Artículos de revistas sobre el tema "Children's poetry, Caribbean (English)"

As globalization continues to accelerate and international exchanges become more frequent, English has become an important medium for cross-cultural communication. Reading is an integral part of English learning, especially for children. By reading English materials, they can get access to a rich vocabulary, grammar and sentence structure, which helps to improve their expressive skills. In order to expand children's knowledge, understand the differences between different countries and cultures and develop their open-mindedness and global awareness, this paper aims to provide an in-depth analysis of the selection of children's English materials, using the literature research method to analyse the principles of children's English materials. Firstly, the characteristics of children's English reading are analyzed, and it is found that children have a limited vocabulary, a high reliance on visual elements and different reading levels in English reading. Secondly, the paper classifies children's English materials into 3 genres such as picture books, novels and children's poetry, and summaries the characteristics of the corresponding genres. Finally, a detailed analysis of the principles of material selection for children's English materials is made using relevant literature, and four principles of material selection for children's English materials are proposed: the principle of moderate difficulty, the principle of attractiveness, the principle of diversity and the principle of cultural relevance.

Cao Wenxuan's works are a typical representative of "going out" in Chinese children's literature. In April 2016, Cao Wenxuan won the Hans Christian Andersen Award, the highest award for children's literature in the world. This achievement is closely related to the translator's translation ability. This paper takes the English translation of Bronze and Sunflower by Cao Wenxuan (translator Helen Wang) as the research object, and aims to explore the translation strategies suitable for the localization of Bronze and Sunflower, which can be divided into three aspects:landscape description,folk poetry,eastern sensibility.This paper explores the advantages and disadvantages of the English translation of Bronze and Sunflower, and provides a new perspective and possibility for the English translation of Chinese children's literature.

The article examines the poetry and fiction by Mykola Vingranovskyj in English translations. Attention is paid to the chronological sequence of translations, the figures of translators and the works selected for translation, their equivalence to the original. The first translation of M. Vingranovskyj's fiction (the short story "White Flowers") appeared with the assistance of Yu. Lutsky in Canada and aimed at popularizing Ukrainian literature among students. The short story opens the extremely lyrical world of Mykola Vingranovskyj, where the story revolves not around the event, but around the feelings, which brings the short story closer to poetry. The novella was included to the anthology (Modern Ukrainian Short Stories, 1973) as the example of the prose of the sixties (shistdesyatnyky), which departed from socialist-realist ideological canons and turned to the emotional and expressive potential of artistic language. The translation of Yuri and Moira Lutsky is marked by the desire to convey as fully as possible the author's individual style, including figurative metaphor, to create a text equivalent to the original in communicative orientation. The collection Summer Evening (1987), translated by Anatoliy Bilenko, was published after M. Vingranovskyj was awarded the Taras Shevchenko National Prize of Ukraine (1984). The collection includes stories for children's audiences, conveying children's perception of the world: Chest, Shaggi, The Gosling, Good Night, What Makes the World Spin, Summer Evening. A. Bilenko's translations are notable for the adequacy of the reproduction of artistic and stylistic features of the original, semantic equivalence. Some translated poems, which emphasize the civic component (Sistine Madonna, To My Sea, On the Golden Table, The First Lullaby, Star Prelude) were included to the anthology of Ukrainian poetry (Anthology of Soviet Ukrainian Poetry, 1982), and Russian translators were involved in translating the poems (Dorian Rottenberg, Michael McGreg), which significantly reduced the artistic value of poetry. During the times of independent Ukraine, competitions for translations to the writer's anniversaries were initiated. However, translated works have not been published in collections and anthologies. Active work on translations of M. Vingranovskyj's works is still ahead.

The paper aims to explore how poetry and poetic devices function as authentic sources and as required materials for teaching and learning English as a second language or a foreign language. It affirms that different modes of poetry, for example, tongue twisters, children's rhymes, sonnets, short and long poems, etc., can be stimulating, appealing, and above all, the natural material to the EFL/ESL classrooms. Through an interactive and integrated teaching approach, the paper intends to promote and motivate learners and teachers to use poetry as a functional source of literature for teaching English as a target language. Simultaneously, the study emphasises the constructive function of literature in developing a language learning process. The paper represents general sources or materials widely used in EFL/ ESL classrooms for decades. It proclaims why including authentic or natural material is inevitable to revitalize the language learning process. It profoundly claims that using conventional poetry in EFL/ESL classrooms can empower the teaching pedagogy with its own stylistic and pragmatic features. To focus on the pedagogical dimension of poetry in second language classrooms, the article demonstrates how a poem can relate to and integrate to enhance the English language and covers the four core language skills, grammar, and vocabulary through a series of interactive classroom activities.

Nonsense and humour are two cognitive and linguistic phenomena that frequently overlap. The focus of this article falls on chosen instances of humorous nonsense poetry, targeted at English-speaking children, which contains verbal and visual modes of expression. Formal sources of nonsense-creation in natural language can be several, among others semantic anomaly, syntactic ill-formedness and structural ambiguity, phonetic and graphological experimentation. The interplay of nonsense with the visuality of the text in children's poetry assumes three distinct forms: 1) visual poems, 2) multimodal texts,, where illustrations, often nonensical and funny in themselves, support the verbal text, and 3) texts based on the phonetic play. Examples will be drawn from the classics of the Anglophone children's poetry: Mother Goose, the Victorian classics L. Carroll and E. Lear, 20th-c. British and American poets - L. Hughes, e.e. cummings, T. Hughes, J. Agard, as well as the Polish-British pair W. Graniczewski and R. Shindler. In all the poems to be analyzed multimodality has an important role to play in the creation and strengthening of the effect of humorous bisociation/incongruity. A tight intertwining of the phonetic, semantic and visual layers in such texts becomes an additional challenge for their translators. The theoretical keystone for our considerations remains H. Bergson's study Laughter (1900/2008), which deftly combines the Superiority, the Incongruity and the Release Theory of Modern Humour Studies. Bergson rightly links the sources and effects of the nonsensical and the comic to the notion of game/play and to the idea of dream-like illusion they create.

Theoretician and proponent of a “Nation Language” meant to provide the Caribbean peoples with a decolonized set of words and concepts adapted to their particular worldview and historical experience, Barbadian author Kamau Brathwaite did not, as might have been expected, elaborate a monolithic Creole poetics. Instead of basing his creative work on the “defense and illustration” of one particular, localized language, Brathwaite experimented with linguistic plurality and dissonance as means for an opening of the possible. This poetic project is at the core of his 1973 trilogy The Arrivants, where the friction between Standard English, Bajan, Jamaican Patois, African American Vernacular, Haitian Creole and Akan parallels the different territories, voices and historicities of the African Diaspora. The experiments with linguistic and cultural frictions make the reader question his/her own linguistic reflexes and imagine new communities.

Taking ‘maroon’ as a complexly embodied psychoanalytic hermeneutic aesthetic in Caribbean literatures in English I tell a story of my own production as a curriculum scholar with others through poetry and photographs. In many ways aspects of my experience of doctoral education in curriculum studies in Canada can be described as a marooning. This perhaps is not a unique experience. However, in my case, very early on in the process – less than two months in – I physically abandoned my doctoral seminar and though my body returned to the classroom in the coming weeks I do not think my spirit ever has. That moment has become an identity marker, somatically sutured and indexed to a mythopoetic re-construction of a-Being-not-at-home-with-oneself.

[First paragraph]The Art of Kamau Brathwaite. STEWART BROWN (ed.). Bridgend, Wales: Seren/Poetry Wales Press, 1995. 275 pp. (Cloth US$ 50.00, Paper US$ 22.95)Atlantic Passages: History, Community, and Language in the Fiction of Sam Selvon. MARK LOOKER. New York: Peter Lang, 1996. x + 243 pp. (Cloth n.p.)Caliban's Curse: George Lamming and the Revisioning of History. SUPRIYA NAIR. Ann Arbor: University of Michigan Press, 1996. viii + 171 pp. (Cloth US$ 34.50)Phyllis Shand Allfrey: A Caribbean Life. LlZABETH PARAVISINI-GEBERT. New Brunswick NJ: Rutgers University Press, 1996. xii + 335 pp. (Cloth US$ 55.00, Paper US$ 18.95)Of the four books to be considered here, those on Brathwaite, Selvon, and Lamming fit snugly together into a natural category of literature that has to do with the emergence of a Creole or African-centered Caribbean culture, and related issues of race, color, class, history, and nationality. The fourth is a biography of Phyllis Shand Allfrey, a white West Indian, who is of an altogether different race, color, and class than from the other three. Yet the four books are linked together by nationality, for Allfrey and the others are all citizens of one region, the English-speaking West Indies, which, as the Federation of the West Indies between 1958 and 1962, formed a single nation.

The Catalan children's author Josep Vallverdú published two crossover stories based on Robinson Crusoe and Treasure Island. Les raons de Divendres (Friday's Reasons) (2003) gives an account of the episode of Crusoe and Friday told from the point of view of the servant, whereas El testament de John Silver (John Silver's Will) (2007) deals with the adventures of the pirate after searching for the treasure in the Caribbean. This paper demonstrates how Vallverdú uses his experience as a writer and translator to transform two canonical novels, through transposition into a contemporary context, in a way that facilitates an interaction between Catalan literature and English literature. In keeping with this exploration of literary tradition, the two sequels are also analysed as twenty-first century expressions of a Western literary tradition that abounds in adventure stories set at sea.

The association's ninety-seventh convention will he held 5–7 November 1999 at Portland State University in Portland, Oregon, under the sponsorship of the dean of Letters and Sciences and the Departments of English and Languages and Literatures. Inger Olsen is serving as local chair. The program will represent the association members' diverse interests in all matters of language and literature in classical, Western, and non-Western languages. The thirty-one general sessions will include papers on classical, Romance, Germanic, Scandinavian, English, American, and Asian literatures, as well as on linguistics, rhetoric, gay and lesbian literature, film, matrilineal culture, autobiography, poetry and poetics, and critical theory. Among the thirty special sessions are sessions on picaresque literature, Shakespeare and popular literature, Native American literature, Russian literature, Slavic literature, Toni Morrison in the 1990s, Caribbean literature, and cybertextbooks in foreign language education. Several special sessions have been organized by Portland State University and PAMLA affiliate organizations Women in French, MELUS, and the Milton Society of America. Registration at the conference will be $35 and $25. All paper sessions are scheduled for classrooms at Portland State University and will begin Friday at 1:00 p.m. and end Sunday at 1:00 p.m.

For the past four years, both Pam and I have sat on the Notable Children's Books in the English Language Arts (NCBLA) Book Aware Committee. Every year the seven member national committee selects 30 award winning titles in fiction, non-fiction, and poetry for children in grades K-8. To receive this award books must meet one or more of the following criteria: • explicitly dealing with language, such as play on words, word origins, or the history of language;• demonstrating uniqueness in the use of language or styles; • inviting child response or participation;• having an appealing format;• being of enduring quality;• meeting generally accepted criteria of quality for the genre in which they are written. This column includes several award winning titles from the 2016 NCBLA list that you may want to add to your reading list.

The article analyses the image of Robinson and his interpretation in a children’s game in the literature of Great Britain and Russia of the late 19th to the early 20th centuries. We will try to analyse how and for what reasons the image of Robinson Crusoe was so attractive to several generations of children, how it transformed and how the hero manifested himself differently in children’s games. Our analysis will be based on literary material, mainly works of children's literature (poetry by Robert Louis Balfour Stevenson, Sir Joseph Rudyard Kipling, prose by Kenneth Grahame), as well as writers’ recollections of childhood and autobiographical prose. Special attention is paid to the peculiarity of the "game of Robinson", which was conducted according to special rules and consisted of several options, sometimes involving only children’s imagination, sometimes transforming the world around, and sometimes requiring theatrical props. In addition, the "Robinson game" required a certain space, and a child who was not able to go to a real island was forced to adapt the world around him, giving objects new and lands new assignments.

The article highlights the importance of English reading as a type of linguistic activity that has great cognitive value and actually implements communicative, educational, and developmental function for high school students, and at the same time, considers the specifics of usage of innovative technologies as modern tools for English reading and learning a foreign language in general, as well as the suitability of using innovative technologies in the process of learning foreign languages at schools for high school students. There are many new methods of teaching English, and a necessary condition for choosing a particular method of teaching that is suitable for both teacher and student - knowledge of innovative learning technologies. Innovative technologies have become an integral part of a holistic educational process and can increase its effectiveness, as they affect the student's consciousness, feelings and will, form a creative personality that is able to effectively apply the acquired knowledge, skills and abilities in practice in any sphere of public life. English reading is a type of linguistic activity that allows not to imitate, but to reproduce one of the forms of real communication in English. With the help of reading in a foreign language, students get acquainted with the world of their foreign peers, with songs, poetry and fairy tales, available samples of children's fiction of the country whose language is studied. Looking at the process of reading from a psychological point of view, we can say that the process of perception and understanding of the text is directly related to thinking and memory. When a student perceives a text, he identifies the most important links in it and synthesizes them into a single whole. At the same time, memory helps logical and technical thinking. The main principles of integration of innovative technologies in the process of learning English are: movement from whole to separate, student-centred classes, purposefulness and relevance of classes, their focus on achieving social interaction facilitated by teacher’s faith in their students' success, language integration and language acquisition using knowledge from other fields of science. As a result of the use of innovative technologies, an information-rich educational process is created.

Includes the following reviews: p. 210. Magnus Ankarsjö. Frykman, E., Shakespearecitat: i sina sammanhang och med kommentarer. p. 210-211. Anna Hellén. Miller, J. S., Something Completely Different: British Television and American Culture. p. 211-215. Sölve Ohlander. Crystal, D., The language Revolution. p. 215-219. Sölve Ohlander. Seiflhofher, B. Controversies in Applied Linguistics. p. 219-220. Rhonwen Bowen. Thornby, S. Natural Grammar. p. 220-222. Sebastian M. Rasinger & Vybarr Cregan-Reid. Aikmer, K., Olinder, B., Proceedings from the 8th Nordic Conference on English Studies. p. 222-223. Ulf Cronquist. Cutting, J., Pragmatics and Discourse. + Field, J. Psycolinguistics. + Jackson, H., Grammar and Vocabulary. + Stockwell, P., Sociolinguistics. p. 223-226. Sigrid Dentler. Phillipson, R., English-Only-Europe? Challenging Language Policy. p. 226. Ulrika Andersson. Sell, R. D., Children's Literature as Communication: The ChiLPA project. p. 226-227. Ronald Paul. Snedeker, G., The Politics of Critical Theory. p. 227-228. Donald McQueen. Mobärg, M., The Power of the Voice. Famous Poetry and Rhetoric in English. p. 228. Mall Stålhammar. Baron, I., Language and Culture. Copenhagen Studies in Language 29. p. 229. Rhonwen Bowen. Stewart, C. & Pointon, G., Word for Word. 'Make the right choice. Get the right meaning'. p. 229-232. Petra Thore. Gesche, J., Aus zweierlei Perspektiven...Xur Rezeption der Danziger Trilogie von Günter Grass in Polen und Schweden in den Jahren 1958-1990. p. 232-234. Charlotta Brylla. Arndt, S. & Hornscheidt, A., Afrika und die deutsche Sprache. Ein kritisches Nachslagewerk. p. 235-237. Ulike Reeg. Thore, P., "wer bist du hier in dieser stadt, in diesem land, in dieser neuen welt". Die Identitätsbalance in der Fremde in ausgewählten Werken der deutschsprachigen Migrantenliteratur.

Literature encompasses a wide range of genres, and fairy tales hold a significant position, particularly in children's literature, as they serve as an important avenue for children to explore and familiarize themselves with the English language and culture. Anne Sexton, a renowned writer known for her introspective style, has been a subject of both acclaim and controversy. However, Sexton's poetry is deeply influenced by European culture, especially the realm of fairy tales, where she undertakes the task of reimagining well-known tales with a specific emphasis on female protagonists. This article employs a methodological approach to examine Sexton's reinterpretation of these canonical narratives, providing valuable insights into the genre itself. Sexton's collection, "Transformations," serves as a valuable resource for understanding the fairy tale genre. According to Jack Zipes, a prominent scholar in fairy tale studies, fairy tales are fictional narratives that convey moral lessons and aid in language acquisition among children. It is essential to adapt fairy tales to suit the needs of children, as they contribute to enhancing their communication skills. However, when poetry, character development, and reality intersect, a captivating juxtaposition emerges. Sexton's pessimistic perspective alters the emotional landscape of the tales, thereby transforming the moral messages conveyed in her poems. Consequently, this adaptation brings to the forefront the clash between traditional, male-centric beliefs and feminism. To provide a comprehensive assessment of the issues under scrutiny, this study thoroughly examines and analyzes the recurring tales, their archetypal elements, specific structures employed in the poems, the portrayal of fictional characters, references to folklore, and characteristic attributes present in Sexton's works. By delving into these aspects, we gain a deeper understanding of the thematic and stylistic choices made by Sexton and their implications in the context of the fairy tale genre.

<p>This article explores the pedagogical foundations of three U.S. Black women writers—Toni Cade Bambara, June Jordan, and Audre Lorde—widely recognized as among the most influential and prolific writers of 20th century cultures of emancipation. Their distinct yet entwined legacies—as socialist feminists, people’s poets and novelists, community organizers, and innovative educators—altered the landscapes of multiple liberation movements from the late 1960s to the present, and offer a striking example of the possibilities of radical women’s intellectual friendships. The internationalist reverberations of Bambara, Jordan, and Lorde are alive and ubiquitous, even if to some readers today in the Caribbean and Latin America, their names may be unfamiliar.<a title="" href="file:///C:/Users/natal/Documents/MEGA/1-REVISTAS/Anuario/Anuario%2030-2018/Dossier/02%20Articulo%20Conor.docx#_ftn1">^{^[}</a></p><p>Bambara’s fiction centered Black and Third World women and children absorbing vibrant life lessons within societies structured to harm them. Her 1980 novel, The Salt Eaters, posed the question - “are you sure, sweetheart, that you want to be well?” -to conjoin healing and resistance for a new embattled generation under President Reagan’s neoliberal shock doctrines that were felt worldwide. June Jordan’s salvos of essays, fiction, and poetry -including Things That I Do in the Dark, On Call, and Affirmative Acts - intervened in struggles around Black English, community control, police violence, sexual assault, and youth empowerment. Audre Lorde’s words are suffused across U.S. movements (and, increasingly, in the Caribbean and Latin America)- on signs, shirts, and memes, at #BlackLivesMatter and International Women’s Strike marches. Your silence will not protect you. The master’s tools will never dismantle the master’s house. Revolution is not a one-time event. However, her voluminous legacy may risk becoming a series of slogans, “the Audre Lorde that reads like a bumper sticker.”</p><div><br clear="all" /><hr align="left" size="1" width="33%" /><div><p> </p></div></div>

Background: Ján Stacho is an eminent Slovak author (1936–1995) who first has published in 1959. Two years later he became member of the so-called Trnava group, made up of him, Ján Ondruš, Jozef Mihalkovič and Ľubomír Feldek. The group’s poet-ics and aesthetics can be found in their manifestos – “There will be a talk about chil-dren's poetry”, “There will be a talk about translation” and “There will be a talk about poetry”, the last of which is lost. Ján Ondruš’s debut book “Wedding Journey“ was first published in 1961. His poems and one of the group’s literary manifestos are the subject of the present study. Purpose: The article examines the idea of childhood memory as “natural memory”. The concept is found in the poetry of Ján Ondruš, who is part of the Slovak poetry Trnava group. His poems serve the purpose of the article – to look at the realizations of the concretists’ theoretical views in the poems of the author mentioned above. Results: The article outlines the concept of memory, which we find in the aesthetic platform of the Slovak Trnava group, specifically in their manifesto “There will be a talk about children's literature.” In this text, the authors plead for writing poetry that is not “sucked from the finger” but is “squeezed” from memory. We deduce the “uses” of memory from the texts of one of the Trnava groups’ representatives, Ján Stacho. The subject of our research is his debut poetry collection from 1961, “Wedding Journey.” In his poems, we connect memory – as childhood and natural – with the metaphor of “salt-ing the senses” and the naive, unencumbered “sensing” the world to grasp the latter. We also include an intertextual reference to the text "Memory" of another poet from the Trnava group Ján Ondruš, which representatives refer to as one of their program’s works. Key words: childhood memory, natural memory, senses, Slovak literature, Trnava group. Bílik, R., 2000. Ľubomír Feldek. Bratislava: Kalligram. (In Slovak) Bokníková, A., 2006. Trnava Group – Concretists. Bratislava: Kalligram. (In Slovak) Feldek, Ľ., 2007. The Doomed Group of Trnava. Bratislava: Columbus. (In Slovak) Gilman, R., 2005. The Drama Is Coming Now: The Theater Criticism of Richard Gilman. New Haven and London: Yale University Press. (In English) Hajko, D., 1998. Ján Stacho: Essay on the Poet Who Wanted to Read the Ciphers of Being. Bratislava: National Literary Centre. (In Slovak) Jelínek, A., 1961. Vítězslav Nezval. Praha: Czechoslovak Writers. (In Czech) Kupec, I., 1955. In Defense of Poetry. Cultural Life, 44 (10), pp.4–6. (In Slovak) Maslowski, N. and Šubrt, J., 2015. Collective Memory. Theoretical Questions. Praha: Karolinum. (In Slovak) Matejov, F., 1986. Ján Ondruš’ Poem Memory. V: Literary Views. Proceedings of Young Literary Science. Bratislava: Smena, pp.164–185. Mikula, V., 2013. “Red” Fifties in “Golden” Sixties. V: Waiting for History. Articles on Slovak Literary History. Bratislava: UK, pp.127–147. (In Slovak) Nora, P., 2004. The Global Rise of Memory. V: Y. Znepolsky, red. Pierre Nora. Places of Memory and Constructing the Present. Sofia: House for Science and Society, pp.19–35. (In Bulgarian) Ondruš, J., 1965. The Mad Moon. Bratislava, 1965, 1982. (In Slovak) Ondruš, Ya., 1997. Out of the Mirror. Sofia: Literary front. (In Bulgarian) Prodanov, V., 2006. Memory Speculations. V: Culture and Memory. Varna, pp.58–85. (In Bulgarian) Stacho, J., 1961. Wedding Journey. Bratislava, 1961. (In Slovak) Šimonovič, J., 1962. According to Wedding Journey. Young Creation, 7(8–9), pp.28–29. (In Slovak)

-Stanley L. Engerman, Heather Cateau ,Capitalism and slavery fifty years later: Eric Eustace Williams - A reassessment of the man and his work. New York: Peter Lang, 2000. xvii + 247 pp., S.H.H. Carrington (eds)-Philip D. Morgan, B.W. Higman, Writing West Indian histories. London: Macmillan Caribbean, 1999. xiv + 289 pp.-Daniel Vickers, Alison Games, Migration and the origins of the English Atlantic world. Cambridge MA: Harvard University Press, 1999. xiii + 322 pp.-Christopher L. Brown, Andrew Jackson O'Shaughnessy, An empire divided: The American revolution and the British Caribbean. Philadelphia: University of Pennsylvania Press, 2000. xviii + 357 pp.-Lennox Honychurch, Samuel M. Wilson, The indigenous people of the Caribbean. Gainesville: University Press of Florida, 1997. xiv + 253 pp.-Kenneth Bilby, Bev Carey, The Maroon story: The authentic and original history of the Maroons in the history of Jamaica 1490-1880. St. Andrew, Jamaica: Agouti Press, 1997. xvi + 656 pp.-Bernard Moitt, Doris Y. Kadish, Slavery in the Caribbean Francophone world: Distant voices, forgotten acts, forged identities. Athens: University of Georgia Press, 2000. xxiii + 247 pp.-Michael J. Guasco, Virginia Bernhard, Slaves and slaveholders in Bermuda, 1616-1782. Columbia: University of Missouri Press, 1999. xviii + 316 pp.-Michael J. Jarvis, Roger C. Smith, The maritime heritage of the Cayman Islands. Gainesville: University Press of Florida, 2000. xxii + 230 pp.-Paul E. Hoffman, Peter R. Galvin, Patterns of pillage: A geography of Caribbean-based piracy in Spanish America, 1536-1718. New York: Peter Lang, 1999. xiv + 271 pp.-David M. Stark, Raúl Mayo Santana ,Cadenas de esclavitud...y de solidaridad: Esclavos y libertos en San Juan,siglo XIX. Río Piedras: Centro de Investigaciones Sociales, Universidad de Puerto Rico, 1997. 204 pp., Mariano Negrón Portillo, Manuel Mayo López (eds)-Ada Ferrer, Philip A. Howard, Changing history: Afro-Cuban Cabildos and societies of color in the nineteenth century. Baton Rouge: Louisiana State University Press, 1998. xxii + 227 pp.-Alvin O. Thompson, Maurice St. Pierre, Anatomy of resistance: Anti-colonialism in Guyana 1823-1966. London: Macmillan, 1999. x + 214 pp.-Linda Peake, Barry Munslow, Guyana: Microcosm of sustainable development challenges. Aldershot, U.K. and Brookfield VT: Ashgate, 1998. x + 130 pp.-Stephen Stuempfle, Peter Mason, Bacchanal! The carnival culture of Trinidad. Philadelphia PA: Temple University Press, 1998. 191 pp.-Christine Chivallon, Catherine Benoît, Corps, jardins, mémoires: Anthropologie du corps et de l' espace à la Guadeloupe. Paris: CNRS Éditions, 2000. 309 pp.-Katherine E. Browne, Mary C. Waters, Black identities: Wsst Indian immigrant dreams and American realities. New York: Russell Sage Foundation; Cambridge MA: Harvard University Press, 1999. xvii + 413 pp.-Eric Paul Roorda, Bernardo Vega, Los Estados Unidos y Trujillo - Los días finales: 1960-61. Colección de documentos del Departamento de Estado, la CIA y los archivos del Palacio Nacional Dominicano. Santo Domingo: Fundación Cultural Dominicana, 1999. xx+ 783 pp.-Javier Figueroa-de Cárdenas, Charles D. Ameringer, The Cuban democratic experience: The Auténtico years, 1944-1952. Gainesville: University Press of Florida, 2000. ix + 230 pp.-Robert Lawless, Charles T. Williamson, The U.S. Naval mission to Haiti, 1959-1963. Annapolis MD: Naval Institute Press, 1999. xv + 395 pp.-Noel Leo Erskine, Arthur Charles Dayfoot, The shaping of the West Indian Church, 1492-1962. Kingston: The Press University of the West Indies; Gainesville: University Press of Florida, 1999. xvii + 360 pp.-Edward Baugh, Laurence A. Breiner, An introduction to West Indian poetry. Cambridge: Cambridge University Press, 1998. xxii + 261 pp.-Lydie Moudileno, Heather Hathaway, Caribbean waves: Relocating Claude McKay and Paule Marshall. Bloomington: Indiana University Press, 1999. xi + 201 pp.-Nicole Roberts, Claudette M. Williams, Charcoal and cinnamon: The politics of color in Spanish Caribbean literature. Gainesville: University Press of Florida, 2000. xii + 174 pp.-Nicole Roberts, Marie Ramos Rosado, La mujer negra en la literatura puertorriqueña: Cuentística de los setenta: (Luis Rafael Sánchez, Carmelo Rodríguez Torres, Rosario Ferré y Ana Lydia Vega). San Juan: Ed. de la Universidad de Puerto Rico, Ed. Cultural, and Instituto de Cultura Puertorriqueña, 1999. xxiv + 397 pp.-William W. Megenney, John H. McWhorter, The missing Spanish Creoles: Recovering the birth of plantation contact languages. Berkeley: University of California Press, 2000. xi + 281 pp.-Robert Chaudenson, Chris Corne, From French to Creole: The development of New Vernaculars in the French colonial world. London: University of Westminster Press, 1999. x + 263 pp.

