First published in 1996. There has been no more important relationship between folk artist and folklorist than that between Zsuzsanna Palko and Linda Degh. Degh's painstaking collection of Mrs. Palko's tales attracted the admiration of the Hungarian-speaking world. In 1954 Mrs. Palko was named Master of Folklore by the Hungarian government and summoned to Budapest to receive ceremonial recognition. The unlettered 74-year-old woman from Kakasd had become "Aunt Zsuzsi" to Linda Degh-and was about to become one of the world's best known storytellers, through Degh's work.

The book deals with the issue of the Holocaust in the Polish literature for children and adolescents. Drawing upon some of the leading Polish authors of the twentieth and the twentieth-first centuries, the author reveals the historical, ideological, and cultural entanglement of their works. The main focus of the book is to search for reasons behind the outpouring of interest in the Holocaust noticed in the most recent Polish literature for younger readers. Among these reasons, the author lists the Polish local and historical context, the new approach to issues traditionally seen as taboo, the development of memory and postmemory narratives, and the postmodern shift from a discursive totality and universalist explanations.

In this volume sixteen essays, in either German or English, present readings of international narratives for children and young adults (CYAL), including films and picture books, within a narratological framework. The works discussed come from different countries: Australia, Canada, Ecuador, Germany, Greece, New Zealand, Norway, Poland, the United Kingdom, and the USA. The contributors combine classical narratology with other approaches in narrative theory. This methodological approach leads to readings that produce new insights on the structure and meaning of the texts discussed. Der Sammelband enthalt sechzehn Artikel, teils auf Deutsch, teils auf Englisch, die sich mit dem Erzahlen in Texten der internationalen Kinder- und Jugendliteratur sowie in Filmen beschaftigen. Die Beispiele stammen aus zehn verrschiedenen Landern: Australien, Deutschland, Ecuador, Griechenland, Grossbritannien, Kanada, Neuseeland, Norwegen, Polen und den USA. Die Beitrager verbinden die klassische Narratologie mit neueren geschichtlichen Entwicklungen und Ansatzen in der Erzahlforschung. Auf diese Weise ergeben sich neue Einsichten in Struktur und Bedeutung der untersuchten Texte und Filme.

This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children's picture books. Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children's picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families. This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children's literature. Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

This volume provides a key analysis of Asian children's literature and film and creates a dialogue between East and West and between the cultures from which they emerge, within the complex symbiosis of their local, national and transnational frameworks. In terms of location and content the book embraces a broad scope, including contributions related to the Asian-American diaspora, China, India, Indonesia, Iran, Japan, Malaysia, the Philippines, South Korea, Sri Lanka, and Taiwan. Individually and collectively, these essays broach crucial questions: What elements of Asian literature and film make them distinctive, both within their own specific culture and within the broader Asian area? What aspects link them to these genres in other parts of the world? How have they represented and shaped the societies and cultures they inhabit? What moral codes do they address, underpin, or contest? The volume provides further voice to the increasingly diverse and fascinating output of the region and emphasises the importance of Asian art forms as depictions of specific cultures but also of their connection to broader themes in children's texts, and scholarship within this field.

From Struwwelpeter to Peter Rabbit, from Alice to Bilbo-this collection of essays shows how the classics of children's literature have been transformed across languages, genres, and diverse media forms. This book argues that translation regularly involves transmediation-the telling of a story across media and vice versa-and that transmediation is a specific form of translation. Beyond the classic examples, the book also takes the reader on a worldwide tour, and examines, among other things, the role of Soviet science fiction in North Korea, the ethical uses of Lego Star Wars in a Brazilian context, and the history of Latin translation in children's literature. Bringing together scholars from more than a dozen countries and language backgrounds, these cross-disciplinary essays focus on regularly overlooked transmediation practices and terminology, such as book cover art, trans-sensory storytelling, ecart, enfreakment, foreignizing domestication, and intra-cultural transformation.

Much has been written about the state of Black adolescence often from a sociological point of view situating Black teens in an at-risk category. However, through her characters, young adult author Janet McDonald (1954-2007) presents the wide range of adolescent life. McDonald especially presents to readers the multifarious views of society in relation to the self-efficacious drive of urban teens to rise above their circumstances by any means necessary. Janet McDonald: The Original Project Girl is a bio-critical study of McDonald and her work as it relates to the contributions she has made to the genre of teen fiction. It explains McDonald's profoundly realistic fiction, which holds wide appeal for teens in search of answers to the coming of age mystery. Catherine Ross-Stroud, in her study of McDonald's works and interviews with the author, has put together a comprehensive resource that will be a useful research tool."

