First published in 1998, this volume explores how the genre of school stories had become firmly established by the turn of the twentieth century, having been built on the foundations laid by writers such as Thomas Hughes and F.W. Farrar. Stories for girls were also taking on a more exciting complexion, inspired by the 'Katy' books of Susan Coolidge. The first five decades of the twentieth century saw further developments in children's fiction. In this comprehensive volume, John and Jonathan Cooper examine each decade in turn, with alphabetically arranged entries on popular children's writers that published works in English during that period. 206 different authors are covered, many from the United States and Canada. Each entry provides information on the author's pseudonyms, date of birth, nationality, titles of works, place and date of publication and the publisher's name. The artist responsible for a book's illustrations is also identified where possible. With over 200 illustrations of cover designs and dustwrappers, many of which are now rare and have never before been published, this book will delight collectors, dealers, scholars, librarians, parents and all those who simply enjoy reading children's fiction.

This book is the first scholarly study of the famous Jesuit Chinese children's primer, the Four Character Classic, written by Giulio Aleni (1582-1649) while living in Fujian, China. This book also includes masterful translations of both Wang Yinglin's (1551-1602) hallowed Confucian Three Character Classic and Aleni's Chinese catechism that was published during the Qing (1644-1911). Clark's careful reading of the Four Character Classic provides new insights into an area of the Jesuit mission in early modern China that has so far been given little attention, the education of children. This book underscores how Aleni's published work functions as a good example of the Jesuit use of normative Chinese print culture to serve the catechetical exigencies of the Catholic mission in East Asia, particularly his meticulous imitation of Confucian children's primers to promote decidedly Christian content.

'The Right Thing to Read': A History of Australian Girl-Readers, 1910-1960 explores the reading habits, identity, and construction of femininity of Australian girls aged between ten and fourteen from 1910 to 1960. It investigates changing notions of Australian girlhood across the period, and explores the ways that parents, teachers, educators, journalists and politicians attempted to mitigate concerns about girls' development through the promotion of 'healthy' literature. The book also addresses the influence of British publishers to Australian girl-readers and the growing importance of Australian publishers throughout the period. It considers the rise of Australian literary nationalism in the global context, and the increasing prominence of Australian literature in the period after the Second World War. It also shows how access to reading material improved for girls over the first half of the last century.

Drawing on a dynamic set of "graphic texts of girlhood," Elizabeth Marshall identifies the locations, cultural practices, and representational strategies through which schoolgirls experience real and metaphorical violence. How is the schoolgirl made legible through violence in graphic texts of girlhood? What knowledge about girlhood and violence are under erasure within mainstream images and scripts about the schoolgirl? In what ways has the schoolgirl been pictured in graphic narratives to communicate feminist knowledge, represent trauma, and/or testify about social violence? Graphic Girlhoods focuses on these questions to make visible and ultimately question how sexism, racism and other forms of structural violence inform education and girlhood. From picture books about mean girls like The Recess Queen or graphic novels like Jane, The Fox and Me to Ronald Searle's ghastly pupils in the St. Trinian's cartoons to graphic memoirs about schooling by adult women, such as Ruby Bridges's Through My Eyes and Lynda Barry's One Hundred Demons texts for and about the schoolgirl stake a claim in ongoing debates about gender and education.

In this volume Gonzalez explores how the effects of a traumatic colonial experience are (re)presented to Latin American children today, almost two centuries after the dismantling of colonialism proper. Central to this study is the argument that the historical constraints of colonialism, neocolonialism, and postcolonialism have generated certain repeating themes and literary strategies in children's literature throughout the Spanish-speaking Americas. From the outset of Spanish domination, fundamental tensions emerged between the colonizers and native groups that still exist to this day. Rather than a felicitous mixing of these two opposing groups, the mestizo is caught between contrasting worldviews, contending explanations of reality, and different values, beliefs, and epistemologies (that is, different ways of seeing and knowing). Postcolonial subjects experience these contending cultural beliefs and practices as a double bind, a no-win situation, in which they feel pressured by mutually exclusive expectations and imperatives. Latin American mestizos, therefore, are inevitably conflicted. Despite the vastness of the geography in question and the innumerable variations in regional histories, oral traditions, and natural settings, these contradictory demands create a pervasive dynamic that penetrates the very fabric of society, showing up intentionally or not in the stories passed from generation to generation as well as in new stories written or adapted for Spanish-speaking children. The goal of this study, therefore, is to examine a variety of children's texts from the region to determine how national and hemispheric perceptions of reality, identity, and values are passed to the next generation. This book will appeal to scholars in the fields of Latin American literary and cultural studies, children's literature, postcolonial studies, and comparative literature.

