Pub Date : 2014-01-02DOI: 10.1080/13614541.2014.863666
J. Elkin
This article presents an overview of current research on the importance of access to language and story in the early years and highlights the critical influence of story, rhyme, and song in the development of babies’ early language. It highlights positive book and language experiences taken from the author's personal research and observation of parents, grandparents, babies, and toddlers during 2011–12. The conclusions suggest that we underestimate the impact of the early years on children's future development: all babies are born equal, but research shows that their experiences in the early months of life affect their life chances.
{"title":"Babies Need Books in the Critical Early Years of Life","authors":"J. Elkin","doi":"10.1080/13614541.2014.863666","DOIUrl":"https://doi.org/10.1080/13614541.2014.863666","url":null,"abstract":"This article presents an overview of current research on the importance of access to language and story in the early years and highlights the critical influence of story, rhyme, and song in the development of babies’ early language. It highlights positive book and language experiences taken from the author's personal research and observation of parents, grandparents, babies, and toddlers during 2011–12. The conclusions suggest that we underestimate the impact of the early years on children's future development: all babies are born equal, but research shows that their experiences in the early months of life affect their life chances.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124846449","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 : 2014-01-02DOI: 10.1080/13614541.2014.863671
Andrew K. Shenton, A. Pickard
While information literacy is frequently taught through the imposition on learners of an established framework, this article suggests a different approach by taking a lead from James Herring's ideas. Specifically, it provides guidance to school-based information professionals who would like to encourage their pupils to devise their own flexible, information literacy models that are unique to them. Drawing on existing material in information science and wider thought, the article proposes areas for coverage and considers how information professionals may support the dynamic process of model construction. It is recommended that those who are intent on facilitating the creation of personal information literacy models help pupils to: identify the roles they take on in their lives; reflect on the information needs that result; ascertain the information they require in particular situations; explore their information-seeking activities; consider means by which information can be captured; and give thought as to how the information they have accessed may be used. This framework is, however, by no means rigid and readers are, of course, free to make their own adjustments.
{"title":"Facilitating Pupil Thinking About Information Literacy","authors":"Andrew K. Shenton, A. Pickard","doi":"10.1080/13614541.2014.863671","DOIUrl":"https://doi.org/10.1080/13614541.2014.863671","url":null,"abstract":"While information literacy is frequently taught through the imposition on learners of an established framework, this article suggests a different approach by taking a lead from James Herring's ideas. Specifically, it provides guidance to school-based information professionals who would like to encourage their pupils to devise their own flexible, information literacy models that are unique to them. Drawing on existing material in information science and wider thought, the article proposes areas for coverage and considers how information professionals may support the dynamic process of model construction. It is recommended that those who are intent on facilitating the creation of personal information literacy models help pupils to: identify the roles they take on in their lives; reflect on the information needs that result; ascertain the information they require in particular situations; explore their information-seeking activities; consider means by which information can be captured; and give thought as to how the information they have accessed may be used. This framework is, however, by no means rigid and readers are, of course, free to make their own adjustments.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130654867","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 : 2014-01-02DOI: 10.1080/13614541.2014.863637
Nadine Majaro
This article examines two books about the Holocaust, The Boy in the Striped Pyjamas by John Boyne from Ireland and Milkweed by Jerry Spinelli from America, and argues that they contain both overt and covert ideological positions, some of which are strongly influenced by the history or culture of the countries in which the authors work. This argument is supported by a detailed examination using a toolkit derived from work on ideology by a number of academics, including Peter Hollindale, Robert Sutherland, and John Stephens. This examination of the texts is extended to cover some of the questions raised in the extensive debates on Holocaust literature including whether there is a moral responsibility to convey facts accurately and how the victims of the Holocaust should be portrayed. This work demonstrates that the shared surface ideology of the books co-exists with extensive differences in hidden ideology, some of them troubling.