-Peter Hulme, Stephen Greenblatt, New World Encounters. Berkeley: University of California Press, 1993. xviii + 344 pp.-Nigel Rigby, Alan Riach ,The radical imagination: Lectures and talks by Wilson Harris. Liège: Department of English, University of Liège, xx + 126 pp., Mark Williams (eds)-Jonathan White, Rei Terada, Derek Walcott's poetry: American Mimicry. Boston: North-eastern University Press, 1992. ix + 260 pp.-Ray A. Kea, John Thornton, Africa and Africans in the making of the Atlantic world, 1400-1680. Cambridge: Cambridge University Press, 1992. xxxviii + 309 pp.-B.W. Higman, Barbara L. Solow, Slavery and the rise of the Atlantic system. Cambridge: Cambridge University Press, 1991. viii + 355 pp.-Sidney W. Mintz, Michael Mullin, Africa in America: Slave acculturation and resistance in the American South and the British Caribbean, 1736-1831. Urbana: University of Illinois Press. 412 pp.-Karen Fog Olwig, Corinna Raddatz, Afrika in Amerika. Hamburg: Hamburgisches Museum für Völkerkunde, 1992. 264 pp.-Lee Haring, William Bascom, African folktales in the new world. Bloomington: Indiana University Press, 1992. xxv + 243 pp.-Frank Jan van Dijk, Dale A. Bisnauth, History of religions in the Caribbean. Kingston: Kingston Publishers, 1989. 225 pp.-Gloria Wekker, Philomena Essed, Everyday racism: Reports from women of two cultures. Alameda CA: Hunter House, 1990. xiii + 288 pp.''Understanding everyday racism: An interdisciplinary theory. Newbury Park CA: Sage, 1991. x + 322 pp.-Deborah S. Rubin, Vron Ware, Beyond the Pale: White women, racism, and history. London: Verso, 1992. xviii + 263 pp.-Michael Hanchard, Peter Wade, Blackness and race mixture: The dynamics of racial identity in Colombia. Baltimore: John Hopkins University Press, 1993. xv + 415 pp.-Rosalie Schwartz, Louis A. Pérez, Jr., Slaves, sugar, & colonial society: Travel accounts of Cuba, 1801-1899. Wilmington DE: SR Books, 1992. xxvi + 259 pp.-Susan Eckstein, Sandor Halebsky ,Cuba in transition: Crisis and transformation. With Carolee Bengelsdorf, Richard L. Harris, Jean Stubbs & Andrew Zimbalist. Boulder CO: Westview, 1992. xi + 244 pp., John M. Kirk (eds)-Michiel Baud, Andrés L. Mateo, Mito y cultura en la era de Trujillo. Santo Domingo: Librería La Trinitario/Instituto del Libro, 1993. 224 pp.-Edgardo Meléndez, Andrés Serbin, Medio ambiente, seguridad y cooperacíon regional en el Caribe. Caracas: Editorial Nueva Sociedad, 1992. 147 pp.-Dean W. Collinwood, Michael Craton ,Islanders in the stream: A history of the Bahamian people. Volume One: From Aboriginal times to the end of slavery. Athens: University of Georgia Press, 1992. xxxiii + 455 pp., Gail Saunders (eds)-Gary Brana-Shute, Alan A. Block, Masters of paradise: Organized crime and the internal revenue service in the Bahamas. New Brunswick NJ: Transaction Publishers, 1991. vii + 319 pp.-Michaeline Crichlow, Patrick Bryan, The Jamaican people 1880-1902. London: Macmillan Caribbean, 1991. xiv + 300 pp.-Faye V Harrison, Lisa Douglass, The power of sentiment: Love, hierarchy, and the Jamaican family elite. Boulder CO: Westview, 1992. xviii + 298 pp.-Frank Jan van Dijk, Bob Marley, Songs of freedom: From 'Judge Not' to 'Redemption Song.' Kingston: Tuff Gong/Bob Marley Foundation / London : Island Records, 1992 (limited edition). 63 pp. + 4 compact discs.-Riva Berleant-Schiller, Veront M. Satchell, From plots to plantations: Land transactions in Jamaica, 1866-1900. Mona: University of the West Indies, 1990. xiii + 197 pp.-Hymie Rubenstein, Christine Barrow, Family, land and development in St. Lucia. Cave Hill, Barbados: Institute for social and economic studies (ISER), University of the West Indies, 1992. xii + 83 pp.-Bonham C. Richardson, Selwyn Ryan, Social and occupational stratification in contemporary Trinidad and Tobago. St. Augustine, Trinidad: ISER, 1991. xiv + 474 pp.-Bill Maurer, Roland Littlewood, Pathology and identity: The work of Mother Earth in Trinidad. Cambridge: Cambridge University Press, 1993. xxii + 322 pp.-Robert Fatton, Jr., Brian Weinstein ,Haiti: The failure of politics. New York: Praeger, 1992. ix + 203 pp., Aaron Segal (eds)-Uli Locher, Michel S. Laguerre, The military and society in Haiti. Knoxville: University of Tennessee Press, 1993. x + 223 pp.-Paul E. Brodwin, Leslie G. Desmangles, The faces of the Gods: Vodou and Roman Catholicism in Haiti. Chapel Hill: University of North Carolina Press, 1992. xiii + 218 pp.-Marian Goslinga, Enid Brown, Bibliographical guide to Caribbean mass communication. John A. Lent (comp.). Westport CT: Greenwood Press, 1992. xi + 301 pp.''Suriname and the Netherlands Antilles: An annotated English-language bibliography. Metuchen NJ: Scarecrow Press, 1992. xi + 276 pp.-Jay B. Haviser, F.R. Effert, J.P.B. de Josselin de Jong, curator and archaeologist: A study of his early career (1910-1935). Leiden: Centre of Non-Western studies, University of Leiden, 1992. v + 119 pp.-Hans van Amersfoort, Anil Ramdas, De papegaai, de stier en de klimmende bougainvillea. Essays. Amsterdam: De Bezige Bij, 1992.-Ineke van Wetering, Deonarayan, Curse of the Devtas. Paramaribo: J.J. Buitenweg, 1992. v + 103 pp.-Ineke van Wetering, G. Mungra, Hindoestaanse gezinnen in Nederland. Leiden: Centrum voor Onderzoek Maatschappelijke Tegenstellingen, Rijksuniversiteit Leiden, 1990. 313 pp.-J.M.R. Schrils, Alex Reinders, Politieke geschiedenis van de Nederlandse Antillen en Aruba 1950-1993. Zutphen: Walburg Pers, 1993. 430 pp.-Gert Oostindie, G.J. Cijntje ,Stemmen OK, maar op wie? Delft: Eburon, 1991. 150 pp., A. Nicatia, F. Quirindongo (eds)-Genevieve Escure, Donald Winford, Predication in Caribbean English Creoles. Amsterdam & Philadelphia: John Benjamins, 1993, viii + 419 pp.-Jean D'Costa, Lise Winer, Trinidad and Tobago. Amsterdam & Philadelphia: John Benjamins, 1993. xi + 369 pp. (plus cassette)

-Selwyn R. Cudjoe, John Thieme, The web of tradition: uses of allusion in V.S. Naipaul's fiction,-A. James Arnold, Josaphat B. Kubayanda, The poet's Africa: Africanness in the poetry of Nicolás Guillèn and Aimé Césaire. Westport CT: Greenwood, 1990. xiv + 176 pp.-Peter Mason, Robin F.A. Fabel, Shipwreck and adventures of Monsieur Pierre Viaud, translated by Robin F.A. Fabel. Pensacola: University of West Florida Press, 1990. viii + 141 pp.-Alma H. Young, Robert B. Potter, Urbanization, planning and development in the Caribbean, London: Mansell Publishing, 1989. vi + 327 pp.-Hymie Rubinstein, Raymond T. Smith, Kinship and class in the West Indies: a genealogical study of Jamaica and Guyana, Cambridge: Cambridge University Press, 1988. xiv + 205 pp.-Shepard Krech III, Richard Price, Alabi's world, Baltimore and London: Johns Hopkins University Press, 1990. xx + 445 pp.-Graham Hodges, Sandra T. Barnes, Africa's Ogun: Old world and new, Bloomington & Indianapolis: Indiana University Press, 1989. xi + 274 pp.-Pamela Wright, Philippe I. Bourgois, Ethnicity at work: divided labor on a Central American banana plantation, Baltimore MD: John Hopkins University Press, 1989. xviii + 311 pp.-Idsa E. Alegría-Ortega, Andrés Serbin, El Caribe zona de paz? geopolítica, integración, y seguridad, Caracas: Editorial Nueva Sociedad, 1989. 188 pp. (Paper n.p.) [Editor's note. This book is also available in English: Caribbean geopolitics: towards security through peace? Boulder CO: Lynne Rienner, 1990.-Gary R. Mormino, C. Neale Ronning, José Martí and the émigré colony in Key West: leadership and state formation, New York; Praeger, 1990. 175 pp.-Gary R. Mormino, Gerald E. Poyo, 'With all, and for the good of all': the emergence of popular nationalism in the Cuban communities of the United States, 1848-1898, Durham NC: Duke University Press, 1989. xvii + 182 pp.-Fernando Picó, Raul Gomez Treto, The church and socialism in Cuba, translated from the Spanish by Phillip Berryman. Maryknoll NY: Orbis, 1988. xii + 151 pp.-Fernando Picó, John M. Kirk, Between God and the party: religion and politics in revolutionary Cuba. Tampa FL: University of South Florida Press, 1989. xxi + 231 pp.-Andrés Serbin, Carmen Gautier Mayoral ,Puerto Rico en la economía política del Caribe, Río Piedras PR; Ediciones Huracán, 1990. 204 pp., Angel I. Rivera Ortiz, Idsa E. Alegría Ortega (eds)-Andrés Serbin, Carmen Gautier Mayoral ,Puerto Rico en las relaciones internacionales del Caribe, Río Piedras PR: Ediciones Huracán, 1990. 195 pp., Angel I. Rivera Ortiz, Idsa E. Alegría Ortega (eds)-Jay R. Mandle, Jorge Heine, A revolution aborted : the lessons of Grenada, Pittsburgh: University of Pittsburgh Press, 1990. x + 351 pp.-Douglas Midgett, Rhoda Reddock, Elma Francois: the NWCSA and the workers' struggle for change in the Caribbean in the 1930's, London: New Beacon Books, 1988. vii + 60 pp.-Douglas Midgett, Susan Craig, Smiles and blood: the ruling class response to the workers' rebellion of 1937 in Trinidad and Tobago, London: New Beacon Books, 1988. vii + 70 pp.-Ken Post, Carlene J. Edie, Democracy by default: dependency and clientelism in Jamaica, Kingston, Jamaica: Ian Randle Publishers, and Boulder CO: Lynne Rienner Publishers, 1991. xiv + 170 pp.-Ken Post, Trevor Munroe, Jamaican politics: a Marxist perspective in transition, Kingston, Jamaica: Heinemann Publishers (Caribbean) and Boulder CO: Lynne Rienner Publishers, 1991. 322 pp.-Wendell Bell, Darrell E. Levi, Michael Manley: the making of a leader, Athens GA: University of Georgia Press, 1990, 349 pp.-Wim Hoogbergen, Mavis C. Campbell, The Maroons of Jamaica, 1655-1796: a history of resistance, collaboration and betrayal, Granby MA Bergin & Garvey, 1988. vi + 296 pp.-Kenneth M. Bilby, Rebekah Michele Mulvaney, Rastafari and reggae: a dictionary and sourcebook, Westport CT: Greenwood, 1990. xvi + 253 pp.-Robert Dirks, Jerome S. Handler ,Searching for a slave cemetery in Barbados, West Indies: a bioarcheological and ethnohistorical investigation, Carbondale IL: Center for archaeological investigations, Southern Illinois University, 1989. xviii + 125 pp., Michael D. Conner, Keith P. Jacobi (eds)-Gert Oostindie, Cornelis Ch. Goslinga, The Dutch in the Caribbean and in Surinam 1791/1942, Assen, Maastricht: Van Gorcum, 1990. xii + 812 pp.-Rosemarijn Hoefte, Alfons Martinus Gerardus Rutten, Apothekers en chirurgijns: gezondheidszorg op de Benedenwindse eilanden van de Nederlandse Antillen in de negentiende eeuw, Assen/Maastricht: Van Gorcum, 1989. xx + 330 pp.-Rene A. Römer, Luc Alofs ,Ken ta Arubiano? sociale integratie en natievorming op Aruba, Leiden: Department of Caribbean studies, Royal Institute of Linguistics and Anthropology, 1990. xi + 232 pp., Leontine Merkies (eds)-Michiel van Kempen, Benny Ooft et al., De nacht op de Courage - Caraïbische vertellingen, Vreeland, the Netherlands: Basispers, 1990.-M. Stevens, F.E.R. Derveld ,Winti-religie: een Afro-Surinaamse godsdienst in Nederland, Amersfoort, the Netherlands: Academische Uitgeverij Amersfoort, 1988. 188 pp., H. Noordegraaf (eds)-Dirk H. van der Elst, H.U.E. Thoden van Velzen ,The great Father and the danger: religious cults, material forces, and collective fantasies in the world of the Surinamese Maroons, Dordrecht, the Netherlands and Providence RI: Foris Publications, 1988. xiv + 451 pp. [Second printing, Leiden: KITLV Press, 1991], W. van Wetering (eds)-Johannes M. Postma, Gert Oostindie, Roosenburg en Mon Bijou: twee Surinaamse plantages, 1720-1870, Dordrecht, Netherlands: Foris Publications, 1989. x + 548 pp.-Elizabeth Ann Schneider, John W. Nunley ,Caribbean festival arts: each and every bit of difference, Seattle/St. Louis: University of Washington Press / Saint Louis Art Museum, 1989. 217 pp., Judith Bettelheim (eds)-Bridget Brereton, Howard S. Pactor, Colonial British Caribbean newspapers: a bibliography and directory, Westport CT: Greenwood, 1990. xiii + 144 pp.-Marian Goslinga, Annotated bibliography of Puerto Rican bibliographies, compiled by Fay Fowlie-Flores. Westport CT: Greenwood Press, 1990. xxvi + 167 pp.

Introduction: Atraumatic restorative treatment (ART) is a minimally invasive approach of dental caries lesions that is indicated in primary and permanent dentition. Objectives: To investigate based on a review of the scientific literature, the use of ART as a minimally invasive treatment approach in Pediatric Dentistry. Methodology: A literature review was conducted to verify the evidence regarding Atraumatic restorative treatment as a minimally invasive treatment in pediatric dental patients. Searches were performed in the following electronic health databases: Pubmed, Scientific Electronic Library Online (SciELO), and Latin American and Caribbean Literature on Health Sciences (LILACS), using the following search terms: minimally invasive treatment and Atraumatic restorative treatment and dental caries. The inclusion criteria for the studies were epidemiological (cross-sectional, case-control, cohort, clinical trials) or qualitative studies that evaluated the use of ART in children's dental care; papers published in English, Portuguese or Spanish; and the publication date of the studies was limited to the last five years (2017 to 2022). Data were presented through a description of the included studies after a complete reading. Results: Twenty-three studies were identified and after the inclusion criteria were applied, eight studies were included in the full analysis. From the data analysis, it was observed that ART is a great alternative for the caries control and treatment of the lesions, contributing to the reduction of the patient's anxiety levels in relation to conventional restorative dental treatment, as it minimizes the fear of children regarding dental caries treatment. ART is a viable alternative to conventional treatments that are associated with local anesthetics, drills, and composite resin. In addition, the materials used in ART showed good results when compared to conventional restorative techniques in relation to the survival of the restoration. Conclusion: The use of the ART technique is an effective option for minimally invasive treatment for children, mainly young children, and especially nowadays due to the minimization of aerosols production for dental treatments due to virus transmission during pandemic period. In addition, ART is a comfortable and easy technique for both patient and dental health professional.

