Pub Date : 2016-01-02DOI: 10.1080/13614541.2016.1120056
Erica Hateley
ABSTRACT This article considers the role of narrative in undertaking and reflecting on a recent literacy project undertaken collaboratively by an Australian secondary school, public library, and university. Connections between the school’s existing Manga Club and the project’s goals are read in light of dominant cultural and pedagogical narratives regarding literacy and learning. The influence of literary narratives on one project participant is considered as a lens for managing expectations and future project planning.
{"title":"Crossing Boundaries with Reading: Telling Stories about Libraries, Literacies, and Learning","authors":"Erica Hateley","doi":"10.1080/13614541.2016.1120056","DOIUrl":"https://doi.org/10.1080/13614541.2016.1120056","url":null,"abstract":"ABSTRACT This article considers the role of narrative in undertaking and reflecting on a recent literacy project undertaken collaboratively by an Australian secondary school, public library, and university. Connections between the school’s existing Manga Club and the project’s goals are read in light of dominant cultural and pedagogical narratives regarding literacy and learning. The influence of literary narratives on one project participant is considered as a lens for managing expectations and future project planning.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133853539","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 : 2016-01-02DOI: 10.1080/13614541.2016.1120058
K. Barajas
ABSTRACT Drawing on a one-year-long ethnographic reader-response study of a book club activity in a Swedish school, the present article offers a narratological analysis of books used in the book club, as well as some didactical implications for practice. The analysis of the books shows a preponderance of male protagonists, foreign settings, and first-person and omniscient narrators. The books used were characterized by classic folktale plots. A majority of the books were about animals and adventures. And, many of them dealt with existential themes. When it comes to leading book clubs, the author suggests keeping in mind that struggling readers might be the greatest book lovers, and that stereotypical texts can be used to counteract stereotypes. Interpretations of what is “real” emerge in the book club were shown to be potential starting points for discussions on the conditions of fiction. To avoid ideological dilemmas, it is important to make clear what the aim of a book club is.
{"title":"Eight Books to Promote Reading: Experiences from a Book Club in Grades 4-7","authors":"K. Barajas","doi":"10.1080/13614541.2016.1120058","DOIUrl":"https://doi.org/10.1080/13614541.2016.1120058","url":null,"abstract":"ABSTRACT Drawing on a one-year-long ethnographic reader-response study of a book club activity in a Swedish school, the present article offers a narratological analysis of books used in the book club, as well as some didactical implications for practice. The analysis of the books shows a preponderance of male protagonists, foreign settings, and first-person and omniscient narrators. The books used were characterized by classic folktale plots. A majority of the books were about animals and adventures. And, many of them dealt with existential themes. When it comes to leading book clubs, the author suggests keeping in mind that struggling readers might be the greatest book lovers, and that stereotypical texts can be used to counteract stereotypes. Interpretations of what is “real” emerge in the book club were shown to be potential starting points for discussions on the conditions of fiction. To avoid ideological dilemmas, it is important to make clear what the aim of a book club is.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134106275","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 : 2016-01-02DOI: 10.1080/13614541.2016.1120071
Rosa Tabernero Sala, V. C. Valios
ABSTRACT The book-trailer is a marketing resource created by publishing houses in order to spread and promote books in the digital environment. This article presents the findings of a research study focused on book-trailers as a paratext (Gray 2010) which may be used to develop the literary competence in the context of Pre-School classrooms. The results obtained show the importance of the book-trailer as a tool to develop the literary competence.
{"title":"Book-Trailers as Tools to Promote Reading in the Framework of the Web 2.0","authors":"Rosa Tabernero Sala, V. C. Valios","doi":"10.1080/13614541.2016.1120071","DOIUrl":"https://doi.org/10.1080/13614541.2016.1120071","url":null,"abstract":"ABSTRACT The book-trailer is a marketing resource created by publishing houses in order to spread and promote books in the digital environment. This article presents the findings of a research study focused on book-trailers as a paratext (Gray 2010) which may be used to develop the literary competence in the context of Pre-School classrooms. The results obtained show the importance of the book-trailer as a tool to develop the literary competence.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133518625","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 : 2015-07-03DOI: 10.1080/13614541.2015.1078622
Kim E. Becnel, J. C. Pope
The researchers examined mainstream, small-press, and self-published picture books about Hurricane Katrina, analyzing rhetorical purpose, representations of race, and responses to the storm, including decisions regarding evacuation, accepting institutional assistance, and relocating or returning. A comparison revealed that, taken together, the small-press and self-published titles more accurately depict the wide array of survivor experiences than do the mainstream titles, which tend to reinforce a few major patterns and storylines, perhaps for the benefit of an audience outside of the affected areas. Implications for library collection development are discussed.
