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1
Muscato, Melinda. "Victorian children's book illustrations". Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/898.
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In the nineteenth century, as society in Victorian Britain adjusted to the effects of urbanization and industrialization, social roles began to shift, changes that were reflected in the children’s book illustrations of Randolph Caldecott, Henry J. Ford, and Beatrix Potter. This time period was considered the golden age of children’s book illustrations due to a large boom in both number and quality available. These children’s books illustrators had a lasting impact on culture and aesthetics and reinforced the social constructions of the new urban middle class. Randolph Caldecott’s illustrations of nursery rhymes gave new interpretations to familiar texts, some of which furthered shifts in gender roles for both males and females. Andrew Lang’s fairy tale series, illustrated by H. J. Ford, walked a fine line between high art ideals and consumerism. Ford’s illustrations referenced the Pre-Raphaelite aesthetic. The fairytale genre has emphasized female roles from its inception, and Lang's and Ford's focus on an essentially English femininity added complexities to messages about the ideal woman. Beatrix Potter’s subversive work can be seen as the culmination of the Victorian period. She satirized the ideal woman at home, illuminating the anxieties and pressures of the domestic sphere and exploring the Victorians' fixation with the etiquettes of social rank. In an attempt to further the scope of traditional art history, this dissertation shows that, even in consumerist-driven visual culture, even in seemingly inconsequential children’s book illustration, we can see the impact of key social changes and values.
2
Tyshchenko, Tetiana, Kalina Pashkevich, Anastasiia Tereshchenko y Alina Verzhykivska. "Children's book illustration and interactive technology". Thesis, Centro de Estudios Estretégicos & European Scientific Platform, 2021. https://er.knutd.edu.ua/handle/123456789/19039.
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The paper considers ways to combine multimedia technologies with children's book illustration, namely: - animation of illustrations or its parts; - sound effects that are activated when interacting with the illustration; - integration of AR-technologies; - adding mini-games to book applications. It was found that the inclusion of interactive technologies can be used to create new art forms, encourage learning or draw the attention of the readers to existing works of literature through a new, interactive form. It is established that children's illustration under the influence of design trends and mass culture acquires signs of animation, simplified, symbolic forms.
3
Sefer, Ibrahim. "Newly arrived children's art / story book 2004". [Adelaide]: Migrant Health Service, 2004. http://www.health.sa.gov.au/library/Portals/0/drawings-and-dreams-newly-arrived-childrens-art-story-book.pdf.
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This project was funded by the Department for Families and Communities A collaboration between Ibrahim Sefer, newly arrived boys and girls aged between 4 and 14 years from Culturally and Linguistically Diverse Backgrounds and the Migrant Health Service (Adelaide Central Community Health Service).
4
Andersson, Maria y Sara Einarsson. "Aesthetic shaping -Children's book on sustainable development". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33759.
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Vi presenterar vårt examensarbete i form av projektredogörelse med tillhörande estetiskgestaltning i form av en barnbok. Vi har genomfört kvalitativa intervjuer med fyraförskolepedagoger som arbetar aktivt med hållbar utveckling. Syftet med intervjuerna var attsamla in material om deras arbetssätt gällande motivations och inspirationsarbete om hållbarutveckling. Resultatet tillsammans med litteratur och teorier presenterar vi i en barnbok.Barnbokens syfte är att motivera och inspirera barn att arbeta med hållbar utveckling.
5
Field, Hannah C. "Toying with the book : children's literature, novelty formats, and the material book, 1810-1914". Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:02077b56-4e3e-4bf3-92b0-6c59fce771df.
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This thesis examines the book in the nineteenth century by way of an unusual corpus: movable and novelty books for children, drawn from the Opie Collection of Children’s Literature at the Bodleian Library. It argues that these items, which have been either ignored or actively dismissed by scholars of children’s literature, are of two-fold significance for the history of the book: they encourage a sense of the book as a constitutively (rather than an incidentally) material object, and they demand an understanding of reading as not just a mental activity, but a physical one as well. Each of the first five chapters of the thesis centres on a different format. The opening chapter discusses the Regency-era paper doll books produced by Samuel and Joseph Fuller, exposing the tension between form and content in these works. The second chapter looks at Victorian panorama books for children, showing how the panorama format affects space, time, and the structure of any text accompanying the image. The third chapter reads the pop-up book’s key tension—the tension between surface and depth in the pursuit of an illusion of three dimensions—in terms of flat, theatrical, and stereoscopic picture-making, three other nineteenth-century pictorial modes in which an illusion of three-dimensionality is important. The fourth chapter traces self-reflexive accounts of printing, publishing, and the material book in dissolving-view books produced by the German publisher and printer Ernest Nister at the end of the nineteenth century. The fifth chapter positions the late nineteenth-century mechanical books designed and illustrated by Lothar Meggendorfer in terms of two material analogies, the puppet and the mechanical toy or automaton. The final chapter synthesizes evidence as to how the movable book could and should be read from across formats, foregrounding in particular the ways in which the movable embodies reading.
6
Godinho, Sally C. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993". Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/1121.
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This study examines the portrayal of gender in Australian Children’s Book Council award and honour books in the Younger Reader and Older Reader categories over the years 1981-1993. Its purpose is to discover whether the books portray females and males in equally positive ways, which both reflect their changing roles in our society and provide models for gender construction to young readers. This is done by means of a qualitative analysis of the text from selected books, supported by a quantitative analysis in the form of frequency counts of gender representations. Relevant Government policies and feminist ideologies which have influenced them are reviewed, and compared with the study’s findings to ascertain how far the CBC books’ gender portrayals are in line with current education policies and research. The findings suggest a review of CBC judging criteria, and highlight the need for a critical literacy approach in classroom literacy teaching. Recommendations for the broadening of research in literature are made.
7
Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.
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Kauffman, Syndi. "STORY ELEMENTS: WHICH IMPACT CHILDREN'S READING INTERESTS?" Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120575730.
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Hagen, Anne Marie. "Thomas Nelson & Sons and children's book publishing, 1850-1918". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/17278.
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This thesis examines the publisher Thomas Nelson’s contribution to the juvenile publishing field in Britain in the period between 1850-1918, and studies Nelson’s development into a specialised publisher of books for children in the same period. The thesis examines the ways in which the children’s book and the juvenile publishing field developed through negotiating the demands of religious and secular education, arguing that it was through the children’s list that Nelson transitioned into a modern educational publisher. The thesis challenges assumptions that the history of children’s books is one from reading for instruction to reading solely for pleasure, thus also expanding our understanding of the types of books which were published in the “Golden Age” of children’s books. Finally, in uncovering the influence of the Nelson firm, the thesis reassesses the role of Scottish companies in British juvenile publishing. The research builds on three types of data: first and foremost information comes from the “Papers of Thomas Nelson & Sons”, a collection of the firm’s business and editorial papers. To allow comparisons with the larger publishing field and with specific publishers, data were also gathered from contemporary trade, professional, government and literary publications. Finally, the material form of selected Nelson children’s books is analysed. In chapter one, the impact that Nelson’s origin as a publisher with evangelical sympathies had on text selection and editorial methods is analysed. The reasons for the adventure tale’s dominant position on the Nelson list is the focus of chapter two, which analyses the editorial treatment of this genre and the diverse opportunities this genre afforded Nelson. Chapter three analyses the development of Nelson series, particularly the implications such diversification schemes had for the demarcations between juvenile and popular fiction. Chapter four examines the educational gift book and its relationship with Nelson’s schoolbooks, and the ways in which the conservatism and innovation of the early twentieth-century print market affected the composition of the children’s book list. The thesis concludes with a comparison of Nelson books from either end of the period studied, and uses the 1921 Newbolt Report on “The Teaching of English” to reflect on Nelson’s position in the publishing field.
