject that generates anxiety in their culture” (158). Her analysis is about anxieties of place within Australian fiction, but this insight could be usefully extended to the motifs which I have identified as inherent in the Pied Piper story. Prominent among these is the lost children motif, whose importance in the Australian imagination has been well-established by scholars such as Peter Pierce. Pierce’s The Country of Lost Children: An Australian Anxiety explores this preoccupation from the earliest beginnings of European settlement, through analysis of fiction, newspaper reports, paintings, and films. As Pierce observed in a later interview in the Sydney Morning Herald (Knox), over time the focus changed from rural children and the nineteenth-century fear of the vast impersonal nature of the bush, where children of colonists could easily get lost, to urban children and the contemporary fear of human predators.In each of the three novels under examination in this essay, lost children—whether literal or metaphorical—feature prominently. Writer Carmel Bird, whose fiction has also frequently centred on the theme of the lost child, observes in “Dreaming the Place” that the lost child, the stolen child – this must be a narrative that is lodged in the heart and imagination, nightmare and dream, of all human beings. In Australia the nightmare became reality. The child is the future, and if the child goes, there can be no future. The true stories and the folk tales on this theme are mirror images of each other. (7) The motif of lost children—and of children in danger—is not unique to the Pied Piper. Other fairy tales, such as Hansel and Gretel and Little Red Riding Hood, contain it, and it is those antecedents which Bird cites in her essay. But within the Pied Piper story it has three features which distinguish it from other traditional tales. First, unlike in the classic versions of Hansel and Gretel or Red Riding Hood, the children do not return. Neither are there bodies to find. The children have vanished into thin air, never to be seen again. Second, it is not only parents who have lost them, but an entire community whose future has been snatched away: a community once safe, ordered, even complacent, traumatised by loss. The lack of hope, of a happy ending for anyone, is striking. And thirdly, the children are not lost or abandoned or even, strictly speaking, stolen: they are lured away, semi-willingly, by the central yet curiously marginal figure of the Piper himself. In the original story there is no mention of motive and no indication of malice on the part of the Piper. There is only his inexplicable presence, a figure out of fairy folklore appearing in the midst of concrete historical dates and numbers. Clearly, he links to the liminal, complex world of the fairies, found in folklore around the world—beings from a world close to the human one, yet alien. Whimsical and unpredictable by human standards, such beings are nevertheless bound by mysteriously arbitrary rules and taboos, and haunt the borders of the human world, disturbing its rational edges and transforming lives forever. It is this sense of disturbance, that enchanting yet frightening sudden shifting of the border of reality and of the comforting order of things, the essence of transformation itself, which can also be seen at the core of the three novels under examination in this essay, with the Piper represented in each of them but in different ways. The third motif within the Pied Piper is a focus on place as a source of uncanny power, a theme which particularly resonates within an Australian context. Fiander argues that if contemporary British fiction writers use fairy tale to explore questions of community and alienation, and Canadian fiction writers use it to explore questions of identity, then Australian writers use it to explore the unease of place. She writes of the enduring legacy of Australia’s history “as a settler colony which invests the landscape with strangeness for many protagonists” (157). Furthermore, she suggests that “when Australian fiction writers, using fairy tales, describe the landscape as divorced from reality, they might be signalling anxiety about their own connection with the land which had already seen tens of thousands of years of occupation when Captain James Cook ‘found’ it in 1770” (160). I would argue, however, that in the case of the Pied Piper motifs, it is less clear that it is solely settler anxieties which are driving the depiction of the power of place in these three novels. There is no divorce from reality here, but rather an eruption of the metaphysical potency of place within the usual, “normal” order of reality. This follows the pattern of the original tale, where the Piper and all the children, except for one or two stragglers, disappear at Koppen Hill, vanishing literally into the hill itself. In traditional European folklore, hollow hills are associated with fairies and their uncanny power, but other places, especially those of