Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1949239
D. Cheetham
ABSTRACT One of the foundations of picturebook studies is that the visual- and verbal-texts together create an integrated experience of the whole text. However, for poetry in picturebooks, the designation of “poem” is traditionally applied only to the verbal-text. In this paper I argue that visual techniques can be more than simply “poetic” and can be part of the structural and technical choices that make a poem. I apply this theoretical discussion to the example of Maurice Sendak’s Where the Wild Things Are concluding that combined visual and verbal techniques create an integrated visual-verbal poem.
{"title":"Picturebooks as Visual-Verbal Poems","authors":"D. Cheetham","doi":"10.1080/13614541.2021.1949239","DOIUrl":"https://doi.org/10.1080/13614541.2021.1949239","url":null,"abstract":"ABSTRACT One of the foundations of picturebook studies is that the visual- and verbal-texts together create an integrated experience of the whole text. However, for poetry in picturebooks, the designation of “poem” is traditionally applied only to the verbal-text. In this paper I argue that visual techniques can be more than simply “poetic” and can be part of the structural and technical choices that make a poem. I apply this theoretical discussion to the example of Maurice Sendak’s Where the Wild Things Are concluding that combined visual and verbal techniques create an integrated visual-verbal poem.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124048595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1972748
J. DeLooper, C. Brooks
This article discusses the findings resulting from the creation of a comprehensive bibliography of English Language children’s opera books published from 1895 to 2015. Historically opera was often assumed to be an elitist art in the United States and was thus seldom discussed in library collection development literature, and equally rarely highlighted in children’s literature periodicals. This paper, supported by a Carnegie Whitney grant from the American Library Association, investigated the impact of opera themed children’s books by compiling a bibliography which documented instances of opera in published English Language children’s literature over 125 years. By analyzing what was published, this article discusses library collections and the cultural appreciation of opera in the United States. It finds that opera has been and continues to be a significant subject in children’s literature, and provides new insights about opera’s presence and impact in America’s libraries.
{"title":"Opera and Children’s Literature: A Comprehensive Bibliography from 1895 to 2015","authors":"J. DeLooper, C. Brooks","doi":"10.1080/13614541.2021.1972748","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972748","url":null,"abstract":"This article discusses the findings resulting from the creation of a comprehensive bibliography of English Language children’s opera books published from 1895 to 2015. Historically opera was often assumed to be an elitist art in the United States and was thus seldom discussed in library collection development literature, and equally rarely highlighted in children’s literature periodicals. This paper, supported by a Carnegie Whitney grant from the American Library Association, investigated the impact of opera themed children’s books by compiling a bibliography which documented instances of opera in published English Language children’s literature over 125 years. By analyzing what was published, this article discusses library collections and the cultural appreciation of opera in the United States. It finds that opera has been and continues to be a significant subject in children’s literature, and provides new insights about opera’s presence and impact in America’s libraries.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"179 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131675737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1971392
Åse Hedemark
ABSTRACT Research speaks of a disconnect between young adults and library culture. Young adults, despite having overall low expectations, often show dissatisfaction with library services, while librarians perceive teens as both a prioritized user group, and a problematic group of users. Ninety-two young adults participated in a focus-group study. The interviews revolved around their views on reading and public library services. Results showed that young adults’ choices to engage in reading practices are influenced by the context of the practice, the motivation for engaging in the practice and the format used.
{"title":"Authenticity Matters: The Reading Practices of Swedish Young Adults and Their Views of Public Libraries","authors":"Åse Hedemark","doi":"10.1080/13614541.2021.1971392","DOIUrl":"https://doi.org/10.1080/13614541.2021.1971392","url":null,"abstract":"ABSTRACT Research speaks of a disconnect between young adults and library culture. Young adults, despite having overall low expectations, often show dissatisfaction with library services, while librarians perceive teens as both a prioritized user group, and a problematic group of users. Ninety-two young adults participated in a focus-group study. The interviews revolved around their views on reading and public library services. Results showed that young adults’ choices to engage in reading practices are influenced by the context of the practice, the motivation for engaging in the practice and the format used.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123115535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/13614541.2020.1774268
Sunah Chung
ABSTRACT Informational picturebooks aim to provide information and facts to child readers. However, few studies investigated how informational picturebooks portray and describe animal subjects. The current study explored the content depicted in children’s informational picturebooks, concentrating on visual representations in view of common features in both sharks and polar bears. This study analyzed a total of 22 books focused on a target audience of Grades PreK-1 children. The results showed distinctive differences in visual representations of each animal. The study contended that educators, publishers, and caregivers should acknowledge such stereotypical descriptions contained in children’s informational picturebooks.
