Pub Date : 2015-01-02DOI: 10.1080/13614541.2015.976096
Wladimir Chávez Vaca
In 2009 author Santiago Páez wrote “Literatura infantil y Gran Literatura” (Children’s Literature and Great Literature), an essay that criticizes contemporary Ecuadorian children’s literature. Páez accused certain “mediators” (teachers and parents) of having a prejudiced stance towards morality, and “good manners” in the arts. He also complained that some publishers prioritized economic profits over literary quality. After a brief description of the current situation in Ecuadorian children’s literature and its close relationship to the school curriculum list, Páez’s criticism is evaluated, with reference to other critics, editorial staff, and children’s writers. In addition, the characteristics of some well-known Ecuadorian books for children are considered. This article is based mainly on the theoretical framework about Arcadia presented by Maria Nikolajeva, but her thoughts are also complemented with reflections from such scholars as Teresa Colomer, Bjerck Erik Hagen, and Nicholas Tucker.
2009年，作家Santiago Páez发表了一篇批评当代厄瓜多尔儿童文学的文章《儿童文学与伟大文学》(Literatura infantil y Gran Literatura)。Páez指责某些“调解人”(老师和家长)对道德和艺术中的“礼貌”有偏见。他还抱怨说，一些出版商将经济利益置于文学质量之上。在简述厄瓜多尔儿童文学现状及其与学校课程表的密切关系后，我们将参考其他评论家、编辑人员和儿童作家，评估Páez的批评。此外，还考虑了一些著名的厄瓜多尔儿童书籍的特点。本文主要以玛丽亚·尼古拉耶娃关于阿卡迪亚的理论框架为基础，同时也借鉴了特蕾莎·科洛梅尔、比耶克·埃里克·哈根、尼古拉斯·塔克等学者的思考。
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Pub Date : 2015-01-02DOI: 10.1080/13614541.2015.976094
Taraneh Matloob
This article focuses on research that explored Iranian children’s design ideas in conceptualizing and making their own Mawlawna eBooks. The participants include 34 children between the ages 7 to 15 years from two Iranian nonprofit organizations: the Children’s Book Council of Iran and the Librarian’s House. In an effort to incorporate children into the process of designing technology, the researcher asked the participants to imagine themselves not only as the recipients of technology but as co-designers of Mawlawna eBooks and share their suggestions. The results of this study show that the participants like to customize Mawlawna eBooks based on their personal interests and needs.
{"title":"“How Would I Like to Read a Mawlawna EBook?”: Children’s Interests and Concerns When Reading EBooks","authors":"Taraneh Matloob","doi":"10.1080/13614541.2015.976094","DOIUrl":"https://doi.org/10.1080/13614541.2015.976094","url":null,"abstract":"This article focuses on research that explored Iranian children’s design ideas in conceptualizing and making their own Mawlawna eBooks. The participants include 34 children between the ages 7 to 15 years from two Iranian nonprofit organizations: the Children’s Book Council of Iran and the Librarian’s House. In an effort to incorporate children into the process of designing technology, the researcher asked the participants to imagine themselves not only as the recipients of technology but as co-designers of Mawlawna eBooks and share their suggestions. The results of this study show that the participants like to customize Mawlawna eBooks based on their personal interests and needs.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"25 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":"133606824","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: 10.1080/13614541.2015.976075
J. Beach
A content analysis of two annual lists of the “best” children’s books in the United States was conducted to discover whether adults’ and children’s views overlap or diverge. All the children’s books on two prominent lists were included for the years 1975 to 2005 (for books published from 1974 to 2004): the American Library Association’s Notable Children’s Books (chosen by a committee of librarians) and the International Reading Association’s Children’s Choices (chosen by children). Analyses reveal that instead of an expected 50% overlap of titles (chosen to offer each perspective equal status), there is only a 4.36% overlap averaged for a thirty year period. Using a test of proportions, the difference is significant for each year and overall at the p < .01 level. The results suggest a significant divergence between the providers and consumers of children’s literature. Relatively few authors were appreciated by both groups, most being preferred by one and not the other. Award winning books prominent on the adult list seldom appear on the children’s list. This study raises the question of whether parents, teachers, and librarians may need to pay closer attention to children’s views of what is interesting and desirable reading matter if we are to assist all children in becoming strong and avid readers. Suggestions are made for achieving a balance between the efferent and aesthetic poles evident in this divergence.
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Pub Date : 2015-01-02DOI: 10.1080/13614541.2015.976073
Margaret K. Merga
The possibilities for making social connections around books have increased with the advent of online social networking. This article explores engagement of keen adolescent book readers from the West Australian Study in Adolescent Book Reading in social networking in general, and social networking around books. Frequent book readers are found to have a lower frequency of engagement in social networking than infrequent readers, with some students resistant to social networking in general. Others used social networking to access book reviews, without active participation. The most active participants were members of reading and self-publishing sites of fiction and fan-fiction.