The paper analyses Syed Amanuddin’s “Don’t Call Me Indo-Anglian” from the perspective of a cultural materialist. In an effort to understand Amanuddin’s contempt for the term, the matrix of identity, language and cultural ideology has been explored. The politics of the representation of the self and the other that creates a chasm among human beings has also been discussed. The impact of the British colonialism on the language and psyche of people has been taken into account. This is best visible in the seemingly innocent introduction of English in India as medium of instruction which has subsequently brought in a new kind of sensibility and culture unknown hitherto in India. Indians experienced them in the form of snobbery, racism, highbrow and religious bigotry. P C Ray and M K Gandhi resisted the introduction of English as the medium of instruction. 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NOTICIAS / NEWS (“Transfer”, 2015) 1) CONGRESOS / CONFERENCES: 1. First Forlì International Workshop – Corpus-based Interpreting Studies: The State of the Art University of Bologna at Forlì, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1/<file:///owa/redir.aspx 2. 5th IATIS Conference – Innovation Paths in Translation and Intercultural Studies, Belo Horizonte, Brazil, 7-10 July 2015. www.iatis.org/index.php/iatis-belo-horizonte-conference/itemlist/category/168-call-for-communication-proposals-within-the-general-conference 3. POETRY/TRANSLATION/FILM – POÉSIE/TRADUCTION/FILM PoeTransFi, Paul Valéry University, Montpellier, France, 18-19 June 2015. http://pays-anglophones.upv.univ-montp3.fr/?page_id=1795 4. 6th International Maastricht-Lodz Duo Colloquium on “Translation and Meaning”, Maastricht School of Translation & Interpre-ting, Zuyd University of Applied Sciences, Maastricht, Netherlands 21-22 May 2015. www.translation-and-meaning.nl 5. MiddleWOmen. Networking and cultural mediation with and between women (1850-1950). Centre for Reception Studies (CERES), HERA Travelling TexTs project and Huygens ING KU Leuven campus Brussels 7-8 May 2015. www.receptionstudies.be 6. 5th International Symposium: Respeaking, Live Subtitling and Accessibility, Università degli Studi Internazionali di Roma, Italy, 12 June 2015. www.unint.eu/it/component/content/article/8-pagina/494-respeaking-live-subtitling-and-accessibility.html 7. Conference on Law, Translation and Culture (LTC5) and Legal and Institutional Translation Seminar, University of Geneva, Switzerland 24-26 June 2015. www.unige.ch/traduction-interpretation/recherches/groupes/transius/conference2015_en.html 8. 6th International Conference Media for All – Audiovisual Translation and Media Accessibility: Global Challenges, University of Western Sydney, Australia, 16-18 September 2015. http://uws.edu.au/mediaforall 9. Translation in Exile, Vrije Universiteit Brussel, 10-11 December 2015. www.cliv.be 10. Literary Translation as Creation, Université d’Avignon et des Pays de Vaucluse, 20-21 May 2015. laurence.belingard@univ-avignon.fr marie-francoise.sanconie@univ-avignon.fr 11. 4th International Conference on Language, Medias and Culture (ICLMC 2015) 9-10 April 2015. Kyoto, Japan, www.iclmc.org 12. 9th International Colloquium on Translation Studies in Portugal – Translation & Revolution, Universidade Católica Portuguesa, Lisbon, 22-23 October 2015. ix.translation.revolution@gmail.com 13. Translation as Collaboration: Translaboration?, University of Westminster, London, 18 June 2015 Contact: Alexa Alfer (A.Alfer01@westminster.ac.uk), Steven Cranfield (S.Cranfield@westminster.ac.uk), Paresh Kathrani (P.Kathrani@westminster.ac.uk) 14. Translation/Interpreting Teaching and the Bologna Process: Pathways between Unity and Diversity, FTSK Germersheim, Germany 27–29 November 2015. www.fb06.uni-mainz.de/did2015/index_ENG.php 15. Atlantic Communities: Translation, Mobility, Hospitality, University of Vigo, Spain, 17-18 September 2015. http://translating.hypotheses.org/551 16. Exploring the Literary World III: Transgression and Translation in Literature Chulalongkorn University, Bangkok, Thailand 23-24 April 2015. www.arts.chula.ac.th/~complit/complite/?q=conference 17. Authenticity and Imitation in Translation and Culture, University of Social Sciences and Humanities, Warsaw, Poland, 7 – 9 May 2015. www.swps.pl/english-version/news/conferences/12164-authenticity-and-imitation-in-translation-and-culture 18. Translation in Transition, Barnard College, New York City, USA 1-2 May 2015. barnard.edu/translation/translation-in-transition 19. First Forlì International Workshop – Corpus-based Interpreting Studies: The state of the art, University of Bologna at Forlì, Italy, 7-8 May 2015. http://eventi.sslmit.unibo.it/cis1 20. Translation and Meaning. The Lodz Session of the 6th International Maastricht-Lodz Duo Colloquium, University of Lodz, Poland, 18-19 September 2015. http://duo.uni.lodz.pl 21. TAO-CAT-2015, Université Catholique de l’Ouest, Angers, France 28-30 May 2015. www.tao2015.org/home-new 22. English Language and Literary Studies (ELLS 2015), Chulalongkorn University, Bangkok, Thailand, 3-4 August 2015. http://ells2015.com 23. Talking to the World 2: The Relevance of Translation and Interpreting – Past, Present and Future, Newcastle University, UK, 10-11 September 2015. www.ncl.ac.uk/sml/study/postgraduate/T&I/2015conference/main.htm 24. 6th International Symposium for Young Researchers in Translation, Interpreting, Intercultural Studies and East Asian Studies Universitat Autònoma de Barcelona, Spain, 3 July 2015. www.fti.uab.es/departament/simposi-2015/en/index.htm 25. Portsmouth Translation Conference: Border Crossing or Border Creation?, University of Portsmouth, UK, 14 November 2015. www.port.ac.uk/translation/events/conference 26. New Perspectives in Assessment in Translation Training: Bridging the Gap between Academic and Professional Assessment, University of Westminster, London, UK, 4 September 2015. www.westminster.ac.uk/news-and-events/events/humanities/archive/2014/mlc/new-perspectives-in-assessment-in-translation-training-bridging-the-gap-between-academic-and-professional-assessment 27. III Congreso Internacional de Neología en las Lenguas Románicas University of Salamanca, 22-24 October 2015. http://diarium.usal.es/cineo2015 28. Some Holmes and Popovič in all of us? The Low Countries and the Nitra Schools in the 21st century, Constantine the Philosopher University, Nitra, Slovakia, 8-10 October 2015. Contact: igor.tyss@gmail.com 29. The Cultural Politics of Translation, Cairo, Egypt, 27-29 October 2015. https://culturalpoliticstranslation2015.wordpress.com 30. Journée d’étude « le(s) figure(s) du traducteur », Mount Royal University, Calgary, Canada, 30 April 2015. http://mrujs.mtroyal.ca/index.php/cf/index 31. Mediterranean Editors and Translators Annual Meeting —Versatility and readiness for new challenges, University of Coimbra, Portugal, 29-31 October 2015. www.metmeetings.org/en/preliminary-program:722 32. Lengua, Literatura y Traducción “liLETRAd”, University of Seville, Spain, 7-8 July 2015. http://congreso.us.es/liletrad. 33. Meta: Translators' Journal is celebrating its 60th anniversary in 2015! For the occasion, an anniversary colloquium will be held on August 19th to 21st, 2015 at the Université de Montréal (Montréal, Canada). Colloquium for the 60th Anniversary of META – 1955-2015: Les horizons de la traduction: retour vers le futur. Translation’s horizons: back to the future. Los horizontes de la traducción: regreso al futuro, August 19-21, 2015 – Université de Montréal. Please send your proposal to this address: meta60e@gmail.com, to the attention of Georges L. Bastin or Eve-Marie Gendron-Pontbrian 2) CURSOS DE POSGRADO / MASTERS: 1. Legal Translation, Master universitario di II livello in Traduzione Giuridica University of Trieste, Italy. http://apps.units.it/Sitedirectory/InformazioniSpecificheCdS/Default.aspx?cdsid=10374&ordinamento=2012&sede=1&int=web&lingua=15 2. Traducción Especializada, Universitat Oberta de Catalunya (UOC), Spain. http://estudios.uoc.edu/es/masters-posgrados-especializaciones/master/artes-humanidades/traduccion-especializada/presentacion 3. Online course: La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras, Universidad Nacional de Educación a Distancia, Madrid, 1st December 2014 to 31st May 2015. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 https://canal.uned.es/mmobj/index/id/21174 Contact: Noa Talaván (ntalavan@flog.uned.es), José Javier Ávila (javila@flog.uned.es) 4. Online course: Audio Description and Its Use in the Foreign Language Classroom, UNED, Madrid, Spain http://formacionpermanente.uned.es/tp_actividad/idactividad/7492 5. Online course: Curso de Formación de Profesorado, La Traducción Audiovisual y el Aprendizaje de Lenguas Extranjeras UNED, Madrid, Spain. http://formacionpermanente.uned.es/tp_actividad/idactividad/7385 6. EST Training Seminar for Translation Teachers, Kraków, Poland 29 June – 3 July 2015. www.est-translationstudies.org/events/2015_seminar_teachers/index.html 7. Train the Trainer -Teaching MT: EAMT-funded Workshop, Dublin City University, 30 April- 1 May 2015. https://cttsdcu.wordpress.com/eamt-workshop-on-teaching-mt-to-translator-trainers-30-april-1-may 3) CURSOS DE VERANO / SUMMER COURSES: 1. 2015 Nida School of Translation Studies, Leading Edges in Translation: World Literature and Performativity, San Pellegrino University Foundation campus, Misano Adriatico, Italy, 18-29 may 2015. http://nsts.fusp.it/Nida-Schools/NSTS-2015 2. EMUNI Translation Studies Doctoral and Teacher Training Summer School, University of Turku, Finland, 1-12 June 2015. www.utu.fi/en/units/hum/units/languages/EASS/Pages/home.aspx 3. Chinese-English Translation and Interpretation, School of Translation and Interpretation, University of Ottawa, Canada, 13th July – 7th August 7 2015. http://arts.uottawa.ca/translation/summer-programs 4. Summer Program in Translation Pedagogy, University of Ottawa 13 July – 7 August 2015. http://arts.uottawa.ca/translation/summer-programs 4) LIBROS / BOOKS: 1. Audio Description: New Perspectives Illustrated, Edited by Anna Maszerowska, Anna Matamala and Pilar Orero, John Benjamins, 2014. https://benjamins.com/#catalog/books/btl.112/main 2. Call for papers: Translation Studies in Africa and beyond: Reconsidering the Postcolony, Editors: J Marais & AE Feinauer Contacts: Kobus Marais (jmarais@ufs.ac.za) or Ilse Feinauer (aef@sun.ac.za). 4. Measuring live subtitling quality: Results from the second sampling exercise, Ofcom, UK. http://stakeholders.ofcom.org.uk/consultations/subtitling/sampling-results-2 5. A Training Handbook for Legal and Court Interpreters in Australia by Mary Vasilakakos, ISBN 978-0-9925873-0-7, Publisher: Language Experts Pty Ltd. www.interpreterrevalidationtraining.com www.languageexperts.com.au 6. Call for papers: Opera and Translation: Eastern and Western Perspectives, Edited by Adriana Serban and Kelly Kar Yue Chan http://pays-anglophones.upv.univ-montp3.fr/?page_id=1908 7. The Known Unknowns of Translation Studies, Edited by Elke Brems, Reine Meylaerts and Luc van Doorslaer, Amsterdam/Philadelphia: John Benjamins, 2014. https://benjamins.com/#catalog/books/bct.69/main 8. Translating the Voices of Theory/ La traduction des voi de la théorie Edited by Isabelle Génin and Ida Klitgård, 2014. www.hf.uio.no/ilos/english/research/groups/Voice-in-Translation/ 9. Authorial and Editorial Voices in Translation 1 - Collaborative Relationships between Authors, Translators, and Performers, Eds. Hanne Jansen and Anna Wegener, 2014. http://editionsquebecoisesdeloeuvre.ca/data/documents/AEVA-Flyer-1-190895-Vita-Traductiva-Vol-2-Flyer-EN-100413.pdf 10. Authorial and Editorial Voices in Translation 2 - Editorial and Publishing Practices, Eds. Hanne Jansen and Anna Wegener, 2014. www.editionsquebecoisesdeloeuvre.ca/accueil 11. Call for papers: Achieving Consilience. Translation Theories and Practice. https://cfpachievingconsilience.wordpress.com 12. Framing the Interpreter. Towards a visual perspective. Anxo Fernández-Ocampo & Michaela Wolf (eds.), 2014, London: Routledge. http://routledge-ny.com/books/details/9780415712743 13. Multilingual Information Management: Information, Technology and Translators, Ximo Granell, 2014. http://store.elsevier.com/Multilingual-Information-Management/Ximo-Granell-/isbn-9781843347712/ 14. Writing and Translating Francophone Discourse: Africa, The Caribbean, Diaspora, Paul F. Bandia (ed.), 2014, Amsterdam, Rodopi www.brill.com/products/book/writing-and-translating-francophone-discourse 15. Call for papers (collective volumen): Translation studies in Africa and beyond: Reconsidering the postcolony www.facebook.com/notes/mona-baker/translation-studies-in-africa-and-beyond-reconsidering-the-postcolony/743564399051495 16. Audiovisual Translation in the Digital Age - The Italian Fansubbing Phenomenon, By Serenella Massidda, Palgrave Connect, 2015. www.palgrave.com/page/detail/audiovisual-translation-in-the-digital-age-serenella-massidda/?k=9781137470362 17. Video: First International SOS-VICS Conference - Building communication bridges in gender violence, University of Vigo, Spain 25-26 September 2014. http://cuautla.uvigo.es/CONSOS/ 18. Camps, Assumpta. Traducción y recepción de la literatura italiana, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3776-1. 19. Camps, Assumpta. Italia en la prensa periódica durante el franquismo, Publicacions i Edicions UB, 2014. ISBN: 978-84-475-3753-2. 5) REVISTAS / JOURNALS: Call for papers: “Altre Modernità – Rivista di studi letterarie e culturali” Special Issue: Ideological Manipulation in Audiovisual Translation, Contact: irene.ranzato@uniroma.it. http://riviste.unimi.it/index.php/AMonline/announcement/view/381 2. Call for papers: “Between, Journal of the Italian Association of Comparative Literature”. Special issue on censorship and self-censorship. http://ojs.unica.it/index.php/between/pages/view/CFP9_censura_auto-censura 3. Open access journal, “Hieronymus, A Journal of Translation Studies and Terminology”, Croatia. www.ffzg.unizg.hr/hieronymus 4. “DIE SCHNAKE. Zeitschrift für Sprachkritik, Satire, Literatur”, Number 39+40, Kleines ABC des Literaturübersetzens. www.rainer-kohlmayer.de 5. Call for papers: “MonTI” 8 (2016) - Economic, Financial and Business Translation: from Theory to Training and Professional Practice. http://dti.ua.es/es/monti-english/monti-authors.html daniel.gallego@ua.es 6. Call for papers: “LINGUISTICA ANTVERPIENSIA”, NEW SERIES -Themes in Translation Studies (15/2016). Interpreting in Conflict Situations and in Conflict Zones throughout History. https://lans.ua.ac.be/index.php/LANS-TTS/announcement 7. Call for papers: “CULTUS: The Journal of Intercultural Mediation and Communication” (8/2016). The Intercultural Question and the Interpreting Professions. www.cultusjournal.com 8. Call for papers: “The Journal of Specialised Translation” Non-thematic issue, Issue 26, July 2016. www.jostrans.org 9. “TranscUlturAl: A journal of Translation and Culture Studies”, Special issue Translating Street Art. http://ejournals.library.ualberta.ca/index.php/TC/issue/view/1634 10. “Przekładaniec 28: Audiodeskrypcja [Audio Description]”, edited by Anna Jankowska and Agnieszka Szarkowska. All papers are published in Polish, with English abstracts. www.ejournals.eu/Przekladaniec/zakladka/66/ 11. Call for papers: “Lingvisticæ Investigationes”, Special issue on Spanish Phraseology: Varieties and Variations. http://dti.ua.es/es/documentos/li-call-for-papers-spanish-phraseology-varieties-and-variations.pdf Further details: Pedro.mogorron@ua.es; xblancoe@gmail.com 13. Call for papers: “Revista de Lenguas para Fines Específicos”, Special issue on The Translation of Advertising. Contact: Laura Cruz (lcruz@dis.ulpgc.es). Deadline: 20th July 2015. www.webs.ulpgc.es/lfe 14. “The AALITRA Review”. www.nla.gov.au/openpublish/index.php/ALLITRA 15. “Current Trends in Translation Teaching and Learning E” www.cttl.org/cttl-e-2014.html 16. Call for papers: “Current Trends in Translation Teaching and Learning E”. www.cttl.org 18. Call for papers: “Translation and Translanguaging in Multilingual Contexts”, Volume 1, Number 2, 2015 Deadline: 10-Jan-2015. https://benjamins.com/#catalog/journals/ttmc/main 19. Call for book reviews: “TRANS. Revista de Traductología,” vol.19, 2015. Deadline: Friday, 30th January 2015. www.trans.uma.es trans@uma.es 20. Call for papers: “a journal of literature, culture and literary Translation”. Special volume – Utopia and Political Theology Today Deadline: 15th January 2015. Contact: sic.journal.contact@gmail.com https://owl.english.purdue.edu/owl/resource/747/01 21. “trans-kom”. www.trans-kom.eu 22. “Linguistica Antverpiensia” NS-TTS 13/2014: Multilingualism at the cinema and on stage: A translation perspective, Edited by Reine Meylaerts and Adriana Şerban. https://lans-tts.uantwerpen.be/index.php/LANS-TTS/issue/current 23. Call for papers: 5th issue (2015) of “Estudios de Traducción”, Deadline: 20 February 2015. www.ucm.es/iulmyt/revista 24. Call for papers: “Journal of Translation Studies” - special issue on Translator & Interpreter Education in East Asia. KATS (Korean Association of Translation Studies), www.kats.or.kr (Go to 'English' page). Contact: Won Jun Nam (wonjun_nam@daum.net, wjnam@hufs.ac.kr). 25. “The Journal of Specialised Translation”, 23, January 2015. www.jostrans.org 26. Call for papers: “TranscUlturAl: A Journal of Translation and Cultural Studies”. Deadline: 15 March 2015. http://ejournals.library.ualberta.ca/index.php/TC/announcement 27. “New Voices in Translation Studies”, Issue 11 (Fall 2014). www.iatis.org/index.php/publications/new-voices-in-translation-studies/item/1034-issue11-2014 28. “The Interpreter and Translator Trainer”, 8:3 (2014). Special issue: Dialogue Interpreting in practice: bridging the gap between empirical research and interpreter education E. Davitti and S. Pasquandrea (eds.) www.tandfonline.com/toc/ritt20/current#.VLQHuyvF-So 6) WEBS DE INTERÉS / WEBSITES OF INTEREST: 1. Support Spanish interpreters to secure the right to translation and interpreting in criminal proceedings: www.change.org/p/pablo-casado-retiren-el-proyecto-de-ley-org%C3%A1nica-que-modifica-la-lecrim

"I am really scared of teaching English." "The only writing that I am really familiar with is essay writing." "I haven't read fiction in a long time, let alone a children's novel." "I don't know anything about poetry. How then am I going to teach it? "

The mother-child relationship is a significant theme in modern Australian and Indian English poetry, as women have a unique role in bearing and raising children due to gender division and biological constitution. However, literature often lacks attention to women's experience of motherhood and mothering, which reflects the impact of gender on societal settings. Motherhood is a universal phenomenon that needs to be studied in a proper perspective, especially considering gender bias, as it affects women's psychological well-being and mothering performance in socio-cultural situations. This paper aims to explore the differences of gender in mother-child ties, discussing the bonds and interactions between mothers and sons and daughters, as exemplified in contemporary Australian and Indian English poetry. An overview of the poetic paradigms will be useful in studying the psychodynamics of same-gender and cross-gender affinities in a mother-child relationship. The paper focuses on the poetical expressions of motherhood and mothering, as well as children's attitudes towards mothers and vice versa.

Abstract From its origins in the Chesapeake and the Caribbean to its transformation into smoke in a Jacobean chamber, tobacco entered drastically new contexts of use as it travelled from Indigenous America to the social spaces of early seventeenth-century London. This article draws on comparative anthropology and archaeology to explore how early colonization, particularly in Jamestown, influenced the development of smoking among the English political elite. This offers a case study into the ways in which Indigenous commodities and knowledge were integrated into English ritual practices of their own; it also reveals the deliberate choices made by the English to set themselves apart from those they sought to colonize. Placing the material practices and wit poetry of gentlemen within the geopolitics of colonialism raises attention to the acts of erasure or dispossession that accompanied the incorporation of tobacco into urban sociability. Here, the practices of Indigenous peoples were modified and altered, and the pleasures of plantation were expressed as an intoxication as potent as the plant itself.

The article deals with a model of "emotive-I" of the identity of the English-language children's poet, such as Kenn Nesbitt, on the basis of establishing the congruence of cognitive, affective and behavioural components. The proposed scheme covers the following components: visual / audio events, experience, knowledge, aims, motives → emotions, feelings → behavioural reaction (poetic activity) as a response to emotions. Recognition of "cordocentrism" as emotionality, sentimentality, sensitivity, and love provides theмopportunity to diversify "cardiocentric" as a type of "emotive-I" of the identity of the children’s poet, since it is more about the sphere of emotional rather than mental. The domination of emotionality, sensitivity, humour and love highlights "cardiocentric" as a type of "emotive-I" of the identity of the children’s poet. The differentiated type in the poetic speech is represented by the emotionality and expressiveness of the author’s poetry, the verbalization of humour.

These poems came about when, living in a house in Xalapa, Mexico, without a stereo and no guitar or piano to speak of, I had to invent my own music. Love is infernal, not eternal. The image of the beloved that betrays you, always an image that is both iconic and sacrilegious, an internal and infernal ecstasy that the bolero gives life to. I only realised afterwards that I had written an update of this Caribbean-Mexican genre, a mi manera. So it seemed suitable that they should be in Spanish and English (the latter my first language), exorcising both los demonios de la mirada amada y los demonios de la lengua. These pieces come from a collection of erotic poetry accompanied by interpretive images that will be released by an art press in Spain in 2009. Infernal/romantic is one half of a collaborative project between myself, the Madrid-based Chilean poet, Violeta Medina, and several artists. The collection speaks to desires that are clearly other and demonic.

Bouchard, David. Voices from the Wild: An Animal Sensagoria. Paintings by Ron Parker. Markham, ON: Fitzhenry & Whiteside, 2013. Print.This gorgeous book brings together two extraordinarily-talented individuals. David Bouchard is a former teacher, a former president of the Metis Nation of Greater Victoria, a recipient of the Order of Canada, and the author of many books. His popular books use poetry, prose, and visual elements to explore Aboriginal and Métis culture and traditions in both French and English. Ron Parker is one of Canada’s best wildlife artists. His career took off in the 1990s when his realistic portraits of animals in their natural habitats stood alongside those of Robert Bateman and helped to create a very hot market for signed limited edition prints. The publisher is to be applauded for thinking of bringing together Parker’s glorious paintings and Bouchard’s inspiring poetry. It was a wonderful idea, but, unfortunately, it was not well executed. It is most unfortunate that Parker’s beautiful images were not packaged in a fresher and more contemporary book design, one that would appeal to today’s young people. The author says that he “wrote this book with young people in mind” and certainly he has organized his poetry into a familiar scheme for a children’s book—sections which explore the five senses (sight, hearing, touch, smell, and taste)—but unfortunately, the scheme is too childish for young adults while the poetry is too sophisticated for small children. There is great value and power in this poetry, in which the reader is asked to see the world through the senses and perspectives of numerous animals, but, just who is the intended audience?As it is, this volume does a disservice to both the author and the artist. The design may be appealing to parents or teachers of a certain age—who may feel a nostalgic affection for its familiar, if outdated, style, and who will be undaunted by the poetry—but the publisher has made a mistake in marketing this title as a children’s book. As it is, this book stands outside of normal publishing categories. Although too small to be classified as a coffee table book, both the design and the content seem more aligned with that category than any other. Although there is a great deal to applaud here, I cannot recommend this as a children’s book.Not recommended: one star out of fourReviewer: Linda QuirkLinda taught courses in Multicultural Canadian Literature, Women's Writing, and Children's Literature at Queen's University (Kingston) and at Seneca College (Toronto) before moving to Edmonton to become the Assistant Special Collections Librarian at the Bruce Peel Special Collections Library at the University of Alberta. Her favourite children's book to teach is Hana's Suitcase, not only because Hana's story is so compelling, but because the format of this non-fiction book teaches students of all ages about historical investigation and reveals that it is possible to recover the stories of those who have been forgotten by history.

In the context of the 2015 meeting of the Federation for the Humanities and Social Sciences in Ottawa, Ontario, two academic associations––the Canadian Association of Commonwealth Literature and Language Studies (CACLALS) and the Association for Canadian and Québec Literatures (ACQL)––hosted a collaborative event to honour the work of Ottawa-based poet Cyril Dabydeen. Cyril read from God’s Spider, which was published by Peepal Tree Press in 2014.ACQL and CACLALS are grateful to the Federation for the Humanities and Social Sciences for their financial support of this event, and I am personally grateful to Dorothy Lane, then president of CACLALS, for her willingness to collaborate in order to bring the reading to fruition.As then Vice-President of ACQL, I was happy to introduce Cyril to a room full of scholars, writers, community members, and friends:“Born in Guyana, Cyril immigrated to Canada in 1970. His forty-five-year residence in Canada coincides neatly with the histories of both ACQL and CACLALS, both founded in the mid 1970s (1975 and 1973, respectively), and the coincidence speaks to the multiple ways in which Canada’s literary cultures have changed in the wake of Cyril’s arrival. Comprising a significant body of short stories, novels, and poetry, Cyril’s writing is particularly intriguing for its meditations on the intersections of Guyanese, Indian, and Canadian identities.As an anthologist, Cyril has also been an active shaper of literary culture: his Shapely Fire (an anthology of Black and Caribbean writing in Canada), Another Way to Dance (which collects the work of Asian poets in Canada), and Beyond Sangre Grande: Caribbean Writing Today have been important tools in the teaching of an increasingly diverse selection of writers in Canadian classrooms and are key compilations of contemporary diasporic writing. In addition to his active career as a poet who is widely recognized for his contributions to Canadian and Caribbean writing, Cyril is also a teacher: he has taught creative writing here at the University of Ottawa for many years.”Jody MasonAssociate ProfessorDepartment of English, Carleton University

Like most epic poetry Derek Walcott’s Omeros concerns itself with the fate of a nation or people, in this instance ‘our wide country, The Caribbean Sea.’ Engaging with the epic genre, a form commonly identified as an ‘imperial genre’ highlights a problematic area for the postcolonial writer whose identity is necessarily ‘split’ or ‘hybrid’ as a result of the vicissitudes of colonial history. Marking an inner struggle, his troubled relationship to Western canonical texts has proved a most fruitful zone of inspiration for the poet whose own divided heritage causes him to frequently question how to choose ‘between this Africa and the English tongue I love?’ Seamus Heaney has made the point that Walcott has made a career out of the impossibility of choosing either. Omeros then, maps a program of cultural integration that has been a fundamental theme of his writing for decades. Assuming an entitlement to all the diverse cultural traditions available in the region he freely draws from African and European sources, and is irreverent in his ironic reconfigurations of mythic themes and figures. This article examines the role of the sea-swift as both transatlantic guide and as a central transcendent metaphor for cultural integration within the poem. Crossing east-west meridians the swift explores the cathartic potentiality of the journey, a trope that the poet continually invokes in his writing. For Walcott, the swift is a comfortable hybrid able to inhabit a mixed society, without forgetting the individual cultures that compose its heritage.

This research paper studies a relationship between literature and the physical world is known as eco-criticism. In English Literature Eco criticism refers to specific types of texts.The word "Eco-criticism" depicts the images of nature, forests, animals, birds, seasons, rivers, cities, and flowers. In addition to novels, eco-criticism contains drama, poetry, travel books,cartoons,fables, short stories,movies, songs,games,children's stories and this is an Old English literature concept that's still trendy today,from Beowulf to the present writer.Animals have existed from the beginning of history. That means animals were depicted in literature since the start of history.When Christianity was introduced to the world, the Holy Bible says God created birds, animals first, at last man, it is called natural theology, and also nature is divine. Critics said,for western people's experience on earth is different from other people on the earth,Westerners believed in "Nature's uncountable sounds... have been deafening." The contrast, which is promoted by social anthropology of animism, highlights an element in contemporary society at large connection towards the physical world which is also gradually becoming a central focus when it comes to the environment."The natural world is a social and cultural category." In animistic traditions, those few who believe that perhaps the natural environment is inspirited, not only human beings, and also for life of animals, trees, and even "inert" entities like stones. Rivers and seas are seen as articulate and sometimes intelligible beings, capable of communicating and interacting with humankind for good and bad.There is also the language of animals,air,horses,lions,seas,trees,in the novel of Gulliver's Travels and in this novel animal world also have politics, rules of their society, they won't allow outsiders, and have own food, medicine, the different body structure of animals,these are the things we can see in Jonathan Swift's Gulliver Travels in all four books.

05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319.05–489Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205.05–490Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150.05–491Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 144–157.05–492Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 400–422.05–493Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk), Assessing children's inference generation: what do tests of reading comprehension measure?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 189–201.05–494Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz), Syllabus design for general EAP writing courses: a cognitive approach. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 239–256.05–495Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au), Who wroteShamela? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 437–450.05–496Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk), Individual differences in RAN and reading: a response timing analysis. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 73–86.05–497Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school. Literacy (Oxford, UK) 39.1 (2005), 24–30.05–498De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu) & Susan Kay Miller, Studying L2 writers' digital writing: an argument for post-critical methods. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 259–278.05–499Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Samantha D. Outcalt, A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation. Language Learning (Malden, MA, USA) 55.1 (2005), 1–36.05–500Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics37.7 (2005), 1059–1079.05–501French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp), The cline of errors in the writing of Japanese university students. World Englishes (Oxford, UK) 24.3 (2005), 371–382.05–502Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 1–16.05–503Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk), Pattern and meaning across genres and disciplines: an exploratory study. 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DiCamillo, Kate. Flora & Ulysses: The Illuminated. Illus. K. G. Campbell. Somerville: Candlewick Press, 2013. Print.The Tickhams have acquired a new, vigorous vacuum cleaner. It is far beyond Mrs. Tickham’s Control. Next door, Flora is reading about The Amazing Incandesto while skilfully ignoring her mother who, in any case, is up to her eyes writing romance novels. A powerful noise outside attracts Flora’s attention: Mrs. Tickham’s new cleaner is making directly for an innocent little squirrel. Flora is just in time to see the squirrel vacuumed up before it can react.Running gallantly to the squirrel’s relief Flora succeeds in saving the poor thin creature (well, half of its fur has been vacuumed away). Without hesitation she administers CPR and revives a remarkable creature: part squirrel (he is always hungry) and part Super Squirrel. The potentially fatal accident has left a squirrel gifted with: strength, the ability to fly, and a gift for poetry (if not spelling). Flora now has a friend, a companion, and a little trouble ahead.Relying on her favourite books “Terrible Things Can Happen to You” and “The Criminal Element”, Flora becomes involved with Ulysses the squirrel in a series of adventures that heal hearts, mend wounds, and expose truths. There are possibilities for trust, for friendship and for love - prompted by the affection of a unique squirrel plus Flora’s intelligence, perception and good heart. Many things are healed by them both, reconciliations are achieved and misunderstandings cleared.The squirrel sums up some of it in his poem to Flora:Nothingwould beeasier withoutyou, because you areeverything,all of it-sprinkles, quarks, giantdonuts, eggs sunny-side up-youare the ever-expandinguniverseto meFlora and Ulysses is a funny, sensitive, perceptive and thoroughly enjoyable book housing two unique heroes. It is one of Kate DiCamillo’s finest.Flora and Ulyssesis this year’s winner of the Newbery Medal.Highly Recommended: 4 out of 4 starsReviewer: Andrea DeakinAndrea has been involved with books since she was class librarian in Primary School, Student Librarian in Grammar School, student librarian for the Education Faculty when she was a student, and school librarian in schools both in England and in Canada, except for the first two years in Canada where she arrived in 1959. When she retired from teaching ( English and History) she was invited to review in February 1971, and continued to review for press, radio, and finally on the Internet (Deakin Newsletter from Okanagan College) until she retired in 2011. Forty years seemed sufficient- although she still cannot keep her nose out of good children's and YA fare.