{"title":"Baring Teeth or Bearing Teeth?: Stereotypical Visual Representations in Informational Picturebooks","authors":"Sunah Chung","doi":"10.1080/13614541.2020.1774268","DOIUrl":"https://doi.org/10.1080/13614541.2020.1774268","url":null,"abstract":"ABSTRACT Informational picturebooks aim to provide information and facts to child readers. However, few studies investigated how informational picturebooks portray and describe animal subjects. The current study explored the content depicted in children’s informational picturebooks, concentrating on visual representations in view of common features in both sharks and polar bears. This study analyzed a total of 22 books focused on a target audience of Grades PreK-1 children. The results showed distinctive differences in visual representations of each animal. The study contended that educators, publishers, and caregivers should acknowledge such stereotypical descriptions contained in children’s informational picturebooks.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"305 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122804216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/13614541.2020.1774269
R. Mainfort, Stuart Walker
ABSTRACT Susan Stan’s discussion of the first American edition of Heidi (1884) and subsequent reissues is inaccurate. Using material from Publishers Weekly and other contemporary sources, we demonstrate that the first American edition was actually published by the Boston firm of Cupples, Upham, & Co. The editions by Platt & Peck and DeWolfe, Fiske, & Co., identified by Stan as first editions, are in fact reissues dating to 1911 and 1889, respectively. We also present biographical information about the translator, Louise Winsor Brooks, a Boston philanthropist who donated all proceeds from sales of the book to charity.
{"title":"The First American Edition of Heidi: A Correction to “Heidi in English: A Bibliographic Study”","authors":"R. Mainfort, Stuart Walker","doi":"10.1080/13614541.2020.1774269","DOIUrl":"https://doi.org/10.1080/13614541.2020.1774269","url":null,"abstract":"ABSTRACT Susan Stan’s discussion of the first American edition of Heidi (1884) and subsequent reissues is inaccurate. Using material from Publishers Weekly and other contemporary sources, we demonstrate that the first American edition was actually published by the Boston firm of Cupples, Upham, & Co. The editions by Platt & Peck and DeWolfe, Fiske, & Co., identified by Stan as first editions, are in fact reissues dating to 1911 and 1889, respectively. We also present biographical information about the translator, Louise Winsor Brooks, a Boston philanthropist who donated all proceeds from sales of the book to charity.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128529324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-03DOI: 10.1080/13614541.2020.1774266
P. Dewan
ABSTRACT Scholars have explored the way books about toys inculcate consumer, racist, and sexist ideologies in the young, subversively controllinng their attitudes and behavior. Judging from the scholarship in this area, teachers, librarians, and parents may hesitate before recommending or purchasing toy-centered stories for children. Using insights from play theorists and psychology researchers, this article argues that toy fiction can empower children by both acknowledging their marginalized status and providing models of coping, learning, and agency.
{"title":"More Than Child’s Play: The Scaffolding Role of Toys, Games, and Play in Children’s Literature","authors":"P. Dewan","doi":"10.1080/13614541.2020.1774266","DOIUrl":"https://doi.org/10.1080/13614541.2020.1774266","url":null,"abstract":"ABSTRACT Scholars have explored the way books about toys inculcate consumer, racist, and sexist ideologies in the young, subversively controllinng their attitudes and behavior. Judging from the scholarship in this area, teachers, librarians, and parents may hesitate before recommending or purchasing toy-centered stories for children. Using insights from play theorists and psychology researchers, this article argues that toy fiction can empower children by both acknowledging their marginalized status and providing models of coping, learning, and agency.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130541420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1533616
Sylvia Pantaleo
ABSTRACT During a classroom-based study conducted in two Grade 4 classrooms, the students were provided with multiple opportunities to develop their visual meaning-making skills and competencies. The eight- and nine-year-old students’ participation in the case study research included the reading and discussing of and writing about picturebooks. The intentionally-designed instruction during the study included a variety of activities that focused on a selection of elements of visual art and design in picturebooks. The content analysis of the students’ responses to David Wiesner’s The Three Pigs revealed how learning about the what, why and how of the mode of image affected their aesthetic understanding of and critical thinking about the picturebook. Discussion of the findings is situated in Sipe’s (“Storytime”) theoretical model of literary understanding and sociocultural theory.
