What does it mean to become a reader? What are the challenges and opportunities of engaging children in reading for pleasure in the 21st century? This book explores the ways in which reading for pleasure is changing in the era of globalisation, multiculturalism and datafication. Raising the next generation of engaged readers requires knowledge of the enduring characteristics of engagement and markers of quality in books and e-books. In addition, in order to develop new insights into children's experience of reading on and off screen, nuanced understandings of psychological and socio-cultural research are offered. The cross-disciplinary examination integrates key research from educational psychology, new literacies, multimodality and socio-cultural perspectives and explores consequences for practice. An authoritative guide - it invites graduates, researchers and teachers to participate in the authors' interdisciplinary dialogue about reading for pleasure.

Get Your Child Hooked on Books!
Reading can become a favorite part of any child's life—even children who think they hate to read. And, with the help of this unique book, it's easy to put your reluctant reader on the path to becoming an enthusiastic reader. Inside are 125 books that are certain to ignite your child's interest in reading. You'll find a variety of titles with real kid appeal—the best of the best for children of all reading levels. These books will captivate your child's interest and create a passion you never thought possible. So, for the love of reading and your child, come inside, explore all 125 books, and discover:
·Complete descriptions and synopses
·The appeal of each book to reluctant readers
·Suggested audience and reading levels
·Recommended readings if your child enjoys a particular book
·And much, much more!
By developing a love of reading and an emotional connection to books and ideas, your child can develop and maintain a high level of interest in reading—and get a head start on life.
"An excellent resource for parents and educators interested in promoting literacy among children, with practical tips on how to make reading a fun, educational, and rewarding experience for children of all ages."
—Stephen Green, Ph.D., child development specialist, Texas A&M University

Contributions by Cynthia Neese Bailes, Nina Batt, Lijun Bi, Helene Charderon, Stuart Ching, Helene Ehriander, Xiangshu Fang, Sara Kersten-Parish, Helen Kilpatrick, Jessica Kirkness, Sung-Ae Lee, Jann Pataray-Ching, Angela Schill, Josh Simpson, John Stephens, Corinne Walsh, Nerida Wayland, and Vivian Yenika-Agbaw Children, Deafness, and Deaf Cultures in Popular Media examines how creative works have depicted what it means to be a deaf or hard of hearing child in the modern world. In this collection of critical essays, scholars discuss works that cover wide-ranging subjects and themes: growing up deaf in a hearing world, stigmas associated with deafness, rival modes of communication, friendship and discrimination, intergenerational tensions between hearing and nonhearing family members, and the complications of establishing self-identity in increasingly complex societies. Contributors explore most of the major genres of children's literature and film, including realistic fiction, particularly young adult novels, as well as works that make deft use of humor and parody. Further, scholars consider the expressive power of multimodal forms such as graphic novel and film to depict experience from the perspective of children. Representation of the point of view of child characters is central to this body of work and to the intersections of deafness with discourses of diversity and social justice. The child point of view supports a subtle advocacy of a wider understanding of the multiple ways of being D/deaf and the capacity of D/deaf children to give meaning to their unique experiences, especially as they find themselves moving between hearing and Deaf communities. These essays will alert scholars of children's literature, as well as the reading public, to the many representations of deafness that, like deafness itself, pervade all cultures and are not limited to specific racial or sociocultural groups.

Contributions by Jani L. Barker, Rudine Sims Bishop, Julia S. Charles-Linen, Paige Gray, Dianne Johnson-Feelings, Jonda C. McNair, Sara C. VanderHaagen, and Michelle Taylor Watts The Brownies' Book occupies a special place in the history of African American children's literature. Informally the children's counterpart to the NAACP's The Crisis magazine, it was one of the first periodicals created primarily for Black youth. Several of the objectives the creators delineated in 1919 when announcing the arrival of the publication-"To make them familiar with the history and achievements of the Negro race" and "To make colored children realize that being 'colored' is a beautiful, normal thing"-still resonate with contemporary creators, readers, and scholars of African American children's literature. The meticulously researched essays in A Centennial Celebration of "The Brownies' Book" get to the heart of The Brownies' Book "project" using critical approaches both varied and illuminating. Contributors to the volume explore the underappreciated role of Jessie Redmon Fauset in creating The Brownies' Book and in the cultural life of Black America; describe the young people who immersed themselves in the pages of the periodical; focus on the role of Black heroes and heroines; address The Brownies' Book in the context of critical literacy theory; and place The Brownies' Book within the context of Black futurity and justice. Bookending the essays are, reprinted in full, the first and last issues of the magazine. A Centennial Celebration of "The Brownies' Book" illuminates the many ways in which the magazine-simultaneously beautiful, complicated, problematic, and inspiring-remains worthy of attention well into this century.