{"title":"Stories of a Storm: A Content Analysis of Mainstream, Small-Press, and Self-Published Picture Books about Hurricane Katrina","authors":"Kim E. Becnel, J. C. Pope","doi":"10.1080/13614541.2015.1078622","DOIUrl":"https://doi.org/10.1080/13614541.2015.1078622","url":null,"abstract":"The researchers examined mainstream, small-press, and self-published picture books about Hurricane Katrina, analyzing rhetorical purpose, representations of race, and responses to the storm, including decisions regarding evacuation, accepting institutional assistance, and relocating or returning. A comparison revealed that, taken together, the small-press and self-published titles more accurately depict the wide array of survivor experiences than do the mainstream titles, which tend to reinforce a few major patterns and storylines, perhaps for the benefit of an audience outside of the affected areas. Implications for library collection development are discussed.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134418226","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 : 2015-07-03DOI: 10.1080/13614541.2015.1078623
Steven Dempster, Jane Sunderland, J. Thistlethwaite
Although children’s literacy remains of concern, Harry Potter has sometimes been identified as a ray of light. This article explores the “Harry Potter effect” empirically. Questionnaire responses from 621 primary and secondary school pupils point to certain relationships between the Potter books and reported literacy practices and achievements. Most readers claimed that Harry Potter had helped their reading, but gender-differential tendencies were not significant, and claims regarding any revolutionary impact of Potter on boys’ reading would seem misplaced. Few significant gender tendencies were found, for example numbers of readers (more boys) and re-reading the novels (associated with girls).
{"title":"Harry Potter and the Transfiguration of Boys’ and Girls’ Literacies","authors":"Steven Dempster, Jane Sunderland, J. Thistlethwaite","doi":"10.1080/13614541.2015.1078623","DOIUrl":"https://doi.org/10.1080/13614541.2015.1078623","url":null,"abstract":"Although children’s literacy remains of concern, Harry Potter has sometimes been identified as a ray of light. This article explores the “Harry Potter effect” empirically. Questionnaire responses from 621 primary and secondary school pupils point to certain relationships between the Potter books and reported literacy practices and achievements. Most readers claimed that Harry Potter had helped their reading, but gender-differential tendencies were not significant, and claims regarding any revolutionary impact of Potter on boys’ reading would seem misplaced. Few significant gender tendencies were found, for example numbers of readers (more boys) and re-reading the novels (associated with girls).","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123865165","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 : 2015-07-03DOI: 10.1080/13614541.2015.1078616
B. Rodríguez
Adaptations and translations of children’s books contribute to modifying and consolidating the literary canon. This article aims to discuss the main theoretical concepts related to the assessment of adaptations for children to analyze certain literary adaptations into English of the Spanish novel El ingenioso hidalgo don Quijote de la Mancha. Target texts must be engaging enough to introduce the children to the novel and maintain their interest when they become adults, which results in deviations from the source text to fit the reader’s expectation and abilities. The reasons affecting the adaptor’s decisions are studied and evaluated.
{"title":"Assessing Literary Adaptations and Translations for Children: Don Quixote in English","authors":"B. Rodríguez","doi":"10.1080/13614541.2015.1078616","DOIUrl":"https://doi.org/10.1080/13614541.2015.1078616","url":null,"abstract":"Adaptations and translations of children’s books contribute to modifying and consolidating the literary canon. This article aims to discuss the main theoretical concepts related to the assessment of adaptations for children to analyze certain literary adaptations into English of the Spanish novel El ingenioso hidalgo don Quijote de la Mancha. Target texts must be engaging enough to introduce the children to the novel and maintain their interest when they become adults, which results in deviations from the source text to fit the reader’s expectation and abilities. The reasons affecting the adaptor’s decisions are studied and evaluated.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123941410","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 : 2015-07-03DOI: 10.1080/13614541.2015.1083383
{"title":"EOV Ed board","authors":"","doi":"10.1080/13614541.2015.1083383","DOIUrl":"https://doi.org/10.1080/13614541.2015.1083383","url":null,"abstract":"","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134557060","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 : 2015-07-03DOI: 10.1080/13614541.2015.1078618
B. Immroth, Bernard Lukenbill
Presents an investigation of contemporary American authors who write for youth. The methodology derives from Laurenson’s study of the sociology of British authors. The study is based on the biographical and sociological data of the randomly selected 220 of 786 (27%) authors identified as first authors from American Library Association selected lists. Whites, women, and writers from the Northeast United States and West Coast dominate the field. Authors tend to be educated at high prestige colleges and universities and follow careers as writers, teachers, and fields in communications. Male and minority writers have increased in recent decades along with newer forms of artistic production.