water—springs, streams, even the sea—may also be associated with their liminal world (in the original tale, the River Weser is another important locus for power). In Joan Lindsay’s Picnic at Hanging Rock, it is another outcrop in the landscape which holds that power and claims the “lost children.” Inspired partly by a painting by nineteenth-century Australian artist William Ford, titled At the Hanging Rock (1875), depicting a group of elegant people picnicking in the bush, this influential novel, which inspired an equally successful film adaptation, revolves around an incident in 1900 when four girls from Appleyard College, an exclusive school in Victoria, disappear with one of their teachers whilst climbing Hanging Rock, where they have gone for a picnic. Only one of their number, a girl called Irma, is ever found, and she has no memory of how and why she found herself on the Rock, and what has happened to the others. This inexplicable event is the precursor to a string of tragedies which leads to the violent deaths of several people, and which transforms the sleepy and apparently content little community around Appleyard College into a centre of loss, horror, and scandal.Told in a way which makes it appear that the novelist is merely recounting a true story—Lindsay even tells readers in an author’s note that they must decide for themselves if it is fact or fiction—Picnic at Hanging Rock shares the disturbingly liminal fact-fiction territory of the Piper tale. Many readers did in fact believe that the novel was based on historical events and combed newspaper files, attempting to propound ingenious “rational” explanations for what happened on the Rock. Picnic at Hanging Rock has been the subject of many studies, with the novel being analysed through various prisms, including the Gothic, the pastoral, historiography, and philosophy. In “Fear and Loathing in the Australian Bush,” Kathleen Steele has depicted Picnic at Hanging Rock as embodying the idea that “Ordered ‘civilisation’ cannot overcome the gothic landscapes of settler imaginations: landscapes where time and people disappear” (44). She proposes that Lindsay intimates that the landscape swallows the “lost children” of the novel because there is a great absence in that place: that of Aboriginal people. In this reading of the novel, it is that absence which becomes, in a sense, a malevolent presence that will reach out beyond the initial disappearance of the three people on the Rock to destroy the bonds that held the settler community together. It is a powerfully-made argument, which has been taken up by other scholars and writers, including studies which link the theme of the novel with real-life lost-children cases such as that of Azaria Chamberlain, who disappeared near another “Rock” of great Indigenous metaphysical potency—Uluru, or Ayers Rock. However, to date there has been little exploration of the fairy tale quality of the novel, and none at all of the striking ways in which it evokes Pied Piper motifs, whilst transforming them to suit the exigencies of its particular narrative world. The motif of lost children disappearing from an ordered, safe, even complacent community into a place of mysterious power is extended into an exploration of the continued effects of those disappearances, depicting the disastrous impact on those left behind and the wider community in a way that the original tale does not. There is no literal Pied Piper figure in this novel, though various theories are evoked by characters as to who might have lured the girls and their teacher, and who might be responsible for the disappearances. Instead, there is a powerful atmosphere of inevitability and enchantment within the landscape itself which both illustrates the potency of place, and exemplifies the Piper’s hold on his followers. In Picnic at Hanging Rock, place and Piper are synonymous: the Piper has been transformed into the land itself. Yet this is not the “vast impersonal bush,” nor is it malevolent or vengeful. It is a living, seductive metaphysical presence: “Everything, if only you could see it clearly enough, is beautiful and complete . . .” (Lindsay 35). Just as in the original tale, the lost children follow the “Piper” willingly, without regret. Their disappearance is a happiness to them, in that moment, as it is for the lost children of Hamelin, and quite unlike how it must be for those torn apart by that loss—the community around Appleyard, the townspeople of Hamelin. Music, long associated with fairy “takings,” is also a subtle feature of the story. In the novel, just before the luring, Irma hears a sound like the beating of far-off drums. In the film, which more overtly evokes fairy tale elements than does the novel, it is noteworthy that the music at that point is based on traditional tunes for Pan-pipes, played by the great Romanian piper Gheorge Zamfir. The ending of the novel, with questions left unanswered, and lives blighted by the forever-inexplicable, may be seen as also following the trajectory