'But I don't want to go among mad people,' Alice remarked. 'Oh, you can't help that,' said the Cat. 'We're all mad here.' The 'Alice' books are two of the most translated, most quoted, and best-known books in the world, but what exactly are they? Apparently delightful, innocent fantasies for children, they are also complex textures of mathematical, linguistic, and philosophical jokes. Alice's encounters with the White Rabbit, the Cheshire-Cat, the King and Queen of Hearts, the Mad Hatter, Tweedledum and Tweedledee and many other extraordinary characters have made them masterpieces of carefree nonsense, yet they also appeal to adults on a quite different level. Layers of satire, allusion, and symbolism about Victorian culture and politics, as well as revelations about the intricate subconscious problems of their author, add to their fascination and make them impossible to classify. This new edition explores the phenomenal range of reference, and the paradoxical appeal of two of the most inventive books in world literature. It also includes an episode removed by Carroll from the proofs of Through the Looking-Glass, called 'The Wasp in a Wig'. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

Children's literature takes many forms - works adapted for children in antiquity, picture books and pop-ups - and now includes the latest online games and eBooks. This vast and amorphous subject is both intimately related to other areas of literary and cultural investigation but also has its own set of concerns, issues and challenges. From familiar authors including Beatrix Potter and Roald Dahl, classic books such as Pooh, Alice in Wonderland, and The Secret Garden, to modern works including Harry Potter and the Twilight series, thisVery Short Introduction provides an overview of the history of children's literature as it has developed in English, whilst at the same time introducing key debates, developments, and figures in the field. Raising questions about what shape the future of literature for children should take, and exploring the crossover with adult fiction, Reynolds shows that writing for children - whether on page or screen - has participated in shaping and directing ideas about culture, society and childhood. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

Equipping Space Cadets: Primary Science Fiction for Young Children argues for the benefits and potential of "primary science fiction," or science fiction for children under twelve years old. Science fiction for children is often disregarded due to common misconceptions of childhood. When children are culturally portrayed as natural and simple, then they seem like a poor audience for the complex scientific questions brought up by the best science fiction. The books and the children who read them tell another story. Using three empirical studies and over 350 children's books including If I Had a Robot Dog, Bugs in Space, and Commander Toad in Space, Equipping Space Cadets presents interdisciplinary evidence that science fiction and children are compatible after all. Primary science fiction literature includes many high-quality books that cleverly utilize the features of children's literature formats in order to fit large science fiction questions into small packages. In the best of these books, authors make science fiction questions accessible and relevant to children of various reading levels and from diverse backgrounds and identities. Equipping Space Cadets does not stop with literary analysis, but also presents the voices of real children and practitioners. The book features three studies: a survey of teachers and librarians, quantitative analysis of lending records from school libraries across the United States, and coded read-aloud sessions with elementary school students. The results reveal how children are interested in and capable of reading science fiction, but it is the adults, including the most well-intentioned librarians and teachers, who hinder children's engagement with the genre due to their own preconceptions about the genre and children.