Victorian literature for audiences of all ages provides a broad foundation upon which to explore complex and evolving ideas about young people. In turn, this collection argues, contemporary works for young people that draw on Victorian literature and culture ultimately reflect our own disruptions and upheavals, particularly as they relate to child and adolescent readers and our experiences of them. The essays herein suggest that we struggle now, as the Victorians did then, to assert a cohesive understanding of young readers and that this lack of cohesion is a result of or a parallel to the disruptions taking place on a larger (even global) scale.

ChicaNerds in Chicana Young Adult Literature analyzes novels by the acclaimed Chicana YA writers Jo Ann Yolanda Hernandez, Isabel Quintero, Ashley Hope Perez, Erika Sanchez, Guadalupe Garcia McCall, and Patricia Santana. Combining the term "Chicana" with "nerd," Dr. Herrera coins the term "ChicaNerd" to argue how the young women protagonists in these novels voice astute observations of their identities as nonwhite teenagers, specifically through a lens of nerdiness-a reclamation of brown girl self-love for being a nerd. In analyzing these ChicaNerds, the volume examines the reclamation and powerful acceptance of one's nerdy Chicana self. While popular culture and mainstream media have shaped the well-known figure of the nerd as synonymous with white maleness, Chicana YA literature subverts the nerd stereotype through its negation of this identity as always white and male. These ChicaNerds unite their burgeoning sociopolitical consciousness as young nonwhite girls with their "nerdy" traits of bookishness, math and literary intelligence, poetic talents, and love of learning. Combining the sociopolitical consciousness of Chicanisma with one aligned to the well-known image of the "nerd," ChicaNerds learn to navigate the many complicated layers of coming to an empowered declaration of themselves as smart Chicanas.

This book correlates English-speaking children's brain development and acquisition of language with the linguistic input that comes from children's books. Drawing from the most current research on the developing brain, the author demonstrates how language acquisition is exclusively interactive, and highlights the benefit that accrues when that interaction includes the exploratory language play found in early childhood literature. Through discussions of specific domains of grammar, the relation of these domains to children's literature through scaffolding, and the resultant linguistic and cognitive advantages for the child, this volume offers an innovative approach to early brain maturation.

All human beings encounter loss and death, as well as the grief associated with these experiences. It is therefore important for children and adolescents to understand that such events are inevitable and to learn how to accept loss and cope with their emotions. In order to help children through their pain, parents and caregivers need access to the proper resources that will help them discuss these topics, and educational professionals need reliable resources for creating courses of study on these subjects. In Death, Loss, and Grief in Literature for Youth, Alice Crosetto and Rajinder Garcha identify hundreds of resources that will help educators, professionals, parents, siblings, guardians, and students learn about coping with the loss of a loved one and the grief process. These resources include books, Internet sites, and media titles aimed at students and those helping them through the grieving process. Chapters in this volume include fiction and non-fiction titles about the loss of a family member, a friend, and a pet, as well as general reference resources, curricular resources, and websites. Annotations provide complete bibliographical descriptions of the entries, and each entry is identified with the grade levels for which it is best suited. Reviews from recognized publications are also included wherever possible. Anyone interested in locating helpful resources regarding death and grieving will find much of value in this essential tool.

