Pub Date : 2018-01-02DOI: 10.1080/13614541.2018.1429122
Jen Aggleton
ABSTRACT This article takes a theoretical approach to children’s involvement in the development of children’s collections. The article explores whether children have the right to be involved in the development of children’s collections and considers whether children’s literature is children’s culture. The article discusses practical considerations of representation and competence, and examines application of principles to children’s collections in different environments: school libraries, public libraries, academic libraries, and archives. The article recommends that where children are using children’s collections, they have a right to be involved in their development, and advocates further research into methods of engaging children with collection development.
{"title":"Where are the children in children’s collections? An exploration of ethical principles and practical concerns surrounding children’s participation in collection development","authors":"Jen Aggleton","doi":"10.1080/13614541.2018.1429122","DOIUrl":"https://doi.org/10.1080/13614541.2018.1429122","url":null,"abstract":"ABSTRACT This article takes a theoretical approach to children’s involvement in the development of children’s collections. The article explores whether children have the right to be involved in the development of children’s collections and considers whether children’s literature is children’s culture. The article discusses practical considerations of representation and competence, and examines application of principles to children’s collections in different environments: school libraries, public libraries, academic libraries, and archives. The article recommends that where children are using children’s collections, they have a right to be involved in their development, and advocates further research into methods of engaging children with collection development.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"298 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127561473","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 : 2017-07-03DOI: 10.1080/13614541.2017.1367576
Heather Sharp, V. Parkes
ABSTRACT With the centenary of World War I (WWI) commemorative events taking place, Australia’s involvement in this conflict is popularly seen as inextricably linked to a definitive national identity. Numerous children’s books have been published that represent events from WWI. Eight such picture books, aimed at primary school students and published post-2010, are selected for analysis. This analysis comes at a time when there is significant attention being paid by governments, community organisations, media outlets and the general public to the anniversary of WWI. Therefore, it is timely to analyse representations of this conflict, particularly to understand contemporary representations aimed at children.
{"title":"Representations of National Identity in Fictionalized History: Children’s Picture Books and World War I","authors":"Heather Sharp, V. Parkes","doi":"10.1080/13614541.2017.1367576","DOIUrl":"https://doi.org/10.1080/13614541.2017.1367576","url":null,"abstract":"ABSTRACT With the centenary of World War I (WWI) commemorative events taking place, Australia’s involvement in this conflict is popularly seen as inextricably linked to a definitive national identity. Numerous children’s books have been published that represent events from WWI. Eight such picture books, aimed at primary school students and published post-2010, are selected for analysis. This analysis comes at a time when there is significant attention being paid by governments, community organisations, media outlets and the general public to the anniversary of WWI. Therefore, it is timely to analyse representations of this conflict, particularly to understand contemporary representations aimed at children.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123707422","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 : 2017-07-03DOI: 10.1080/13614541.2017.1367583
N. Daly
ABSTRACT Collections of children’s literature are used for a range of reasons including preservation, record keeping, and more recently the encouragement of intercultural understanding. Both the significance of learning about other cultures and the importance of children seeing themselves reflected in the books that they read have been discussed extensively. In 2010, the New Zealand PictureBook Collection (NZPBC) was developed in order to create a resource that reflected New Zealand national identity. In 2015 the NZPBC was revised and this article presents a visual and textual analysis of the diversity present in the sixty books nominated through the lens of critical multicultural analysis, using four variables. Findings indicate considerable diversity is present in the collection in terms of representations of ethnicity and family; less so for representations of disability and languages.
{"title":"Representations of Diversity in the Revised New Zealand PictureBook Collection","authors":"N. Daly","doi":"10.1080/13614541.2017.1367583","DOIUrl":"https://doi.org/10.1080/13614541.2017.1367583","url":null,"abstract":"ABSTRACT Collections of children’s literature are used for a range of reasons including preservation, record keeping, and more recently the encouragement of intercultural understanding. Both the significance of learning about other cultures and the importance of children seeing themselves reflected in the books that they read have been discussed extensively. In 2010, the New Zealand PictureBook Collection (NZPBC) was developed in order to create a resource that reflected New Zealand national identity. In 2015 the NZPBC was revised and this article presents a visual and textual analysis of the diversity present in the sixty books nominated through the lens of critical multicultural analysis, using four variables. Findings indicate considerable diversity is present in the collection in terms of representations of ethnicity and family; less so for representations of disability and languages.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125255741","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 : 2017-07-03DOI: 10.1080/13614541.2017.1367571
D. Xerri
ABSTRACT Nurturing young people’s creativity seems to have become one of the foremost goals of education over the past few years. However, a minimal amount of attention is paid to the challenges that teachers face in achieving this goal in the classroom. In this interview-based article, children’s author Libby Gleeson indicates that while an assessment-driven curriculum undermines teachers’ efforts to promote creativity, equally detrimental is their own inability to position themselves as creative practitioners. Based on her professional experience as a writer and educator, Gleeson suggests that teacher education and development can play a pivotal role in helping teachers to nurture their personal creativity.