'To die will be an awfully big adventure.' Peter Pan, the boy who refused to grow up, is one of the immortals of children's literature. J. M. Barrie first created Peter Pan as a baby, living in secret with the birds and fairies in the middle of London, but as the children for whom he invented the stories grew older, so too did Peter, reappearing in Neverland, where he was aided in his epic battles with Red Indians and pirates by the motherly and resourceful Wendy Darling. Peter Pan has become a cultural icon and symbol for escapism and innocence, remaining popular with both children and adults. In this collected edition, Robert Douglas-Fairhurst brings together five of the main versions of the Peter Pan story, from Peter Pan's first appearance in The Little White Bird, to his novelisation of the story, the stage version, and unrealised silent film script. This edition contains a lively introduction, detailed explanatory notes, original illustrations, and appendices that include Barrie's coda to the play that was only performed once.

This book provides scholars, both national and international, with a basis for advanced research in children's literature in collections. Examining books for children published across five centuries, gathered from the collections in Dublin, this unique volume advances causes in collecting, librarianship, education, and children's literature studies more generally. It facilitates processes of discovery and recovery that present various pathways for researchers with diverse interests in children's books to engage with collections. From book histories, through bookselling, information on collectors, and histories of education to close text analyses, it is evident that there are various approaches to researching collections. In this volume, three dominant approaches emerge: history and canonicity, author and text, ideals and institutions. Through its focus on varied materials, from fiction to textbooks, this volume illuminates how cities can articulate a vision of children's literature through particular collections and institutional practices.

What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. Moreover, they consider relevant aspects of the educational environments, such as the inclusion of picturebooks in the curriculum, the significance of school libraries, and the impact of publishers. Exploring Challenging Picturebooks in Education sheds new light on the multiple dimensions relevant to investigating the impact of picturebooks on learning processes and the development of multimodal literacy competencies. It thus makes a significant contribution to the growing area of picturebook research and will be key reading for educators, researchers, and post-graduate students in the field of literacy studies, children's literature, and education research.

In nineteenth-century Italy, a woman's place was considered to be in the domestic sphere, devoted to family life. But during the Risorgimento and the years following Unification, economic, political and social changes enabled women progressively to engage in pursuits that had previously been the exclusive domain of men. This book traces some of the steps of this shift in cultural perception. Covering the period from the Unification of Italy in 1861 to the First World War, the volume brings together new perspectives on women, culture and gender in ten original interdisciplinary chapters that explore a variety of subjects, including motherhood and spinsterhood, women's relationship with the Italian language, emigration and brigantaggio, patriotism and travel writing, acting and theatre management, film-making, and political ideas and female solidarity.

This book is based on the power of stories to support children in all areas of their lives. It examines the role narratives can play in encouraging growth in contexts and domains such as personal and family identity, creative movement, memory and self-concept, social relationships, or developing a sense of humor. Each chapter describes innovative and research-based applications of narratives such as movement stories, visual narratives to develop historical thinking, multimodal storytelling, bibliotherapy, mathematics stories, family stories, and social narratives. The chapters elaborate on the strength of narratives in supporting the whole child in diverse contexts from young children on the autism spectrum improving their social skills at school, to four- and five-year-olds developing historical thinking, to children who are refugees or asylum-seekers dealing with uncertainty and loss. Written by accomplished teachers, researchers, specialists, teaching artists and teacher educators from several countries and backgrounds, the book fills a gap in the literature on narratives. "...this work delves into the topic of narratives in young children's lives with a breadth of topics and depth of study not found elsewhere." "Collectively, the insights of the contributors build a convincing case for emphasizing story across the various disciplines and developmental domains of the early childhood years." "The writing style is scholarly, yet accessible. Authors used a wide array of visual material to make their points clearer and show the reader what meaningful uses of story "look like"." Mary Renck Jalongo, Journal and Book Series Editor Springer Indiana, PA, USA

This book is about forms of media that have reflected or increased consciousness of - a sense of place or a regional identity. From landscape painting in the Romantic era to newspaper coverage of devolution, the chapters explore, through contextualized case studies, the aesthetics of a wide range of local, regional and grassroots forms of media.