IntroductionThis paper argues that the industrial contexts of re-imagining, or transforming, literary icons deploy the promotional strategies that are associated with what are usually seen as lesser, or purely commercial, genres. Promotional paratexts (Genette Paratexts; Gray; Hills) reveal transformations of content that position audiences to receive them as creative innovations, superior in many senses to their literary precursors due to the distinctive expertise of creative professionals. This interpretation leverages Matt Hills’ argument that certain kinds of “quality” screened drama are discursively framed as possessing the cultural capital associated with auterist cinema, despite their participation in the marketing logics of media franchising (Johnson). Adaptation theorist Linda Hutcheon proposes that when audiences receive literary adaptations, their pleasure inheres in a mixture of “repetition and difference”, “familiarity and novelty” (114). The difference can take many forms, but may be framed as guaranteed by the “distinction”, or—in Bourdieu’s terms—the cultural capital, of talented individuals and companies. Gerard Genette (Palimpsests) argued that “proximations” or updatings of classic literature involve acknowledging historical shifts in ideological norms as well as aesthetic techniques and tastes. When literary brands are made over using different media, there are economic lures to participation in currently fashionable technologies, as well as current political values. Linda Hutcheon also underlines the pragmatic constraints on the re-imagining of literary brands. “Expensive collaborative art forms” (87) such as films and large stage productions look for safe bets, seeking properties that have the potential to increase the audience for their franchise. Thus the marketplace influences both production and the experience of audiences. While this paper does not attempt a thoroughgoing analysis of audience reception appropriate to a fan studies approach, it borrows concepts from Matt Hills’s theorisation of marketing communication associated with screen “makeovers”. It shows that literary fiction and cinematic texts associated with celebrated authors or auteurist producer-directors share branding discourses characteristic of contemporary consumer culture. Strategies include marketing “reveals” of transformed content (Hills 319). Transformed content is presented not only as demonstrating originality and novelty; these promotional paratexts also perform displays of cultural capital on the part of production teams or of auteurist creatives (321). Case Study 1: Steven Spielberg, The Adventures of Tintin (2011) The Adventures of Tintin: The Secret of the Unicorn is itself an adaptation of a literary brand that reimagines earlier transmedia genres. According to Spielberg’s biographer, the Tintin series of bandes dessinée (comics or graphic novels) by Belgian artist Hergé (Georges Remi), has affinities with “boys’ adventure yarns” referencing and paying homage to the “silent filmmaking and the movie serials of the 1930s and ‘40s” (McBride 530). The three comics adapted by Spielberg belong to the more escapist and less “political” phase of Hergé’s career (531). As a fast-paced action movie, building to a dramatic and spectacular closure, the major plot lines of Spielberg’s film centre on Tintin’s search for clues to the secret of a model ship he buys at a street market. Teaming up with an alcoholic sea captain, Tintin solves the mystery while bullying Captain Haddock into regaining his sobriety, his family seat, and his eagerness to partner in further heroic adventures. Spielberg’s industry stature allowed him the autonomy to combine the commercial motivations of contemporary “tentpole” cinema adaptations with aspirations towards personal reputation as an auteurist director. Many of the promotional paratexts associated with the film stress the aesthetic distinction of the director’s practice alongside the blockbuster spectacle of an action film. Reinventing the Literary Brand as FranchiseComic books constitute the “mother lode of franchises” (Balio 26) in a industry that has become increasingly global and risk-adverse (see also Burke). The fan base for comic book movies is substantial and studios pre-promote their investments at events such as the four-day Comic-Con festival held annually in San Diego (Balio 26). Described as “tentpole” films, these adaptations—often of superhero genres—are considered conservative investments by the Hollywood studios because they “constitute media events; […] lend themselves to promotional tie-ins”; are “easy sells in world markets and […] have the ability to spin off sequels to create a franchise” (Balio 26). However, Spielberg chose to adapt a brand little known in the primary market (the US), thus lacking the huge fan-based to which pre-release promotional paratexts might normally be targeted. While this might seem a risky undertaking, it does reflect “changed industry realities” that seek to leverage important international markets (McBride 531). As a producer Spielberg pursued his own strategies to minimise economic risk while allowing him creative choices. This facilitated the pursuit of professional reputation alongside commercial success. The dual release of both War Horse and Tintin exemplify the director-producer’s career practice of bracketing an “entertainment” film with a “more serious work” (McBride 530). The Adventures of Tintin was promoted largely as technical tour de force and spectacle. Conversely War Horse—also adapted from a children’s text—was conceived as a heritage/nostalgia film, marked with the attention to period detail and lyric cinematography of what Matt Hills describes as “aestheticized fiction”. Nevertheless, promotional paratexts stress the discourse of auteurist transformation even in the case of the designedly more commercial Tintin film, as I discuss further below. These pre-release promotions emphasise Spielberg’s “painterly” directorial hand, as well as the professional partnership with Peter Jackson that enabled cutting edge innovation in animation. As McBride explains, the “dual release of the two films in the US was an unusual marketing move” seemingly designed to “showcase Spielberg’s artistic versatility” (McBride 530).Promotional Paratexts and Pre-Recruitment of FansAs Jonathan Gray and Jason Mittell have explained, marketing paratexts predate screen adaptations (Gray; Mittell). As part of the commercial logic of franchise development, selective release of information about a literary brand’s transformation are designed to bring fans of the “original,” or of genre communities such as fantasy or comics audiences, on board with the adaptation. Analysing Steven Moffat’s revelations about the process of adapting and creating a modern TV series from Conan Doyle’s canon (Sherlock), Matt Hills draws attention to the focus on the literary, rather than the many screen reinventions. Moffat’s focus on his childhood passion for the Holmes stories thus grounds the team’s adaptation in a period prior to any “knowledge of rival adaptations […] and any detailed awareness of canon” (326). Spielberg (unlike Jackson) denied any such childhood affective investment, claiming to have been unaware of the similarities between Raiders of the Lost Ark (1981) and the Tintin series until alerted by a French reviewer of Raiders (McBride 530). In discussing the paradoxical fidelity of his and Jackson’s reimagining of Tintin, Spielberg performed homage to the literary brand while emphasising the aesthetic limitations within the canon of prior adaptations:‘We want Tintin’s adventures to have the reality of a live-action film’, Spielberg explained during preproduction, ‘and yet Peter and I felt that shooting them in a traditional live-action format would simply not honor the distinctive look of the characters and world that Hergé created. Hergé’s characters have been reborn as living beings, expressing emotion and a soul that goes far beyond anything we’ve been able to create with computer-animated characters.’ (McBride 531)In these “reveals”, the discourse positions Spielberg and Jackson as both fans and auteurs, demonstrating affective investment in Hergé’s concepts and world-building while displaying the ingenuity of the partners as cinematic innovators.The Branded Reveal of Transformed ContentAccording to Hills, “quality TV drama” no less than “makeover TV,” is subject to branding practices such as the “reveal” of innovations attributed to creative professionals. Marketing paratexts discursively frame the “professional and creative distinction” of the teams that share and expand the narrative universe of the show’s screen or literary precursors (319–20). Distinction here refers to the cultural capital of the creative teams, as well as to the essential differences between what adaptation theorists refer to as the “hypotext” (source/original) and “hypertext” (adaptation) (Genette Paratexts; Hutcheon). The adaptation’s individualism is fore-grounded, as are the rights of creative teams to inherit, transform, and add richness to the textual universe of the precursor texts. Spielberg denied the “anxiety of influence” (Bloom) linking Tintin and Raiders, though he is reported to have enthusiastically acknowledged the similarities once alerted to them. Nevertheless, Spielberg first optioned Hergé’s series only two years later (1983). Paratexts “reveal” Hergé’s passing of the mantle from author to director, quoting his: “ ‘Yes, I think this guy can make this film. Of course it will not be my Tintin, but it can be a great Tintin’” (McBride 531).Promotional reveals in preproduction show both Spielberg and Jackson performing mutually admiring displays of distinction. Much of this is focused on the choice of motion capture animation, involving attachment of motion sensors to an actor’s body during performance, permitting mapping of realistic motion onto the animated figure. While Spielberg paid tribute to Jackson’s industry pre-eminence in this technical field, the discourse also underlines Spielberg’s own status as auteur. He claimed that Tintin allowed him to feel more like a painter than any prior film. Jackson also underlines the theme of direct imaginative control:The process of operating the small motion-capture virtual camera […] enabled Spielberg to return to the simplicity and fluidity of his 8mm amateur films […] [The small motion-capture camera] enabled Spielberg to put himself literally in the spaces occupied by the actors […] He could walk around with them […] and improvise movements for a film Jackson said they decided should have a handheld feel as much as possible […] All the production was from the imagination right to the computer. (McBride 532)Along with cinematic innovation, pre-release promotions thus rehearse the imaginative pre-eminence of Spielberg’s vision, alongside Jackson and his WETA company’s fantasy credentials, their reputation for meticulous detail, and their innovation in the use of performance capture in live-action features. This rehearsal of professional capital showcases the difference and superiority of The Adventures of Tintin to previous animated adaptations.Case Study 2: Andrew Motion: Silver, Return to Treasure Island (2012)At first glance, literary fiction would seem to be a far-cry from the commercial logics of tentpole cinema. The first work of pure fiction by a former Poet Laureate of Great Britain, updating a children’s classic, Silver: Return to Treasure Island signals itself as an exemplar of quality fiction. Yet the commercial logics of the publishing industry, no less than other media franchises, routinise practices such as author interviews at bookshop visits and festivals, generating paratexts that serve its promotional cycle. Motion’s choice of this classic for adaptation is a step further towards a popular readership than his poetry—or the memoirs, literary criticism, or creative non-fiction (“fabricated” or speculative biographies) (see Mars-Jones)—that constitute his earlier prose output. Treasure Island’s cultural status as boy’s adventure, its exotic setting, its dramatic characters long available in the public domain through earlier screen adaptations, make it a shrewd choice for appropriation in the niche market of literary fiction. Michael Cathcart’s introduction to his ABC Radio National interview with the author hones in on this:Treasure Island is one of those books that you feel as if you’ve read, event if you haven’t. Long John Silver, young Jim Hawkins, Blind Pew, Israel Hands […], these are people who stalk our collective unconscious, and they’re back. (Cathcart)Motion agrees with Cathcart that Treasure Island constitutes literary and common cultural heritage. In both interviews I analyse in the discussion here, Motion states that he “absorbed” the book, “almost by osmosis” as a child, yet returned to it with the mature, critical, evaluative appreciation of the young adult and budding poet (Darragh 27). Stevenson’s original is a “bloody good book”; the implication is that it would not otherwise have met the standards of a literary doyen, possessing a deep knowledge of, and affect for, the canon of English literature. Commercial Logic and Cultural UpdatingSilver is an unauthorised sequel—in Genette’s taxonomy, a “continuation”. However, in promotional interviews on the book and broadcast circuit, Motion claimed a kind of license from the practice of Stevenson, a fellow writer. Stevenson himself notes that a significant portion of the “bar silver” remained on the island, leaving room for a sequel to be generated. In Silver, Jim, the son of Stevenson’s Jim Hawkins, and Natty, daughter of Long John Silver and the “woman of colour”, take off to complete and confront the consequences of their parents’ adventures. In interviews, Motion identifies structural gaps in the precursor text that are discursively positioned to demand completion from, in effect, Stevenson’s literary heir: [Stevenson] was a person who was interested in sequels himself, indeed he wrote a sequel to Kidnapped [which is] proof he was interested in these things. (Cathcart)He does leave lots of doors and windows open at the end of Treasure Island […] perhaps most bewitchingly for me, as the Hispaniola sails away, they leave behind three maroons. So what happened to them? (Darragh)These promotional paratexts drop references to Great Expectations, Heart of Darkness, Lord of the Flies, Wild Sargasso Sea, the plays of Shakespeare and Tom Stoppard, the poetry of Auden and John Clare, and Stevenson’s own “self-conscious” sources: Defoe, Marryat. Discursively, they evidence “double coding” (Hills) as both homage for the canon and the literary “brand” of Stevenson’s popular original, while implicated in the commercial logic of the book industry’s marketing practices.Displays of DistinctionMotion’s interview with Sarah Darragh, for the National Association of Teachers of English, performs the role of man of letters; Motion “professes” and embodies the expertise to speak authoritatively on literature, its criticism, and its teaching. Literature in general, and Silver in particular, he claims, is not “just polemic”, that is “not how it works”, but it does has the ability to recruit readers to moral perspectives, to convey “ new ideas[s] of the self.” Silver’s distinction from Treasure Island lies in its ability to position “deep” readers to develop what is often labelled “theory of mind” (Wolf and Barzillai): “what good literature does, whether you know it or not, is to allow you to be someone else for a bit,” giving us “imaginative projection into another person’s experience” (Darragh 29). A discourse of difference and superiority is also associated with the transformed “brand.” Motion is emphatic that Silver is not a children’s book—“I wouldn’t know how to do that” (Darragh 28)—a “lesser” genre in canonical hierarchies. It is a writerly and morally purposeful fiction, “haunted” by greats of the canon and grounded in expertise in philosophical and literary heritage. In addition, he stresses the embedded seriousness of his reinvention: it is “about how to be a modern person and about greed and imperialism” (Darragh 27), as well as a deliberatively transformed artefact:The road to literary damnation is […] paved with bad sequels and prequels, and the reason that they fail […] is that they take the original on at its own game too precisely […] so I thought, casting my mind around those that work [such as] Tom Stoppard’s play Rosencrantz and Guildenstern are Dead […] or Jean Rhys’ wonderful novel Wide Sargasso Sea which is about the first Mrs Rochester in Jane Eyre […] that if I took a big step away from the original book I would solve this problem of competing with something I was likely to lose in competition with and to create something that was a sort of homage […] towards it, but that stood at a significant distance from it […]. (Cathcart) Motion thus rehearses homage and humility, while implicitly defending the transformative imagination of his “sequel” against the practice of lesser, failed, clonings.Motion’s narrative expansion of Stevenson’s fictional universe is an example of “overwriting continuity” established by his predecessor, and thus allowing him to make “meaningful claims to creative and professional distinction” while demonstrating his own “creative viewpoint” (Hills 320). The novel boldly recapitulates incidental details, settings, and dramatic embedded character-narrations from Treasure Island. Distinctively, though, its opening sequence is a paean to romantic sensibility in the tradition of Wordsworth’s The Prelude (1799–1850).The Branded Reveal of Transformed ContentSilver’s paratexts discursively construct its transformation and, by implication, improvement, from Stevenson’s original. Motion reveals the sequel’s change of zeitgeist, its ideological complexity and proximity to contemporary environmental and postcolonial values. These are represented through the superior perspective of romanticism and the scientific lens on the natural world:Treasure Island is a pre-Enlightenment story, it is pre-French Revolution, it’s the bad old world […] where people have a different ideas of democracy […] Also […] Jim is beginning to be aware of nature in a new way […] [The romantic poet, John Clare] was publishing in the 1820s but a child in the early 1800s, I rather had him in mind for Jim as somebody who was seeing the world in the same sort of way […] paying attention to the little things in nature, and feeling a sort of kinship with the natural world that we of course want to put an environmental spin on these days, but [at] the beginning of the 1800s was a new and important thing, a romantic preoccupation. (Cathcart)Motion’s allusion to Wild Sargasso Sea discursively appropriates Rhys’s feminist and postcolonial reimagination of Rochester’s creole wife, to validate his portrayal of Long John Silver’s wife, the “woman of colour.” As Christian Moraru has shown, this rewriting of race is part of a book industry trend in contemporary American adaptations of nineteenth-century texts. Interviews position readers of Silver to receive the novel in terms of increased moral complexity, sharing its awareness of the evils of slavery and violence silenced in prior adaptations.Two streams of influence [come] out of Treasure Island […] one is Pirates of the Caribbean and all that jolly jape type stuff, pirates who are essentially comic [or pantomime] characters […] And the other stream, which is the other face of Long John Silver in the original is a real menace […] What we are talking about is Somalia. Piracy is essentially a profoundly serious and repellent thing […]. (Cathcart)Motion’s transformation of Treasure Island, thus, improves on Stevenson by taking some of the menace that is “latent in the original”, yet downplayed by the genre reinvented as “jolly jape” or “gorefest.” In contrast, Silver is “a book about serious things” (Cathcart), about “greed and imperialism” and “how to be a modern person,” ideologically reconstructed as “philosophical history” by a consummate man of letters (Darragh).ConclusionWhen iconic literary brands are reimagined across media, genres and modes, creative professionals frequently need to balance various affective and commercial investments in the precursor text or property. Updatings of classic texts require interpretation and the negotiation of subtle changes in values that have occurred since the creation of the “original.” Producers in risk-averse industries such as screen and publishing media practice a certain pragmatism to ensure that fans’ nostalgia for a popular brand is not too violently scandalised, while taking care to reproduce currently popular technologies and generic conventions in the interest of maximising audience. As my analysis shows, promotional circuits associated with “quality” fiction and cinema mirror the commercial logics associated with less valorised genres. Promotional paratexts reveal transformations of content that position audiences to receive them as creative innovations, superior in many senses to their literary precursors due to the distinctive expertise of creative professionals. Paying lip-service the sophisticated reading practices of contemporary fans of both cinema and literary fiction, their discourse shows the conflicting impulses to homage, critique, originality, and recruitment of audiences.ReferencesBalio, Tino. Hollywood in the New Millennium. London: Palgrave Macmillan/British Film Institute, 2013.Bloom, Harold. The Anxiety of Influence: A Theory of Poetry. 2nd ed. Oxford: Oxford UP, 1997.Bourdieu, Pierre. Distinction: A Social Critique of the Judgement of Taste. Trans. Richard Nice. Cambridge, MA: Harvard UP, 1987. Burke, Liam. The Comic Book Film Adaptation: Exploring Modern Hollywood's Leading Genre. Jackson, MS: UP of Mississippi, 2015. Cathcart, Michael (Interviewer). Andrew Motion's Silver: Return to Treasure Island. 2013. Transcript of Radio Interview. Prod. Kate Evans. 26 Jan. 2013. 10 Apr. 2013 ‹http://www.abc.net.au/radionational/booksplus/silver/4293244#transcript›.Darragh, Sarah. "In Conversation with Andrew Motion." NATE Classroom 17 (2012): 27–30.Genette, Gérard. Palimpsests: Literature in the Second Degree. Lincoln, NE: U of Nebraska P, 1997. ———. Paratexts: Thresholds of Interpretation. Cambridge: Cambridge UP, 1997. Gray, Jonathan. Show Sold Separately: Promos, Spoilers, and Other Media Paratexts. New York: New York UP, 2010.Hills, Matt. "Rebranding Dr Who and Reimagining Sherlock: 'Quality' Television as 'Makeover TV Drama'." International Journal of Cultural Studies 18.3 (2015): 317–31.Johnson, Derek. Media Franchising: Creative License and Collaboration in the Culture Industries. Postmillennial Pop. New York: New York UP, 2013.Mars-Jones, Adam. "A Thin Slice of Cake." The Guardian, 16 Feb. 2003. 5 Oct. 2015 ‹http://www.theguardian.com/books/2003/feb/16/andrewmotion.fiction›.McBride, Joseph. Steven Spielberg: A Biography. 3rd ed. London: Faber & Faber, 2012.Mittell, Jason. Complex TV: The Poetics of Contemporary Television Storytelling. New York: New York UP, 2015.Moraru, Christian. Rewriting: Postmodern Narrative and Cultural Critique in the Age of Cloning. Herndon, VA: State U of New York P, 2001. Motion, Andrew. Silver: Return to Treasure Island. London: Jonathan Cape, 2012.Raiders of the Lost Ark. Dir. Steven Spielberg. Paramount/Columbia Pictures, 1981.Wolf, Maryanne, and Mirit Barzillai. "The Importance of Deep Reading." Educational Leadership. March (2009): 32–36.Wordsworth, William. The Prelude, or, Growth of a Poet's Mind: An Autobiographical Poem. London: Edward Moxon, 1850.

Greetings Everyone,The news for this new year’s issue consists mainly of a list of a major children’s literature awards that have been announced, as well as a few upcoming conferences.AWARDS2017 ALSC (Association for Library Service to Children) Book and Media Award WinnersJohn Newberry MedalThe Girl Who Drank the Moon Written by Kelly Barnhill and published by Algonquin Young Readers, an imprint of Algonquin Books of Chapel Hill, a division of Workman PublishingNewberry Honour BooksFreedom Over Me: Eleven Slaves, Their Lives and Dreams Brought to Life by Ashley Bryan written and illustrated by Ashley Bryan and published by Atheneum Books for Young Readers, an imprint of Simon & Schuster Children's Publishing DivisionThe Inquisitor’s Tale: Or, The Three Magical Children and Their Holy Dog written by Adam Gidwitz, illustrated by Hatem Aly and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCWolf Hollow written by Lauren Wolk and published by Dutton Children's Books, Penguin Young Readers Group, an imprint of Penguin Random House LLCRandolph Caldecott MedalRadiant Child: The Story of Young Artist Jean-Michel Basquiat illustrated by Javaka Steptoe, written by Javaka Steptoe and published by Little, Brown and Company, a division of Hachette Book Group, Inc.Caldecot Honour BooksDu Iz Tak? illustrated and written by Carson Ellis, and published by Candlewick PressFreedom in Congo Square illustrated by R. Gregory Christie, written by Carole Boston Weatherford and published by Little Bee Books, an imprint of Bonnier Publishing GroupLeave Me Alone! illustrated and written by Vera Brosgol and published by Roaring Brook Press, a division of Holtzbrinck Publishing Holdings Limited PartnershipThey All Saw a Cat illustrated and written by Brendan Wenzel and published by Chronicle Books LLCLaura Ingalls Wilder AwardNikki Grimes -- Her award-winning works include “Bronx Masquerade,” recipient of the Coretta Scott King Author Award in 2003, and “Words with Wings,” the recipient of a Coretta Scott King Author Honor in 2014. Grimes is also the recipient of the Virginia Hamilton Literary Award in 2016 and the NCTE (National Council of Teachers of English) Award for Excellence in Poetry for Children in 2006.2018 May Hill Arbuthnot Honor AwardNaomi Shihab Nye will deliver the 2018 May Hill Arbuthnot Honor Lecture.Mildred L. Batchelder AwardCry, Heart, But Never Break - Originally published in Danish in 2001 as “Græd blot hjerte,” the book was written by Glenn Ringtved, illustrated by Charolotte Pardi, translated by Robert Moulthrop and published by Enchanted Lion Books.Batchelder Honour BooksAs Time Went By published by NorthSouth Books, Inc., written and illustrated by José Sanabria and translated from the German by Audrey HallOver the Ocean published by Chronicle Books LLC, written and illustrated by Taro Gomi and translated from the Japanese by Taylor NormanPura Belpre (Author) AwardJuana & Lucas written by Juana Medina, is the Pura Belpré Author Award winner. The book is illustrated by Juana Medina and published by Candlewick PressPura Belpre (Illustrator) AwardLowriders to the Center of the Earth illustrated by Raúl Gonzalez, written by Cathy Camper and published by Chronicle Books LLCAndrew Carnegie MedalRyan Swenar Dreamscape Media, LLC, producer of “Drum Dream Girl: How One Girl’s Courage Changed Music”Theodor Seuss Geisel AwardWe Are Growing: A Mo Willems’ Elephant & Piggie Like Reading! Book written by Laurie Keller. The book is published by Hyperion Books for Children, an imprint of Disney Book GroupRobert F. Sibert Informational Book MedalMarch: Book Three written by John Lewis and Andrew Aydin and illustrated by Nate Powell, published by Top Shelf Productions, an imprint of IDW Publishing, a division of Idea and Design Works LLC Stonewall Book Awards - ALA Gay, Lesbian, Bisexual, and Transgender Round Table (GLBTRT)Mike Morgan & Larry Romans Children’s & Young Adult Literature AwardIf I Was Your Girl written by Meredith Russo and published by Flatiron BooksMagnus Chase and the Gods of Asgard: The Hammer of Thor written by Rick Riordan and published by Disney Hyperion, an imprint of Disney Book GroupHonor BooksPride: Celebrating Diversity & Community written by Robin Stevenson and published by Orca Book PublishersUnbecoming written by Jenny Downham and published by Scholastic Inc. by arrangement with David Fickling BooksWhen the Moon Was Ours written by Anna-Marie McLemore and published by Thomas Dunne Books, an imprint of St. Martin’s Press2017 Children’s Literature Association Phoenix AwardsPhoenix Award 2017Wish Me Luck by James Heneghan Farrar Straus Giroux, 1997Phoenix Honor Books 2017Seedfolks by Paul Fleischman HarperCollins, 1997Habibi by Naomi Shihab Nye Simon & Schuster, 19972017 Phoenix Picture Book AwardTell Me a Season by Mary McKenna Siddals & Petra Mathers Clarion Books, 1997One Grain of Rice: A Mathematical Tale by Demi Scholastic, 1997 CONFERENCESMarchSerendipity 2017: From Beginning to End (Life, Death, and Everything In Between) The Vancouver Children’s Literature Roundtable Mar. 4, 2017 | 8am to 3:30 pm | UBC Ike Barber LibraryJuneChildren’s Literature Association ConferenceHosted by the University of South Florida June 22-24, 2017 Tampa, FL Hilton Tampa Downtown Hotel Conference Theme: Imagined FuturesJulyInternational Research Society for Children’s Literature (IRSCL) Congress 2017 – Toronto July 29 - August 2, 2017 Keele Campus, York University The Congress theme is “Possible & Impossible Children: Intersections of Children’s Literature & Childhood Studies." That is all for this issue. Best wishes!Hanne Pearce, Communication Editor

New Year. In this edition of the news I am highlighting several online resources as well as conferences, tours, and exhibits of possible interest.First of all, I highly suggest you sign up at the Alberta School Library Council's new LitPicks site (aslclitpicks.ca). It is free, filled with promise, and includes only books recommended by the reviewers. The reviews are searchable by grade level and genre (e.g., animal, biographical fable, fantasy, humour, historical, horror, verse, realistic, mystery, myth) and include all formats. The reviews include curriculum connections and links to relevant resources. Library staff review titles based on engagement of story, readability, descriptive language, illustration excellence and integrity of data, and source for non-fiction titles. The target users are teachers, teacher-librarians, library techs, and others working in libraries. School library cataloguers can provide a link to the review from within the catalogue record.Another recommended resource is CanLit for Little Canadians, a blog that focuses on promoting children's and YA books by Canadian authors and illustrators. The blog postings can also be found on Facebook. (http://canlitforlittlecanadians.blogspot.ca/)First Nation Communities READ is another resource for your tool box. It is an annual reading program launched in 2003 by the First Nations public library community in Ontario and includes titles that are written and/or illustrated by (or otherwise involve the participation of) a First Nation, Métis, or Inuit creator and contain First Nation, Métis, or Inuit content produced with the support of First Nation, Métis, or Inuit advisers/consultants or First Nation, Métis, or Inuit endorsement. Julie Flett's Wild Berries - Pakwa Che Menisu, available in both English and Cree, was the First Nation Communities Read Selection for 2014-2015 and the inaugural recipient of the Periodical Marketers of Canada Aboriginal Literature Award. (http://www.sols.org/index.php/develop-your-library-staff/advice-consulting/first-nations/fn-communities-read)This resource should also be of great value for those schools and libraries participating in TD Canadian Children’s Book Week in 2015. Each May, authors, illustrators and storytellers visit communities throughout the country to share the delights of Canadian children’s books. Book Week reaches over 25,000 children and teens in schools and libraries across Canada every year. The theme for this year is Hear Our Stories: Celebrating First Nations, Métis and Inuit Literature, celebrating the remarkable variety of topics, genres and voices being published by and about members of our First Nations, Métis and Inuit (FNMI) communities in Canada. On a personal note, I will be touring as a storyteller in Quebec as part of this year’s Book Week tour.Freedom to Read Week: February 22-28, 2015. This annual event encourages Canadians to think about and reaffirm their commitment to intellectual freedom, which is guaranteed them under the Charter of Rights and Freedoms. This year’s Freedom to Read review marks the thirtieth anniversary of its publication and of Freedom to Read Week in Canada. It was first published in 1984 to explore the freedom to read in Canada and elsewhere and to inform and assist booksellers, publishers, librarians, students, educators, writers and the public. To commemorate Freedom to Read’s thirtieth anniversary, some of our writers have cast a look back over the past three decades. As usual, the review provides exercises and resources for teachers, librarians and students. This and previous issues of Freedom to Read, as well as appendices and other resources, are available at www.freedomtoread.ca.Half for you and Half for Me: Nursery Rhymes and Poems we Love. An exhibit on best-loved rhymes and poems and a celebration of the 40th anniversary of Alligator Pie held at the Osborne Collection in the Lillian H. Smith Library in Toronto until March 7, 2015.Serendipity 2015 (March 7, 2015). An exciting day exploring the fabulous world of young adult literature with Holly Black, Andrew Smith, Mariko Tamaki, Molly Idle, and Kelli Chipponeri. Costumes recommended! Swing Space Building, 2175 West Mall on the UBC campus. (http://vclr.ca/serendipity-2015/)For educators: Call for entries for the Martyn Godfrey Young Writers Award (YABS). An annual, juried contest open to all students in Alberta in grades 4 through 9. Students are invited to submit their short stories (500-1500 words) or comic book by March 31, 2015 to the YABS office, 11759 Groat Road, Edmonton, AB, T5M 3K6. Entries may also be emailed to info@yabs.ab.ca.Breaking News: The Canada Council for the Arts has revised the Governor General’s Literary Awards Children’s Literature categories (in consultation with the literary community) in the wake of controversy regarding graphic novels. The revised category titles and definitions:The new Children’s Literature – Illustrated Books category will recognize the best illustrated book for children or young adults, honouring the text and the illustrations as forming one creative work. It includes picture books and graphic novels, as well as works of fiction, literary non-fiction, and poetry where original illustrations occupy at least 30% of the book’s space.The Children’s Literature – Text category will recognize the best book for children or young adults with few (less than 30%) or no illustrations. http://www.bookcentre.ca/news/governor_general%E2%80%99s_literary_awards_revisions_children%E2%80%99s_literature_categoriesGail 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.