{"title":"“Help Them Understand the Complexity, the Difficulties and the Pleasures of Creative Writing”: Children’s Author Libby Gleeson on Creativity in Education","authors":"D. Xerri","doi":"10.1080/13614541.2017.1367571","DOIUrl":"https://doi.org/10.1080/13614541.2017.1367571","url":null,"abstract":"ABSTRACT Nurturing young people’s creativity seems to have become one of the foremost goals of education over the past few years. However, a minimal amount of attention is paid to the challenges that teachers face in achieving this goal in the classroom. In this interview-based article, children’s author Libby Gleeson indicates that while an assessment-driven curriculum undermines teachers’ efforts to promote creativity, equally detrimental is their own inability to position themselves as creative practitioners. Based on her professional experience as a writer and educator, Gleeson suggests that teacher education and development can play a pivotal role in helping teachers to nurture their personal creativity.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133090664","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 : 2017-07-03DOI: 10.1080/13614541.2017.1367574
Åse Hedemark
ABSTRACT An ethnographic observational study of storytelling for children in Swedish public libraries explored participants’ interactions with each other and with other artifacts used in storytelling. Findings suggest that librarians interact with children by asking rhetorical questions, but the use of reflective questions is rarer. Results show that librarians and educators limit children’s participation but children express resistance to activities. Storytime sessions are organized around the spoken and written story, although children show the greatest interest in pictures and artifacts. Interactions between participants and different materials are complex and storytelling practices today are affected by the historical and institutional practices of yesterday.
{"title":"Telling Tales. An Observational Study of Storytelling for Children in Swedish Public Libraries","authors":"Åse Hedemark","doi":"10.1080/13614541.2017.1367574","DOIUrl":"https://doi.org/10.1080/13614541.2017.1367574","url":null,"abstract":"ABSTRACT An ethnographic observational study of storytelling for children in Swedish public libraries explored participants’ interactions with each other and with other artifacts used in storytelling. Findings suggest that librarians interact with children by asking rhetorical questions, but the use of reflective questions is rarer. Results show that librarians and educators limit children’s participation but children express resistance to activities. Storytime sessions are organized around the spoken and written story, although children show the greatest interest in pictures and artifacts. Interactions between participants and different materials are complex and storytelling practices today are affected by the historical and institutional practices of yesterday.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121884725","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 : 2017-07-03DOI: 10.1080/13614541.2017.1375770
{"title":"EOV Ed board","authors":"","doi":"10.1080/13614541.2017.1375770","DOIUrl":"https://doi.org/10.1080/13614541.2017.1375770","url":null,"abstract":"","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116489403","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 : 2017-07-03DOI: 10.1080/13614541.2017.1367580
A. Okyayuz
ABSTRACT Examples of popular Anglo-American teen literature are translated into many languages, reaching millions of children from different cultures. From a translators’ perspective, this is a complex endeavor, since translations of popular Anglo-American literature for teens necessitates unique approaches and knowledge about readership, markets, intertexual, and intercultural mediation across languages, which translators have to take into account in the translation process. This article provides an example of this endeavor, with emphasis on the use of paratexts, the existence of intermedial rewriting, intertexuality, style, and culture, through a multidimensional study of the translations of Rick Riordan’s Percy Jackson series into Turkish.
{"title":"Anglo-American Teen Literature in Translation","authors":"A. Okyayuz","doi":"10.1080/13614541.2017.1367580","DOIUrl":"https://doi.org/10.1080/13614541.2017.1367580","url":null,"abstract":"ABSTRACT Examples of popular Anglo-American teen literature are translated into many languages, reaching millions of children from different cultures. From a translators’ perspective, this is a complex endeavor, since translations of popular Anglo-American literature for teens necessitates unique approaches and knowledge about readership, markets, intertexual, and intercultural mediation across languages, which translators have to take into account in the translation process. This article provides an example of this endeavor, with emphasis on the use of paratexts, the existence of intermedial rewriting, intertexuality, style, and culture, through a multidimensional study of the translations of Rick Riordan’s Percy Jackson series into Turkish.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124324888","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 : 2017-01-02DOI: 10.1080/13614541.2017.1280351
L. Rutherford, Lisa Waller, Margaret K. Merga, M. McRae, Elizabeth Bullen, K. Johanson
ABSTRACT The study of teenagers’ reading practices is a dynamic and rapidly changing field, and one in which digital innovation continues to reformulate old concepts and generate new practices. This scoping review aims to capture the extent and range of international research on the topic. It explores what is known about teenagers’ reading practices; identifies the relevant disciplines, and how they define reading. It also documents the frameworks, themes, and study designs guiding research in the field. We argue that a scoping review is especially helpful for identifying gaps in the existing evidence base and informing future directions for research, particularly in the Australian context.