Young adults often struggle with confusion or guilt because they perceive themselves as different from others, especially their peers. For some of these individuals, the arts can help them cope with adolescent turmoil, allowing them to express their emotions in poems, stories, painting, songs, and other creative outlets. Sensitive teachers and parents know how important it is for young people to realize that they are not alone in their quest for self-knowledge and finding their way in the world. It can make a difference when readers find something in a book that helps them understand more about who they are and helps them understand others. In Portrait of the Artist as a Young Adult: The Arts in Young Adult Literature, Lois Thomas Stover and Connie S. Zitlow examine books in which the coming-of-age for young adults is influenced by the arts. Stover and Zitlow consider the connection between the arts and a young person s developing sense of self, the use of art to cope with loss and grief, and how young adults can use art to foster catharsis and healing. The young people in these books either identify as artists or use the arts in intentional ways to explore their identities. They often have artistic gifts that make them stand outside the norms of teenage life, yet those gifts also help them find a sense of community. Artists considered in this book include painters, photographers, sculptors, actors, directors, choreographers, dancers, composers, musicians, graffiti artists, and others. The books discussed also explore the ways adults can nurture the artist s development and understand the way young people sometimes use the arts to form their unique identity. Included is an annotated bibliography organized by art discipline, as well as an appendix about using the arts pedagogically, making Portrait of the Artist as a Young Adult a valuable resource for educators, parents, librarians, and young adults."

Thirteen essays explore the timeless appeal of Peter's antics, and the impact of this extraordinary book on children worldwide. Contributors, each a respected scholar in the field of children's literature, examine details of Potter's life, her history as an artist, her accomplishments as a naturalist, and the contextual factors affecting her writing and illustrations. Others investigate the timelessness of this story, exploring its psychological and sociological truths and comparing Peter Rabbit to present day literature.

This concise and accessible critical introduction examines the world of popular fairy-tale television, tracing how fairy tales and their social and cultural implications manifest within series, television events, anthologies, and episodes, and as freestanding motifs. Providing a model of televisual analysis, Rudy and Greenhill emphasize that fairy-tale longevity in general, and particularly on TV, results from malleability-morphing from extremely complex narratives to the simple quotation of a name (like Cinderella) or phrase (like "happily ever after")-as well as its perennial value as a form that is good to think with. The global reach and popularity of fairy tales is reflected in the book's selection of diverse examples from genres such as political, lifestyle, reality, and science fiction TV. With a select mediagraphy, discussion questions, and detailed bibliography for further study, this book is an ideal guide for students and scholars of television studies, popular culture, and media studies, as well as dedicated fairy-tale fans.

First published in 1998 , A Guide to Children's Reference Books and Multi Material provides essential information on over 250 children's reference products for parents, teachers and librarians wishing to purchase the best books and multimedia material in the late 90's.

This collection of essays focuses its critical sights on the figure of the girl sleuth, made famous by Nancy Drew but also characterized by other famous detectives like Cherry Ames, Trixie Belden, Linda Carlton, and even in contemporary media by Veronica Mars and Hermione Granger of the ""Harry Potter"" series (all of whom are represented in the book.) The girl sleuth is perhaps the ultimate in paradox - she is fearless but cautious; intelligent but undereducated; unbound yet always contained. She is almost impossibly feminine, perfectly appointed and impeccably dressed, yet she is also downright feminist, barging through barriers that her adult female counterparts would not get through for decades to come.And yet, in the face of the girl sleuth's paradoxical nature, solving mysteries is clearly her defining act. Fittingly, solving mysteries is what each of the authors represented in this collection strives to do, examining the questions and conundrums these girl sleuths have left in their wake as they have righted wrongs, stopped the bad guy, and saved the day.The topics include: the disputed origins of Nancy Drew and the Stratemeyer Syndicate; the firmly intertwined relationships between the Syndicate and Nancy Drew's many ghostwriters; the surprisingly distinct and evolving textual identities of the Cherry Ames series; the adaptation of the traditional girl sleuth archetype in contemporary girl detectives like Veronica Mars, Lulu Dark, and Ingrid Levin-Hill; and the ways in which Harry Potter's Hermione Granger, while a central female character in the series, is often at odds with the male-centric, fantasy-genre world of Harry Potter himself.