Autumn is not only a gloriously colourful time of the year, it is a time when a plethora of children’s book related events and awards take place. Just see what is happening in the next few months:IBBY: “Silent Books: Final Destination Lampedusa” travelling exhibit In response to the international refugee crisis that began last year, the Italian arm of the International Board on Books for Young People has launched a travelling picture-book exhibit to support the first children’s library on the island of Lampedusa, Italy where many African and Middle Eastern refugees are landing. After stops in Italy, Mexico, and Austria, the exhibit is currently touring Canada. It premiered in Edmonton at the Stanley A. Milner Library in August. Next are three Vancouver locations: UBC Irving Barber Learning Centre (Oct. 1 to 23), Vancouver Public Library central branch (Oct. 8 to 18), and the Italian Cultural Centre (Oct. 10 to 22). Then the North York Central Library in Toronto from Nov. 2 to Dec 11. Recognizing Lampedusa island’s cultural diversity, the exhibit comprises exclusively wordless picture books from 23 countries, including three from Canada:“Hocus Pocus” by Sylvie Desrosiers & Rémy Simard’s (Kids Can Press), “Ben’s Big Dig” by Daniel Wakeman and Dirk van Stralen’s(Orca Book Publishers)“Ben’s Bunny Trouble” also by Wakeman and van Stralen (Orca Book Publishers). Other books are drawn from an honour list selected by a jury of experts from the 2015 Bologna Children’s Book Fair including Ajubel’s “Robinson Crusoe” (Spain), Ara Jo’s “The Rocket Boy”(Korea), and Madalena Matoso’s “Todos Fazemos Tudo” (Switzerland), among others. The full catalogue can be viewed online.TD Canadian Children’s Book Week.Next year’s TD Canadian Children’s Book Week will take place from May 7-14, 2016. Thirty Canadian children’s authors, illustrators and storytellers will be touring across Canada visiting schools, libraries, bookstores and community centres. Visit the TD Book Week site (www.bookweek.ca) to find out who will be touring in your area and the types of readings and workshops they will be giving. If your school or library is interested in hosting a Book Week visitor, you can apply online starting in mid-October.Shakespeare Selfie CBC Books will once again be running the Shakespeare Selfie writing challenge in April 2016. Shakespeare took selfies all the time but instead of a camera, he used a quill. And instead of calling them "selfies," they were called "soliloquies."The challenge: Write a modern-day soliloquy or monologue by a Shakespearean character based on a prominent news, pop culture or current affairs event from the last year (April 2015-April 2016). It can be in iambic pentameter or modern syntax with a word count from 200 to 400 words. There are two age categories: Grades 7-9 and 10-12. Details at: http://www.cbc.ca/books/2015/10/the-2016-shakespeare-selfie-writing-challenge-for-students.html Awards:The winners of this year’s Canadian Jewish Literary Awards, celebrating Jewish literature and culture in Canada, have been announced. Amongst the nine awards is one for Youth Literature which was awarded to Suri Rosen for “Playing with Matches” (ECW Press). See all the award winners here: http://www.cjlawards.ca/.The Canadian Children's Book Centre administers several awards including the TD Canadian Children’s Literature Award, the Marilyn Baillie Picture Book Award, the Monica Hughes Award for Science Fiction and Fantasy and the Norma Fleck Award for Canadian Children’s Non-Fiction. This year’s winners will be announced on November 18, 2015. http://www.bookcentre.ca/awardThe Fitzhenry Family Foundation has revealed the winners of its Lane Anderson Awards for the best Canadian science books published in the previous year. Selections are made based on a title’s pertinence to science in today’s world and the author’s ability to relate scientific issues to everyday life. Prolific Halifax kids’ science writer L.E. Carmichael was awarded the YA prize for “Fuzzy Forensics: DNA Fingerprinting Gets Wild” (Ashby-BP Publishing), about using forensic science to fight crimes against animals. Uxbridge, Ontario–based environmental journalist Stephen Leahy received the adult prize for “Your Water Footprint” (Firefly Books), which examines human usage of the valuable natural resource. http://laneandersonaward.ca/The Edmonton Public Library has named Sigmund Brouwer (author and Rock & Roll Literacy Show host) as the winner (by public vote) of Alberta Reader’s Choice Award. Sigmund’s “Thief of Glory” (WaterBrook Press) is about a young boy trying to take care of his family in the aftermath of the 1942 Japanese Imperialist invasion of the Southeast Pacific. The prize awards $10,000 to an Alberta-based author of a work of excellent fiction or narrative non-fiction. http://www.epl.ca/alberta-readers-choiceHarperCollins Canada, the Cooke Agency, and the University of British Columbia have announced the shortlist of the annual HarperCollins Publishers/UBC Prize for Best New Fiction awarded to students and alumni of UBC’s creative writing program, and offers the winner literary representation by the Cooke Agency and a publishing contract with HarperCollins Canada.“Between the Wind and Us” by Iranian-Canadian writer Nazanine Hozar, the story of a young abandoned girl set during the political unrest of 1953–1979 Iran.“Learning to Breathe” by B.C.-based Janice Lynn Mather, a young adult novel about a Caribbean teenager’s struggle to establish herself in a new city and home life.“At The Top of the Wall, Alight” by Sudbury, Ontario, author Natalie Morrill, which follows a Viennese Jew separated from his family during the Second World War. An early version of this novel was previously nominated for the award.Novelist and University of Guelph writing professor, Thomas King, and L.A.-based author, graphic novelist, and musician, Cecil Castellucci, have been named winners of this year’s Sunburst Awards for excellence in Canadian literature of the fantastic. Castellucci won in the YA category for “Tin Star” (Roaring Brook/Raincoast), the first novel in a planned series about a teenager who struggles to survive parent-less in a space station where she is the only human, and which played scene to a brutal assault that haunts her memory. King won in the adult category for his novel “The Back of the Turtle” (HarperCollins Canada), for which he also received a Copper Cylinder Award from the Sunburst Society last week. The book follows a First Nations scientist who finds himself torn after he’s sent to clean up the ecological mess his company has left on the reserve his family grew up on.Be sure to save October 28th on your calendar for the GG book awards announcement. Of course, “GG” stands for Governor-General. The short lists can be viewed here:http://ggbooks.ca/books/. There are categories in both English and French for both children’s text and illustration books.Online ResourcesPodcast: Yegs and Bacon: Episode 22: the full audio from our recent Indigenous Representation in Popular Culture panel. In the audio, you’ll be hearing from (in order of first vocal appearance) Brandon, who introduces the panelists, James Leask, Richard Van Camp, Kelly Mellings, and Patti Laboucane-Benson. Recorded on Monday, September 28th, 2015. http://variantedmonton.com/category/yegs-and-bacon/European Picture Book Collection: The EPBC was designed to help pupils to find out more about their European neighbours through reading the visual narratives of carefully chosen picture books. Here you can find out about how the project began, the theoretical papers that have been presented on European children's literature, and how the materials were initially used in schools. http://www.ncrcl.ac.uk/epbc/EN/index.aspMore next time around,Yours in stories, Gail de VosGail de Vos is an adjunct professor who teaches courses on Canadian children's literature, young adult literature, and comic books & graphic novels at the School of Library and Information Studies (SLIS) at the University of Alberta. She is the author of nine books on storytelling and folklore. Gail is also a professional storyteller who has taught the storytelling course at SLIS for over two decades.