of the original tale. Readers as much as the fictional characters are left with an enigma that continues to perplex and inspire. Picnic at Hanging Rock was one of the inspirations for another significant Australian fiction, this time a contemporary novel for children. Ursula Dubosarsky’s The Golden Day (2011) is an elegant and subtle short novel, set in Sydney at an exclusive girls’ school, in 1967. Like the earlier novel, The Golden Day is also partly inspired by visual art, in this case the Schoolgirl series of paintings by Charles Blackman. Combining a fairy tale atmosphere with historical details—the Vietnam War, the hanging of Ronald Ryan, the drowning of Harold Holt—the story is told through the eyes of several girls, especially one, known as Cubby. The Golden Day echoes the core narrative patterns of the earlier novel, but intriguingly transformed: a group of young girls goes with their teacher on an outing to a mysterious place (in this case, a cave on the beach—note the potent elements of rock and water, combined), and something inexplicable happens which results in a disappearance. Only this time, the girls are much younger than the characters of Lindsay’s novel, pre-pubertal in fact at eleven years old, and it is their teacher, a young, idealistic woman known only as Miss Renshaw, who disappears, apparently into thin air, with only an amber bead from her necklace ever found. But it is not only Miss Renshaw who vanishes: the other is a poet and gardener named Morgan who is also Miss Renshaw’s secret lover. Later, with the revelation of a dark past, he is suspected in absentia of being responsible for Miss Renshaw’s vanishment, with implications of rape and murder, though her body is never found. Morgan, who could partly figure as the Piper, is described early on in the novel as having “beautiful eyes, soft, brown, wet with tears, like a stuffed toy” (Dubosarsky 11). This disarming image may seem a world away from the ambiguously disturbing figure of the legendary Piper, yet not only does it fit with the children’s naïve perception of the world, it also echoes the fact that the children in the original story were not afraid of the Piper, but followed him willingly. However, that is complicated by the fact that Morgan does not lure the children; it is Miss Renshaw who follows him—and the children follow her, who could be seen as the other half of the Piper. The Golden Day similarly transforms the other Piper motifs in its own original way. The children are only literally lost for a short time, when their teacher vanishes and they are left to make their own way back from the cave; yet it could be argued that metaphorically, the girls are “lost” to childhood from that moment, in terms of never being able to go back to the state of innocence in which they were before that day. Their safe, ordered school community will never be the same again, haunted by the inexplicability of the events of that day. Meanwhile, the exploration of Australian place—the depiction of the Memorial Gardens where Miss Renshaw enjoins them to write poetry, the uncomfortable descent over rocks to the beach, and the fateful cave—is made through the eyes of children, not the adolescents and adults of Picnic at Hanging Rock. The girls are not yet in that liminal space which is adolescence and so their impressions of what the places represent are immediate, instinctive, yet confused. They don’t like the cave and can’t wait to get out of it, whereas the beach inspires them with a sense of freedom and the gardens with a sense of enchantment. But in each place, those feelings are mixed both with ordinary concerns and with seemingly random associations that are nevertheless potently evocative. For example, in the cave, Cubby senses a threateningly weightless atmosphere, a feeling of reality shifting, which she associates, apparently confusedly, with the hanging of Ronald Ryan, reported that very day. In this way, Dubosarsky subtly gestures towards the sinister inevitability of the following events, and creates a growing tension that will eventually fade but never fully dissipate. At the end, the novel takes an unexpected turn which is as destabilising as the ending of the Pied Piper story, and as open-ended in its transformative effects as the original tale: “And at that moment Cubby realised she was not going to turn into the person she had thought she would become. There was something inside her head now that would make her a different person, though she scarcely understood what it was” (Dubosarsky 148). The eruption of the uncanny into ordinary life will never leave her now, as it will never leave the other girls who followed Miss Renshaw and Morgan into the literally hollow hill of the cave and emerged alone into a transformed world. It isn’t just childhood that Cubby has lost but also any possibility of a comforting sense of the firm borders of reality. As in the Pied Piper, ambiguity and loss combine to create questions which cannot be logically answered, only dimly