10
McCausland, Elly. "Malory's Magic Book : King Arthur in children's literature, 1862-1960". Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/12432/.
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This thesis examines adaptations of Thomas Malory’s 'Morte Darthur' produced for children between 1862 and 1960. It aims to interrogate the complex link between children and the Arthurian legend that has existed since J. T. Knowles’s first adaptation for a juvenile audience in 1862, and which remains strong today. By comparing authors’ alterations to their medieval source, I explore the ‘child’ as a discursive construct, as a mutable and protean category that is equally revelatory of assumptions about adult identity as about childhood itself. Tracing adaptations of the 'Morte' chronologically, I examine the ways in which they participate in wider cultural dialogues relating to national heritage, citizenship, mental health and masculine development through their representations of childhood. Against the backdrop of empire, changes in educational policy, the increasing application of psychology to childcare and two world wars, the diverse ways in which this versatile text is offered as relevant to children illuminates both shifting conceptions of childhood and the complex relationship between adapters and their imagined child readers. This study contributes to enquiries regarding the refashioning of Arthur and the function and manifestation of medievalism, and to studies of children’s literature, by illuminating the ways in which the elusive ‘child’ has been used to focus shifting perceptions regarding the essence and significance of the Arthurian legend over a century.
11
Heninger, Samantha Grace. "An Examination of Children's Book Selection Processes As They Mature". Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1394116197.
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Eve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War". Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.
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Godinho, Sally. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993". Connect to this title online, 1996. http://eprints.unimelb.edu.au/archive/00000337/.
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Llamas, Acosta Lillian. "The Great Book of the City : children's narratives of the city". Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/23278/.
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The subjective aspect of urban experience, and urban imaginaries in particular, have not been addressed sufficiently in studies of children in the city. This thesis will address these imaginative and subjective issues as they play significant roles in the construction of children’s urban lives. By referring to a set of short fictional stories that were produced by children as part of a series of workshops titled ‘The Great Book of the City’, the thesis approaches the city as a book made of interweaved stories, and thereby contests the idea that the city is mainly constituted by physical structures. I contend that children make sense of the urban environment through stories, and argue that their narratives are the place where they project their urban imaginaries. Narratives are also a tool for understanding the particular ways in which children perceive, experience and imagine the city. In particular, I explore three childhood everyday practices: moving, playing and dwelling. First, I argue that to study the child in the city we must consider the two factors of social space: the objective element (the spatial framework within which children live) and the subjective element (the space as perceived and imagined by children). Secondly, I claim that the way children make sense of the urban environment is both reliant on their encounter with the social city and on their internalisation of the cultural constructions of childhood. Finally, I maintain that children’s experience of the city is partial and personal, since urban space is fragmented and subject to change, and because it involves children’s own bodies at the levels of perception, memory and agency. I conclude that the short fictional stories not only allow children to project their urban experience, but also to (re)construct, imagine and contest their material realities.
15
Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.
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Lim, Young Sook. "Facilitating young Korean children's language development through parent training picture book interaction /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7783.
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Fisher, Stacey J. "The Intertwining Role of Culture and Children’s Book Choice". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4697.
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18
Kirk, Joyce y n/a. "Portrayal of aged characters in Australian award-winning children's novels 1946-1985". University of Canberra. Library & Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050711.143505.
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The study investigated the nature of the
portrayal of aged characters in children's novels which
won Children's Book Council of Australia's awards in
the period from 1946 to 1985. By means of content
analysis, the demographic, personal and behavioural
characteristics of aged characters were identified on a
thirty-four item checklist. From these characteristics
a portrayal score was derived to represent the extent
of variation in the depiction of aged characters in the
novels examined.
Analysis of variance tests indicated that the
level of variation in portrayal scores was
significantly related to the position of importance of
aged characters in novels. The portrayal of aged
characters did not vary according either to the
approach to story adopted in Australian award-winning
novels, or to the period in which the award was
granted.
It seems that although aged characters taken as
a whole in the novels studied display the variety of
characteristics attributed to aged people in the
literature of gerontology, individually many of these
aged characters are depicted in a somewhat limited way.
There is evidence to suggest that aged characters in
Australian award-winning children's novels do not
adequately reflect the demographic characteristics of
aged people in the Australian population. In terms of
range of social settings in which they are depicted is
restricted. So too, is the range of behaviours in which
they engage.
This rather limited depiction of aged
characters means that readers of Australian award-winning
children's novels are presented with a
restricted and unrealistic view of the aged and of the
condition of being aged. If children's novels serve as
one of the socialisation agents for young people, then
the limited portrayal of aged characters presented in
those novels may be a cause for concern, especially as
there are few indications that the depiction of aged
characters generally in more recent award-winning
novels has become more varied and realistic.
19
Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts". Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.
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The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.
20
Bandré, Patricia Ellen. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms". Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1121782590.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xvii, 271 p.; also includes graphics (some col.). Includes bibliographical references (p. 262-271). Available online via OhioLINK's ETD Center
21
Milne, Patricia A. y n/a. "Australian reviewers of children's books: an empirical report". University of Canberra. Library & Information Sciences, 1990. http://erl.canberra.edu.au./public/adt-AUC20060410.150051.
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This thesis reports on a study which developed a profile of the reviewers of
children's books in Australia. It then compared the profile with one which was
developed by Kathleen Craver in 1984 of children's book reviewers in the United
States.
Five research questions were addressed by this study relating to reviewers and their
opinions regarding review aspects, reviewer roles and review practices within the
framework of their personal and professional background. Craver surveyed the
reviewers from School Library journal because as a group, they provided the
greatest potential for statistical significance of all the reviewing journals in the
United States. As no Australian journal enjoys either the number of reviewers or
the circulation of School Library journal, reviewers from eight journals which are
most used by teacher and children's librarians were selected to form the population
for this research. These journals are Fiction Focus, LINES, Magpies, Reading Time,
Reviewpoin t, Review Bulletin, Scan and Tasmanian Resources Review.
The reviewer profile which emerged from this study was very similar to Craver's in
that it was not one which could be entirely defined in terms of group characteristics.
Selected cross tabulations either with the particular journals, demographic details,
or other variables, particularly those relating to reviewer experience failed to
produce predictable behaviourial correlations. However, reviewers were united on
certain issues which can be attributed to their own professional background.
22
DeWitt, Amy L. "Parental Portrayals in Children's Literature: 1900-2000". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4884/.
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The portrayals of mothers and fathers in children's literature as companions, disciplinarians, caregivers, nurturers, and providers were documented in this research. The impact of time of publication, sex of author, award-winning status of book, best-selling status of book, race of characters, and sex of characters upon each of the five parental roles was assessed using descriptive statistics, cross-tabulation, and multinomial logistic regression techniques. A survey instrument developed for this study was completed for each of the 300 books randomly selected from the list of easy/picture books in the Children's Catalog (H.W. Wilson Company, 2001). To ensure all time periods were represented, the list was stratified by decades before sampling. It was expected that parental role portrayals would become more egalitarian and less traditional in each successive time period of publication. Male authors were expected to portray more egalitarian parental roles, and the race and sex of the young characters were not expected to influence parental portrayals. Award-winning books were expected to represent more egalitarian parental roles. Books that achieved the Publisher's Weekly all-time best-selling status were expected to portray parents in less egalitarian roles. Secondary analyses explored the prevalence of mothers' occupations, parental incompetence, and dangerous, solo child adventures. While the time of publication affected role portrayals, the evidence was unclear as to whether the changing roles represented greater egalitarianism. The race and the sex of the young characters significantly affected parental role portrayals, but the sex of the author did not influence these portrayals. While award winning and bestselling texts portrayed parents differently than books that did not achieve such honors, most did not provide enough information to adequately assess parenting roles. Half of the mothers who worked in the texts worked in conjunction with their husbands rather than independent of them. Over 10 % of mothers and fathers acted incompetently. The time of publication and the sex of the author was associated with the prevalence of solo, dangerous, child adventures. Subsequent implications and recommendations suggest the inclusion of stronger parental characters in children's books. Many of the parents are portrayed as inactive, incompetent, or neglectful. The concern is that children are exposed to these picture book portrayals during the primary years of identity acquisition.