Racism is resilient, duplicitous, and endlessly adaptable, so it is no surprise that America is again in a period of civil rights activism. A significant reason racism endures is because it is structural: it's embedded in culture and in institutions. One of the places that racism hides-and thus perhaps the best place to oppose it-is books for young people. Was the Cat in the Hat Black? presents five serious critiques of the history and current state of children's literature tempestuous relationship with both implicit and explicit forms of racism. The book fearlessly examines topics both vivid-such as The Cat in the Hat's roots in blackface minstrelsy-and more opaque, like how the children's book industry can perpetuate structural racism via whitewashed covers even while making efforts to increase diversity. Rooted in research yet written with a lively, crackling touch, Nel delves into years of literary criticism and recent sociological data in order to show a better way forward. Though much of what is proposed here could be endlessly argued, the knowledge that what we learn in childhood imparts both subtle and explicit lessons about whose lives matter is not debatable. The text concludes with a short and stark proposal of actions everyone-reader, author, publisher, scholar, citizen- can take to fight the biases and prejudices that infect children's literature. While Was the Cat in the Hat Black? does not assume it has all the answers to such a deeply systemic problem, its audacity should stimulate discussion and activism.

In the late 1950s, Ted Geisel took on the challenge of creating a book using only 250 unique first-grade words, something that aspiring readers would have both the ability and the desire to read. The result was an unlikely children's classic, The Cat in the Hat. But Geisel didn't stop there. Using The Cat in the Hat as a template, he teamed with Helen Geisel and Phyllis Cerf to create Beginner Books, a whole new category of readers that combined research-based literacy practices with the logical insanity of Dr. Seuss. The books were an enormous success, giving the world such authors and illustrators as P. D. Eastman, Roy McKie, and Stan and Jan Berenstain, and beloved bestsellers such as Are You My Mother?; Go, Dog. Go!; Put Me in the Zoo; and Green Eggs and Ham. The story of Beginner Books-and Ted Geisel's role as ""president, policymaker, and editor"" of the line for thirty years-has been told briefly in various biographies of Dr. Seuss, but I Can Read It All by Myself: The Beginner Books Story presents it in full detail for the first time. Drawn from archival research and dozens of brand-new interviews, I Can Read It All by Myself explores the origins, philosophies, and operations of Beginner Books from The Cat in the Hat in 1957 to 2019's A Skunk in My Bunk, and reveals the often-fascinating lives of the writers and illustrators who created them.

Was und wie lesen heutige 10- bis 12jahrige Schulkinder? Warum begeistern sie sich immer noch mehr fur ihre Freizeitlekture als fur die Schulbucher? Welche Rolle spielt Buchlekture in der heutigen Mediengesellschaft fur die Ich-Entwicklung der Kinder? Inwiefern kann der Deutschunterricht von den Ergebnissen einer empirischen Studie zur Rezeption des deutschen Schulbuchklassikers Vorstadtkrokodile profitieren? Auf diese Fragen bietet der Autor am Beispiel des Kinderromans des Dortmunder Schriftstellers Max von der Grun Antworten aus einer entwicklungspsychologischen Perspektive. Dabei behalt er konsequent die Perspektive der jungen Leser mit den Lesemotiven, Problemen und Bewaltigungsversuchen, die in ihren Briefen an den Schriftsteller und in mehreren Live-Interviews zum Ausdruck kommen. Fur Kinderbuchautoren, fur DeutschlehrerInnen und fur Spezialisten der Kinderliteraturforschung ein lesenswertes Werk mit interessanten, zum Teil uberraschenden Ergebnissen.

Young adult literature featuring LGBTQ characters is booming. In the 1980s and 1990s, only a handful of such titles were published every year. Recently, these numbers have soared to over one hundred annual releases. Queer characters are also appearing more frequently in film, on television, and in video games. This explosion of queer representation, however, has prompted new forms of longstanding cultural anxieties about adolescent sexuality. What makes for a good "coming out" story? Will increased queer representation in young people's media teach adolescents the right lessons and help queer teens live better, happier lives? What if these stories harm young people instead of helping them? In Queer Anxieties of Young Adult Literature and Culture, Derritt Mason considers these questions through a range of popular media, including an assortment of young adult books; Caper in the Castro, the first-ever queer video game; online fan communities; and popular television series Glee and Big Mouth. Mason argues themes that generate the most anxiety about adolescent culture - queer visibility, risk taking, HIV/AIDS, dystopia and horror, and the promise that "It Gets Better" and the threat that it might not - challenge us to rethink how we read and engage with young people's media. Instead of imagining queer young adult literature as a subgenre defined by its visibly queer characters, Mason proposes that we see "queer YA" as a body of transmedia texts with blurry boundaries, one that coheres around affect - specifically, anxiety - instead of content.