Now in its fourth edition, this popular textbook introduces prospective and practicing English teachers to current methods of teaching literature in middle and high school classrooms. This new edition broadens its focus to cover important topics such as critical race theory; perspectives on teaching fiction, nonfiction, and drama; the integration of digital literacy; and teacher research for ongoing learning and professional development. It underscores the value of providing students with a range of different critical approaches and tools for interpreting texts. It also addresses the need to organize literature instruction around topics and issues of interest to today's adolescents. By using authentic dilemmas and contemporary issues, the authors encourage preservice English teachers and their instructors to raise and explore inquiry-based questions that center on the teaching of a variety of literary texts, both classic and contemporary, traditional and digital. New to the Fourth Edition: Expanded attention to digital tools, multimodal learning, and teaching online New examples of teaching contemporary texts Expanded discussion and illustration of formative assessment Revised response activities for incorporating young adult literature into the literature curriculum Real-world examples of student work to illustrate how students respond to the suggested strategies Extended focus on infusing multicultural and diverse literature in the classroom Each chapter is organized around specific questions that preservice teachers consistently raise as they prepare to become English language arts teachers. The authors model critical inquiry throughout the text by offering authentic case narratives that raise important considerations of both theory and practice. A companion website, a favorite of English education instructors, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their current or future classrooms.

As we approach the seventieth anniversary of the first appearance of Mary Poppins, interest in P. L. Travers' most famous creation is still strong and the time is right for a reassessment of a work that is rich in meaning for child and adult readers alike. This book attempts to analyse some of the reasons behind the longevity and the ongoing appeal of the Mary Poppins material, with particular reference to intertextuality and the presence of what Freud described as "the uncanny". By comparing and contrasting the Mary Poppins material with previous texts, it can be seen that Travers has been drawing, consciously and subconsciously, on the great myths and archetypes of the collective human storytelling experience. The idea therefore emerges that the Mary Poppins stories touch on some fundamental aspect of the psyche - an aspect where the symbiosis of security and fear, the familiar and the unknown, are made manifest to the reader, whether as children finding their way into adulthood or as adults recalling their beginnings.

Through the window of multicultural literature, we are allowed to enter worlds not physically open to us-to view, to empathize, and to participate emotionally in ways that may ultimately change the way we see ourselves and the society in which we live. Introducing students to the historical contexts of racism and prejudice through the use of literature promotes active discussions and leads students to think about racial diversity. This book provides a mechanism for teachers-pre-service to veteran-to develop an understanding of multicultural literature and the criteria used to evaluate it. It promotes multicultural education in schools and helps to develop teaching strategies and resources that will benefit all students. Through its discussion of picture books, folklore, fairytales, myth, legends, fantasy, historical fiction, realistic fiction, and nonfiction works appropriate for grades K-8, students are enabled to see the strengths and weaknesses within each literature genre as well as within each culture. Prospective and experienced teachers will gain a deeper understanding of how to use multicultural literature throughout the entire curriculum and not just during designated months or time periods. Examples of unit plans and an extensive annotated bibliography are also included. Cultural Journeys will help teachers and other readers to deepen their knowledge, appreciation, and pedagogical understandings of multicultural literature.

Stories are told today through many formats and young interpreters bring multimedia experience to bear on every narrative format they encounter. In this book, twelve young people read a novel, watch a film and play a video game from beginning to end. Their responses inform a new framework of contemporary themes of narrative comprehension.

The Second Edition of this practical and comprehensive resource offers a multitude of ways to incorporate literature into teaching and learning across a range of disciplines. Future and practicing teachers, librarians, instructional coaches, and school leaders can implement the ideas within this text to improve the literacy skills and knowledge of students, while also addressing standards and curricular goals of various content areas. The new edition recognizes a paradigm shift from content areas to disciplines, reflecting the specific ways reading and writing are used in different fields of study. Updated with current research and practices, the volume recommends and evaluates books in different genres and categories, with chapters on informational books; fiction; biography and memoir; poetry; and hands-on and how-to books. For every category, Kane provides a rationale, instructional strategies, and author studies, as well as lists and descriptions of books related to curricular areas. With a wealth of activities and new BookTalks, this Second Edition is greatly revised and features expanded attention to technology, digital learning, diversity, and culture. Using this text will create opportunities for deep discussions and will stimulate students' interest and motivation to read and learn. Integrating Literature in the Disciplines helps educators identify books that fit with any subject to enhance the creative and affective dimensions of school life; encourages interdisciplinary connections; and increases the depth and relevance of lessons. It is ideal for professional development and serves as a tool for Readers' Advisory to match books with readers throughout the school day and beyond.