23
Barbisan, Virginia <1987>. "Literary Borrowings in 'The Borrowers': Intertextuality in Mary Norton's children's book series 'The Borrowers'". Master's Degree Thesis, Università Ca' Foscari Venezia, 2014. http://hdl.handle.net/10579/4675.
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No text stands on its own. Indeed, no text has meaning alone because all texts have meaning in relation to one another and to the context in which they are produced. Therefore, each text is linked to others in many different ways, which can either be obvious, because of literary conventions, such as genre or shared themes for example, or these connections can be made by the readers themselves, because the process of reading itself implies moving between texts. However, not only reading but also writing are not linked to one text only, but they imply a link between texts and a movement from one text to another. This process is called intertextuality.
Mary Norton's The Borrowers are a series of five books for children about a family of tiny people living under the floorboards in Edwardian England: the Borrowers. Their name comes from the fact that in order to survive they borrow from “human beans” (human beings). These books, published between 1950s and 1980s, are at the core of the so called second “Golden Age” of children's literature, not only quite obviously because of their publishing dates, but also because they can be read in terms of intertextual connections with many other children's books belonging not merely to the same period, but also to earlier or later ones. Indeed, The Borrowers share with them either the same literary genre, or the fact of dealing with some central issues, which were or still are part of the so called “main” literary canon, not only the children's literature one. Therefore, the aim of this work is to analyse how Mary Norton's books can be interpreted from an intertextual point of view; classifying all the main different intertextual links The Borrowers have mainly with children's books, but also with some adults' ones.
The work is divided into three chapters. The first one gives a general overview of the theory of intertextuality, including its historical evolution and its specific application in children’s literature, with the problem this kind of literature arises. This chapter then sets the parameters according to which the analysis of The Borrowers books has been carried out. Since the intertextual theory showed a sort of bottom-up evolution, starting from the focus on the written text and then moving out including its whole broader context; this analysis does the same. Indeed, the second and the third chapters directly concern the focused texts: The Borrowers’ series. Starting from the textual evidence, chapter 2 focuses on the concept of series, the first intertextual element that links the five Norton’s books. The concept of series is analysed in terms of children’s books, identifying the different types of series and the formal elements that characterize them, in order to apply them to Norton’s books then. The series makes the books become a system in themselves; however, this narrow intertextual world of literary borrowings can be further expanded. Indeed, the third chapter concerns the specific “modes” of intertextuality (genre and themes) dealing directly with texts and outlining the different intertextual links The Borrowers books establish with both children's and adults' books belonging to either earlier or later periods. The Borrowers’ intertextual world is then considerably expanded.
24
Sheahan-Bright, Robyn y n/a. "To Market to Market: The Development of the Australian Children's Publishing Industry". Griffith University. School of Arts, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060127.123757.
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The aim of this study is to examine the tension between 'commerce and culture' in the dynamic development of the Australian children's publishing industry, within the wider context of international children's publishing history. It aims to refute a commonly stated 'truism' - that the conflict between the cultural value of a book and the need to market it threatens the integrity of the authors, publishers and the books themselves. Instead, it demonstrates that the tension between cultural and commercial definitions of the book publisher's role lies at the heart of the dynamism which has fuelled the development of a publishing climate, and created really innovative publishing. Publishing has too often been examined as if the sole motive of the publisher should be to produce books of quality, and though this is certainly the primary objective of the publishers which are the focus in this study, it is imperative to recognize that the dissemination of 'quality' literature and cultural product has always been dependent upon the recognition of commercial strategies which are often naively dismissed as being opportunistic and even extraneous to the publisher's purpose. As this thesis endeavours to show, the pioneering efforts of John Newbery, the Religious Tract Society, E.W. Cole, Ward, Lock & Co., and Australia's first publisher Angus & Robertson and of later publishers such as Penguin, Scholastic, Lothian, Omnibus, Allen & Unwin and others, were founded just as much upon the shrewd recognition of a viable market as they were upon the aim to enrich young readers' lives. In fact it is the symbiotic partnership between these two objectives which has fuelled their successes and their failures. It is where publishers either steer a path paved only with good intentions or one paved entirely with gold that their enterprises generally falter. The study owes a significant debt to the achievements of those who have documented Australian children's publishing 'output' so assiduously - Maurice Saxby's groundbreaking histories (1969, 1971, 1993) and Marcie Muir and Kerry White's comprehensive bibliographical tools (1982, 1992). Contrary to those endeavours, though, this study'goes back-stage' to the area where the publishing 'action' happens. Consequently it does not provide a comprehensive overview of every publication or author; it does not cover every genre and style. Rather it is concerned to document the activities of publishers which have produced books for children in Australia, in brief, and to isolate key examples of publishing enterprises within this coverage which represent 'case studies' of the different types of companies which have played a successful part in publishing development. This work is intended to be of interest not simply to either children's literature or Australian literature theorists, but to book historians, and to media, cultural studies and entertainment industry theorists. It was based on a belief that cultural histories of this nature are valuable in tracking the growth of a society and also in demonstrating that creative endeavours are never simply that. They are the result of a complex interweaving of a variety of factors, and that therefore artists approach creativity 'at their peril' without first understanding something of the world into which they are entrusting their creations. Consequently there were several objectives in the study which were to: 1. contextualize Australian children's publishing within a history of children's publishing internationally, with particular reference to early commercial beginnings in Britain and to British Empire developments, but also with appropriate reference to growth in the USA; 2. contextualize Australian children's publishing within the broader range and expansion of the book publishing industry in Australia, particularly the latter's economic growth and cultural influence since WWII, but also including an overview of foundational developments from the nineteenth century; 3. contextualize Australian children's publishing within social, educational and cultural developments, such as the development of education programs, the expansion of public and school libraries, the changes in government policy related to children and books, shifting social attitudes towards the child, and the impact of entertainment and media industries; 4. examine the roles played by various individuals, especially publishers, managers, editors, marketers, booksellers, librarians, teachers and professional commentators in the development of the Australian children's publishing industry. Their roles will be analysed in the context of various industry-particular questions such as a) the oft-remarked upon tensions that exist in publishing, between for example, 'craft-like' and bureaucratic structures; b) the interplay between 'structure and agency' in the industry; c) the shift from a 'library market' to a 'mass market' under such influences as globalization and media; d) whether publishing is necessarily more 'Australian' if it is done by independent, rather than multinational companies; and e) the influence that the 'internal' structure of publishing has had on its development, e.g. the isolation of children's publishing from the mainstream, the predominance of women as agents in its development, and so on; 5. finally, discuss the implications of globalization since the 1970s, and posit future directions in the production, marketing and consumption of children's properties. This study examines the industry from a critical perspective relying not on the evaluation of quality as opposed to mass market literature, but viewing all forms of trade literature for children as part of a dynamic whole. It therefore traces the origins of publishing in English-language countries briefly first before examining the Australian situation, and shows that from the very beginning, publications for children have been the products of both altruistic and profit-driven objectives. It concentrates on the post-WWII period, on certain key enterprises and trends which have been particularly successful, suggesting that those publishing houses and those individuals within them who 'balance' commerce and culture with the most skill, are those who succeed in making 'good' books readily accessible to those for whom they have been created. This thesis celebrates the fact that children's publishers have always demonstrated an admirable combination of opportunism and idealism, the two characteristics which are essential to a successful publishing company. Australia has been fortunate in rearing several enterprising individuals whose early publishing attempts laid the ground for the currently successful houses. Without E.W. Cole, William Steele at Ward, Lock and Co., Frank Eyre at Oxford University Press, Andrew Fabinyi at Cheshire, Barbara Ker Wilson at Angus & Robertson, Anne Bower Ingram at William Collins, the later successes of key individuals at Penguin Books Australia, Scholastic Australia, Allen & Unwin, Lothian Books and Omnibus Books and countless others may not have been planted in such fertile ground. This study predicts that the future of Australian children's publishing lies in the recognition of the essential role played by commercial instincts in shaping cultural endeavours.