'this is all a fairy tale...and, therefore, you are not to believe a word of it, even if it is true' The Water-Babies (1863) is one of the strangest and most powerful children's stories ever written. In describing the underwater adventures of Tom, a chimney-sweeper's boy who is transformed into a water-baby after he drowns, Charles Kingsley combined comic fantasy and moral fable to extraordinary effect. Tom's encounters with friendly fish, curious lobsters, and characters such as Mrs Doasyouwouldbedoneby are both an exciting fairy tale and a crash course in evolutionary theory. They also reflect the quirky imagination of one of the great Victorian eccentrics. Tom's adventures are constantly interrupted by Kingsley's sideswipes at contemporary issues such as child labour and the British education system, and they offer a rich satiric take on the great scientific debates of the day. This edition reprints the original complete version of the story, and includes a lively introduction, detailed explanatory notes, and an appendix that reprints Kingsley's first attempt to describe the mysterious creatures that live under the sea.

The remarkable memoir of the children's book writer Ursula Moray Williams, whose classic titles "Gobbolino" and "The Little Wooden Horse" enthralled millions of readers, this book has been published to coincide with the centenary of William's birth. Drawing upon unpublished diaries and letters, this biography recounts the British author's own heartwarming story for the very first time--from the crumbling, fairy-tale mansion of her youth, through love, faith, crises, and sacrifices--and reveals the inspirations behind Williams' creativity. Detailing Williams' extraordinary life from childhood through her 90s, this book rivals the adventures of her brave, fictional heroes.

'Oh grandmama, what great big teeth you have!' Charles Perrault's versions gave classic status to the humble fairy tale, and it is in his telling that the stories of Little Red Riding-Hood, Sleeping Beauty, Cinderella and the rest have been passed down from the seventeenth century to the present day. Perrault's tales were enjoyed in the salons of Louis XIV as much as they were loved in the nursery, and it is their wit, humour, and lively detail that capture the imagination of adult and child alike. They transmute into vivid fantasies the hidden fears and conflicts by which children are affected: fears of abandonment, or worse, conflicts with siblings and parents, and the trials of growing up. In addition to the familiar stories, this edition also includes the three verse tales - the troubling account of patient Griselda, the comic Three Silly Wishes, and the notorious Donkey-Skin. This translation by Christopher Betts captures the tone and flavour of Perrault's world, and the delightful spirit of the originals.

Kim Reynolds, Jane Rosen, and Michael Rosen present a new anthology of radical writings for children from the first half of the twentieth century. In the years 1900 to 1960, large sections of the British population embraced a spectrum of left-wing positions with a view to maintaining peace and creating a more just, less class riven, more planned, and more enjoyable society for all. Children's books and periodicals were a central part of radical activity since the young were expected not just to inherit but also to help make this new society, and reading was regarded as the most direct way of helping them acquire the skills for this task. From alphabets through picture books, periodicals, information books, plays, song-books, pamphlets, and novels, many works of children's literature leaned left, but with the possible exception of references to Geoffrey Trease's Bows Against the Barons (1934), a Marxist retelling of the Robin Hood story, it is almost impossible to realise this from standard accounts of this period. This anthology contains a wide selection of the kinds of materials that left-wing and progressive parents would have wanted their children to read and which children understood as part of their initiation into a politically radical class.

Left Out presents an alternative and corrective history of writing for children in the first half of the twentieth century. Between 1910 and 1949 a number of British publishers, writers, and illustrators included children's literature in their efforts to make Britain a progressive, egalitarian, and modern society. Some came from privileged backgrounds, others from the poorest parts of the poorest cities in the land; some belonged to the metropolitan intelligentsia or bohemia, others were working-class autodidacts, but all sought to use writing for children and young people to create activists, visionaries, and leaders among the rising generation.Together they produced a significant number of both politically and aesthetically radical publications for children and young people. This 'radical children's literature' was designed to ignite and underpin the work of making a new Britain for a new kind of Briton. While there are many dedicated studies of children's literature and childrens' writers working in other periods, the years 1910-1949 have previous received little critical attention. In this study, Kimberley Reynolds shows that the accepted characterisation of inter-war children's literature as retreatist, anti-modernist, and apolitical is too sweeping and that the relationship between children's literature and modernism, left-wing politics, and progressive education has been neglected.