In the context of changing constructs of home and of childhood since the mid-twentieth century, this book examines discourses of home and homeland in Irish children's fiction from 1990 to 2012, a time of dramatic change in Ireland spanning the rise and fall of the Celtic Tiger and of unprecedented growth in Irish children's literature. Close readings of selected texts by five award-winning authors are linked to social, intellectual and political changes in the period covered and draw on postcolonial, feminist, cultural and children's literature theory, highlighting the political and ideological dimensions of home and the value of children's literature as a lens through which to view culture and society as well as an imaginative space where young people can engage with complex ideas relevant to their lives and the world in which they live. Examining the works of O. R. Melling, Kate Thompson, Eoin Colfer, Siobhan Parkinson and Siobhan Dowd, Ciara Ni Bhroin argues that Irish children's literature changed at this time from being a vehicle that largely promoted hegemonic ideologies of home in post-independence Ireland to a site of resistance to complacent notions of home in Celtic Tiger Ireland.

This book explores the narratives of girlhood in contemporary YA vampire fiction, bringing into the spotlight the genre's radical, ambivalent, and contradictory visions of young femininity. Agnieszka Stasiewicz-Bienkowska considers less-explored popular vampire series for girls, particularly those by P.C. and Kristin Cast and Richelle Mead, tracing the ways in which they engage in larger cultural conversations on girlhood in the Western world. Mapping the interactions between girl and vampire corporealities, delving into the unconventional tales of vampire romance and girl sexual expressions, examining the narratives of women and violence, and venturing into the uncanny vampire classroom to unmask its critique of present-day schooling, the volume offers a new perspective on the vampire genre and an engaging insight into the complexities of growing up a girl.

Children's Literature and Intergenerational Relationships: Encounters of the Playful Kind explores ways in which children's literature becomes the object and catalyst of play that brings younger and older generations closer to one another. Providing examples from diverse cultural and historical contexts, this collection argues that children's texts promote intergenerational play through the use of literary devices and graphic formats and that they may prompt joint play practices in the real world. The book offers a distinctive contribution to children's literature scholarship by shifting critical attention away from the difference and conflict between children and adults to the exploration of inter-age interdependencies as equally crucial aspects of human life, presenting a new perspective for all who research and work with children's culture in times of global aging.

Contributions by Megan Brown, Jill Coste, Sara K. Day, Rachel Dean-Ruzicka, Rebekah Fitzsimmons, Amber Gray, Roxanne Harde, Tom Jesse, Heidi Jones, Kaylee Jangula Mootz, Leah Phillips, Rachel L. Rickard Rebellino, S. R. Toliver, Jason Vanfosson, Sarah E. Whitney, and Casey Alane WilsonWhile critical and popular attention afforded to twenty-first-century young adult literature has exponentially increased in recent years, classroom materials and scholarship have remained static in focus and slight in scope. Twilight, The Hunger Games, The Fault in Our Stars, and The Hate U Give overwhelm conversations among scholars and critics - but these are far from the only texts in need of analysis. Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Fiction offers a necessary remedy to this limiting perspective, bringing together essays about the many subgenres, themes, and character types that have until now been overlooked. The collection tackles a diverse range of topics-modern updates to the marriage plot; fairy tale retellings in dystopian settings; stories of extrajudicial police killings and racial justice. The approaches are united, though, by a commitment to exploring the large-scale generic and theoretical structures at work in each set of texts. As a collection, Beyond the Blockbusters is an exciting entryway into a field that continues to grow and change even as its works captivate massive audiences. It will prove a crucial addition to the library of any scholar or instructor of young adult literature.

In this collection the multidimensional story of children's literature in the formative period of the long nineteenth century is illuminated, questioned, and, in some respects, rewritten. Children's literature might be characterised as the love-child of the Enlightenment and the Romantic movements, and much of its history over the long nineteenth century shows it being defined, shaped, and co-opted by a variety of agents, each of whom has their own ambitions for it and for its child readership. Is children's literature primarily a way of educating children in the principles of reason and morality? A celebration of the Rousseauesque child? A source of pleasure and entertainment? Women, both as writers and as nurturers involved at an intimate and daily level with the raising of children, recognised early and often very explicitly the multiple capacities of literature to provide entertainment, useful information, moral education and social training, and the occasionally conflicting nature of these functions. This book was originally published as a special issue of Women's Writing.