{"title":"Looking for Ideology in Children's Fiction Regarding the Holocaust","authors":"Nadine Majaro","doi":"10.1080/13614541.2014.863637","DOIUrl":"https://doi.org/10.1080/13614541.2014.863637","url":null,"abstract":"This article examines two books about the Holocaust, The Boy in the Striped Pyjamas by John Boyne from Ireland and Milkweed by Jerry Spinelli from America, and argues that they contain both overt and covert ideological positions, some of which are strongly influenced by the history or culture of the countries in which the authors work. This argument is supported by a detailed examination using a toolkit derived from work on ideology by a number of academics, including Peter Hollindale, Robert Sutherland, and John Stephens. This examination of the texts is extended to cover some of the questions raised in the extensive debates on Holocaust literature including whether there is a moral responsibility to convey facts accurately and how the victims of the Holocaust should be portrayed. This work demonstrates that the shared surface ideology of the books co-exists with extensive differences in hidden ideology, some of them troubling.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123930037","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 : 2014-01-02DOI: 10.1080/13614541.2014.863642
Markus Poetzsch
The following article examines the myth of the Romantic Child, both as it originated in the Romantic period, specifically through the work of William Wordsworth, and as it continues to be promulgated, often uncritically, in popular culture and in the modern environmentalist movement. The idealization of the child, as I will suggest, represents a misconstruction of Wordsworth's poetry, in particular his “Immortality Ode,” which articulates a much more complicated and disquieting vision of childhood. That vision is supported by Wordsworth's personal commentaries on the poem, which foreground the liminality of the child's experiences and its place in society. A reexamination of the myth of the Romantic Child and the reasons for its cultural durability offers a means for literary scholars to articulate critical, pedagogical, and psychological counterpoints that make space for the “ordinary child.”
{"title":"Between the “Abyss of Idealism” and the Hard Wall of “Reality”: Lessons of the Wordsworthian Child","authors":"Markus Poetzsch","doi":"10.1080/13614541.2014.863642","DOIUrl":"https://doi.org/10.1080/13614541.2014.863642","url":null,"abstract":"The following article examines the myth of the Romantic Child, both as it originated in the Romantic period, specifically through the work of William Wordsworth, and as it continues to be promulgated, often uncritically, in popular culture and in the modern environmentalist movement. The idealization of the child, as I will suggest, represents a misconstruction of Wordsworth's poetry, in particular his “Immortality Ode,” which articulates a much more complicated and disquieting vision of childhood. That vision is supported by Wordsworth's personal commentaries on the poem, which foreground the liminality of the child's experiences and its place in society. A reexamination of the myth of the Romantic Child and the reasons for its cultural durability offers a means for literary scholars to articulate critical, pedagogical, and psychological counterpoints that make space for the “ordinary child.”","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126918114","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 : 2014-01-02DOI: 10.1080/13614541.2014.863645
A. M. Ramos
Migration is an important theme in adult Portuguese literature and an object of fictionalization by many well-known writers. Recent publications in children's literature have also begun depicting this subject and after decades of Portuguese departures, Portugal has witnessed the arrival of immigrants searching for better living conditions. This article aims to collate a set of books which deals with the issue of migration in Portuguese children's literature by identifying different types of journeys, what motivated them and where they took place. Special emphasis will be given to migration, as well as the issue of decolonization.
{"title":"Crossing Borders: Migrations in Portuguese Contemporary Children's Literature","authors":"A. M. Ramos","doi":"10.1080/13614541.2014.863645","DOIUrl":"https://doi.org/10.1080/13614541.2014.863645","url":null,"abstract":"Migration is an important theme in adult Portuguese literature and an object of fictionalization by many well-known writers. Recent publications in children's literature have also begun depicting this subject and after decades of Portuguese departures, Portugal has witnessed the arrival of immigrants searching for better living conditions. This article aims to collate a set of books which deals with the issue of migration in Portuguese children's literature by identifying different types of journeys, what motivated them and where they took place. Special emphasis will be given to migration, as well as the issue of decolonization.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125970405","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 : 2013-11-01DOI: 10.1080/13614541.2013.827061
{"title":"EOV Editorial Board","authors":"","doi":"10.1080/13614541.2013.827061","DOIUrl":"https://doi.org/10.1080/13614541.2013.827061","url":null,"abstract":"","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121627263","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 : 2013-09-05DOI: 10.1080/13614541.2013.813337
C. Rankin
The Sister Libraries program is an initiative of the IFLA Libraries for Children and Young Adults section. Launched in 2009, it enables children's librarians in any country to find a sister library somewhere else in the world and build a collaborative partnership based on the exchange of views and the development of joint programs. This article describes the development and progress of the first two years of this international network and reports on the evaluation of the program using the concept of a “community of practice.” A longitudinal view is taken of capacity building and professional generosity as a community of practice develops.