Mixed-heritage people are one of the fastest-growing groups in the United States, yet culturally they have been largely invisible, especially in young adult literature. Mixed Heritage in Young Adult Literature is a critical exploration of how mixed-heritage characters (those of mixed race, ethnicity, religion, and/or adoption) and real-life people have been portrayed in young adult fiction and nonfiction. This is the first in-depth, broad-scope critical exploration of this subgenre of multicultural literature. Following an introduction to the topic, author Nancy Thalia Reynolds examines the portrayal of mixed-heritage characters in literary classics by James Fenimore Cooper, Mark Twain, and Zora Neale Hurston staples of today's high school English curriculum along with other important authors. It opens up the discussion of young-adult racial and ethnic identity in literature to recognize and focus on those whose heritage straddles boundaries. In this book teachers will find new tools to approach race, ethnicity, and family heritage in literature and in the classroom. This book also helps librarians find new criteria with which to evaluate young adult fiction and nonfiction with mixed-heritage characters."

Utilizing new historicist, feminist, and cultural studies critiques, these essays by leading scholars provide new perspectives on early children's literary texts. The essays are divided into four parts: Part 1 critiques the rise of children's literature throughout the eighteenth-century, Part 2 focuses on the rise of the female educator and the 'rational dames', Part 3 contains three essays on the politics of pedagogy and the child, Part 4 is a detailed examination of the work of children's literature scholar Mitzi Myers (1939-2001). Scholars of children's literature, literary history, and gender studies will find this volume very illuminating.

Racially mixed children make up the fastest growing youth demographic in the U.S., and teachers of diverse populations need to be mindful in selecting literature that their students can identify with. This volume explores how books for elementary school students depict and reflect multiracial experiences through text and images. Chaudhri examines contemporary children's literature to demonstrate the role these books play in perpetuating and resisting stereotypes and the ways in which they might influence their readers. Through critical analysis of contemporary children's fiction, Chaudhri highlights the connections between context, literature, and personal experience to deepen our understanding of how children's books treat multiracial identity.

The Second Edition of this practical and comprehensive resource offers a multitude of ways to incorporate literature into teaching and learning across a range of disciplines. Future and practicing teachers, librarians, instructional coaches, and school leaders can implement the ideas within this text to improve the literacy skills and knowledge of students, while also addressing standards and curricular goals of various content areas. The new edition recognizes a paradigm shift from content areas to disciplines, reflecting the specific ways reading and writing are used in different fields of study. Updated with current research and practices, the volume recommends and evaluates books in different genres and categories, with chapters on informational books; fiction; biography and memoir; poetry; and hands-on and how-to books. For every category, Kane provides a rationale, instructional strategies, and author studies, as well as lists and descriptions of books related to curricular areas. With a wealth of activities and new BookTalks, this Second Edition is greatly revised and features expanded attention to technology, digital learning, diversity, and culture. Using this text will create opportunities for deep discussions and will stimulate students' interest and motivation to read and learn. Integrating Literature in the Disciplines helps educators identify books that fit with any subject to enhance the creative and affective dimensions of school life; encourages interdisciplinary connections; and increases the depth and relevance of lessons. It is ideal for professional development and serves as a tool for Readers' Advisory to match books with readers throughout the school day and beyond.

This book analyzes American Indian characters and themes in young adult literature, outlining plots and evaluating content from a native perspective. Teachers, librarians, parents, and young adult readers will find essential analytical information about a cross-section of literature with American Indian protagonists, narratives, and settings. Reviews of young adult publications with American Indian themes are also examined, demonstrating how too many reviewers reinforce, and even honor, stereotypical works. Divided into three sections centering on a range of fiction and nonfiction featuring richly diverse tribal groups across a variety of settings and time periods, the book begins with contemporary selections, examining young adult fiction by non-Indian authors as well as a growing number of native authors. The next section is devoted to historical fiction, the most popular American Indian-themed novels for young adults. The last section examines nonfiction work, including memoirs, biographies, autobiographies, and poetry. A rich bibliography leads readers to other resources.