{"title":"Elementary Students’ Analytical Responses About David Wiesner’s The Three Pigs","authors":"Sylvia Pantaleo","doi":"10.1080/13614541.2018.1533616","DOIUrl":"https://doi.org/10.1080/13614541.2018.1533616","url":null,"abstract":"ABSTRACT During a classroom-based study conducted in two Grade 4 classrooms, the students were provided with multiple opportunities to develop their visual meaning-making skills and competencies. The eight- and nine-year-old students’ participation in the case study research included the reading and discussing of and writing about picturebooks. The intentionally-designed instruction during the study included a variety of activities that focused on a selection of elements of visual art and design in picturebooks. The content analysis of the students’ responses to David Wiesner’s The Three Pigs revealed how learning about the what, why and how of the mode of image affected their aesthetic understanding of and critical thinking about the picturebook. Discussion of the findings is situated in Sipe’s (“Storytime”) theoretical model of literary understanding and sociocultural theory.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127009407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535780
N. Daly
ABSTRACT Research shows the power of bilingual picturebooks in classrooms which draw on the linguistic capital of multilingual children and show that the messages given to children depend on the ways in which the languages are treated. Previous research has shown that the language use within a picturebook may be considered a kind of linguistic landscape which reflects the relative status of languages within a community. In this article, eight dual language picturebooks from the White Ravens Catalogue 2015–17 are analysed in terms of which languages dominate their linguistic landscapes, and this is discussed in relation to the sociolinguistic contexts of the countries in which they are published. Results indicate that the outer and inner pages of the books are usually dominated in order, size and information by a colonial language, while in the body of the book the two languages are treated more evenly. However, one book shows the potential for bilingual picturebooks to create a non-partisan linguistic landscape.
{"title":"Linguistic Landscapes of Bilingual Picturebooks in the White Ravens Catalogue","authors":"N. Daly","doi":"10.1080/13614541.2018.1535780","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535780","url":null,"abstract":"ABSTRACT Research shows the power of bilingual picturebooks in classrooms which draw on the linguistic capital of multilingual children and show that the messages given to children depend on the ways in which the languages are treated. Previous research has shown that the language use within a picturebook may be considered a kind of linguistic landscape which reflects the relative status of languages within a community. In this article, eight dual language picturebooks from the White Ravens Catalogue 2015–17 are analysed in terms of which languages dominate their linguistic landscapes, and this is discussed in relation to the sociolinguistic contexts of the countries in which they are published. Results indicate that the outer and inner pages of the books are usually dominated in order, size and information by a colonial language, while in the body of the book the two languages are treated more evenly. However, one book shows the potential for bilingual picturebooks to create a non-partisan linguistic landscape.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114286035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535778
Amber Moore
ABSTRACT Adult characters in young adult (YA) literature remain largely unexamined. In this article, All the Rage (2015), Exit, Pursued by a Bear (2016), Speak (1999), and “Wolf” from The Rose and the Beast (2000) are closely analyzed to evaluate whether these characters engaged in childism(s). Particularly, YA sexual assault narratives warrant critical consideration, as caretaker characters hold potential to significantly impact assaulted adolescents’ abilities to enact shame resilience. The four stories suggest that how parent and school-based professional characters impact survivor protagonists is directly correlated with if, or the degree to which, the grown ups participated in “positive” or “negative” childism.
{"title":"“I Knew You Were Trouble”: Considering Childism(s), Shame Resilience, and Adult Caretaker Characters Surrounding YA Rape Survivor Protagonists","authors":"Amber Moore","doi":"10.1080/13614541.2018.1535778","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535778","url":null,"abstract":"ABSTRACT Adult characters in young adult (YA) literature remain largely unexamined. In this article, All the Rage (2015), Exit, Pursued by a Bear (2016), Speak (1999), and “Wolf” from The Rose and the Beast (2000) are closely analyzed to evaluate whether these characters engaged in childism(s). Particularly, YA sexual assault narratives warrant critical consideration, as caretaker characters hold potential to significantly impact assaulted adolescents’ abilities to enact shame resilience. The four stories suggest that how parent and school-based professional characters impact survivor protagonists is directly correlated with if, or the degree to which, the grown ups participated in “positive” or “negative” childism.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128397633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-03DOI: 10.1080/13614541.2018.1535779
A. Beamish
ABSTRACT In this content analysis of picture books depicting libraries for children ages birth to seven years, I examine the way Wiegand’s concept of library as place acts as a suitable framework for the literature. Embedded into library as place is the multidimensional and inclusive vision of place-making, one which expands the library from simply a physical structure to a transferrable value. Through an examination of the text and illustrations of 75 picture books depicting libraries, I have grouped similar representations of library as place and discussed the relationship between attitude, context, and space in framing the multidimensionality of library as place. The result is a list of core titles that library practitioners may reference to build early library literacy and library advocacy in children.
{"title":"Examination of Picture Books Depicting Libraries for Children Ages Birth to Seven Years","authors":"A. Beamish","doi":"10.1080/13614541.2018.1535779","DOIUrl":"https://doi.org/10.1080/13614541.2018.1535779","url":null,"abstract":"ABSTRACT In this content analysis of picture books depicting libraries for children ages birth to seven years, I examine the way Wiegand’s concept of library as place acts as a suitable framework for the literature. Embedded into library as place is the multidimensional and inclusive vision of place-making, one which expands the library from simply a physical structure to a transferrable value. Through an examination of the text and illustrations of 75 picture books depicting libraries, I have grouped similar representations of library as place and discussed the relationship between attitude, context, and space in framing the multidimensionality of library as place. The result is a list of core titles that library practitioners may reference to build early library literacy and library advocacy in children.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131588262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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