Diaspora This article looks at diaspora through the transformations of an established public service broadcaster, the BBC World Service, by considering some of the findings of the AHRC-funded Tuning In: Contact Zones at the BBC World Service, which is part of the Diasporas, Migration and Identities program. Tuning In has six themes, each of which focuses upon the role of the BBC WS: The Politics of Translation, Diasporic Nationhood, Religious Transnationalism, Sport across Diasporas, Migrating Music and Drama for Development. The World Service, which was until 2011 funded by the Foreign Office, was set up to cater for the British diaspora and had the specific remit of transmitting ideas about Britishness to its audiences overseas. Tuning In demonstrates interrelationships between the global and the local in the diasporic contact zone of the BBC World Service, which has provided a mediated home for the worldwide British diaspora since its inception in 1932. The local and the global have merged, elided, and separated at different times and in different spaces in the changing story of the BBC (Briggs). The BBC WS is both local and global with activities that present Britishness both at home and abroad. The service has, however, come a long way since its early days as the Empire Service. Audiences for the World Service’s 31 foreign language services, radio, television, and Internet facilities include substantive non-British/English-speaking constituencies, rendering it a contact zone for the exploration of ideas and political opportunities on a truly transnational scale. This heterogeneous body of exilic, refugee intellectuals, writers, and artists now operates alongside an ongoing expression of Britishness in all its diverse reconfiguration. This includes the residual voice of empire and its patriarchal paternalism, the embrace of more recent expressions of neoliberalism as well as traditional values of impartiality and objectivism and, in the case of the arts, elements of bohemianism and creative innovation. The World Service might have begun as a communication system for the British ex-pat diaspora, but its role has changed along with the changing relationship between Britain and its colonial past. In the terrain of sport, for example, cricket, the “game of empire,” has shifted from Britain to the Indian subcontinent (Guha) with the rise of “Twenty 20” and the Indian Premier League (IPL); summed up in Ashis Nandy’s claim that “cricket is an Indian game accidentally discovered by the English” (Nandy viii). English county cricket dominated the airways of the World Service well into the latter half of the twentieth century, but the audiences of the service have demanded a response to social and cultural change and the service has responded. Sport can thus be seen to have offered a democratic space in which new diasporic relations can be forged as well as one in which colonial and patriarchal values are maintained. The BBC WS today is part of a network through which non-British diasporic peoples can reconnect with their home countries via the service, as well as an online forum for debate across the globe. In many regions of the world, it continues to be the single most trusted source of information at times of crisis and disaster because of its traditions of impartiality and objectivity, even though (as noted in the article on Al-Jazeera in this special issue) this view is hotly contested. The principles of objectivity and impartiality are central to the BBC WS, which may seem paradoxical since it is funded by the Commonwealth and Foreign office, and its origins lie in empire and colonial discourse. Archive material researched by our project demonstrates the specifically ideological role of what was first called the Empire Service. The language of empire was deployed in this early programming, and there is an explicit expression of an ideological purpose (Hill). For example, at the Imperial Conference in 1930, the service was supported in terms of its political powers of “strengthening ties” between parts of the empire. This view comes from a speech by John Reith, the BBC’s first Director General, which was broadcast when the service opened. In this speech, broadcasting is identified as having come to involve a “connecting and co-ordinating link between the scattered parts of the British Empire” (Reith). Local British values are transmitted across the globe. Through the service, empire and nation are reinstated through the routine broadcasting of cyclical events, the importance of which Scannell and Cardiff describe as follows: Nothing so well illustrates the noiseless manner in which the BBC became perhaps the central agent of national culture as its cyclical role; the cyclical production year in year out, of an orderly, regular progression of festivities, rituals and celebrations—major and minor, civic and sacred—that mark the unfolding of the broadcast year. (278; italics in the original) State occasions and big moments, including those directly concerned with governance and affairs of state, and those which focused upon sport and religion, were a big part in these “noiseless” cycles, and became key elements in the making of Britishness across the globe. The BBC is “noiseless” because the timetable is assumed and taken for granted as not only what is but what should be. However, the BBC WS has been and has had to be responsive to major shifts in global and local—and, indeed, glocal—power geometries that have led to spatial transformations, notably in the reconfiguration of the service in the era of postcolonialism. Some of these massive changes have involved the large-scale movement of people and a concomitant rethinking of diaspora as a concept. Empire, like nation, operates as an “imagined community,” too big to be grasped by individuals (Anderson), as well as a material actuality. The dynamics of identification are rarely linear and there are inconsistencies and disruptions: even when the voice is officially that of empire, the practice of the World Service is much more diverse, nuanced, and dialogical. The BBC WS challenges boundaries through the connectivities of communication and through different ways of belonging and, similarly, through a problematisation of concepts like attachment and detachment; this is most notable in the way in which programming has adapted to new diasporic audiences and in the reworkings of spatiality in the shift from empire to diversity via multiculturalism. There are tensions between diaspora and multiculturalism that are apparent in a discussion of broadcasting and communication networks. Diaspora has been distinguished by mobility and hybridity (Clifford, Hall, Bhaba, Gilroy) and it has been argued that the adjectival use of diasporic offers more opportunity for fluidity and transformation (Clifford). The concept of diaspora, as it has been used to explain the fluidity and mobility of diasporic identifications, can challenge more stabilised, “classic” understandings of diaspora (Chivallon). A hybrid version of diaspora might sit uneasily with a strong sense of belonging and with the idea that the broadcast media offer a multicultural space in which each voice can be heard and a wide range of cultures are present. Tuning In engaged with ways of rethinking the BBC’s relationship to diaspora in the twenty-first century in a number of ways: for example, in the intersection of discursive regimes of representation; in the status of public service broadcasting; vis-à-vis the consequences of diverse diasporic audiences; through the role of cultural intermediaries such as journalists and writers; and via global economic and political materialities (Gillespie, Webb and Baumann). Tuning In thus provided a multi-themed and methodologically diverse exploration of how the BBC WS is itself a series of spaces which are constitutive of the transformation of diasporic identifications. Exploring the part played by the BBC WS in changing and continuing social flows and networks involves, first, reconfiguring what is understood by transnationalism, diaspora, and postcolonial relationalities: in particular, attending to how these transform as well as sometimes reinstate colonial and patriarchal discourses and practices, thus bringing together different dimensions of the local and the global. Tuning In ranges across different fields, embracing cultural, social, and political areas of experience as represented in broadcasting coverage. These fields illustrate the educative role of the BBC and the World Service that is also linked to its particular version of impartiality; just as The Archers was set up to provide information and guidance through a narrative of everyday life to rural communities and farmers after the Second World War, so the Afghan version plays an “edutainment” role (Skuse) where entertainment also serves an educational, public service information role. Indeed, the use of soap opera genre such as The Archers as a vehicle for humanitarian and health information has been very successful over the past decade, with the “edutainment” genre becoming a feature of the World Service’s broadcasting in places such as Rwanda, Somalia, Nigeria, India, Nepal, Burma, Afghanistan, and Cambodia. In a genre that has been promoted by the World Service Trust, the charitable arm of the BBC WS uses drama formats to build transnational production relationships with media professionals and to strengthen creative capacities to undertake behaviour change through communication work. Such programming, which is in the tradition of the BBC WS, draws upon the service’s expertise and exhibits both an ideological commitment to progressive social intervention and a paternalist approach drawing upon colonialist legacies. Nowadays, however, the BBC WS can be considered a diasporic contact zone, providing sites of transnational intra-diasporic contact as well as cross-cultural encounters, spaces for cross-diasporic creativity and representation, and a forum for cross-cultural dialogue and potentially cosmopolitan translations (Pratt, Clifford). These activities are, however, still marked by historically forged asymmetric power relations, notably of colonialism, imperialism, and globalisation, as well as still being dominated by hegemonic masculinity in many parts of the service, which thus represent sites of contestation, conflict, and transgression. Conversely, diasporic identities are themselves co-shaped by media representations (Sreberny). The diasporic contact zone is a relational space in which diasporic identities are made and remade and contested. Tuning In employed a diverse range of methods to analyse the part played by the BBC WS in changing and continuing social and cultural flows, networks, and reconfigurations of transnationalisms and diaspora, as well as reinstating colonial, patriarchal practices. The research deconstructed some assumptions and conditions of class-based elitism, colonialism, and patriarchy through a range of strategies. Texts are, of course, central to this work, with the BBC Archives at Caversham (near Reading) representing the starting point for many researchers. The archive is a rich source of material for researchers which carries a vast range of data including fragile memos written on scraps of paper: a very local source of global communications. Other textual material occupies the less locatable cyberspace, for example in the case of Have Your Say exchanges on the Web. People also featured in the project, through the media, in cyberspace, and physical encounters, all of which demonstrate the diverse modes of connection that have been established. Researchers worked with the BBC WS in a variety of ways, not only through interviews and ethnographic approaches, such as participant observation and witness seminars, but also through exchanges between the service, its practitioners, and the researchers (for example, through broadcasts where the project provided the content and the ideas and researchers have been part of programs that have gone out on the BBC WS (Goldblatt, Webb), bringing together people who work for the BBC and Tuning In researchers). On this point, it should be remembered that Bush House is, itself, a diasporic space which, from its geographical location in the Strand in London, has brought together diasporic people from around the globe to establish international communication networks, and has thus become the focus and locus of some of our research. What we have understood by the term “diasporic space” in this context includes both the materialities of architecture and cyberspace which is the site of digital diasporas (Anderssen) and, indeed, the virtual exchanges featured on “Have Your Say,” the online feedback site (Tuning In). Living the Glocal The BBC WS offers a mode of communication and a series of networks that are spatially located both in the UK, through the material presence of Bush House, and abroad, through the diasporic communities constituting contemporary audiences. The service may have been set up to provide news and entertainment for the British diaspora abroad, but the transformation of the UK into a multi-ethnic society “at home,” alongside its commitment to, and the servicing of, no less than 32 countries abroad, demonstrates a new mission and a new balance of power. Different diasporic communities, such as multi-ethnic Londoners, and local and British Muslims in the north of England, demonstrate the dynamics and ambivalences of what is meant by “diaspora” today. For example, the BBC and the WS play an ambiguous role in the lives of UK Muslim communities with Pakistani connections, where consumers of the international news can feel that the BBC is complicit in the conflation of Muslims with terrorists. Engaging Diaspora Audiences demonstrated the diversity of audience reception in a climate of marginalisation, often bordering on moral panic, and showed how diasporic audiences often use Al-Jazeera or Pakistani and Urdu channels, which are seen to take up more sympathetic political positions. It seems, however, that more egalitarian conversations are becoming possible through the channels of the WS. The participation of local people in the BBC WS global project is seen, for example, as in the popular “Witness Seminars” that have both a current focus and one that is projected into the future, as in the case of the “2012 Generation” (that is, the young people who come of age in 2012, the year of the London Olympics). The Witness Seminars demonstrate the recuperation of past political and social events such as “Bangladesh in 1971” (Tuning In), “The Cold War seminar” (Tuning In) and “Diasporic Nationhood” (the cultural movements reiterated and recovered in the “Literary Lives” project (Gillespie, Baumann and Zinik). Indeed, the WS’s current focus on the “2012 Generation,” including an event in which 27 young people (each of whom speaks one of the WS languages) were invited to an open day at Bush House in 2009, vividly illustrates how things have changed. Whereas in 1948 (the last occasion when the Olympic Games were held in London), the world came to London, it is arguable that, in 2012, in contemporary multi-ethnic Britain, the world is already here (Webb). This enterprise has the advantage of giving voice to the present rather than filtering the present through the legacies of colonialism that remain a problem for the Witness Seminars more generally. The democratising possibilities of sport, as well as the restrictions of its globalising elements, are well represented by Tuning In (Woodward). Sport has, of course become more globalised, especially through the development of Internet and satellite technologies (Giulianotti) but it retains powerful local affiliations and identifications. At all levels and in diverse places, there are strong attachments to local and national teams that are constitutive of communities, including diasporic and multi-ethnic communities. Sport is both typical and distinctive of the BBC World Service; something that is part of a wider picture but also an area of experience with a life of its own. Our “Sport across Diasporas” project has thus explored some of the routes the World Service has travelled in its engagement with sport in order to provide some understanding of the legacy of empire and patriarchy, as well as engaging with the multiplicities of change in the reconstruction of Britishness. Here, it is important to recognise that what began as “BBC Sport” evolved into “World Service Sport.” Coverage of the world’s biggest sporting events was established through the 1930s to the 1960s in the development of the BBC WS. However, it is not only the global dimensions of sporting events that have been assumed; so too are national identifications. There is no question that the superiority of British/English sport is naturalised through its dominance of the BBC WS airways, but the possibilities of reinterpretation and re-accommodation have also been made possible. There has, indeed, been a changing place of sport in the BBC WS, which can only be understood with reference to wider changes in the relationship between broadcasting and sport, and demonstrates the powerful synchronies between social, political, technological, economic, and cultural factors, notably those that make up the media–sport–commerce nexus that drives so much of the trajectory of contemporary sport. Diasporic audiences shape the schedule as much as what is broadcast. There is no single voice of the BBC in sport. The BBC archive demonstrates a variety of narratives through the development and transformation of the World Service’s sports broadcasting. There are, however, silences: notably those involving women. Sport is still a patriarchal field. However, the imperial genealogies of sport are inextricably entwined with the social, political, and cultural changes taking place in the wider world. There is no detectable linear narrative but rather a series of tensions and contradictions that are reflected and reconfigured in the texts in which deliberations are made. In sport broadcasting, the relationship of the BBC WS with its listeners is, in many instances, genuinely dialogic: for example, through “Have Your Say” websites and internet forums, and some of the actors in these dialogic exchanges are the broadcasters themselves. The history of the BBC and the World Service is one which manifests a degree of autonomy and some spontaneity on the part of journalists and broadcasters. For example, in the case of the BBC WS African sports program, Fast Track (2009), many of the broadcasters interviewed report being able to cover material not technically within their brief; news journalists are able to engage with sporting events and sports journalists have covered social and political news (Woodward). Sometimes this is a matter of taking the initiative or simply of being in the right place at the right time, although this affords an agency to journalists which is increasingly unlikely in the twenty-first century. The Politics of Translation: Words and Music The World Service has played a key role as a cultural broker in the political arena through what could be construed as “educational broadcasting” via the wider terrain of the arts: for example, literature, drama, poetry, and music. Over the years, Bush House has been a home-from-home for poets: internationalists, translators from classical and modern languages, and bohemians; a constituency that, for all its cosmopolitanism, was predominantly white and male in the early days. For example, in the 1930s and 1940s, Louis MacNeice was commissioning editor and surrounded by a friendship network of salaried poets, such as W. H. Auden, Dylan Thomas, C. Day Lewis, and Stephen Spender, who wrote and performed their work for the WS. The foreign language departments of the BBC WS, meanwhile, hired émigrés and exiles from their countries’ educated elites to do similar work. The biannual, book-format journal Modern Poetry in Translation (MPT), which was founded in 1965 by Daniel Weissbort and Ted Hughes, included a dedication in Weissbort’s final issue (MPT 22, 2003) to “Poets at Bush House.” This volume amounts to a celebration of the BBC WS and its creative culture, which extended beyond the confines of broadcasting spaces. The reminiscences in “Poets at Bush House” suggest an institutional culture of informal connections and a fluidity of local exchanges that is resonant of the fluidity of the flows and networks of diaspora (Cheesman). Music, too, has distinctive characteristics that mark out this terrain on the broadcast schedule and in the culture of the BBC WS. Music is differentiated from language-centred genres, making it a particularly powerful medium of cross-cultural exchange. Music is portable and yet is marked by a cultural rootedness that may impede translation and interpretation. Music also carries ambiguities as a marker of status across borders, and it combines aesthetic intensity and diffuseness. The Migrating Music project demonstrated BBC WS mediation of music and identity flows (Toynbee). In the production and scheduling notes, issues of migration and diaspora are often addressed directly in the programming of music, while the movement of peoples is a leitmotif in all programs in which music is played and discussed. Music genres are mobile, diasporic, and can be constitutive of Paul Gilroy’s “Black Atlantic” (Gilroy), which foregrounds the itinerary of West African music to the Caribbean via the Middle Passage, cross-fertilising with European traditions in the Americas to produce blues and other hybrid forms, and the journey of these forms to Europe. The Migrating Music project focused upon the role of the BBC WS as narrator of the Black Atlantic story and of South Asian cross-over music, from bhangra to filmi, which can be situated among the South Asian diaspora in east and south Africa as well as the Caribbean where they now interact with reggae, calypso, Rapso, and Popso. The transversal flows of music and lyrics encompasses the lived experience of the different diasporas that are accommodated in the BBC WS schedules: for example, they keep alive the connection between the Irish “at home” and in the diaspora through programs featuring traditional music, further demonstrating the interconnections between local and global attachments as well as points of disconnection and contradiction. Textual analysis—including discourse analysis of presenters’ speech, program trailers and dialogue and the BBC’s own construction of “world music”—has revealed that the BBC WS itself performs a constitutive role in keeping alive these traditions. Music, too, has a range of emotional affects which are manifest in the semiotic analyses that have been conducted of recordings and performances. Further, the creative personnel who are involved in music programming, including musicians, play their own role in this ongoing process of musical migration. Once again, the networks of people involved as practitioners become central to the processes and systems through which diasporic audiences are re-produced and engaged. Conclusion The BBC WS can claim to be a global and local cultural intermediary not only because the service was set up to engage with the British diaspora in an international context but because the service, today, is demonstrably a voice that is continually negotiating multi-ethnic audiences both in the UK and across the world. At best, the World Service is a dynamic facilitator of conversations within and across diasporas: ideas are relocated, translated, and travel in different directions. The “local” of a British broadcasting service, established to promote British values across the globe, has been transformed, both through its engagements with an increasingly diverse set of diasporic audiences and through the transformations in how diasporas themselves self-define and operate. On the BBC WS, demographic, social, and cultural changes mean that the global is now to be found in the local of the UK and any simplistic separation of local and global is no longer tenable. The educative role once adopted by the BBC, and then the World Service, nevertheless still persists in other contexts (“from Ambridge to Afghanistan”), and clearly the WS still treads a dangerous path between the paternalism and patriarchy of its colonial past and its responsiveness to change. In spite of competition from television, satellite, and Internet technologies which challenge the BBC’s former hegemony, the BBC World Service continues to be a dynamic space for (re)creating and (re)instating diasporic audiences: audiences, texts, and broadcasters intersect with social, economic, political, and cultural forces. The monologic “voice of empire” has been countered and translated into the language of diversity and while, at times, the relationship between continuity and change may be seen to exist in awkward tension, it is clear that the Corporation is adapting to the needs of its twenty-first century audience. ReferencesAnderson, Benedict. Imagined Communities, Reflections of the Origin and Spread of Nationalism. London: Verso, 1983. Anderssen, Matilda. “Digital Diasporas.” 2010. 30 Nov. 2010 ‹http://www8.open.ac.uk/researchprojects/diasporas/cross-research/digital-diasporas›. Bhabha, Homi. The Location of Culture. London: Routledge, 1994. Briggs, Asa. A History of Broadcasting in the United Kingdom, Volume II: The Golden Age of Wireless. Oxford: Oxford UP, 1995. Cheesman, Tom. “Poetries On and Off Air.” 2010. 30 Nov. 2010 ‹http://www8.open.ac.uk/researchprojects/diasporas/cross-research/bush-house-cultures›. Chivallon, Christine. “Beyond Gilroy’s Black Atlantic: The Experience of the African Diaspora.” Diaspora 11.3 (2002): 359–82. Clifford, James. Routes: Travel and Translation in the Late Twentieth Century. Cambridge: Cambridge UP, 1997. Fast Track. BBC, 2009. 30 Nov. 2010 ‹http://www.bbc.co.uk/worldservice/sport/2009/03/000000_fast_track.shtml›. Gillespie, Marie, Alban Webb, and Gerd Baumann (eds.). “The BBC World Service 1932–2007: Broadcasting Britishness Abroad.” Special Issue. The Historical Journal of Film, Radio and Television 28.4 (Oct. 2008). Gillespie, Marie, Gerd Baumann, and Zinovy Zinik. “Poets at Bush House.” 2010. 30 Nov. 2010 ‹http://www8.open.ac.uk/researchprojects/diasporas/about›. Gilroy, Paul. Black Atlantic. MA: Harvard UP, 1993. Giulianotti, Richard. Sport: A Critical Sociology. Cambridge: Polity, 2005. Goldblatt, David. “The Cricket Revolution.” 2009. 30 Nov. 2010 ‹http://www.bbc.co.uk/programmes/p0036ww9›. Guha, Ramachandra. A Corner of a Foreign Field: The Indian History of an English Game. London: Picador, 2002. Hall, Stuart. “Cultural Identity and Diaspora.” Identity: Community, Culture, Difference. Ed. Jonathan Rutherford. London: Lawrence and Wishart, 1990, 223–37. Hill, Andrew. “The BBC Empire Service: The Voice, the Discourse of the Master and Ventriloquism.” South Asian Diaspora 2.1 (2010): 25–38. Hollis, Robert, Norma Rinsler, and Daniel Weissbort. “Poets at Bush House: The BBC World Service.” Modern Poetry in Translation 22 (2003). Nandy, Ashis. The Tao of Cricket: On Games of Destiny and the Destiny of Games. New Delhi: Oxford UP, 1989. Pratt, Mary Louise. Imperial Eyes: Travel Writing and Transculturation. London: Routledge, 1992. 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Introduction This article reports on the emerging findings from a study undertaken as part of an international research collaboration (Australia, Belgium, Italy, UK; DP180103922) exploring the benefits and risks of the Internet of Toys (IoToys). IoToys builds upon technological innovations such as smartphone apps that remotely control home-based objects, and wearable technologies that measure sleep patterns and exercise regimes (Holloway and Green). Mascheroni and Holloway summarise the features of IoToys as entities that users can program, with human-toy interactivity, and which have network connectivity. In this discussion we focus on children’s play with a small programmable robot named Cozmo (fig. 1). The robot also has an ‘explorer mode’ in which children can view the world through the eyes of Cozmo, and a camera which can film the robot’s view, accessed through the mobile app. Children are encouraged to personify Cozmo, including feeding the robot and keeping it tuned up. Cozmo also has numerous functions including tricks, a coding lab, and games that utilise three provided ‘Power Cubes’ that encourage child-robot interaction: Keep Away – the player slides the cube closer to Cozmo then pulls away quickly when Cozmo ‘pounces’ – the aim of the game is to ensure Cozmo misses the cube. Quick Tap – a colour matching game which involves hitting the cubes (before Cozmo) when the colours match. Memory Match – Cozmo shows a pattern of colours, and the player then taps the cubes in the right colour order – each round the pattern gets longer. Fig. 1: Cozmo Whilst the toy uses Wi-Fi rather than connecting directly to the Internet, Cozmo was chosen as a focus for the study because many of its characteristics are typical of IoToys, including connectivity, programmability, and the human-toy connection (Mascheroni and Holloway). Children’s play lives have been changed through the development of digital technologies including smartphones, tablets, laptops, and games consoles (Marsh et al.) and inevitably, children’s play experiences now cross a range of boundaries including the “virtual/physical world, online/offline and digital/nondigital” (Marsh 5). As IoToys become more prevalent in the toy market, there is an increasing need to understand how these connected toys transcend digital-material boundaries between toy and media technology. Whilst toys such as Cozmo share similar traits with traditional toys, they also increasingly share characteristics with computing devices (i.e., video games, mobile apps) and domestic media (i.e., Amazon Alexa; Berriman and Mascheroni). The combination of the traditional and digital adds a layer of complexity to children’s play experiences as the interaction between the child and the robot is ‘reconfigured as a bidirectional, multidimensional, multisensory experience’ (Mascheroni and Holloway 5). By asking ‘what types of play does an Internet-enabled toy engender?’, this article examines the capabilities and limitations of Cozmo for children’s play experiences. Currently, there is little reliable information about children’s IoToy use despite the media attention the subject attracts. Many assumptions are made regarding how technological devices offer restricted opportunities for play (see Healey et al.), and therefore it is vital to investigate the benefits and limitations of these new-generation technologies for parents and children. This article contributes to ongoing debates focussing on children’s playful engagement with digital technology and the importance of engaging parents in discussions on different types of play and children’s development. Methodology This international study involved thirteen families across four countries (Australia, Belgium, Italy, UK; Appendix 1). Ethical clearance was obtained prior to the commencement of the study. Consent was gained from both the children and the parents, and the children were specifically asked if they could be audio-recorded and photographed by the researchers. Pseudonyms have been used in this article. Families were visited twice by a researcher, with each visit lasting around an hour. Firstly, the children were interviewed about their favourite toys, and the parent was interviewed about their thoughts on their children’s (digital) play practices. This provided background information about the child’s play ecologies, such as the extent to which they were familiar with IoToys. Cozmo was also introduced to the children during the first visit and researchers ensured they were confident using the toy before leaving. Cozmo was left with the children to use for a period of between one and three months before the researcher returned for the second visit. Families were reinterviewed, with a focus on what they thought about Cozmo, and how the children had engaged with the toy in their play. Data were deductively analysed using a revised version of Hughes’s taxonomy of play that takes account of the digital aspect of children’s play contexts. Hughes’s original framework, identifying the types of play children engage in, was developed before the rise of digital media. The revised taxonomy was developed by Marsh et al. (see Appendix 2) in a study that examined how apps can promote children’s play and creativity. Data emerging from this study illuminated how Hughes’s taxonomy can be applied in digital contexts, demonstrating that “what changes in digital contexts is not so much the types of play possible, but the nature of that play” (Marsh et al. 250). The adapted framework was applied to the data as a way of analysing play with Cozmo across digital and non-digital spaces, and selections from the transcripts were chosen to illustrate the categories, discussed in the next section. Framing Children’s Digital and Non-Digital Play Practices The findings from the data highlight numerous digital play types (Marsh et al.) that occurred during the children’s interactions with the robot, primarily: Imaginative play in a digital context in which children pretend that things are otherwise. Exploratory play in a digital context in which children explore objects and spaces through the senses to find out information or explore possibilities. Mastery play in digital contexts in which children attempt to gain control of environments. Communication play using words, songs, rhymes, poetry in a digital context. Other types of play that were observed include: Virtual Locomotor play involving movement in a digital context e.g., child may play hide and seek with others in a virtual world. Object play in which children explore virtual objects through vision and touch. Social play in a digital context during which rules for social interaction are constructed and employed. Imaginative Play “Imaginative play” was prevalent in all the case study families, in particular anthropomorphic/zoomorphic play. Anthropomorphic/zoomorphic play can be categorised as imaginative play when children are aware that the object is not real; they display a willing suspension of disbelief. The morphology of social robots is often classified into anthropomorphic (i.e., human-like) and zoomorphic (i.e., animal-like) and different morphologies can elicit differences in how users perceive and interact with robots (Barco et al.). This was the case for the children in this research, who all referred to the fact that the toy was a robot but often described Cozmo as having human/animal attributes. Across the sample, the children talked about Cozmo as if it was a fellow human being or pet. Eleanor (aged 8) stated that “I feel like he’s one of my family”, while Emma (aged 8) said “we sometimes call him ‘brother’ because he is a little bit like family”. Martina (aged 8) observed that Cozmo sometimes has “hiccups'' that prevent him from responding to her queries, reasoning that “it happens by itself because it eats too much”. Louis (aged 9) did not refer to Cozmo as being human, although he did attribute emotions to the toy, mentioning that Cozmo runs in circles whenever he is happy. Sofia’s mother stated that “one thing that made me laugh is that for Sofia it is a puppy. So, she would pet it, give it kisses”. The mother of Aryana (aged 9) commented that “they tried to like treat it like a living thing, not like toy, like a pet . ... They treat it not like something dead or something frozen, something live”. Epley et al. suggest that anthropomorphisation occurs because knowledge that individuals have about humans is developed earlier than knowledge about non-human entities. Therefore, the knowledge children have of being human is drawn upon when encountering objects such as robots. It may be of little surprise that children react like this because, as Marsh (Uncanny Valley 58) argues, “younger children are likely to possess less knowledge about both human and non-human entities than older children and adults, and, therefore, are more likely to anthropomorphise”. Severson and Woodard (2) argue that even in cases where children know the object is not real, the children ascribe feelings, thoughts, and desires to objects in such a serious manner that anthropomorphism is a “pervasive phenomenon that goes beyond mere pretense”. Robot toys such as Cozmo are specifically designed to stimulate anthropomorphism/zoomorphism. Beck et al. have shown that head movements help children identify emotions in robots. Cozmo is programmed to recognise faces and learn names, which inevitably contributes to children feeling an emotional connection. For example, Eleanor (aged 8) remarked that “he was always looking at me and it looked like he was listening to me when I was talking”. The desire for a connection with the robot was so strong for Oscar (aged 7) that he deliberately programmed the robot to respond to him, saying “I can make him do happy stuff which makes me feel like he likes me”. Emma’s mother stated that whenever Emma (aged 8) did something that seemed to make Cozmo happy, she would do those things repeatedly. Emma also referred to Cozmo as having agency, for example, when Cozmo built towers or turned himself into a bulldozer. Even though she made those commands herself via the app, Emma attributed the idea and action to Cozmo. Overall, the children implemented imaginative play practices through the pretence of Cozmo’s ‘human-like’ attributes such as knowing their name, “looking at” and “listening to” them, and displaying different emotions such as love, anger, and happiness. Exploratory Play “Exploratory play” usually occurred when the children first received the toy and most of the children immediately wanted to get to know Cozmo’s features and possibilities. Arthur’s father stated that the first thing Arthur (aged 8) did was grab the remote and start clicking buttons to find out what would happen. Oscar’s mother was amazed that her child had played initially for five hours using Cozmo when he did not spend this long with other toys. She explained that he had been exploring what the toy could do: “he was getting it to choose blocks, pick up blocks, do tricks, make faces, and do dances … . He really enjoyed that”. Controlling Cozmo to travel between rooms was an example of “Virtual Locomotor play”, although the robot could also lead to locomotor play in the physical world as children chased after Cozmo or danced with it. Further examples of virtual locomotor play occurred when the robot followed and chased children if they moved from the play area. Oscar (aged 7) enjoyed using this mode to set the robot on a course which led to it ‘spying’ on his younger sister. His mother noted that: because their bedrooms are opposite sides of the hallway, he kept sending Cozmo to go and watch what she was doing and waiting and seeing how long it took her to realise he was there. Jacob (aged 10) also swiftly realised Cozmo’s surveillance potential as he referred to the robot as a “spying machine”. Louis (aged 9) stated that after he had explored all the options Cozmo offers, playing with it became dull. To him, all the fun was in the exploratory play. Other children across the sample also reported that they stopped playing with Cozmo after a while when they felt like there was nothing new to explore. Mastery Play “Exploratory play” was also connected to “Mastery play” through programmatic sequencing which enabled the robot to move and follow different directions as requested by the children. For example, Eleanor (aged 8) commented, “I liked to play games with him ... . I liked doing the acting thing”. This involved programming the toy to undertake a series of actions that were sequenced in a performance. For Ebrahim (aged 7), the explorer mode also led to mastery play, as he set up an obstacle course for Cozmo using his toy soldiers, explaining that “I took a couple of my soldiers in here and made them out in a specific order and then I tried to get past them in explorer mode”. Arthur (aged 8) would continuously try to find ways to make Cozmo go through obstacle courses faster. He especially liked the coding and programming aspect of the toy, and his father would challenge him to think his decisions through to get better results. Children also utilised other objects in their exploratory and mastery play. Louis (aged 9) would put up barricades so that Cozmo could not escape, and Matteo (aged 9) constructed “high towers” and operated “stability tests” by using Cozmo’s explorer mode and constructing pathways through furniture and other objects. The blurring of physical/virtual and material/digital play, which is prevalent in contemporary play landscapes (Marsh et al., Children, Technology and Play), is highlighted during these episodes in which the children incorporated their own interests linked to their personal environments into their play with Cozmo. Mastery play inevitably involved “Object play”, as children played around with icons on the app to investigate their properties. Cozmo offers a variety of games which stimulate various abilities and can be played via the app or remote. Available games allow both child-robot interaction by means of the ‘Power Cubes’ provided with the robot, and programming games with different difficulty levels. Physical contact between the child and Cozmo, and the robot’s responses, encouraged anthropomorphism, as Jacob (aged 10) switched from referencing Cozmo as ‘it’ to ‘him’ as the discussion progressed: Interviewer: (to Jacob) We got a robot interfacing this time. (To Cozmo) Hello, are you still looking at me? That’s great. (To Jacob) So, do you want to show us your fist bumps that you coded? Jacob: Oh, I didn’t code it. Well, I did code it. Go to tricks. Do you want to fist bump him? Interviewer: Yeah, can I fist bump him? Jacob: Just put your fist near him like close, close, like that. In addition to the fist bump game, Dylan (aged 9) unlocked the Fist Bump app icon on his tablet enabling him to receive rewards by alternating physical fist bumps with himself and virtual fist bumps between Cozmo and the iPad. These object and exploratory play types were positioned as stimulating the robot’s feelings and emotions through musical sounds (like a robot “purring”) that seem to be designed to foster a stronger connection between the child and Cozmo. All the children in the research played Cozmo’s games; the tapping game and the building games with blocks were popular. A clear connection between mastery and object play is shown in those situations where children explore objects to gain control of their environment. While children pointed out that winning the games against Cozmo was almost impossible, some tried to change the game in their favour. Arthur (aged 8), for example, would move the blocks during games to slow down Cozmo. Whenever Emma (aged 8) became impatient with the games, she would move the blocks closer to Cozmo to finish certain games faster. Mastery play was valued by parents because of its interactivity and educational potential. Arthur’s father praised Cozmo’s programming and coding possibilities and valued the technical insight and problem-solving skills it teaches children. Oscar’s mother also valued the educational potential of the toy, but did not appear to recognise that the exploratory play he engaged in involved learning: I liked the fact that it had all these sorts of educational aspects to it. It would have been nice if we’d have got to use them. I like the idea that it could code, and it would teach coding ... but it wasn’t to be. There was some disappointment with the lack of engagement with the coding capabilities of Cozmo. Parents lamented that their children did not engage with coding activities but accepted that this was due to the level of difficulty or technical issues (i.e., Cozmo shutting down frequently), as well as their children’s inability to navigate coding activities (i.e., due to their age). Communication Play “Communication play” was observed as the English-speaking children learnt how to write things into Cozmo that the robot would then say. Ebrahim (aged 7) explained “you can type whatever you want him to say, like, I typed this, ‘I play with Monica’”. Emma (aged 8) made up entire stories for Cozmo to tell, and Arthur (aged 8) made up plays for Cozmo to perform. Oscar (aged 7) felt that the app had helped him learn to read: when asked how it helped him to read, he said “by me typing it in and him saying the words back to me so then I can hear what it says”. This highlights how IoToys can facilitate a playful approach to literacy and supports the work of Heljakka and Ihamäki (96), who assert a need to “widen understandings of toy literacy into multiple directions”. As such, the potential to support aspects of children’s literacy and digital learning in a way that is engaging and playful illuminates the benefits that these types of toys can provide. In contrast, Italian and Belgian children faced more difficulties in communicating with Cozmo as they did not speak English. However, this did not limit the possibility to interact and communicate with Cozmo, for example, through parental mediation or by referring to recognisable symbols (sounds, icons, and images in the app). Other Types of Play The data indicated that four play types (imaginative, exploratory, mastery, and communication play) were the most prevalent among the participating families, although there was also evidence of “Locomotor play” (during exploratory play), and “Object play” (during mastery play). “Social play” was also reported, for instance, when children played with the robot with siblings or friends. All the children wanted to show Cozmo to friends and family. Arthur (aged 8) even arranged with his teacher that he could bring Cozmo to school and show his classmates what Cozmo could do during a class presentation. “Creative play” (play that enables children to explore, develop ideas, and make things in a digital context) was limited in the data. Whilst there was some evidence of this type of play – for example, Oscar (aged 7) and Matteo (aged 9) built ramps and obstacle courses for Cozmo –, in general, there was limited evidence of children playing in creative ways to produce new artefacts with the robot. This is despite the toy having a creative mode, in which children can use the app to code games and actions for Cozmo. For Eleanor, it seemed that the toy did not foster open-ended play. Her mother noted that Eleanor normally enjoyed creative play, but she appeared to lose interest in the toy after displaying initial enthusiasm: “I don’t think it was creative enough, I think it’s not open-ended enough and that’s why she didn’t play with it, would be my guess”. Oscar (aged 7) also lost interest in the toy after the first few weeks of use, which his mother put down to technical issues: I think if it worked flawlessly every time he’d gone to pick it up then he would have been quite happy ... but after a couple of negative experiences where it wouldn’t load up and it’s very frustrating, maybe it just put him off. Other families also talked about how the battery was quick to drain and slow to charge, which impacted on the nature of the play. Emma’s mother stated that the WiFi settings needed to be changed to play with Cozmo which Emma (aged 8) could not do by herself. Therefore, she was only able to play with Cozmo when her mother was around to help her. According to the parents of Arthur and Emma (both aged 8), Cozmo often showed technical errors and did not perform certain games, which caused some frustration with the children. The mother of Aryana (aged 9) also reported a loss of interest in Cozmo, but not particularly related to technical reasons: “she lost interest all the time, so she didn’t follow the steps to the end, she just play a little bit and she'd say, ‘Oh I'm bored, I want to do something’ … mostly YouTube”. Such hesitant engagement may be due to technical issues but might also be due to the limitations regarding creative play identified in this study. Conclusion This study indicates that the Cozmo robot led to a variety of types of play, and that the adaptation of Hughes’s framework by Marsh et al. offered a useful index for identifying changing practices in children's play. As highlighted, children’s play with Cozmo often transcended the virtual and physical, online and offline, and digital and material, as well as providing a vehicle for learning. This analysis thus challenges the proposition that electronic objects limit children’s imagination and play. Prevalent in the findings was the willingness of children to suspend disbelief and engage in anthropomorphic/zoomorphic play with Cozmo by applying human-like attributes to the toy. Children related to the emotional connection with the robot much more than the technical aspects (i.e., coding), and whilst the children understood the limitations of the robot’s agency, there are studies to suggest that caution should be applied by robot developers to ensure that, as technology advances, children are able to maintain the understanding that robots are different from human beings (van den Berghe et al.). This is of particular importance when existing literature highlights that younger children have a less nuanced understanding of the ‘alive’ status of a robot than older children (Nijssen et al.). Children often incorporated more traditional toys and resources into their play with Cozmo: for instance, the use of toy soldiers and building blocks to create obstacle courses demonstrates the digital-material affordances of children’s play. All the children enjoyed the pre-programmed games that utilised the ‘Power Cubes’, and there was an element of competitiveness for the children who demonstrated an eagerness to ‘beat’ the toy. Importantly, parents reported that the app supported children’s literacy development in a playful way, although this was more beneficial for the children whose first language was English. The potential for children’s literacy development through playful child-robot interaction presents opportunities for further study. One significant limitation of the toy that emerged from the findings was the capacity to encourage children’s creative play. Kahn Jr. et al.'s earlier research showed that children endowed less animation to robot toys than to stuffed animals, as if children believe that toy robots have some agency and do not need assistance. Therefore, it is possible that children are less inclined to play in creative ways because they expect Cozmo to control his own behaviour. The research has implications for work with parents. The parents in this study emphasised the value of mastery play for education, but at times overlooked the worth of other types of play for learning. Engaging parents in discussion of the significance that different types of play have for children’s development could be beneficial not just for their own understanding, but also for the types of play they may then encourage and support. The study also has implications for the future development of IoToys. The producers of Cozmo promote types of play through the activities they support in the app, but a broader range of activities could lead to a wider variety of types of play to include, for example, fantasy or dramatic play. There are also opportunities to promote more creative play by, for example, enabling children to construct new artefacts for the robot toy itself, or providing drawing/painting tools that Cozmo could be programmed to use via the app. Broadening play types by design could be encouraged across the toy industry as a whole but, in relation to the IoToys, the opportunities for these kinds of approaches are exciting, reflecting rapid advances in technology that open up possible new worlds of play. This is the challenge for the next few years of toy development, when the first possibilities of the IoToys have been explored. Acknowledgement This research was funded by ARC Discovery Project award DP180103922 – The Internet of Toys: Benefits and Risks of Connected Toys for Children. The article originated as an initiative of the International Partners: Dr Louise Kay and Professor Jackie Marsh (University of Sheffield, UK), Associate Professor Giovanna Mascheroni (Università Cattolica, Italy), and Professor Bieke Zaman (KU Leuven, Belgium). The Australian Chief Investigators on this grant were Dr Donell Holloway and Professor Lelia Green, Edith Cowan University. Much of this article was written by Research Officers who supported the grant’s Investigators, and all parties gratefully acknowledge the funding provided by the Australian Research Council for this project. References Barco, Alex, et al. “Robot Morphology and Children's Perception of Social Robots: An Exploratory Study.” International Conference on Human-Robot Interaction, 23-26 Mar. 2020, Cambridge. Beck, Aryel, et al. “Interpretation of Emotional Body Language Displayed by a Humanoid Robot: A Case Study with Children.” International Journal of Social Robotics 5.3 (2013). 27 Jan. 2023 <https://doi.org/10.1007/s12369-013-0193-z>. Berriman, Liam, and Giovanna Mascheroni. “Exploring the Affordances of Smart Toys and Connected Play in Practice.” New Media & Society 21.4 (2019). 27 Jan. 2023 <https://doi.org/10.1177/1461444818807119>. Brito, Rita, et al. “Young Children, Digital Media and Smart Toys: How Perceptions Shape Adoption and Domestication.” British Journal of Educational Technology 49.5 (2018). 27 Jan. 2023 <https://doi.org/10.1111/bjet.12655>. Epley, Nicholas, et al. "On Seeing Human: A Three-Factor Theory of Anthropomorphism". Psychological Review 114.4 (2007): 864-886. Healey, Aleeya, et al. “Selecting Appropriate Toys for Young Children in the Digital Era.” Pediatrics 143.1 (2019). 27 Jan. 2023 <https://doi.org/10.1542/peds.2018-3348>. Holloway, Donell, and Lelia Green. "The Internet of Toys." Communication Research and Practice 2.4 (2016): 506-519. Hughes, Bob. A Playworker’s Taxonomy of Play Types. 2nd ed. Playlink, 2002. Heljakka, Katriina, and Pirita Ihamäki. “Preschoolers Learning with the Internet of Toys: From Toy-Based Edutainment to Transmedia Literacy.” Seminar.Net 14.1 (2018): 85–102. Kahn Jr., Peter, et al. "Robotic Pets in the Lives of Preschool Children." Interaction Studies 7.3 (2007): 405-436. Marsh, Jackie. “The Internet of Toys: A Posthuman and Multimodal Analysis of Connected Play.” Teachers College Record (2017): 30. ———. "The Uncanny Valley Revisited: Play with the Internet of Toys." Internet of Toys : Practices, Affordances and the Political Economy of Children's Smart Play. Eds. Giovanni Mascheroni and Donell Holloway. Cham: Palgrave Macmillan, 2019. 47-66. Marsh, Jackie, et al. “Digital Play: A New Classification.” Early Years 36.3 (2016): 242. Marsh, Jackie, et al. Children, Technology and Play: Key Findings of a Large-Scale Research Report. The LEGO Foundation, 2020. Mascheroni, Giovanni, and Donell Holloway, eds. Internet of Toys : Practices, Affordances and the Political Economy of Children’s Smart Play. Palgrave Macmillan, 2019. Nijssen, Sari, et al. "You, Robot? The Role of Anthropomorphic Emotion Attributions in Children’s Sharing with a Robot." International Journal of Child-Computer Interaction 30 (2021). 15 Apr. 2023 <https://doi.org/10.1016/j.ijcci.2021.100319>. Severson, Rachel L., and Shailee R. Woodard. “Imagining Others? Minds: The Positive Relation between Children's Role Play and Anthropomorphism.” Frontiers in Psychology 9 (2018). 27 Jan. 2023 <https://doi.org/10.3389/fpsyg.2018.02140>. Van den Berghe, Rianne, et al. "A Toy or a friend? Children's Anthropomorphic Beliefs about Robots and How These Relate to Second-Language Word Learning." Journal of Computer Assisted Learning 37.2 (2021): 396– 410. 15 Apr. 2023 <https://doi.org/10.1111/jcal.12497>. Appendix 1: Participants Country Name (Pseudonym) Sex Age Siblings 1 UK Eleanor F 8 2 younger brothers 2 UK Ebrahim M 7 2 older sisters 3 UK Oscar M 7 1 younger sister 4 UK Aryana F 9 2 younger brothers 5 AU Jacob M 10 1 younger brother 6 AU Dylan M 9 2 older brothers 7 Italy Martina F 8 2 younger sisters 8 Italy Anna F 8 1 younger sister 9 Italy Luca M 8 1 older brother 10 Italy Matteo M 9 1 younger sister 11 Belgium Louis M 9 2 younger sisters 12 Belgium Emma F 8 1 younger sister 13 Belgium Arthur M 8 1 younger sister Appendix 2: Play Types Play Type Play Types (Hughes) Digital Play Types (adapted by Marsh et al., "Digital Play") Symbolic play Occurs when an object stands for another object, e.g. a stick becomes a horse Occurs when a virtual object stands for another object, e.g. an avatar’s shoe becomes a wand Rough and tumble play Children are in physical contact during play, but there is no violence Occurs when avatars that represent users in a digital environment touch each other playfully, e.g. bumping each other Socio-dramatic play Enactment of real-life scenarios that are based on personal experiences, e.g. playing house Enactment of real-life scenarios in a digital environment that are based on personal experiences Social play Play during which rules for social interaction are constructed and employed Play in a digital context during which rules for social interaction are constructed and employed Creative play Play that enables children to explore, develop ideas, and make things Play that enables children to explore, develop ideas, and make things in a digital context Communication play Play using words, songs, rhymes, poetry, etc. Play using words, songs, rhymes, poetry, etc., in a digital context, e.g. text messages, multimodal communication Dramatic play Play that dramatises events in which children have not directly participated, e.g. TV shows Play in a digital context that dramatises events in which children have not directly participated, e.g. TV shows. Locomotor play Play which involves movement, e.g. chase, hide and seek Virtual locomotor play involves movement in a digital context, e.g. child may play hide and seek with others in a virtual world Deep play Play in which children encounter risky experiences, or feel as though they have to fight for survival Play in digital contexts in which children encounter risky experiences, or feel as though they have to fight for survival Exploratory play Play in which children explore objects, spaces, etc. through the senses in order to find out information, or explore possibilities Play in a digital context in which children explore objects, spaces, etc., through the senses in order to find out information, or explore possibilities Fantasy play Play in which children can take on roles that would not occur in real life, e.g. be a superhero Play in a digital context in which children can take on roles that would not occur in real life, e.g. be a superhero Imaginative play Play in which children pretend that things are otherwise Play in a digital context in which children pretend that things are otherwise Mastery play Play in which children attempt to gain control of environments, e.g. building dens Play in digital contexts in which children attempt to gain control of environments, e.g. creating a virtual world Object play Play in which children explore objects through touch and vision Play in which children explore virtual objects through vision and touch through the screen or mouse Role play Play in which children might take on a role beyond the personal or domestic roles associated with socio-dramatic play Play in a digital context in which children might take on a role beyond the personal or domestic roles associated with socio-dramatic play Recapitulative play Play in which children might explore history, rituals, and myths, and play in ways that resonate with the activities of our human ancestors (lighting fires, building shelters, and so on) Play in a digital context in which children might explore history, rituals, and myths, and play in ways that resonate with the activities of our human ancestors (lighting fires, building shelters, and so on) Transgressive play Play in which children contest, resist, and/or transgress expected norms, rules, and perceived restrictions in both digital and non-digital contexts.