25
Sheahan-Bright, Robyn. "To Market to Market: The Development of the Australian Children's Publishing Industry". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365314.
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The aim of this study is to examine the tension between 'commerce and culture' in the dynamic development of the Australian children's publishing industry, within the wider context of international children's publishing history. It aims to refute a commonly stated 'truism' - that the conflict between the cultural value of a book and the need to market it threatens the integrity of the authors, publishers and the books themselves. Instead, it demonstrates that the tension between cultural and commercial definitions of the book publisher's role lies at the heart of the dynamism which has fuelled the development of a publishing climate, and created really innovative publishing. Publishing has too often been examined as if the sole motive of the publisher should be to produce books of quality, and though this is certainly the primary objective of the publishers which are the focus in this study, it is imperative to recognize that the dissemination of 'quality' literature and cultural product has always been dependent upon the recognition of commercial strategies which are often naively dismissed as being opportunistic and even extraneous to the publisher's purpose. As this thesis endeavours to show, the pioneering efforts of John Newbery, the Religious Tract Society, E.W. Cole, Ward, Lock & Co., and Australia's first publisher Angus & Robertson and of later publishers such as Penguin, Scholastic, Lothian, Omnibus, Allen & Unwin and others, were founded just as much upon the shrewd recognition of a viable market as they were upon the aim to enrich young readers' lives. In fact it is the symbiotic partnership between these two objectives which has fuelled their successes and their failures. It is where publishers either steer a path paved only with good intentions or one paved entirely with gold that their enterprises generally falter. The study owes a significant debt to the achievements of those who have documented Australian children's publishing 'output' so assiduously - Maurice Saxby's groundbreaking histories (1969, 1971, 1993) and Marcie Muir and Kerry White's comprehensive bibliographical tools (1982, 1992). Contrary to those endeavours, though, this study'goes back-stage' to the area where the publishing 'action' happens. Consequently it does not provide a comprehensive overview of every publication or author; it does not cover every genre and style. Rather it is concerned to document the activities of publishers which have produced books for children in Australia, in brief, and to isolate key examples of publishing enterprises within this coverage which represent 'case studies' of the different types of companies which have played a successful part in publishing development. This work is intended to be of interest not simply to either children's literature or Australian literature theorists, but to book historians, and to media, cultural studies and entertainment industry theorists. It was based on a belief that cultural histories of this nature are valuable in tracking the growth of a society and also in demonstrating that creative endeavours are never simply that. They are the result of a complex interweaving of a variety of factors, and that therefore artists approach creativity 'at their peril' without first understanding something of the world into which they are entrusting their creations. Consequently there were several objectives in the study which were to: 1. contextualize Australian children's publishing within a history of children's publishing internationally, with particular reference to early commercial beginnings in Britain and to British Empire developments, but also with appropriate reference to growth in the USA; 2. contextualize Australian children's publishing within the broader range and expansion of the book publishing industry in Australia, particularly the latter's economic growth and cultural influence since WWII, but also including an overview of foundational developments from the nineteenth century; 3. contextualize Australian children's publishing within social, educational and cultural developments, such as the development of education programs, the expansion of public and school libraries, the changes in government policy related to children and books, shifting social attitudes towards the child, and the impact of entertainment and media industries; 4. examine the roles played by various individuals, especially publishers, managers, editors, marketers, booksellers, librarians, teachers and professional commentators in the development of the Australian children's publishing industry. Their roles will be analysed in the context of various industry-particular questions such as a) the oft-remarked upon tensions that exist in publishing, between for example, 'craft-like' and bureaucratic structures; b) the interplay between 'structure and agency' in the industry; c) the shift from a 'library market' to a 'mass market' under such influences as globalization and media; d) whether publishing is necessarily more 'Australian' if it is done by independent, rather than multinational companies; and e) the influence that the 'internal' structure of publishing has had on its development, e.g. the isolation of children's publishing from the mainstream, the predominance of women as agents in its development, and so on; 5. finally, discuss the implications of globalization since the 1970s, and posit future directions in the production, marketing and consumption of children's properties. This study examines the industry from a critical perspective relying not on the evaluation of quality as opposed to mass market literature, but viewing all forms of trade literature for children as part of a dynamic whole. It therefore traces the origins of publishing in English-language countries briefly first before examining the Australian situation, and shows that from the very beginning, publications for children have been the products of both altruistic and profit-driven objectives. It concentrates on the post-WWII period, on certain key enterprises and trends which have been particularly successful, suggesting that those publishing houses and those individuals within them who 'balance' commerce and culture with the most skill, are those who succeed in making 'good' books readily accessible to those for whom they have been created. This thesis celebrates the fact that children's publishers have always demonstrated an admirable combination of opportunism and idealism, the two characteristics which are essential to a successful publishing company. Australia has been fortunate in rearing several enterprising individuals whose early publishing attempts laid the ground for the currently successful houses. Without E.W. Cole, William Steele at Ward, Lock and Co., Frank Eyre at Oxford University Press, Andrew Fabinyi at Cheshire, Barbara Ker Wilson at Angus & Robertson, Anne Bower Ingram at William Collins, the later successes of key individuals at Penguin Books Australia, Scholastic Australia, Allen & Unwin, Lothian Books and Omnibus Books and countless others may not have been planted in such fertile ground. This study predicts that the future of Australian children's publishing lies in the recognition of the essential role played by commercial instincts in shaping cultural endeavours.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Arts
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Hasselbeck, Emily E. "Children's Story Retell Under Three Cuing Conditions". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1377870860.
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Beak, Jihee. "A child-driven metadata schema| A holistic analysis of children's cognitive processes during book selection". Thesis, The University of Wisconsin - Milwaukee, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633328.
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The purpose of this study was to construct a child-driven metadata schema by understanding children's cognitive processes and behaviors during book selection. Existing knowledge organization systems including metadata schemas and previous literature in the metadata domain have shown that there is a no specialized metadata schema that describes children's resources that also is developed by children. It is clear that children require a new or alternative child-driven metadata schema. Child-driven metadata elements reflected the children's cognitive perceptions that could allow children to intuitively and easily find books in an online cataloging system. The literature of development of literacy skills claims that the positive experiences of selecting books empower children's motivation for developing literacy skills. Therefore, creating a child-driven metadata schema not only contributes to the improvement of knowledge organization systems reflecting children's information behavior and cognitive process, but also improves children's literacy and reading skills.