This book explores the interplay of childhood and the fairy tale as they both changed character in accordance with the historical transformations of the mid-nineteenth century. While the fairy tale was instrumental in the social construction of childhood, the latter for its part played an equally crucial role in altering the narrative structure of the fairy tale. So viewed, the story of childhood is closely intertwined with the fairy tale, and both with modernity as it changed its focus with the changing direction of the civilizing process. The liberating potential of modernity emerges when a broad spectrum of the marginalized, including children, begin to assert themselves and gain recognition as independent subjects of historical inquiry.

First published in 1980. Routledge is an imprint of Taylor & Francis, an informa company.

A concise, engaging, practical overview of children's literature that keeps the focus on the books children read. This brief introduction to children's literature genres leaves time to actually read children's books. Written on the assumption that the focus of a children's literature course should be on the actual books that children read, the authors first wrote this book in 1996 as a "textbook for people who don't like children's literature textbooks." Today it serves as an overview to shed light on the essentials of children's literature and how to use it effectively with young readers, from PreK to 8th grade. The authors use an enjoyable, conversational style to achieve their goal of providing a practical overview of children's books that offers a framework and background information, while keeping the spotlight on the books themselves.

Over the past 15 years, there has been a pronounced trend toward a particular type of picturebook that many would label "postmodern." Postmodern picturebooks have stretched our conventional notion of what constitutes a picturebook, as well as what it means to be an engaged reader of these texts. The international researchers and scholars included in this compelling collection of work critically examine and discuss postmodern picturebooks, and reflect upon their unique contributions to both the field of children's literature and to the development of new literacies for child, adolescent, and adult readers.

Children's picturebooks are the very first book we encounter and play a major role in introducing us to both art and language. But what does it take to create a successful picturebook for children? Children's Picturebooks, Second Edition is the revised edition of a bestselling title that carries invaluable insight into a highly productive, dynamic sector of the publishing world. Featuring interviews with leading illustrators and publishers from across the world, it remains essential reading for students and aspiring children's book illustrators and writers. Aimed at arts and literature students as well as aspiring children's book illustrators and writers. This book covers everything from the change in children's picturebooks over time to a breakdown of the children's publishing industry including, the editorial process, approaching publishers and literary agents and the printing process. With 15 new case studies from well-known illustrators like Jon Klassen, Oliver Jeffers and Beatrice Alemagna and publishers such as Puffin Picture Books, Thames and Hudson and Enchanted Lion Books, this revised edition also includes a brand new chapter devoted to non-fiction, especially the rise of both narrative non-fiction and big books.

Literaturverfilmungen gehoeren seit langem zu den Standardsituationen des Deutschunterrichts. Haufig bleiben die Potentiale des Einsatzes von Verfilmungen aber ungenutzt. Dies ist vor allem der Fall, wenn die Verfilmung nur als Belohnung nach der Lekture geschaut wird oder ihre Thematisierung im blossen inhaltlichen Abgleich zur Vorlage verbleibt. Zielfuhrendere Verfahren erarbeiten, wie Verfilmungen Bucher intermedial rezipieren. Der Autor moechte weiter gehen und eine transmediale Konzeption vorlegen, nach der Buch und Film nicht in ein Ableitungsverhaltnis gestellt werden. Stattdessen schlagt er vor, sie als zwei medial verschiedene Auspragungen einer abstrakten Geschichte zu behandeln, um an einer ahnlichen Geschichte mediale Spezifika und die mediale Bedingtheit von Bedeutung zu analysieren.

A CHOICE Outstanding Academic Title 2012! Contemporary picturebooks open up spaces for philosophical dialogues between people of all ages. As works of art, picturebooks offer unique opportunities to explore ideas and to create meaning collaboratively. This book considers censorship of certain well-known picturebooks, challenging the assumptions on which this censorship is based. Through a lively exploration of children's responses to these same picturebooks the authors paint a way of working philosophically based on respectful listening and creative and authentic interactions, rather than scripted lessons. This dialogical process challenges much current practice in education. The authors propose that a courageous and critical practice of listening is central to the facilitation of mutually educative dialogue. This book will be of interest to scholars and students of education studies, philosophy of education, literacy teaching and learning, children's literature, childhood and pedagogy.