apprehended.Christopher Koch’s 1985 novel The Doubleman, winner of the Miles Franklin Award, also explores the power of place and the motif of lost children, but unlike the other two novels examined in this essay depicts an actual “incarnated” Piper motif in the mysteriously powerful figure of Clive Broderick, brilliant guitarist and charismatic teacher/guru, whose office, significantly, is situated in a subterranean space of knowledge—a basement room beneath a bookshop. Both central yet peripheral to the main action of the novel, touched with hints of the supernatural which never veer into overt fantasy, Broderick remains an enigma to the end. Set, like The Golden Day, in the 1960s, The Doubleman is narrated in the first person by Richard Miller, in adulthood a producer of a successful folk-rock group, the Rymers, but in childhood an imaginative, troubled polio survivor, with a crutch and a limp. It is noteworthy here that in the Grimms’ version of the Pied Piper, two children are left behind, despite following the Piper: one is blind, one is lame. And it is the lame boy who tells the townspeople what he glimpsed at Koppen Hill. In creating the character of Broderick, the author blends the traditional tropes of the Piper figure with Mephistophelian overtones and a strong influence from fairy lore, specifically the idea of the “doubleman,” here drawn from the writings of seventeenth-century Scottish pastor, the Reverend Robert Kirk of Aberfoyle. Kirk’s 1691 book The Secret Commonwealth of Elves, Fauns and Fairies is the earliest known serious attempt at objective description of the fairy beliefs of Gaelic-speaking Highlanders. His own precisely dated life-story and ambiguous end—it is said he did not die but is forever a prisoner of the fairies—has eerie parallels to the Piper story. “And there is the uncanny, powerful and ambiguous fact of the matter. Here is a man, named, born, lived, who lived a fairy story, really lived it: and in the popular imagination, he lives still” (Masson).Both in his creative and his non-fiction work Koch frequently evoked what he called “the Otherland,” which he depicted as a liminal, ambiguous, destabilising but nevertheless very real and potent presence only thinly veiled by the everyday world. This Otherland is not the same in all his fictions, but is always part of an actual place, whether that be Java in The Year of Living Dangerously, Hobart and Sydney in The Doubleman, Tasmania, Vietnam and Cambodia in Highways to a War, and Ireland and Tasmania in Out of Ireland. It is this sense of the “Otherland” below the surface, a fairy tale, mythical realm beyond logic or explanation, which gives his work its distinctive and particular power. And in The Doubleman, this motif, set within a vividly evoked real world, complete with precise period detail, transforms the Piper figure into one which could easily appear in a Hobart lane, yet which loses none of its uncanny potency. As Noel Henricksen writes in his study of Koch’s work, Island and Otherland, “Behind the membrane of Hobart is Otherland, its manifestations a spectrum stretched between the mystical and the spiritually perverted” (213).This is Broderick’s first appearance, described through twelve-year-old Richard Miller’s eyes: Tall and thin in his long dark overcoat, he studied me for the whole way as he approached, his face absolutely serious . . . The man made me uneasy to a degree for which there seemed to be no explanation . . . I was troubled by the notion that he was no ordinary man going to work at all: that he was not like other people, and that his interest couldn’t be explained so simply. (Koch, Doubleman 3)That first encounter is followed by another, more disturbing still, when Broderick speaks to the boy, eyes fixed on him: “. . . hooded by drooping lids, they were entirely without sympathy, yet nevertheless interested, and formidably intelligent” (5).The sense of danger that Broderick evokes in the boy could be explained by a sinister hint of paedophilia. But though Broderick is a predator of sorts on young people, nothing is what it seems; no rational explanation encompasses the strange effect of his presence. It is not until Richard is a young man, in the company of his musical friend Brian Brady, that he comes across Broderick again. The two young men are looking in the window of a music shop, when Broderick appears beside them, and as Richard observes, just as in a fairy tale, “He didn’t seem to have changed or aged . . .” (44). But the shock of his sudden re-appearance is mixed with something else now, as Broderick engages Brady in conversation, ignoring Richard, “. . . as though I had failed some test, all that time ago, and the man had no further use for me” (45).What happens next, as Broderick demonstrates his musical prowess, becomes Brady’s teacher, and introduces them to his disciple, young bass player Darcy Burr, will change the young men’s lives forever and set them on a path that leads both to great success and to living nightmare, even