Broader research questions included what metadata elements do children like to use? What elements should a child-driven metadata schema include? In order to answer these research questions, a triangulated qualitative research design consisting of questionnaires, paired think-aloud, interview, and diaries were used with 22 child participants between the ages of 6 and 9. A holistic understanding of the children's cognitive processes during book selection as a foundation of a child-driven metadata schema displays an early stage of an ontological contour for a children's knowledge organization system. A child-driven metadata schema constructed in this study is apt to include different metadata elements from those metadata elements existing in current cataloging standards. A child-driven metadata schema includes five classes such as story/subject, character, illustration, physical characteristics, and understandability, and thirty three metadata elements such as character's names and images, book cover's color, shape, textured materials, engagement element, and tone. In addition, the analysis of the relationship between emergent emotional vocabularies and cognitive factors and facets illustrated the important role of emotion and attention in children's information processing and seeking behaviors.
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Disque, J. Graham y Mary R. Langenbrunner. "Children's Literature As A Resource for Enhancing Self-Concept". Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3506.
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Bandre', Patricia E. "The status of the selection and use of children's literature in K-6 rural Ohio public school classrooms". The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1121782590.
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Thompson, Julia Lin. "Ideology and the Translation of Children’s Literature: The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn in Franco’s Spain". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24974.
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This study examines the translation of children’s literature under state censorship during Franco’s Spain (1939-1975), with specific reference to the Spanish translations of Mark Twain’s The Adventures of Tom Sawyer (1876) and its sequel, The Adventures of Huckleberry Finn (1885). At the same time as it lays a particular focus on the impact of Francoism on texts produced for children in Francoist Spain, this study also concerns itself with the relations between ideology and children’s literature in a more general sense. The chapters integrate analysis of sources including the regime’s censorship laws, the pre-publication translation drafts submitted by the publishers in compliance with the regime’s censorship requirement, the official censorship records, showing the censors’ “readings” of the translation drafts, and also, school textbooks used under Franco. Based on the examination of such sources, this study demonstrates the censors’ objections to the translations of Twain’s works, as a result of both their compliance with the censorship regulations imposed by the regime and their conscious efforts to defend an ideal Francoist child image vis-à-vis its foreign “others” as induced by the translations. Meanwhile, proceeding from a critical conceptualisation of ideology, the chapters in this study also elaborate on the complex power relationships involved in the activities of translating for children under Francoism.
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Minton, Duygu. "Re-working Novelistic Sentiment: Barbauld, Smith, Edgeworth, and the Politics of Children's Fiction". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/727.
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Despite the recognized importance of Anna Letitia Barbauld, Maria Edgeworth, and Charlotte Smith as commentators on 1790s radicalism, pedagogy, and novel conventions, their writings for children and for adults tend to be studied separately. Indeed, despite each writer's familiarity with the others' work, these figures are rarely discussed together. I argue that studying these authors' cross-generic works using a comparative approach reveals the ways in which novels and children's books have informed and influenced each other, both in their reciprocal developments and as distinct genres. I further argue that even as the juvenile fiction of Barbauld, Edgeworth, and Smith seems rather tamely oriented toward the integration of natural history with conduct lessons, the genre was in fact a vital means by which each writer weighed her own social-welfare and aesthetic priorities within contexts of political upheaval.
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Weisman, Kathryn Jean. "Shaping the children's literature canon : an analysis of editorials from The Horn Book Magazine, 1924 - 2009". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/41806.
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This study analyzes The Horn Book Magazine editorials, published between 1924 and 2009, to ascertain the editors’ promotion of the library canon of children’s literature. The editorials concerned with Horn Book’s communities of readers are considered using Benedict Anderson’s critical lens of imagined communities; the review- and critically-themed editorials are examined using the theories of K. T. Horning, Deborah Stevenson, and Lillian H. Smith; the editorials related to the image of childhood are investigated utilizing the frameworks of childhood outlined by Andrew Stables; and the editorials involving social and political themes are explored using the critical assumptions of Gail Schmunk Murray. The analysis concludes, overall, that the Horn Book editors celebrate creators and promoters of canonical children’s literature; esteem high literary quality over popularity or pedagogical utility; view the image of childhood from a mostly Romantic perspective; and have shifted perspectives over time regarding comments about social and political events from a mostly neutral, non-committal stance to one of increasingly open views, especially with regard to censorship, multiculturalism, and current events.
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Sim, Soh Hong. "Supporting children's language and literacy skills : the effectiveness of shared book reading intervention strategies with parents". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60975/1/Soh_Hong_Sim_Thesis.pdf.
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Parents are encouraged to read with their children from an early age because shared book reading helps children to develop their language and early literacy skills. A pragmatic Randomised Controlled Trial (RCT) research design was adopted to investigate the influence of two forms of a shared reading intervention (Dialogic Reading and Dialogic Reading with the addition of Print Referencing) on children’s language and literacy skills. Dialogic reading is a validated shared reading intervention that has been shown to improve children’s oral language skills prior to formal schooling (Whitehurst & Lonigan, 1998). Print referencing is another form of shared reading intervention that has the potential to have effects on children’s print knowledge as they begin school (Justice & Ezell, 2002). However, training parents to use print referencing strategies at home has not been researched extensively although research findings indicate its effectiveness when used by teachers in the early years of school.
Eighty parents of Preparatory year children from three Catholic schools in low income areas in the outer suburbs of a metropolitan city were trained to deliver specific shared reading strategies in an eight-week home intervention. Parents read eight books to their children across the period of the intervention. Each book was requested to be read at least three times a week. There were 42 boys and 38 girls ranging in age from 4.92 years to 6.25 years (M=5.53, SD=0.33) in the sample. The families were randomly assigned to three groups: Dialogic Reading (DR); Dialogic Reading with the addition of Print Referencing (DR + PR); and a Control group. Six measures were used to assess children’s language skills at pre and post, and follow-up (three months after the intervention). These measures assessed oral language (receptive and expressive vocabulary), phonological awareness skills (rhyme, word completion), alphabet knowledge, and concepts about print.
Results of the intervention showed that there were significant differences from pre to post between the two intervention groups and the control group on three measures: expressive vocabulary, rhyme, and concepts about print. The shared reading strategies delivered by parents of the dialogic reading, and dialogic reading with the addition of print referencing, showed promising results to develop children’s oral language skills in terms of expressive vocabulary and rhyme, as well as understanding of the concepts about print. At follow-up, when the children entered Year 1, the two intervention groups (DR and DR + PR) group had significantly maintained their knowledge of concepts about prints when compared with the control group. Overall, the findings from this intervention study did not show that dialogic reading with the addition of print referencing had stronger effects on children’s early literacy skills than dialogic reading alone.
The research also explored if pre-existing family factors impacted on the outcomes of the intervention from pre to post. The relationships between maternal education and home reading practices prior to intervention and child outcomes at post were considered. However, there were no significant effects of maternal education and home literacy activities on child outcomes at post. Additionally, there were no significant effects for the level of compliance of parents with the intervention program in terms of regular weekly reading to children during the intervention period on child outcomes at post. These non-significant findings are attributed to the lack of variability in the recruited sample. Parents participating in the intervention had high levels of education, although they were recruited from schools in low socio-economic areas; parents were already highly engaged in home literacy activities at recruitment; and the parents were highly compliant in reading regularly to their child during the intervention.
Findings of the current study did show that training in shared reading strategies enhanced children’s early language and literacy skills. Both dialogic reading and dialogic reading with the addition of print referencing improved children’s expressive vocabulary, rhyme, and concepts about print at post intervention. Further research is needed to identify how, and if, print referencing strategies used by parents at home can be effective over and above the use of dialogic reading strategies. In this research, limitations of sample size and the nature of the intervention to use print referencing strategies at home may have restricted the opportunities for this research study to find more effects on children’s emergent literacy skills or for the effectiveness of combining dialogic reading with print referencing strategies. However, these results did indicate that there was value in teaching parents to implement shared reading strategies at home in order to improve early literacy skills as children begin formal schooling.