Introduction I am a transmigrant who has moved back and forth between the West and the Rest. I was born and raised in a Muslim family in a predominantly Muslim country, Bangladesh, but I spent several years of my childhood in Pakistan. After my marriage, I lived in the United States for a year and a half, the Middle East for 5 years, Australia for three years, back to the Middle East for another 5 years, then, finally, in Australia for the last 12 years. I speak Bengali (my mother tongue), Urdu (which I learnt in Pakistan), a bit of Arabic (learnt in the Middle East); but English has always been my medium of instruction. So where is home? Is it my place of origin, the Muslim umma, or my land of settlement? Or is it my ‘root’ or my ‘route’ (Blunt and Dowling)? Blunt and Dowling (199) observe that the lives of transmigrants are often interpreted in terms of their ‘roots’ and ‘routes’, which are two frameworks for thinking about home, homeland and diaspora. Whereas ‘roots’ might imply an original homeland from which people have scattered, and to which they might seek to return, ‘routes’ focuses on mobile, multiple and transcultural geographies of home. However, both ‘roots’ and ‘routes’ are attached to emotion and identity, and both invoke a sense of place, belonging or alienation that is intrinsically tied to a sense of self (Blunt and Dowling 196-219). In this paper, I equate home with my root (place of birth) and route (transnational homing) within the context of the ‘diaspora and belonging’. First I define the diaspora and possible criteria of belonging. Next I describe my transnational homing within the framework of diaspora and belonging. Finally, I consider how Australia can be a ‘home’ for me and other Muslim Australians. The Diaspora and Belonging Blunt and Dowling (199) define diaspora as “scattering of people over space and transnational connections between people and the places”. Cohen emphasised the ethno-cultural aspects of the diaspora setting; that is, how migrants identify and position themselves in other nations in terms of their (different) ethnic and cultural orientation. Hall argues that the diasporic subjects form a cultural identity through transformation and difference. Speaking of the Hindu diaspora in the UK and Caribbean, Vertovec (21-23) contends that the migrants’ contact with their original ‘home’ or diaspora depends on four factors: migration processes and factors of settlement, cultural composition, structural and political power, and community development. With regard to the first factor, migration processes and factors of settlement, Vertovec explains that if the migrants are political or economic refugees, or on a temporary visa, they are likely to live in a ‘myth of return’. In the cultural composition context, Vertovec argues that religion, language, region of origin, caste, and degree of cultural homogenisation are factors in which migrants are bound to their homeland. Concerning the social structure and political power issue, Vertovec suggests that the extent and nature of racial and ethnic pluralism or social stigma, class composition, degree of institutionalised racism, involvement in party politics (or active citizenship) determine migrants’ connection to their new or old home. Finally, community development, including membership in organisations (political, union, religious, cultural, leisure), leadership qualities, and ethnic convergence or conflict (trends towards intra-communal or inter-ethnic/inter-religious co-operation) would also affect the migrants’ sense of belonging. Using these scholarly ideas as triggers, I will examine my home and belonging over the last few decades. My Home In an initial stage of my transmigrant history, my home was my root (place of birth, Dhaka, Bangladesh). Subsequently, my routes (settlement in different countries) reshaped my homes. In all respects, the ethno-cultural factors have played a big part in my definition of ‘home’. But on some occasions my ethnic identification has been overridden by my religious identification and vice versa. By ethnic identity, I mean my language (mother tongue) and my connection to my people (Bangladeshi). By my religious identity, I mean my Muslim religion, and my spiritual connection to the umma, a Muslim nation transcending all boundaries. Umma refers to the Muslim identity and unity within a larger Muslim group across national boundaries. The only thing the members of the umma have in common is their Islamic belief (Spencer and Wollman 169-170). In my childhood my father, a banker, was relocated to Karachi, Pakistan (then West Pakistan). Although I lived in Pakistan for much of my childhood, I have never considered it to be my home, even though it is predominantly a Muslim country. In this case, my home was my root (Bangladesh) where my grandparents and extended family lived. Every year I used to visit my grandparents who resided in a small town in Bangladesh (then East Pakistan). Thus my connection with my home was sustained through my extended family, ethnic traditions, language (Bengali/Bangla), and the occasional visits to the landscape of Bangladesh. Smith (9-11) notes that people build their connection or identity to their homeland through their historic land, common historical memories, myths, symbols and traditions. Though Pakistan and Bangladesh had common histories, their traditions of language, dress and ethnic culture were very different. For example, the celebration of the Bengali New Year (Pohela Baishakh), folk dance, folk music and folk tales, drama, poetry, lyrics of poets Rabindranath Tagore (Rabindra Sangeet) and Nazrul Islam (Nazrul Geeti) are distinct in the cultural heritage of Bangladesh. Special musical instruments such as the banshi (a bamboo flute), dhol (drums), ektara (a single-stringed instrument) and dotara (a four-stringed instrument) are unique to Bangladeshi culture. The Bangladeshi cuisine (rice and freshwater fish) is also different from Pakistan where people mainly eat flat round bread (roti) and meat (gosh). However, my bonding factor to Bangladesh was my relatives, particularly my grandparents as they made me feel one of ‘us’. Their affection for me was irreplaceable. The train journey from Dhaka (capital city) to their town, Noakhali, was captivating. The hustle and bustle at the train station and the lush green paddy fields along the train journey reminded me that this was my ‘home’. Though I spoke the official language (Urdu) in Pakistan and had a few Pakistani friends in Karachi, they could never replace my feelings for my friends, extended relatives and cousins who lived in Bangladesh. I could not relate to the landscape or dry weather of Pakistan. More importantly, some Pakistani women (our neighbours) were critical of my mother’s traditional dress (saree), and described it as revealing because it showed a bit of her back. They took pride in their traditional dress (shalwar, kameez, dopatta), which they considered to be more covered and ‘Islamic’. So, because of our traditional dress (saree) and perhaps other differences, we were regarded as the ‘Other’. In 1970 my father was relocated back to Dhaka, Bangladesh, and I was glad to go home. It should be noted that both Pakistan and Bangladesh were separated from India in 1947 – first as one nation; then, in 1971, Bangladesh became independent from Pakistan. The conflict between Bangladesh (then East Pakistan) and Pakistan (then West Pakistan) originated for economic and political reasons. At this time I was a high school student and witnessed acts of genocide committed by the Pakistani regime against the Bangladeshis (March-December 1971). My memories of these acts are vivid and still very painful. After my marriage, I moved from Bangladesh to the United States. In this instance, my new route (Austin, Texas, USA), as it happened, did not become my home. Here the ethno-cultural and Islamic cultural factors took precedence. I spoke the English language, made some American friends, and studied history at the University of Texas. I appreciated the warm friendship extended to me in the US, but experienced a degree of culture shock. I did not appreciate the pub life, alcohol consumption, and what I perceived to be the lack of family bonds (children moving out at the age of 18, families only meeting occasionally on birthdays and Christmas). Furthermore, I could not relate to de facto relationships and acceptance of sex before marriage. However, to me ‘home’ meant a family orientation and living in close contact with family. Besides the cultural divide, my husband and I were living in the US on student visas and, as Vertovec (21-23) noted, temporary visa status can deter people from their sense of belonging to the host country. In retrospect I can see that we lived in the ‘myth of return’. However, our next move for a better life was not to our root (Bangladesh), but another route to the Muslim world of Dhahran in Saudi Arabia. My husband moved to Dhahran not because it was a Muslim world but because it gave him better economic opportunities. However, I thought this new destination would become my home – the home that was coined by Anderson as the imagined nation, or my Muslim umma. Anderson argues that the imagined communities are “to be distinguished, not by their falsity/genuineness, but by the style in which they are imagined” (6; Wood 61). Hall (122) asserts: identity is actually formed through unconscious processes over time, rather than being innate in consciousness at birth. There is always something ‘imaginary’ or fantasized about its unity. It always remains incomplete, is always ‘in process’, always ‘being formed’. As discussed above, when I had returned home to Bangladesh from Pakistan – both Muslim countries – my primary connection to my home country was my ethnic identity, language and traditions. My ethnic identity overshadowed the religious identity. But when I moved to Saudi Arabia, where my ethnic identity differed from that of the mainstream Arabs and Bedouin/nomadic Arabs, my connection to this new land was through my Islamic cultural and religious identity. Admittedly, this connection to the umma was more psychological than physical, but I was now in close proximity to Mecca, and to my home of Dhaka, Bangladesh. Mecca is an important city in Saudi Arabia for Muslims because it is the holy city of Islam, the home to the Ka’aba (the religious centre of Islam), and the birthplace of Prophet Muhammad [Peace Be Upon Him]. It is also the destination of the Hajj, one of the five pillars of Islamic faith. Therefore, Mecca is home to significant events in Islamic history, as well as being an important present day centre for the Islamic faith. We lived in Dhahran, Saudi Arabia for 5 years. Though it was a 2.5 hours flight away, I treasured Mecca’s proximity and regarded Dhahran as my second and spiritual home. Saudi Arabia had a restricted lifestyle for women, but I liked it because it was a Muslim country that gave me the opportunity to perform umrah Hajj (pilgrimage). However, Saudi Arabia did not allow citizenship to expatriates. Saudi Arabia’s government was keen to protect the status quo and did not want to compromise its cultural values or standard of living by allowing foreigners to become a permanent part of society. In exceptional circumstances only, the King granted citizenship to a foreigner for outstanding service to the state over a number of years. Children of foreigners born in Saudi Arabia did not have rights of local citizenship; they automatically assumed the nationality of their parents. If it was available, Saudi citizenship would assure expatriates a secure and permanent living in Saudi Arabia; as it was, there was a fear among the non-Saudis that they would have to leave the country once their job contract expired. Under the circumstances, though my spiritual connection to Mecca was strong, my husband was convinced that Saudi Arabia did not provide any job security. So, in 1987 when Australia offered migration to highly skilled people, my husband decided to migrate to Australia for a better and more secure economic life. I agreed to his decision, but quite reluctantly because we were again moving to a non-Muslim part of the world, which would be culturally different and far away from my original homeland (Bangladesh). In Australia, we lived first in Brisbane, then Adelaide, and after three years we took our Australian citizenship. At that stage I loved the Barossa Valley and Victor Harbour in South Australia, and the Gold Coast and Sunshine Coast in Queensland, but did not feel at home in Australia. We bought a house in Adelaide and I was a full time home-maker but was always apprehensive that my children (two boys) would lose their culture in this non-Muslim world. In 1990 we once again moved back to the Muslim world, this time to Muscat, Sultanate of Oman. My connection to this route was again spiritual. I valued the fact that we would live in a Muslim country and our children would be brought up in a Muslim environment. But my husband’s move was purely financial as he got a lucrative job offer in Muscat. We had another son in Oman. We enjoyed the luxurious lifestyle provided by my husband’s workplace and the service provided by the housemaid. I loved the beaches and freedom to drive my car, and I appreciated the friendly Omani people. I also enjoyed our frequent trips (4 hours flight) to my root, Dhaka, Bangladesh. So our children were raised within our ethnic and Islamic culture, remained close to my root (family in Dhaka), though they attended a British school in Muscat. But by the time I started considering Oman to be my second home, we had to leave once again for a place that could provide us with a more secure future. Oman was like Saudi Arabia; it employed expatriates only on a contract basis, and did not give them citizenship (not even fellow Muslims). So after 5 years it was time to move back to Australia. It was with great reluctance that I moved with my husband to Brisbane in 1995 because once again we were to face a different cultural context. As mentioned earlier, we lived in Brisbane in the late 1980s; I liked the weather, the landscape, but did not consider it home for cultural reasons. Our boys started attending expensive private schools and we bought a house in a prestigious Western suburb in Brisbane. Soon after arriving I started my tertiary education at the University of Queensland, and finished an MA in Historical Studies in Indian History in 1998. Still Australia was not my home. I kept thinking that we would return to my previous routes or the ‘imagined’ homeland somewhere in the Middle East, in close proximity to my root (Bangladesh), where we could remain economically secure in a Muslim country. But gradually I began to feel that Australia was becoming my ‘home’. I had gradually become involved in professional and community activities (with university colleagues, the Bangladeshi community and Muslim women’s organisations), and in retrospect I could see that this was an early stage of my ‘self-actualisation’ (Maslow). Through my involvement with diverse people, I felt emotionally connected with the concerns, hopes and dreams of my Muslim-Australian friends. Subsequently, I also felt connected with my mainstream Australian friends whose emotions and fears (9/11 incident, Bali bombing and 7/7 tragedy) were similar to mine. In late 1998 I started my PhD studies on the immigration history of Australia, with a particular focus on the historical settlement of Muslims in Australia. This entailed retrieving archival files and interviewing people, mostly Muslims and some mainstream Australians, and enquiring into relevant migration issues. I also became more active in community issues, and was not constrained by my circumstances. By circumstances, I mean that even though I belonged to a patriarchally structured Muslim family, where my husband was the main breadwinner, main decision-maker, my independence and research activities (entailing frequent interstate trips for data collection, and public speaking) were not frowned upon or forbidden (Khan 14-15); fortunately, my husband appreciated my passion for research and gave me his trust and support. This, along with the Muslim community’s support (interviews), and the wider community’s recognition (for example, the publication of my letters in Australian newspapers, interviews on radio and television) enabled me to develop my self-esteem and built up my bicultural identity as a Muslim in a predominantly Christian country and as a Bangladeshi-Australian. In 2005, for the sake of a better job opportunity, my husband moved to the UK, but this time I asserted that I would not move again. I felt that here in Australia (now in Perth) I had a job, an identity and a home. This time my husband was able to secure a good job back in Australia and was only away for a year. I no longer dream of finding a home in the Middle East. Through my bicultural identity here in Australia I feel connected to the wider community and to the Muslim umma. However, my attachment to the umma has become ambivalent. I feel proud of my Australian-Muslim identity but I am concerned about the jihadi ideology of militant Muslims. By jihadi ideology, I mean the extremist ideology of the al-Qaeda terrorist group (Farrar 2007). The Muslim umma now incorporates both moderate and radical Muslims. The radical Muslims (though only a tiny minority of 1.4 billion Muslims worldwide) pose a threat to their moderate counterparts as well as to non-Muslims. In the UK, some second- and third-generation Muslims identify themselves with the umma rather than their parents’ homelands or their country of birth (Husain). It should not be a matter of concern if these young Muslims adopt a ‘pure’ Muslim identity, providing at the same time they are loyal to their country of residence. But when they resort to terrorism with their ‘pure’ Muslim identity (e.g., the 7/7 London bombers) they defame my religion Islam, and undermine my spiritual connection to the umma. As a 1st generation immigrant, the defining criteria of my ‘homeliness’ in Australia are my ethno-cultural and religious identity (which includes my family), my active citizenship, and my community development/contribution through my research work – all of which allow me a sense of efficacy in my life. My ethnic and religious identities generally co-exist equally, but when I see some Muslims kill my fellow Australians (such as the Bali bombings in 2002 and 2005) my Australian identity takes precedence. I feel for the victims and condemn the perpetrators. On the other hand, when I see politics play a role over the human rights issues (e.g., the Tampa incident), my religious identity begs me to comment on it (see Kabir, Muslims in Australia 295-305). Problematising ‘Home’ for Muslim Australians In the European context, Grillo (863) and Werbner (904), and in the Australian context, Kabir (Muslims in Australia) and Poynting and Mason, have identified the diversity within Islam (national, ethnic, religious etc). Werbner (904) notes that in spite of the “wishful talk of the emergence of a ‘British Islam’, even today there are Pakistani, Bangladeshi and Arab mosques, as well as Turkish and Shia’a mosques”; thus British Muslims retain their separate identities. Similarly, in Australia, the existence of separate mosques for the Bangladeshi, Pakistani, Arab and Shia’a peoples indicates that Australian Muslims have also kept their ethnic identities discrete (Saeed 64-77). However, in times of crisis, such as the Salman Rushdie affair in 1989, and the 1990-1991 Gulf crises, both British and Australian Muslims were quick to unite and express their Islamic identity by way of resistance (Kabir, Muslims in Australia 160-162; Poynting and Mason 68-70). In both British and Australian contexts, I argue that a peaceful rally or resistance is indicative of active citizenship of Muslims as it reveals their sense of belonging (also Werbner 905). So when a transmigrant Muslim wants to make a peaceful demonstration, the Western world should be encouraged, not threatened – as long as the transmigrant’s allegiances lie also with the host country. In the European context, Grillo (868) writes: when I asked Mehmet if he was planning to stay in Germany he answered without hesitation: ‘Yes, of course’. And then, after a little break, he added ‘as long as we can live here as Muslims’. In this context, I support Mehmet’s desire to live as a Muslim in a non-Muslim world as long as this is peaceful. Paradoxically, living a Muslim life through ijtihad can be either socially progressive or destructive. The Canadian Muslim feminist Irshad Manji relies on ijtihad, but so does Osama bin Laden! Manji emphasises that ijtihad can be, on the one hand, the adaptation of Islam using independent reasoning, hybridity and the contesting of ‘traditional’ family values (c.f. Doogue and Kirkwood 275-276, 314); and, on the other, ijtihad can take the form of conservative, patriarchal and militant Islamic values. The al-Qaeda terrorist Osama bin Laden espouses the jihadi ideology of Sayyid Qutb (1906-1966), an Egyptian who early in his career might have been described as a Muslim modernist who believed that Islam and Western secular ideals could be reconciled. But he discarded that idea after going to the US in 1948-50; there he was treated as ‘different’ and that treatment turned him against the West. He came back to Egypt and embraced a much more rigid and militaristic form of Islam (Esposito 136). Other scholars, such as Cesari, have identified a third orientation – a ‘secularised Islam’, which stresses general beliefs in the values of Islam and an Islamic identity, without too much concern for practices. Grillo (871) observed Islam in the West emphasised diversity. He stressed that, “some [Muslims were] more quietest, some more secular, some more clamorous, some more negotiatory”, while some were exclusively characterised by Islamic identity, such as wearing the burqa (elaborate veils), hijabs (headscarves), beards by men and total abstinence from drinking alcohol. So Mehmet, cited above, could be living a Muslim life within the spectrum of these possibilities, ranging from an integrating mode to a strict, militant Muslim manner. In the UK context, Zubaida (96) contends that marginalised, culturally-impoverished youth are the people for whom radical, militant Islamism may have an appeal, though it must be noted that the 7/7 bombers belonged to affluent families (O’Sullivan 14; Husain). In Australia, Muslim Australians are facing three challenges. First, the Muslim unemployment rate: it was three times higher than the national total in 1996 and 2001 (Kabir, Muslims in Australia 266-278; Kabir, “What Does It Mean” 63). Second, some spiritual leaders have used extreme rhetoric to appeal to marginalised youth; in January 2007, the Australian-born imam of Lebanese background, Sheikh Feiz Mohammad, was alleged to have employed a DVD format to urge children to kill the enemies of Islam and to have praised martyrs with a violent interpretation of jihad (Chulov 2). Third, the proposed citizenship test has the potential to make new migrants’ – particularly Muslims’ – settlement in Australia stressful (Kabir, “What Does It Mean” 62-79); in May 2007, fuelled by perceptions that some migrants – especially Muslims – were not integrating quickly enough, the Howard government introduced a citizenship test bill that proposes to test applicants on their English language skills and knowledge of Australian history and ‘values’. I contend that being able to demonstrate knowledge of history and having English language skills is no guarantee that a migrant will be a good citizen. Through my transmigrant history, I have learnt that developing a bond with a new place takes time, acceptance and a gradual change of identity, which are less likely to happen when facing assimilationist constraints. I spoke English and studied history in the United States, but I did not consider it my home. I did not speak the Arabic language, and did not study Middle Eastern history while I was in the Middle East, but I felt connected to it for cultural and religious reasons. Through my knowledge of history and English language proficiency I did not make Australia my home when I first migrated to Australia. Australia became my home when I started interacting with other Australians, which was made possible by having the time at my disposal and by fortunate circumstances, which included a fairly high level of efficacy and affluence. If I had been rejected because of my lack of knowledge of ‘Australian values’, or had encountered discrimination in the job market, I would have been much less willing to embrace my host country and call it home. I believe a stringent citizenship test is more likely to alienate would-be citizens than to induce their adoption of values and loyalty to their new home. Conclusion Blunt (5) observes that current studies of home often investigate mobile geographies of dwelling and how it shapes one’s identity and belonging. Such geographies of home negotiate from the domestic to the global context, thus mobilising the home beyond a fixed, bounded and confining location. Similarly, in this paper I have discussed how my mobile geography, from the domestic (root) to global (route), has shaped my identity. Though I received a degree of culture shock in the United States, loved the Middle East, and was at first quite resistant to the idea of making Australia my second home, the confidence I acquired in residing in these ‘several homes’ were cumulative and eventually enabled me to regard Australia as my ‘home’. I loved the Middle East, but I did not pursue an active involvement with the Arab community because I was a busy mother. Also I lacked the communication skill (fluency in Arabic) with the local residents who lived outside the expatriates’ campus. I am no longer a cultural freak. I am no longer the same Bangladeshi woman who saw her ethnic and Islamic culture as superior to all other cultures. I have learnt to appreciate Australian values, such as tolerance, ‘a fair go’ and multiculturalism (see Kabir, “What Does It Mean” 62-79). My bicultural identity is my strength. With my ethnic and religious identity, I can relate to the concerns of the Muslim community and other Australian ethnic and religious minorities. And with my Australian identity I have developed ‘a voice’ to pursue active citizenship. Thus my biculturalism has enabled me to retain and merge my former home with my present and permanent home of Australia. References Anderson, Benedict. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London, New York: Verso, 1983. Australian Bureau of Statistics: Census of Housing and Population, 1996 and 2001. Blunt, Alison. Domicile and Diaspora: Anglo-Indian Women and the Spatial Politics of Home. Oxford: Blackwell, 2005. Blunt, Alison, and Robyn Dowling. Home. London and New York: Routledge, 2006. Cesari, Jocelyne. “Muslim Minorities in Europe: The Silent Revolution.” In John L. Esposito and Burgat, eds., Modernising Islam: Religion in the Public Sphere in Europe and the Middle East. London: Hurst, 2003. 251-269. Chulov, Martin. “Treatment Has Sheik Wary of Returning Home.” Weekend Australian 6-7 Jan. 2007: 2. Cohen, Robin. Global Diasporas: An Introduction. Seattle: University of Washington, 1997. Doogue, Geraldine, and Peter Kirkwood. Tomorrow’s Islam: Uniting Old-Age Beliefs and a Modern World. Sydney: ABC Books, 2005. Esposito, John. The Islamic Threat: Myth or Reality? 3rd ed. New York, Oxford: Oxford UP, 1999. Farrar, Max. “When the Bombs Go Off: Rethinking and Managing Diversity Strategies in Leeds, UK.” International Journal of Diversity in Organisations, Communities and Nations 6.5 (2007): 63-68. Grillo, Ralph. “Islam and Transnationalism.” Journal of Ethnic and Migration Studies 30.5 (Sep. 2004): 861-878. Hall, Stuart. Polity Reader in Cultural Theory. Cambridge: Polity Press, 1994. Huntington, Samuel, P. The Clash of Civilisation and the Remaking of World Order. London: Touchstone, 1998. Husain, Ed. The Islamist: Why I Joined Radical Islam in Britain, What I Saw inside and Why I Left. London: Penguin, 2007. Kabir, Nahid. Muslims in Australia: Immigration, Race Relations and Cultural History. London: Kegan Paul, 2005. ———. “What Does It Mean to Be Un-Australian: Views of Australian Muslim Students in 2006.” People and Place 15.1 (2007): 62-79. Khan, Shahnaz. Aversion and Desire: Negotiating Muslim Female Identity in the Diaspora. Toronto: Women’s Press, 2002. Manji, Irshad. The Trouble with Islam Today. Canada:Vintage, 2005. Maslow, Abraham. Motivation and Personality. New York: Harper, 1954. O’Sullivan, J. “The Real British Disease.” Quadrant (Jan.-Feb. 2006): 14-20. Poynting, Scott, and Victoria Mason. “The Resistible Rise of Islamophobia: Anti-Muslim Racism in the UK and Australia before 11 September 2001.” Journal of Sociology 43.1 (2007): 61-86. Saeed, Abdallah. Islam in Australia. Sydney: Allen and Unwin, 2003. Smith, Anthony D. National Identity. Harmondsworth: Penguin, 1991. Spencer, Philip, and Howard Wollman. Nationalism: A Critical Introduction. London: Sage, 2002. Vertovec, Stevens. The Hindu Diaspora: Comparative Patterns. London: Routledge. 2000. Werbner, Pnina, “Theorising Complex Diasporas: Purity and Hybridity in the South Asian Public Sphere in Britain.” Journal of Ethnic and Migration Studies 30.5 (2004): 895-911. Wood, Dennis. “The Diaspora, Community and the Vagrant Space.” In Cynthia Vanden Driesen and Ralph Crane, eds., Diaspora: The Australasian Experience. New Delhi: Prestige, 2005. 59-64. Zubaida, Sami. “Islam in Europe: Unity or Diversity.” Critical Quarterly 45.1-2 (2003): 88-98. Citation reference for this article MLA Style Kabir, Nahid. "Why I Call Australia ‘Home’?: A Transmigrant’s Perspective." M/C Journal 10.4 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0708/15-kabir.php>. APA Style Kabir, N. (Aug. 2007) "Why I Call Australia ‘Home’?: A Transmigrant’s Perspective," M/C Journal, 10(4). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0708/15-kabir.php>.