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Pub Date : 2014-07-03DOI: 10.1080/13614541.2014.863657
J. H. Swain
In this study of Quentin Blake’s wordless picture book, Clown, which won the International Bologna Ragazzi Award in 1996, I examine the ways that the layout, color, line, perspective, directional bias and point of view act as subtexts which can influence the ‘reading’ of the pictorial narrative. Besides brief outlines of other wordless picture books and their creators there are references to those literary theorists who have informed my own work. I conclude that the lack of words in Clown is compensated for by the abundance of images, the clown’s expressive body language and the textual quality of the drawing style.
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Pub Date : 2014-07-03DOI: 10.1080/13614541.2014.948340
{"title":"EOV Ed board","authors":"","doi":"10.1080/13614541.2014.948340","DOIUrl":"https://doi.org/10.1080/13614541.2014.948340","url":null,"abstract":"","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128069567","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 : 2014-07-03DOI: 10.1080/13614541.2014.929450
Sylvia Pantaleo
The classroom-based research discussed in this article explored developing elementary students’ visual meaning-making skills and competencies. The study’s instructional unit focused on a selection of visual elements of art and design in picturebooks, graphic novels, and magazines. As well as reading, responding in writing to, and discussing the focus texts, the 8- and 9 year-old children created their own multimodal texts during the research. Focusing specifically on the visual element of typography, this article presents the findings from the analysis of the students’ small group discussions about Don’t Read This Book! (J. Lewis and Allwright 2009). Data analysis revealed the students’ genuine appreciation for and interest in the visuality of the verbal language in Don’t Read This Book!, as well as their multifaceted understanding and interpretation of the typography in the picturebook.
本研究以课堂为基础，探讨如何培养小学生的视觉意义建构技巧与能力。这项研究的教学单元集中在图画书、图画小说和杂志中艺术和设计的视觉元素。除了阅读，以书面形式回应和讨论重点文本外，8岁和9岁的孩子在研究期间还创造了自己的多模态文本。这篇文章特别关注排版的视觉元素，介绍了对学生小组讨论“不要读这本书!”的分析结果。(J. Lewis and Allwright, 2009)。数据分析显示，学生们对《别读这本书!》中口头语言的视觉效果有真正的欣赏和兴趣。，以及他们对图画书中字体的多方面理解和解释。
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Pub Date : 2014-07-03DOI: 10.1080/13614541.2014.929439
D. Xerri
Revolving around an interview with the contemporary children’s poet Michael Rosen, this article examines some of the potential effects of teachers’ attitudes toward poetry. The interview explores Rosen’s views on teachers’ attitudes toward poetry and the implications of such attitudes on students’ engagement with poetry. This article argues that teachers need to act as role models by positioning themselves as readers of poetry in order for students to perceive such reading as an enjoyable activity.
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Pub Date : 2014-07-03DOI: 10.1080/13614541.2014.929448
J. H. Swain
In this study of six illustrations from Satoshi Kitamura’s picture book, Sheep in Wolves’ Clothing, the author considers the dynamics of the images by looking at the ways that the various components relate to each other, the ways that the positions of these components might relate to our progress through the pages of the picture book, and the relationship between beholder and image. Changes in perspective and mood are considered as are the ways that a sense of animation seems sometimes to be created, all of which, the author concludes, present challenges and visual exercises for the beholder and an exciting “reading” experience.
在本研究中，作者从Satoshi Kitamura的绘本《穿狼衣的羊》(Sheep In Wolves’Clothing)中选取了六幅插图，通过观察不同组件之间相互联系的方式，这些组件的位置可能与我们在绘本页面中的进展有关的方式，以及观察者和图像之间的关系，来考虑图像的动态。视角和情绪的变化被认为是创造动画感的方式，作者总结说，所有这些都给观众带来了挑战和视觉练习，以及令人兴奋的“阅读”体验。
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Pub Date : 2014-07-03DOI: 10.1080/13614541.2014.929437
Sandra Williams
The focus of this article concerns the role the animal character can play in presenting a cultural identity that is inclusive. With reference to the metaphor of mirrors, windows, and doors (Botelho and Rudman 2009), the significance of the animal character in the genre of domestic fantasy is highlighted. Drawing on research into less well-known children’s literature in the Czech Republic, Nepal, Mauritius, and Singapore, it is argued that the talking animal is able to pass under the radar in the case of censorship and avoid representing only one particular ethnic group in multi-cultural societies. In conclusion, the case for recognition of the significance of works by minority authors in emergent children’s literature is made.
这篇文章的重点是关注动物性格在呈现一种包容性的文化认同中所起的作用。通过对镜子、窗户和门的比喻(Botelho and Rudman 2009)，强调了动物角色在家庭幻想类型中的重要性。根据对捷克共和国、尼泊尔、毛里求斯和新加坡不太知名的儿童文学的研究，作者认为，在审查制度下，会说话的动物能够通过雷达，避免在多元文化社会中只代表一个特定的民族。最后，对少数民族作家作品在新兴儿童文学中的重要性进行了论证。
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