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Reisberg, Mira. "An A/r/tographic study of multicultural children's book artists : developing a place-based pedagogy of pleasure". Online access for everyone, 2006. http://www.dissertations.wsu.edu/Dissertations/Summer2006/m%5Freisberg%5F062206.pdf.
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Strulov, Yonit J. "Four year old children's ability to recall and understand narrative in book, video and CD ROM media". Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270698.
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Sczerbinski, Jennifer Lyn. "The Mystery in the Old Schoolhouse: Why Children's Book Series Have Been Wrongly Excluded from the Classroom". Thesis, Boston College, 2004. http://hdl.handle.net/2345/447.
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Thesis advisor: Susan MichalczykChildren's series books have historically been frowned upon by educators and librarians alike. Due to this, thousands of the books have been disregarded as the equivalent of ‘trashy' literature for children, and have thus been excluded from the classroom. How has this scorn gained credence? Are series legitimate reading material for children? This paper explores the history and the beneficial uses of children's series books in the classroom. Series books aid in the teaching of reading and provide a forum for children to gain literary confidence. They also assist in the learning of other languages and are instrumental in reading intervention situations. Specifically, this paper considers the literary aspects, practical applications, and criticism directed at the Nancy Drew and Harry Potter series. Examined closely, series prove to be highly educational and indispensable to the formation of lifelong readers
Thesis (BA) — Boston College, 2004
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program
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Silva, Nadia Valeska. "Public Health Threats in Central America: Parasitic Infections that Affect Youth in Honduras (Background and Children's Book)". Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144963.
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Brandt, Kristen Clark. "Cultural and Narrative Shifts of Nineteenth Century Children's Literature in Hawthorne's Wonder Book for Girls and Boys". TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3083.
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Both folklorists and literary critics have been drawn to Nathaniel Hawthorne’s body of work because of his distinctive style and incorporation of folk motifs. Such motif-spotting presents no challenge in Hawthorne’s juvenile literature like his retellings from Greek mythology in Wonder Book for Girls and Boys; however, contemporary folklore redirects the focus of this scholarship to “how particular literary uses of folklore fit into a larger, more fundamental concept of what folklore is and how and what folklore communicates” (de Caro & Jordan 2015:15). Hawthorne’s work interacts with other forms of cultural expression in the nineteenth century such as dominant cultural narratives and artwork to transform the classical narratives in Wonder Book for Girls and Boys into narratives that reflect customs in conversational discourse and childrearing practice.
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Smith, Kathryn Ruth. "Elementary School Teachers' Perceptions of Book in a Bag as a Social Skills Instruction Program". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7385.
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While schools are focused on academic success, many lack the resources and instruction needed to help students grow in their social emotional learning. However, research has shown that social emotional learning not only helps students build character but also helps them achieve academic goals. Furthermore, studies have shown that bibliotherapy helps children learn social skills and how to apply them into their own lives. The goal of this study was to determine if Book in a Bag, a social skills bibliotherapy program, implemented over the course of an entire school year was perceived by teachers as an acceptable method to help students learn social emotional skills. The study used a single case study design in an elementary school with grades 1-6. The sample consisted of 19 teachers from grades 1-6. This study was completed using existing data from an elementary school that implemented Book in a Bag. The Book in a Bag lessons were taught by the teachers, volunteers, or substitutes in every class. Surveys and focus groups were conducted to assess the social validity and perceptions of the program amongst the teachers regarding whether or not it was an acceptable strategy to teach students social skills. As part of this mixed methods design, an analysis of the means and standard deviations was performed on the survey data as well a one-way ANOVA to assess any differences across grade levels. Furthermore, a thematic analysis was performed on the focus group data to interpret the teachers' responses. Results suggested that teachers found Book in a Bag an acceptable way to teach social skills and they found the social skills important for their students' social emotional learning. There was no significant difference across grade levels. In the focus group data, teachers reported that the lessons were easy to implement and helped their students gain a greater sense of awareness of the social skill steps. However, teachers in every grade level reported that some of the books did not connect very well to the social skill it was intended to teach and oftentimes there were not enough books for each of the classes. Moreover, this study suggests that bibliotherapy may be an effective and easy way to promote social emotional learning in the classroom. Future implementation of this program should aim to make sure the books match with the social skill and that there are enough materials to implement the program on a school-wide level. Future studies of this program should look at how Book in Bag affects changes in student behavior across the school year by performing observational studies, particularly on playgrounds and during free time to see if students are implementing the social skill steps taught in the lessons.
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Andersen, Sandra y Louise Persson. "“Far är stark, mor är rar” En textanalys av barnböcker ur ett genusperspektiv". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31201.
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The purpose of this study is to explore how girls and boys are portrayed in children’s literature that is specifically aimed towards children in the preschool age. This is a qualitative text analysis, partly combined with some elements of quantitative data. Through an interview questionnaire sent to preschool teachers at different preschools, seven books in the genre humanized animals, were chosen and analyzed from a gender perspective. The analysis is conducted through a theoretical framework including gender theory with correlated concepts. The intent of this study has not been to identify books that follow stereotypical gender norms, and we do not argue that literature should be completely gender neutral. However, we believe that if girls and boys being portrayed in a variety of ways will contribute to more children feeling safe with their own identity and it will also provide them with a broader world view. We had a thought that a certain characterization of girls and boys in the chosen books, i.e. that girls are portrayed as sweet and nice while boys are portrayed as tough and mischievous. The results of this study show that this is partly true but that boys’ characteristics tend to vary more and in different ways than girls’ characteristics do. With that said, we concluded that in general, the chosen books were more gender neutral than our initial expectation.
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Camargo, Luis Hellmeister de. "Encurtando o caminho entre texto e ilustração : homenagem a Angela Lago". [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269645.
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Orientador: Marisa Philbert LajoloTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-06T12:44:02Z (GMT). No. of bitstreams: 1 Camargo_LuisHellmeisterde_D.pdf: 6219814 bytes, checksum: 71dd11f3c5b0e8e907bc30927e3017ac (MD5) Previous issue date: 2006
Resumo: O livro de literatura para crianças é um ¿objeto cultural onde visual e verbal se mesclam¿ (LAJOLO, ZILBERMAN, 1984). Para abordar essas mesclas, são propostas cinco categorias: 1) o suporte do texto; 2) a enunciação gráfica do texto; 3) a visualidade, isto é, as imagens mentais que o texto suscita no leitor; 4) a ilustração e, por extensão, a imagem, como texto visual; 5) o diálogo entre texto e ilustração. Para teorizar e historicizar essas categorias, recorro a alguns retóricos greco-latinos e renascentistas, a alguns ensaístas do século XX e a neurocientistas. Procuro mostrar a funcionalidade e colaboração dessas categorias por meio do estudo do livro O prato azul-pombinho, de Cora Coralina, com desenhos de Angela Lago.
Abstract: The illustrated children¿s book is a ¿cultural object that blends visual and verbal codes¿ (LAJOLO, ZILBERMAN, 1984). To deal with this blend, five categories are suggested: 1) text support; 2) graphic enunciation; 3) visuality, i.e., mental imagery that the text elicit to the reader¿s mind¿s eye; 4) image, hence, illustration, as visual text; 5) dialogue between text and illustration. To theorize and historicize these categories, I discuss some Greek, Roman and Renaissance rhetoricians, some XX century essayists and some neuroscientists. I attempt to show the collaboration and usefulness of these categories, analyzing Cora Coralina¿s book O prato azul pombinho, with drawings by Angela Lago.