{"title":"The IFLA Sister Libraries Program – an Evaluation of the Development, Challenges, and Progress in the First Two Years of an International Network","authors":"C. Rankin","doi":"10.1080/13614541.2013.813337","DOIUrl":"https://doi.org/10.1080/13614541.2013.813337","url":null,"abstract":"The Sister Libraries program is an initiative of the IFLA Libraries for Children and Young Adults section. Launched in 2009, it enables children's librarians in any country to find a sister library somewhere else in the world and build a collaborative partnership based on the exchange of views and the development of joint programs. This article describes the development and progress of the first two years of this international network and reports on the evaluation of the program using the concept of a “community of practice.” A longitudinal view is taken of capacity building and professional generosity as a community of practice develops.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123063611","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 : 2013-09-05DOI: 10.1080/13614541.2013.813334
Maria Nikolajeva
Recent studies in cognitive literary criticism have provided scholars of literature with new stimulating approaches to literary texts. The ability to understand how other people think and feel, known as empathy, is arguably the most important capacity that distinguishes human beings from other living organisms. Empathy is also one of the most essential social skills. However, this capacity does not appear automatically; it develops gradually, and it can be enhanced and trained. The article argues, taking Frances Hodgson Burnett's children's novel The Secret Garden as an example, that emotional literacy can be enhanced through the reading of fiction.
{"title":"“Did you Feel as if you Hated People?”: Emotional Literacy Through Fiction","authors":"Maria Nikolajeva","doi":"10.1080/13614541.2013.813334","DOIUrl":"https://doi.org/10.1080/13614541.2013.813334","url":null,"abstract":"Recent studies in cognitive literary criticism have provided scholars of literature with new stimulating approaches to literary texts. The ability to understand how other people think and feel, known as empathy, is arguably the most important capacity that distinguishes human beings from other living organisms. Empathy is also one of the most essential social skills. However, this capacity does not appear automatically; it develops gradually, and it can be enhanced and trained. The article argues, taking Frances Hodgson Burnett's children's novel The Secret Garden as an example, that emotional literacy can be enhanced through the reading of fiction.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123346807","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 : 2013-09-05DOI: 10.1080/13614541.2013.813341
D. Cheetham
This investigation examines a collection of historical fiction for children linked by setting (late Victorian London) and protagonists (Sherlock Holmes’ Baker Street Irregulars, the children who assisted Holmes with his investigations). Common deviations from historical probability are treated as significant changes and are discussed in relation to the general study of historical fiction. It was found that the collected stories use similar stereotypes and show common choices which shift the content of the stories away from the most likely historical situation of late Victorian “Street Arabs.”
{"title":"History in Children's Historical Fiction: A Test Case with the Baker Street Irregulars","authors":"D. Cheetham","doi":"10.1080/13614541.2013.813341","DOIUrl":"https://doi.org/10.1080/13614541.2013.813341","url":null,"abstract":"This investigation examines a collection of historical fiction for children linked by setting (late Victorian London) and protagonists (Sherlock Holmes’ Baker Street Irregulars, the children who assisted Holmes with his investigations). Common deviations from historical probability are treated as significant changes and are discussed in relation to the general study of historical fiction. It was found that the collected stories use similar stereotypes and show common choices which shift the content of the stories away from the most likely historical situation of late Victorian “Street Arabs.”","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116789671","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 : 2013-09-05DOI: 10.1080/13614541.2013.813339
M. Martens
The International Children's Digital Library (ICDL) is an online collection of children's books that can be read in their entirety anytime, from anywhere with an Internet connection. Across the literature, it is evident that in digital environments, children are confronted with obstacles not faced by adults, including a limited understanding of metaphors, insufficient reading skills, and child-sized motor skills. This case study of seven Danish children and their educator evaluates their use of the collection, especially the carefully designed search features, and how they translated to an environment in which children encountered a linguistic barrier of access.
国际儿童数字图书馆(International Children’s Digital Library, ICDL)是一个在线的儿童图书收藏，只要有互联网连接，就可以随时随地阅读完整的儿童图书。纵观文献，很明显，在数字环境中，儿童面临着成年人没有遇到的障碍，包括对隐喻的理解有限，阅读技能不足，以及儿童的运动技能。本案例研究以七名丹麦儿童及其教育工作者为研究对象，评估了他们对收集的使用情况，尤其是精心设计的搜索功能，以及如何将其转化为儿童遇到语言障碍的环境。
{"title":"Considerations of how Children Think: Danish Responses to the International Children's Digital Library","authors":"M. Martens","doi":"10.1080/13614541.2013.813339","DOIUrl":"https://doi.org/10.1080/13614541.2013.813339","url":null,"abstract":"The International Children's Digital Library (ICDL) is an online collection of children's books that can be read in their entirety anytime, from anywhere with an Internet connection. Across the literature, it is evident that in digital environments, children are confronted with obstacles not faced by adults, including a limited understanding of metaphors, insufficient reading skills, and child-sized motor skills. This case study of seven Danish children and their educator evaluates their use of the collection, especially the carefully designed search features, and how they translated to an environment in which children encountered a linguistic barrier of access.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129763609","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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