after Broderick’s apparent disappearance, for Burr will take on the Piper’s mantle. Koch’s depiction of the lost children motif is distinctively different to the other two novels examined in this essay. Their fate is not so much a mystery as a tragedy and a warning. The lost children of The Doubleman are also lost children of the sixties, bright, talented young people drawn through drugs, immersive music, and half-baked mysticism into darkness and horrifying violence. In his essay “California Dreaming,” published in the collection Crossing the Gap, Koch wrote about this subterranean aspect of the sixties, drawing a connection between it and such real-life sinister “Pipers” as Charles Manson (60). Broderick and Burr are not the same as the serial killer Manson, of course; but the spell they cast over the “lost children” who follow them is only different in degree, not in kind. In the end of the novel, the spell is broken and the world is again transformed. Yet fittingly it is a melancholy transformation: an end of childhood dreams of imaginative potential, as well as dangerous illusions: “And I knew now that it was all gone—like Harrigan Street, and Broderick, and the district of Second-Hand” (Koch, Doubleman 357). The power of place, the last of the Piper motifs, is also deeply embedded in The Doubleman. In fact, as with the idea of Otherland, place—or Island, as Henricksen evocatively puts it—is a recurring theme in Koch’s work. He identified primarily and specifically as a Tasmanian writer rather than as simply Australian, pointing out in an essay, “The Lost Hemisphere,” that because of its landscape and latitude, different to the mainland of Australia, Tasmania “genuinely belongs to a different region from the continent” (Crossing the Gap 92). In The Doubleman, Richard Miller imbues his familiar and deeply loved home landscape with great mystical power, a power which is both inherent within it as it is, but also expressive of the Otherland. In “A Tasmanian Tone,” another essay from Crossing the Gap, Koch describes that tone as springing “from a sense of waiting in the landscape: the tense yet serene expectancy of some nameless revelation” (118). But Koch could also write evocatively of landscapes other than Tasmanian ones. The unnerving climax of The Doubleman takes place in Sydney—significantly, as in The Golden Day, in a liminal, metaphysically charged place of rocks and water. That place, which is real, is called Point Piper. In conclusion, the original tale’s three main motifs—lost children, the enigma of the Piper, and the power of place—have been explored in distinctive ways in each of the three novels examined in this article. Contemporary Australia may be a world away from medieval Germany, but the uncanny liminality and capacious ambiguity of the Pied Piper tale has made it resonate potently within these major Australian fictions. Transformed and transformative within the Australian imagination, the theme of the Pied Piper threads like a faintly-heard snatch of unearthly music through the apparently mimetic realism of the novels, destabilising readers’ expectations and leaving them with subversively unanswered questions. ReferencesBird, Carmel. “Dreaming the Place: An Exploration of Antipodean Narratives.” Griffith Review 42 (2013). 1 May 2016 <https://griffithreview.com/articles/dreaming-the-place/>.Dubosarsky, Ursula. The Golden Day. Sydney: Allen and Unwin, 2011.Fiander, Lisa M. “Writing in A Fairy Story Landscape: Fairy Tales and Contemporary Australian Fiction.” Journal of the Association for the Study of Australian Literature 2 (2003). 30 April 2016 <http://openjournals.library.usyd.edu.au/index.php/JASAL/index>.Henricksen, Noel. Island and Otherland: Christopher Koch and His Books. Melbourne: Educare, 2003.Knox, Malcolm. “A Country of Lost Children.” Sydney Morning Herald 15 Aug. 2009. 1 May 2016 <http://www.smh.com.au/national/a-country-of-lost-children-20090814-el8d.html>.Koch, Christopher. The Doubleman. 1985. Sydney: Minerva, 1996.Koch, Christopher. Crossing the Gap: Memories and Reflections. 1987. Sydney: Vintage, 2000. Lindsay, Joan. Picnic at Hanging Rock. 1967. Melbourne: Penguin, 1977.Masson, Sophie. “Captive in Fairyland: The Strange Case of Robert Kirk of Aberfoyle.” Nation and Federation in the Celtic World: Papers from the Fourth Australian Conference of Celtic Studies, University of Sydney, June–July 2001. Ed. Pamela O’Neil. Sydney: University of Sydney Celtic Studies Foundation, 2003. Mieder, Wolfgang. “The Pied Piper: Origin, History, and Survival of a Legend.” Tradition and Innovation in Folk Literature. 1987. London: Routledge Revivals, 2015.Pierce, Peter. The Country of Lost Children: An Australian Anxiety. Cambridge: Cambridge UP, 1999.Steele, Kathleen. “Fear and Loathing in the Australian Bush: Gothic Landscapes in Bush Studies and Picnic at Hanging Rock.” Colloquy 20 (2010): 33–56. 27 July 2016 <http://artsonline.monash.edu.au/wp-content/arts/files/colloquy/colloquy_issue_20_december_2010/steele.pdf>.