Doutorado
Literatura e Outras Produções Culturais
Doutor em Teoria e História Literária
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Catherwood, Lauren Elizabeth. "Developing White Teachers' Sociocultural Consciousness Through African American Children's Literature: A Case Study of Three Elementary Educators". Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64365.
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Changing the existing framework for how schools operate and the "deficit frame of reference" for students of color begins with teacher awareness of differing social and cultural norms and values that privilege some and oppress others (Villegas and Lucas, 2002). These normalized cultural values are exacerbated by the fact that they are generally "invisible" to the white teacher majority. Quaye (2012) and Zuniga et al. (2002) use the term "consciousness-raising" to describe the process of developing an awareness of these norms and values. Using a Critical Race Theory lens, this study aimed to capture the process of "consciousness-raising" in a white teacher book club examining ten different African American children's picture books. The study design was supported by an Intergroup Dialogue model, developed by Zuniga et al. (2002) and adapted for white facilitators by Quaye (2012). Data Analysis was guided by a continuum of white racial identity developed by Helms (1990) and modified by Lawrence and Tatum (1998). Transcripts of participant narratives were analyzed for signs of status change along the continuum and each teacher demonstrated varying degrees of socio-cultural awareness. The researcher journal was analyzed to capture reflections on the Intergroup Dialogue Model for facilitation. Principal findings of the study include the replication of themes found in the existing whiteness literature as well as the value and limitations of the continuum of white racial identity as a tool for analysis.Ph. D.
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Mueller, Vannesa Theresa. "The effects of a fluent signing narrator in the Iowa E-Book on deaf children's acquisition of vocabulary, book related concepts, and enhancement of parent-child lap-reading interactions". Diss., University of Iowa, 2008. https://ir.uiowa.edu/etd/40.
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Early lap-reading experiences have been shown to benefit normally hearing children. Within this lap-reading context, children are exposed to more diverse vocabulary, complex syntactic structures, story grammar constructs, and higher level thinking skills such as inferencing, predicting, and evaluating. There is also evidence that children with hearing impairment benefit from lap-reading experiences, but with more modest effects. It has been hypothesized that greater effects have not been documented due to the fact that many hearing parents may be uncomfortable or may lack adequate skills to teach their deaf children literacy skills in sign and print as do deaf parents by reading and sharing stories from books with their deaf children (Marschark & Harris, 1996).
In addition, the reading skills of deaf children have historically been, and continue to be lower than those of normally hearing children. It is hypothesized by this researcher that a factor which contributes to the reading difficulties seen in the majority of deaf children is a lack of linguistic and literacy exposure and practice that comes from early lap-reading experiences with an adult, who is competent in the language of the child.
The Gallaudet Shared Reading Project represents an attempted intervention that has had some success; though there are inherent limitations to the program. An experimental approach that uses the Iowa E-Book seeks to make up for the limitations of the Shared Reading Project. This study involves the use of four mother-child dyads in a single subject design study that seeks to answer two research questions. The first involves testing the effects of including a signing narrator in the Iowa E-Book on the development of deaf children's knowledge of sign vocabulary and book related concepts. The second involves assessing changes in the parent-child interactions that occur while using the Iowa E-Book with and without sign support.
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Kilpatrick, Helen Claire. "Ideologies in contemporary picture book representations of tales by Miyazawa Kenji". Australia : Macquarie University, 2004. http://hdl.handle.net/1959.14/62731.
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"May 2003".Thesis (PhD)--Macquarie University, Division of Humanities, Department of English, 2004.
Bibliography: p. 301-332.
Introduction -- The significance of Miyazawa Kenji's ideals in (post) modern Japanese children's literature -- Re-presenting Miyazawa Kenji's tales: cultural coding and discourse analysis -- Tale of "Wildcat and the acorns" (Donguri to Yamaneko): self and subjectivity in the characters and haecceitas in the organic world -- Beyond dualism in "Snow crossing" (Yukiwatan) -- Kenji's "Dekunobõ ideal in "Gõshu the cellist" (Serohiki no Gõshu) and "Kenjũ's park" (Kenjũ kõenrin) -- Beyond the realm of Asura in "The twin stars" (Futago no hoshi) and "Wild pear (Yamanashi) -- The material and immaterial in "The restaurant of many orders (Chũmon no õi ryõriten) -- Conclusion.
This thesis investigates ideologies in contemporary picture books of Miyazawa Kenji's tales from the perspective of the acculturation of children in (post)modern Japan. Miyazawa Kenji (1896-1933) was writing in the early 20'" century, yet he is currently the most prolifically published literary figure in picture book form and these pictorialisations are widely promulgated to children and throughout cultural and educational institutions in Japan. Given Kenji's prominence as a devoutly Buddhist author with a unique position within Japanese literature, the thesis operates on the premise that the picture books are working, inter aha, to decode or encode the inherent Buddhist ideologies of self, identity and subjectivity and that the picture book re-versions are attempting to be 'authentic' to these. (Unlike many other works adapted for picture books, Kenji's original words are left intact.) Such selflother interactions are important to the construction of identity because childhood itself is an ideological construction premised on assumptions about what it means to be a child and what it means to 'be'; in other words, "such fictions are premised on culturally specific ideologies of identity" (McCallum, 1999: 263). Picture books, with their two forms of narrative discourse, pictures and words, are more ideologically powerful than words alone because the pictures also carry attitudes and therefore doubly inscribe both the explicit and implicit ideologies inherent in the words. -- By utilising Miyazawa Kenji's non-humanist Buddhist ideologies as a basis, this investigation compares how different artists are (re-)inscribing these ideals in the most frequently pidorialised versions of his children's tales. It is primarily an investigation into how the artistic responses re-situate or respond to ideologies of self and subjectivity inherent in a select corpus of focused pre-existing texts. Ultimately, the thesis shows how different pictures can shape story and how the implied reader is interpellated into certain subject positions and viewpoints from which to read the texts. This involves an intertextual approach which explores how art and culture interact to imply significance.
Mode of access: World Wide Web.
iv, 332, [31] p. ill. (some col.)
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Alhumaidan, Haifa. "Co-design of Augmented Reality textbook for children's collaborative learning experience in primary schools". Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32810.
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Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children. The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques. Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability. The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4 This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype.
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Gavin, Emma. "Wonder/Wander: An Exploration of Storytelling, Illustrated Children's Literature, and Narrative Simulation Through Hypertext and the Artist Book Form". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/340.
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For my Senior project as a Fine Arts Major at Scripps College, I spent the fall semester exploring the history and possibility of the digital and analog artist book form. After going through a number of foundational changes, my project concept was eventually grounded in the form of a web-based hypertext artist book. Based on my pre-existing interest in storytelling and my previous study of mental immersion in possible worlds, I started the process by compiling an artistic representation of what it means to be a young girl discovering the possibilities for creation and empowerment available to her through storytelling. Wonder/Wander is the culmination of my experimentation with digital art, hypertext, and visual storytelling. It is my contribution to the artist book form as I have considered it and its evolution into the digital age.
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Castellucci, Paola <1988>. "The Modern Man: History and the Constitution of the Self in A. S. Byatt's 'Possession' and 'The Children's Book'". Master's Degree Thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/3083.
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Nel corso della mia tesi ho cercato, tramite l'analisi di due dei più importanti romanzi di Antonia Susan Byatt – 'Possession. A Romance' (1990) e 'The Children's Book' (2009) – di analizzare l'uso che l'autrice inglese fa, nel panorama letterario contemporaneo, del genere del romanzo storico. In particolare, ho tentato di mostrare come una profonda conoscenza della Storia sia fondamentale affinché l'individuo possa raggiungere una completa cognizione del proprio Io. Quest'Io è, infatti, determinato sia dalla Storia (quella presente, in cui l'individuo vive, e passata, da cui quella presente dipende) sia da quella che è comunemente considerata la personale natura dell'individuo stesso – le sue capacità intellettuali, i suoi talenti, la sua emotività, e così via.