{"title":"Who Writes for Youth? A Second Look at the Social Structure of American Authors for Youth","authors":"B. Immroth, Bernard Lukenbill","doi":"10.1080/13614541.2015.1078618","DOIUrl":"https://doi.org/10.1080/13614541.2015.1078618","url":null,"abstract":"Presents an investigation of contemporary American authors who write for youth. The methodology derives from Laurenson’s study of the sociology of British authors. The study is based on the biographical and sociological data of the randomly selected 220 of 786 (27%) authors identified as first authors from American Library Association selected lists. Whites, women, and writers from the Northeast United States and West Coast dominate the field. Authors tend to be educated at high prestige colleges and universities and follow careers as writers, teachers, and fields in communications. Male and minority writers have increased in recent decades along with newer forms of artistic production.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134498333","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 : 2015-07-03DOI: 10.1080/13614541.2015.1078621
Sue C. Kimmel, Kasey Garrison, Danielle E. Forest
How do cultural identities such as religion, social class, and gender enable or restrict the freedom of characters in award-winning translated books for children? The movement of characters within a set of recent books recognized with the Batchelder award provides a global perspective on freedom and human rights and calls attention to contemporary and historical struggles of people around the world. This study suggests high quality titles that may help librarians and teachers develop children’s understanding of other cultures and the physical and metaphorical borders that constrain freedom of movement.
{"title":"“Immigrants of Us All”: Experiencing Migration and Movement through Batchelder Award-winning Translated Books","authors":"Sue C. Kimmel, Kasey Garrison, Danielle E. Forest","doi":"10.1080/13614541.2015.1078621","DOIUrl":"https://doi.org/10.1080/13614541.2015.1078621","url":null,"abstract":"How do cultural identities such as religion, social class, and gender enable or restrict the freedom of characters in award-winning translated books for children? The movement of characters within a set of recent books recognized with the Batchelder award provides a global perspective on freedom and human rights and calls attention to contemporary and historical struggles of people around the world. This study suggests high quality titles that may help librarians and teachers develop children’s understanding of other cultures and the physical and metaphorical borders that constrain freedom of movement.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124027232","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 : 2015-01-02DOI: 10.1080/13614541.2015.976078
Samuel D. Thomas
Fantastic fiction, where the referent is evidently a creation of words, facilitates the move beyond meaning to significance, and this marks its difference vis-à-vis realist fiction where the “referential fallacy” often gets in the way of the reader reaching the level of significance. Exploiting this potential, Carroll helps the reader of Alice in Wonderland and Through the Looking Glass suspend their habit of looking at their self and the world as two unrelated entities. He does this by challenging the assumed plenitude of the Cartesian “I” and the substantiality of the world this “I” seeks to know. From this vantage point, the power relations in the Victorian society that the culture of this society sustains become obvious to the reader. This is Carroll’s innovation on the tradition in fantasy literature. “Carrolludicity,” the use of play to facilitate scrutiny of contemporary knowledge and belief systems, and the unique way in which the food chain becomes a metaphor for contemporary social hierarchy, forcing reflection on the dominant cultural code are instances of this innovation. The Alice books offer their reader the experience of occupying a belief and value neutral space for a few fleeting moments, facilitating reflection on contemporary culture, and herein lies Carroll’s relevance for his post-Victorian reader. Carrroll’s deconstruction of the symbolic system is more apparent to postmodern readers who are familiar with antifoundationalism, the dominant philosophical stance of their time. The Alice books initiate these readers into the process of becoming sojourners through the cultures of the world, including their own culture, and prepare them for a cosmopolitan life.
{"title":"Alice in Wonderland and Through the Looking Glass: Heterocosm as a Mimetic Device","authors":"Samuel D. Thomas","doi":"10.1080/13614541.2015.976078","DOIUrl":"https://doi.org/10.1080/13614541.2015.976078","url":null,"abstract":"Fantastic fiction, where the referent is evidently a creation of words, facilitates the move beyond meaning to significance, and this marks its difference vis-à-vis realist fiction where the “referential fallacy” often gets in the way of the reader reaching the level of significance. Exploiting this potential, Carroll helps the reader of Alice in Wonderland and Through the Looking Glass suspend their habit of looking at their self and the world as two unrelated entities. He does this by challenging the assumed plenitude of the Cartesian “I” and the substantiality of the world this “I” seeks to know. From this vantage point, the power relations in the Victorian society that the culture of this society sustains become obvious to the reader. This is Carroll’s innovation on the tradition in fantasy literature. “Carrolludicity,” the use of play to facilitate scrutiny of contemporary knowledge and belief systems, and the unique way in which the food chain becomes a metaphor for contemporary social hierarchy, forcing reflection on the dominant cultural code are instances of this innovation. The Alice books offer their reader the experience of occupying a belief and value neutral space for a few fleeting moments, facilitating reflection on contemporary culture, and herein lies Carroll’s relevance for his post-Victorian reader. Carrroll’s deconstruction of the symbolic system is more apparent to postmodern readers who are familiar with antifoundationalism, the dominant philosophical stance of their time. The Alice books initiate these readers into the process of becoming sojourners through the cultures of the world, including their own culture, and prepare them for a cosmopolitan life.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127510043","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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