On the occasion of Hans Christian Andersen's bicentenary the theme chosen was Hans Christian Andersen between Children's Literature and Adult Literature. At previous conferences focus had been exclusively on Andersen as poet and writer for adults, in which capacity he wrote novels, theatre plays, poems, and travel books, just as his fairy tales and stories were meant for all ages. But faced with the world-wide celebration in 2005 it seemed proper to include the child aspects of his works in the scholarly discussion. In its wide range of themes dealing with both adult and child aspects of Andersen's texts, this volume, consisting of papers read at the Odense Conference in 2005, endeavours to do justice to the whole of Andersen, whose immortal genius has a message for young and old all over the world.

Children are the future architects, clients and users of our buildings. The kinds of architectural worlds they are exposed to in picture books during their formative years may be assumed to influence how they regard such architecture as adults. Contemporary urban environments the world over represent the various stages of modernism in architecture. This book reads that history through picturebooks and considers the kinds of national identities and histories they construct. 12 specialist essays from international scholars address questions such as: Is modern architecture used to construct specific narratives of childhood? Is it taken to support 'negative' narratives of alienation, on the one hand, and 'positive' narratives of happiness, on the other? Do images of modern architecture support ideas of 'community'? reinforce 'family values'? If so, what kinds of architecture, community and family? How is modern architecture placed vis-a-vis the promotion of diversity (ethnic, religious, gender etc.)? How might the use of architecture in comic strips or the presence of specific kinds of building in fiction aimed at younger adults be related to the groundwork laid in picturebooks for younger readers? This book reveals what stories are told about modern architecture and shows how those stories affect future attitudes towards and expectations of the built environment.

The last thirty years have witnessed one of the most fertile periods in the history of children's books: the flowering of imaginative illustration and writing, the Harry Potter phenomenon, the rise of young adult and crossover fiction, and books that tackle extraordinarily difficult subjects. The Oxford Companion to Children's Literature provides an indispensable and fascinating reference guide to the world of children's literature. Its 3,500 entries cover every genre from fairy tales to chapbooks; school stories to science fiction; comics to children's hymns. Originally published in 1983, the Companion has been comprehensively revised and updated by Daniel Hahn. Over 900 new entries bring the book right up to date. A whole generation of new authors and illustrators are showcased, with books like Dogger, The Hunger Games, and Twilight making their first appearance. There are articles on developments such as manga, fan fiction, and non-print publishing, and there is additional information on prizes and prizewinners. This accessible A to Z is the first place to look for information about the authors, illustrators, printers, publishers, educationalists, and others who have influenced the development of children's literature, as well as the stories and characters at their centre. Written both to entertain and to instruct, the highly acclaimed Oxford Companion to Children's Literature is a reference work that no one interested in the world of children's books should be without.

Between 1932 and 1958, thousands of children read volumes in the book series Childhood of Famous Americans. With colorful cover art and compelling-and often highly fictionalized-narrative storylines, these biographies celebrated the national virtues and achievements of famous women like Betsy Ross, Louisa May Alcott, and Amelia Earhart. Employing deep archival research, Gregory M. Pfitzer examines the editorial and production choices of the publisher and considers the influence of the series on readers and American culture more broadly.In telling the story of how female subjects were chosen and what went into writing these histories for young female readers of the time, Pfitzer illustrates how these books shaped children's thinking and historical imaginations around girlhood using tales from the past. Utilizing documented conversations and disagreements among authors, editors, readers, reviewers, and sales agents at Bobbs-Merrill, "Fame is Not Just for the Fellas" places the series in the context of national debates around fame, gender, historical memory, and portrayals of children and childhood for a young reading public-charged debates that continue to this day.