La scelta dei due romanzi 'Possession' e 'The Children's Book' è stata determinata non solo dalla loro fondamentale diversità strutturale e narrativa, ma anche dal fatto che i periodi storici da essi dipinti rappresentano alcune tra le principali radici culturali che caratterizzano il senso dell'Io dell'uomo moderno. 'Possession', infatti, mette a confronto l'era Vittoriana con gli ultimi anni Ottanta del Novecento, mentre 'The Children's Book' è ambientato nell'epoca che va dalla morte della Regina Vittoria alla fine della Prima Guerra Mondiale.
Tramite l'analisi dei sopracitati romanzi, quindi, nel corso della mia tesi ho cercato di mostrare come il pensiero di A. S. Byatt spicchi nel panorama letterario (e culturale in generale) moderno, proprio per la fiducia che l'autrice ripone nel concetto di identità dell'uomo come 'unitary self', 'Io unitario', il quale è in grado, nei limiti delle sue capacità, di comprendere, anche solo fino a un certo punto, la realtà che lo circonda; quest'ultima, dunque, non è intesa come semplice proiezione dell'Io stesso, ma come un ente in sé e per sé, e quindi, verità in sé e per sé.
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Shastri, Hope. "The picture book dragon". 1993. http://catalog.hathitrust.org/api/volumes/oclc/39464079.html.
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Caputo, Ruth. "Passive voice in children's literature". Thesis, 2017. https://hdl.handle.net/2144/27054.
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The current study explores the frequency and types of passive voice constructions found in children’s literature as compared to child directed speech (CDS). Research studies indicate that children learn to understand and produce passive voice relatively late in the language acquisition process, which some researchers attribute to the scarcity of passive voice in CDS. This study expands current knowledge of passive voice input by adding another source, children’s literature, because several studies have demonstrated that children’s books may serve as enriched sources of input for academic language. Analyses of data indicate that the amount of passive voice and the types of passive voice found in children’s literature and child directed speech are not significantly different, contradicting the idea that books contain more academic language than CDS. Further research is necessary in order to fully understand why children acquire passive voice in the late stages of language acquisition.
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Macleod, Mark. "'A battle for children's minds': the Children's Book Council of Australia Book of the Year Award for older readers". Thesis, 2010. http://hdl.handle.net/1959.13/804394.
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Research Doctorate - Doctor of Philosophy (PhD)This study is an examination of one of Australia’s most prestigious and influential literary prizes: the Children’s Book Council of Australia Book of the Year Award. It aims to clarify the reasons the award was part of the brief when the Children’s Book Council was created in 1945, and to determine the extent to which the award’s subsequent development has continued to meet its stated objectives. The study focuses on a single category: that of Older Readers. To be eligible for judging in this category, entries must be: 'outstanding books of fiction, drama or poetry which require of the reader a degree of maturity to appreciate the topics, themes and scope of emotional involvement. Generally, books in this category will be appropriate in style and content for readers in their secondary years of schooling'.(CBCA 2009, p.4) For the first ten years of the award’s history, there was just one category, Book of the Year, and definition by the age of a book’s implied readers only began in 1982, when Junior Book of the Year was introduced. In 1987, the two non-picture book categories were renamed Book of the Year: Older Readers and Book of the Year: Younger Readers. Leaving aside the erratic development of the Picture Book of the Year category, which will be outlined in chapter 2, effectively for most of its history, the Older Readers category is the Book of the Year. The two remain practically synonymous today in media coverage of the awards and for those reasons alone, the restricting of this study to the Older Readers category would be valid. This is the Children’s Book Council’s flagship award. But because since the 1960s this category has been a highly contested site for defining ‘childhood’ and ‘literature’, an examination of its development yields significant findings about the function of the Children’s Book Council (‘the CBC’) overall. This study interrogates the CBC’s claim that the role of the Book of the Year is simply to uphold standards of literary excellence. The clear implication is that its judges have no agenda other than adherence to these standards and that they are universally agreed. By considering the evolution of the awards in both historical and cultural contexts, the study aims to define the agenda of the Book of the Year in greater detail. It then tests that agenda in individual case studies of six winning novels in the Older Readers category. Each of the texts for case study is by a writer who has been acknowledged in the awards more than once – in some cases many times. So the study aims to determine the ways in which the text in question and its writer’s work as a whole are aligned with the criteria the awards are based on. The case studies cover a 20-year period of rapid growth in the Australian publishing industry and in the influence of the CBC. They focus on the following winners: Bread and Honey by Ivan Southall (1971) The Ice is Coming by Patricia Wrightson (1978) So Much to Tell You by John Marsden (1988) Beyond the Labyrinth by Gillian Rubinstein (1989) Strange Objects by Gary Crew (1991) Looking for Alibrandi by Melina Marchetta (1993) The awards given to these novels represent significant moments in the ongoing conversation between the CBC and its constituents and within the organisation itself about the process of choosing books for young readers. Should a winning book focus on Australian subject matter? Should it demonstrate inclusiveness of gender, sexuality, race, other physical differences and social class? Are city dwellers still interested in the bush and the outback? Will boys read novels about girls? Are young readers today interested in history? Do young Australians prefer realist narratives? Do they – or their adult carers – demand narrative closure? Should the language of a Book of the Year be high-end literary, or accessible to readers with a wider range of abilities? How frank can it be in its treatment of sex, drugs and violence? What effect does using books in the classroom have on young people’s enthusiasm for reading? This study pursues such questions in order to clarify the CBC’s role in directing the conversation and its objectives in doing so. There is, of course, a parallel conversation about the kinds of book young readers themselves choose, but the CBC has never regarded this as its main concern. It is only due to public pressure in recent years that the Book of the Year awards handbook advises judges to ‘ensure that their evaluation takes into account the responses of children who have read the books’ (CBCA 2009, p.9) and somewhat perfunctorily at that, so that the CBC cannot be accused of indifference to the issue of popularity. The organisation has generally left this conversation to the state-based children’s choice awards and to the growing number of websites that invite young readers to blog or post reviews. An endorsement from the Children’s Book Council can have a direct influence on the income of all those involved in the production and distribution of a book, as well as a less tangible, but potentially more important, influence on the reading experience of thousands of children. And because the influence is frequently negative, there have been objections to it throughout the organ-isation’s history. There has been little sustained and reasoned analysis of that influence, however, perhaps due to a fear of diminishing its positive aspects while exposing the negative. Close scrutiny may also have been delayed by the fact that the CBC’s members are an enthusiastic band of volunteers who have had to fight against the subordination of children’s literature – unless the delay itself is further proof of that subordination. And although aspects of this study will not please the CBC, it is not intended as an attack. Indeed it should be read as an acknowledgment that the CBC has been extraordinarily successful in achieving the aims set out in its constitution. On the other hand, the study argues that one of its undisclosed concerns has been the shoring up of a narrowly defined and reactionary set of literary and cultural values and its own power to ensure that they are maintained. The aim of this study is not to invalidate the considerable pleasure many have derived from the work of the CBC. Nor is it intended to fuel the resentment of the many producers and distributors who feel they have been burned over the years by the CBC judges’ decisions. Ironically by constructing itself as the last bastion of universally accepted values in the assessment of literature, the CBC may be undermining its ability to promote the enjoyment of books by children and threatening its own continued growth. So if the present writer may be allowed a personal wish, it is that the study may be read not just as a critical history of a remarkable cultural phenomenon, but also read by those who care about children and books and the Children’s Book Council as a wake-up call.