What began as a simple request for a book by one of my former students, at times, has not been so simple. The student, whom I refer to as Carla (name changed), hoped to read about characters similar to herself and her friends. As a teacher, I have often tried to hook my students on reading by presenting books with characters to which they can relate. These books can help increase their overall knowledge of the world, open their minds to multiple realities and variations of the human experience and provide scenarios in which they can live vicariously. Carla’s request was a bit more complicated than I had imagined. As a “Deaf” student who attended a state school for the Deaf and who viewed herself as a member of a linguistic cultural minority, she expected to read a book with characters who used American Sign Language and who participated as members within the Deaf Community. She did not want to read didactic books about deafness but wanted books with unpredictable plots and believable characters. Having graduated from a teacher-preparation program in Deaf Education, I had read numerous books about deafness. While memoirs and biographical selections had been relatively easy to acquire and were on my bookshelf, I had not once read any fictional books for adolescents that included a deaf character. (I refer to ‘Deaf’ as representing individuals who identify in a linguistic, cultural minority group. The term ‘deaf’ is used as a more generic term given to individuals with some degree of hearing loss. In other articles, ‘deaf’ has been used pejoratively or in connection to a view by those who believe one without the sense of hearing is inferior or lacking. I do not believe or wish to imply that. ) As a High School teacher with so many additional work responsibilities outside of classroom teaching, finding fictional books with deaf characters was somewhat of a challenge. Nevertheless, after some research I was able to recommend a book that I thought would be a good summer read. Nancy Butts’ Cheshire Moon (1992) is charming book about thirteen-year-old Miranda who is saddened by her cousin’s death and furious at her parents' insistence that she speak rather than sign. The plot turns slightly mystical when the teens begin having similar dreams under the “Cheshire moon”. Yet, the story is about Miranda, a deaf girl, who struggles with communication. Without her cousin, the only member of her family who was fluent in sign language, communication is difficult and embarrassing. Miranda feels isolated, alienated, and unsure of herself. Because of the main character’s age, the book was not the best recommendation for a high school student; however, when Carla finished Cheshire Moon, she asked for another book with Deaf characters. Problem & Purpose Historically, authors have used deafness as a literary device to relay various messages about the struggles of humankind and elicit sympathy from readers (Batson & Bergman; Bergman; Burns; Krentz; Panara; Taylor, "Deaf Characters" I, II, III; Schwartz; Wilding-Diaz). In recent decades, however, the general public’s awareness of and perhaps interest in deaf people has risen along with that of our increasingly multicultural world. Educational legislation has increased awareness of the deaf as has news coverage of Gallaudet University protests. In addition, Deaf people have benefited from advances in communicative technology, such as Video Relay (VRS) and instant messaging pagers, more coordinated interpreting services and an increase in awareness of American Sign Language. Authors are incorporating more deaf characters than they did in the past. However, this increase does not necessarily translate to an increase in understanding of the deaf, nor does it translate to the most accurate, respectably, well-rounded characterization of the deaf (Pajka-West, "Perceptions"). Acquiring fictional books that include deaf characters can be time-consuming and challenging for teachers and librarians. The research examining deaf characters in fiction is extremely limited (Burns; Guella; Krentz; Wilding-Diaz). The most recent articles predominately focus on children’s literature — specifically picture books (Bailes; Brittain). Despite decades of research affirming culturally authentic children’s literature and the merits of multicultural literature, a coexisting body of research reveals the lack of culturally authentic texts (Applebee; Campbell & Wirtenberg; Ernest; Larrick; Sherriff; Taxel). Moreover, children’s books with deaf characters are used as informational depictions of deaf individuals (Bockmiller, 1980). Readers of such resource books, typically parents, teachers and their students, gain information about deafness and individuals with “disabilities” (Bockmiller, 1980; Civiletto & Schirmer, 2000). If an important purpose for deaf characters in fiction is educational and informational, then there is a need for the characters to be presented as realistic models of deaf people. If not, the readers of such fiction gain inaccurate information about deafness including reinforced negative stereotypes, as can occur in any other literature portraying cultural minorities (Pajka-West, "Perceptions"). Similar to authors’ informational depictions, writers also reveal societal understanding of groups of people through their fiction (Banfield & Wilson; Panara; Rudman). Literature has often stigmatized minority culture individuals based upon race, ethnicity, disability, gender and/or sexual orientation. While readers might recognize the negative depictions and dismiss them as harmless stereotypes, these portrayals could become a part of the unconscious of members of our society. If books continually reinforce stereotypical depictions of deaf people, individuals belonging to the group might be typecast and discouraged into a limited way of being. As an educator, I want all of my students to have unlimited opportunities for the future, not disadvantaged by stereotypes. The Study For my doctoral dissertation, I examined six contemporary adolescent literature books with deaf characters. The research methodology for this study required book selection, reader sample selection, instrument creation, book analysis, questionnaire creation, and data analysis. My research questions included: 1) Are deaf characters being presented as culturally Deaf characters or as pathologically deaf and disabled; 2) Do these readers favor deaf authors over hearing ones? If so, why; and, 3) How do deaf and hearing adult readers perceive deaf characters in adolescent literature? The Sample The book sample included 102 possible books for the study ranging from adolescent to adult selections. I selected books that were recognized as suitable for middle school or high school readers based upon the reading and interest levels established by publishers. The books also had to include main characters who are deaf and deaf characters who are human. The books selected were all realistic fiction, available to the public, and published or reissued for publication within the last fifteen years. The six books that were selected included: Nick’s Secret by C. Blatchford; A Maiden’s Grave by J. Deaver; Of Sound Mind by J. Ferris; Deaf Child Crossing by M. Matlin; Apple Is My Sign by M. Riskind; and Finding Abby by V. Scott. For the first part of my study, I analyzed these texts using the Adolescent Literature Content Analysis Check-off Form (ALCAC) which includes both pathological and cultural perspective statements derived from Deaf Studies, Disability Studies and Queer Theory. The participant sample included adult readers who fit within three categories: those who identified as deaf, those who were familiar with or had been acquaintances with deaf individuals, and those who were unfamiliar having never associated with deaf individuals. Each participant completed a Reader-Response Survey which included ten main questions derived from Deaf Studies and Schwartz’ ‘Criteria for Analyzing Books about Deafness’. The survey included both dichotomous and open-ended questions. Research Questions & Methodology Are deaf characters being presented as culturally Deaf or as pathologically deaf and disabled? In previous articles, scholars have stated that most books with deaf characters include a pathological perspective; yet, few studies actually exist to conclude this assertion. In my study, I analyzed six books to determine whether they supported the cultural or the pathological perspective of deafness. The goal was not to exclusively label a text either/or but to highlight the distinct perspectives to illuminate a discussion regarding a deaf character. As before mentioned, the ALCAC instrument incorporates relevant theories and prior research findings in reference to the portrayals of deaf characters and was developed to specifically analyze adolescent literature with deaf characters. Despite the historical research regarding deaf characters and due to the increased awareness of deaf people and American Sign Language, my initial assumption was that the authors of the six adolescent books would present their deaf characters as more culturally ‘Deaf’. This was confirmed for the majority of the books. I believed that an outsider, such as a hearing writer, could carry out an adequate portrayal of a culture other than his own. In the past, scholars did not believe this was the case; however, the results from my study demonstrated that the majority of the hearing authors presented the cultural perspective model. Initially shocking, the majority of deaf authors incorporated the pathological perspective model. I offer three possible reasons why these deaf authors included more pathological perspective statements while the hearing authors include more cultural perspective statements: First, the deaf authors have grown up deaf and perhaps experienced more scenarios similar to those presented from the pathological perspective model. Even if the deaf authors live more culturally Deaf lifestyles today, authors include their experiences growing up in their writing. Second, there are less deaf characters in the books written by deaf authors and more characters and more character variety in the books written by the hearing authors. When there are fewer deaf characters interacting with other deaf characters, these characters tend to interact with more hearing characters who are less likely to be aware of the cultural perspective. And third, with decreased populations of culturally Deaf born to culturally Deaf individuals, it seems consistent that it may be more difficult to obtain a book from a Deaf of Deaf author. Similarly, if we consider the Deaf person’s first language is American Sign Language, Deaf authors may be spending more time composing stories and poetry in American Sign Language and less time focusing upon English. This possible lack of interest may make the number of ‘Deaf of Deaf’ authors, or culturally Deaf individuals raised by culturally Deaf parents, who pursue and are successful publishing a book in adolescent literature low. At least in adolescent literature, deaf characters, as many other minority group characters, are being included in texts to show young people our increasingly multicultural world. Adolescent literature readers can now become aware of a range of deaf characters, including characters who use American Sign Language, who attend residential schools for the Deaf, and even who have Deaf families. Do the readers favor deaf authors over hearing ones? A significant part of my research was based upon the perceptions of adult readers of adolescent literature with deaf characters. I selected participants from a criterion sampling and divided them into three groups: 1. Adults who had attended either a special program for the deaf or a residential school for the deaf, used American Sign Language, and identified themselves as deaf were considered for the deaf category of the study; 2. Adults who were friends, family members, co-workers or professionals in fields connected with individuals who identify themselves as deaf were considered for the familiar category of the study; and, 3. hearing adults who were not aware of the everyday experiences of deaf people and who had not taken a sign language class, worked with or lived with a deaf person were considered for the unfamiliar category of the study. Nine participants were selected for each group totaling 27 participants (one participant from each of the groups withdrew before completion, leaving eight participants from each of the groups to complete the study). To elicit the perspectives of the participants, I developed a Reader Response survey which was modeled after Schwartz’s ‘Criteria for Analyzing Books about Deafness’. I assumed that the participants from Deaf and Familiar groups would prefer the books written by the deaf authors while the unfamiliar participants would act more as a control group. This was not confirmed through the data. In fact, the Deaf participants along with the participants as a whole preferred the books written by the hearing authors as better describing their perceptions of realistic deaf people, for presenting deaf characters adequately and realistically, and for the hearing authors’ portrayals of deaf characters matching with their perceptions of deaf people. In general, the Deaf participants were more critical of the deaf authors while the familiar participants, although as a group preferred the books by the hearing authors, were more critical of the hearing authors. Participants throughout all three groups mentioned their preference for a spectrum of deaf characters. The books used in this study that were written by hearing authors included a variety of characters. For example, Riskind’s Apple Is My Sign includes numerous deaf students at a school for the deaf and the main character living within a deaf family; Deaver’s A Maiden’s Grave includes deaf characters from a variety of backgrounds attending a residential school for the deaf and only a few hearing characters; and Ferris’ Of Sound Mind includes two deaf families with two CODA or hearing teens. The books written by the deaf authors in this study include only a few deaf characters. For example, Matlin’s Deaf Child Crossing includes two deaf girls surrounded by hearing characters; Scott’s Finding Abby includes more minor deaf characters but readers learn about these characters from the hearing character’s perspective. For instance, the character Jared uses sign language and attends a residential school for the deaf but readers learn this information from his hearing mother talking about him, not from the deaf character’s words. Readers know that he communicates through sign language because we are told that he does; however, the only communication readers are shown is a wave from the child; and, Blatchford’s Nick’s Secret includes only one deaf character. With the fewer deaf characters it is nearly impossible for the various ways of being deaf to be included in the book. Thus, the preference for the books by the hearing authors is more likely connected to the preference for a variety of deaf people represented. How do readers perceive deaf characters? Participants commented on fourteen main and secondary characters. Their perceptions of these characters fall into six categories: the “normal” curious kid such as the characters Harry (Apple Is My Sign), Jeremy (Of Sound Mind) and Jared (Finding Abby); the egocentric spoiled brat such as Palma (Of Sound Mind) and Megan (Deaf Child Crossing); the advocate such as Harry’s mother (Apple Is My Sign) and Susan (A Maiden’s Grave); those dependent upon the majority culture such as Palma (Of Sound Mind) and Lizzie (Deaf Child Crossing); those isolated such as Melissa (Finding Abby), Ben (Of Sound Mind), Nick (Nick’s Secret) and Thomas (Of Sound Mind); and, those searching for their identities such as Melanie (A Maiden’s Grave) and Abby (Finding Abby). Overall, participants commented more frequently about the deaf characters in the books by the hearing authors (A Maiden’s Grave; Of Sound Mind; Apple Is My Sign) and made more positive comments about the culturally Deaf male characters, particularly Ben Roper, Jeremy and Thomas of Of Sound Mind, and Harry of Apple Is My Sign. Themes such as the characters being dependent and isolated from others did arise. For example, Palma in Of Sound Mind insists that her hearing son act as her personal interpreter so that she can avoid other hearing people. Examples to demonstrate the isolation some of the deaf characters experience include Nick of Nick’s Secret being the only deaf character in his story and Ben Roper of Of Sound Mind being the only deaf employee in his workplace. While these can certainly be read as negative situations the characters experience, isolation is a reality that resonates in some deaf people’s experiences. With communicative technology and more individuals fluent in American Sign Language, some deaf individuals may decide to associate more with individuals in the larger culture. One must interpret purposeful isolation such as Ben Roper’s (Of Sound Mind) case, working in a location that provides him with the best employment opportunities, differently than Melissa Black’s (Finding Abby) isolating feelings of being left out of family dinner discussions. Similarly, variations in characterization including the egocentric, spoiled brat and those searching for their identities are common themes in adolescent literature with or without deaf characters being included. Positive examples of deaf characters including the roles of the advocate such as Susan (A Maiden’s Grave) and Harry’s mother (Apple Is My Sign), along with descriptions of regular everyday deaf kids increases the varieties of deaf characters. As previously stated, my study included an analysis based on literary theory and prior research. At that time, unless the author explicitly told readers in a foreword or a letter to readers, I had no way of truly knowing why the deaf character was included and why the author made such decisions. This uncertainty of the author’s decisions changed for me in 2007 with the establishment of my educational blog. Beginning to Blog When I started my educational blog Deaf Characters in Adolescent Literature in February 2007, I did not plan to become a blogger nor did I have any plans for my blog. I simply opened a Blogger account and added a list of 106 books with deaf characters that was connected to my research. Once I started blogging on a regular basis, I discovered an active audience who not only read what I wrote but who truly cared about my research. Blogging had become a way for me to keep my research current; since my blog was about deaf characters in adolescent literature, it became an advocacy tool that called attention to authors and books that were not widely publicized; and, it enabled me to become part of a cyber community made up of other bloggers and readers. After a few months of blogging on a weekly basis, I began to feel a sense of obligation to research and post my findings. While continuing to post to my blog, I have acquired more information about my research topic and even received advance reader copies prior to the books’ publication dates. This enables me to discuss the most current books. It also enables my readers to learn about such books. My blog acts as free advertisement for the publishing companies and authors. I currently have 195 contemporary books with deaf characters and over 36 author and professional interviews. While the most rewarding aspect of blogging is connecting with readers, there have been some major highlights in the process. As I stated, I had no way of knowing why the deaf character was included in the books until I began interviewing the authors. I had hoped that the hearing authors of books with deaf characters would portray their characters realistically but I had not realized the authors’ personal connections to actual deaf people. For instance, Delia Ray, Singing Hands, wrote about a Deaf preacher and his family. Her book was based on her grandfather who was a Deaf preacher and leading pioneer in the Deaf Community. Ray is not the only hearing author who has a personal connection to deaf people. Other examples include: Jean Ferris, Of Sound Mind, who earned a degree in Speech Pathology and Audiology. Ferris’ book includes only two hearing characters, the majority are Deaf. All of her characters are also fluent in American Sign Language; Jodi Cutler Del Dottore, Rally Caps, who includes a deaf character named Luca who uses a cochlear implant. Luca is based on Cutler Del Dottore’s son, Jordan, who also has a cochlear implant; finally, Jacqueline Woodson, Feathers, grew up in a community that included deaf people who did not use sign language. As an adult, she met members of the Deaf Community and began learning American Sign Language herself. Woodson introduces readers to Sean who is attractive, funny, and intelligent. In my study, I noted that all of the deaf characters where not diverse based upon race, ethnicity, and socio-economic status (Pajka-West, "Perceptions"). Sean is the first Deaf American-African character in adolescent literature who uses sign language to communicate. Another main highlight is finding Deaf authors who do not receive the mainstream press that other authors might receive. For example, Ann Clare LeZotte, T4, introduces readers to main character Paula Becker, a thirteen year old deaf girl who uses sign language and lipreading to communicate. Through verse, we learn of Paula’s life in Germany during Hitler’s time as she goes into hiding since individuals with physical and mental disabilities were being executed under the orders of Hitler’s Tiergartenstrasse 4 (T4). One additional highlight is that I learn about insider tips and am then able to share this information with my blog readers. In one instance I began corresponding with Marvel Comic’s David Mack, the creator of Echo, a multilingual, biracial, Deaf comic book character who debuted in Daredevil and later The New Avengers. In comics, it is Marvel who owns the character; while Echo was created for Daredevil by Mack, she later appears in The New Avengers. In March 2008, discussion boards were buzzing since issue #39 would include original creator, Mack, among other artists. To make it less complicated for those who do not follow comics, the issue was about whether or not Echo had become a skrull, an alien who takes over the body of the character. This was frightening news since potentially Echo could become a hearing skrull. I just did not believe that Mack would let that happen. My students and I held numerous discussions about the implications of Marvel’s decisions and finally I sent Mack an email. While he could not reveal the details of the issue, he did assure me that my students and I would be pleased. I’m sure there was a collective sigh from readers once his email was published on the blog. Final Thoughts While there have been pejorative depictions of the deaf in literature, the portrayals of deaf characters in adolescent literature have become much more realistic in the last decade. Authors have personal connections with actual deaf individuals which lend to the descriptions of their deaf characters; they are conducting more detailed research to develop their deaf characters; and, they appear to be much more aware of the Deaf Community than they were in the past. A unique benefit of the genre is that authors of adolescent literature often give the impression of being more available to the readers of their books. Authors often participate in open dialogues with their fans through social networking sites or discussion boards on their own websites. After posting interviews with the authors on my blog, I refer readers to the author’s on site whether it through personal blogs, websites, Facebook or Twitter pages. While hearing authors’ portrayals now include a spectrum of deaf characters, we must encourage Deaf and Hard of Hearing writers to include more deaf characters in their works. Consider again my student Carla and her longing to find books with deaf characters. Deaf characters in fiction act as role models for young adults. A positive portrayal of deaf characters benefits deaf adolescents whether or not they see themselves as biologically deaf or culturally deaf. Only through on-going publishing, more realistic and positive representations of the deaf will occur. References Bailes, C.N. "Mandy: A Critical Look at the Portrayal of a Deaf Character in Children’s Literature." Multicultural Perspectives 4.4 (2002): 3-9. Batson, T. "The Deaf Person in Fiction: From Sainthood to Rorschach Blot." Interracial Books for Children Bulletin 11.1-2 (1980): 16-18. Batson, T., and E. Bergman. Angels and Outcasts: An Anthology of Deaf Characters in Literature. Washington, D.C.: Gallaudet University Press (1985). Bergman, E. "Literature, Fictional characters in." In J.V. Van Cleve (ed.), Gallaudet Encyclopedia of Deaf People & Deafness. Vol. 2. Washington, D.C.: McGraw Hill, 1987. 172-176. Brittain, I. 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"The All-White World of Children's Books. Saturday Review 11 (1965): 63-85. Pajka-West, S. “The Perceptions of Deaf Characters in Adolescent Literature”. The ALAN Review 34.3 (Summer 2007): 39-45. ———. "The Portrayals and Perceptions of Deaf Characters in Adolescent Literature." Ph.D. dissertation. University of Virginia, 2007. ———. "Interview with Deaf Author Ann Clare LeZotte about T4, Her Forthcoming Book Told in Verse." Deaf Characters in Adolescent Literature, 5 Aug. 2008. < http://pajka.blogspot.com/ 2008/08/interview-with-deaf-author-ann-clare.html >.———. "Interview with Delia Ray, Author of Singing Hands." Deaf Characters in Adolescent Literature, 23 Aug. 2007. < http://pajka.blogspot.com/ 2007/08/interview-with-delia-ray-author-of.html >.———. "Interview with Jacqueline Woodson, author of Feathers." Deaf Characters in Adolescent Literature, 29 Sep. 2007. < http://pajka.blogspot.com/ 2007/09/interview-with-jacqueline-woodson.html >. ———. 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