{"title":"Contours of Teenagers’ Reading in the Digital Era: Scoping the Research","authors":"L. Rutherford, Lisa Waller, Margaret K. Merga, M. McRae, Elizabeth Bullen, K. Johanson","doi":"10.1080/13614541.2017.1280351","DOIUrl":"https://doi.org/10.1080/13614541.2017.1280351","url":null,"abstract":"ABSTRACT The study of teenagers’ reading practices is a dynamic and rapidly changing field, and one in which digital innovation continues to reformulate old concepts and generate new practices. This scoping review aims to capture the extent and range of international research on the topic. It explores what is known about teenagers’ reading practices; identifies the relevant disciplines, and how they define reading. It also documents the frameworks, themes, and study designs guiding research in the field. We argue that a scoping review is especially helpful for identifying gaps in the existing evidence base and informing future directions for research, particularly in the Australian context.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121805227","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 : 2017-01-02DOI: 10.1080/13614541.2017.1280355
Anja Badock, B. Birdi
ABSTRACT This article presents the findings of a mixed methods investigation of the effectiveness of provision for EAL pupils by secondary school libraries in England. Data from a quantitative survey of secondary school librarians are triangulated with those of qualitative interviews with staff responsible for EAL provision. A picture emerges of a hybrid environment that addresses a number of the educational, cultural, and social needs of EAL learners, but in which a series of barriers to effective provision are also identified. Recommendations are made to key stakeholder groups for the short and long term improvement of EAL provision, and for further research.
{"title":"“Here to Support Anybody Who Needs to Come?” An Investigation of the Provision for EAL Pupils in Secondary School Libraries in England","authors":"Anja Badock, B. Birdi","doi":"10.1080/13614541.2017.1280355","DOIUrl":"https://doi.org/10.1080/13614541.2017.1280355","url":null,"abstract":"ABSTRACT This article presents the findings of a mixed methods investigation of the effectiveness of provision for EAL pupils by secondary school libraries in England. Data from a quantitative survey of secondary school librarians are triangulated with those of qualitative interviews with staff responsible for EAL provision. A picture emerges of a hybrid environment that addresses a number of the educational, cultural, and social needs of EAL learners, but in which a series of barriers to effective provision are also identified. Recommendations are made to key stakeholder groups for the short and long term improvement of EAL provision, and for further research.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134539316","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 : 2017-01-02DOI: 10.1080/13614541.2017.1280335
N. Daly
ABSTRACT The use of labels for the Indigenous and non-Indigenous, the colonized and the colonizer, who in contemporary New Zealand society are known as Māori and Pākehā, is examined through the lens of postcolonial theory (Bradford 2007) in a set of 54 books. These books were selected from the Dorothy Neal White Collection, a collection of over 7000 English language children’s books published before 1940 and housed in the National Library of New Zealand. Findings show that the labels Māori and Pākehā (albeit with inconsistent capitalization and italicization) are used in the majority of the books. The use of Māori, Pākehā, New Zealander, white, and native are discussed.
{"title":"Pākehā- Māori: European-Native. Ethnic Labeling in the Dorothy Neal White Collection","authors":"N. Daly","doi":"10.1080/13614541.2017.1280335","DOIUrl":"https://doi.org/10.1080/13614541.2017.1280335","url":null,"abstract":"ABSTRACT The use of labels for the Indigenous and non-Indigenous, the colonized and the colonizer, who in contemporary New Zealand society are known as Māori and Pākehā, is examined through the lens of postcolonial theory (Bradford 2007) in a set of 54 books. These books were selected from the Dorothy Neal White Collection, a collection of over 7000 English language children’s books published before 1940 and housed in the National Library of New Zealand. Findings show that the labels Māori and Pākehā (albeit with inconsistent capitalization and italicization) are used in the majority of the books. The use of Māori, Pākehā, New Zealander, white, and native are discussed.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126081040","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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