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."

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.

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.

Food is a signifier of power for both adults and children, a sign of both inclusion and exclusion and of conformity and resistance. Many academic disciplines - from sociology to literary studies - have studied food and its function as a complex social discourse, and the wide variety of approaches to the topic provides multidisciplinary frames for understanding the construction and uses of food in all types of media, including children's literature.Table Lands: Food in Children's Literature is a survey of food's function in children's texts, showing how the sociocultural contexts of food reveal children's agency. Authors Kara K. Keeling and Scott T. Pollard examine texts that vary from historical to contemporary, noncanonical to classics, and Anglo-American to multicultural traditions, including a variety of genres, formats, and audiences: realism, fantasy, cookbooks, picture books, chapter books, YA novels, and film. Table Lands offers a unified approach to studying food in a wide variety of texts for children. Spanning nearly 150 years of children's literature, Keeling and Pollard's analysis covers a selection of texts that show the omnipresence of food in children's literature and culture and how they vary in representations of race, region, and class, due to the impact of these issues on food. Furthermore, they include not only classic children's books, such as Winnie-the-Pooh, but recent award-winning multicultural novels as well as cookbooks and even one film, Pixar's Ratatouille.

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.

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.

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.

Children grow up surrounded by stories, motifs, characters and themes which respond to the Middle Ages. The Middle Ages in Children's Literature explores the use and abuse of the medieval in children's literature, the many forms in which it appears, and its enduring capacity to enchant the young.

Becoming Ezra Jack Keats offers the first complete biography of acclaimed children's author and illustrator Ezra Jack Keats (1916-1983) intended for adult readers. Drawing extensively from his unpublished autobiography and letters, Becoming Ezra Jack Keats covers the breadth of Keats's life, taking readers through his early years as the child of immigrant parents, his introduction to illustration and writing, and the full arc of his remarkable career. Beyond a standard biography, this volume presents a time capsule of the political, social, and economic issues evolving during the span of Keats's lifetime. It also addresses his trailblazing commitment to representation and diversity, most notably in his work The Snowy Day, which won the Caldecott Medal as the first full-color picture book to feature a Black child as the protagonist. Keats far surpassed his father's prediction that he would be a starving artist. Instead, as shown in Becoming Ezra Jack Keats, he is now regarded as one of the most influential figures in children's literature, having published twenty-two books translated into sixteen languages, all featuring the diversity he saw in the children outside the window of his Brooklyn studio.

Beginning with the publication of The Lion, the Witch and the Wardrobe in 1950 and concluding with the appearance of The Last Battle in 1956, C. S. Lewis's seven-book series chronicling the adventures of a group of young people in the fictional land of Narnia has become a worldwide classic of children's literature. This stimulating collection of original essays by critics in a wide range of disciplines explores the past place, present status, and future importance of The Chronicles of Narnia. With essays ranging in focus from textual analysis to film and new media adaptations, to implications of war/trauma and race and gender, this cutting-edge New Casebook encourages readers to think about this much-loved series in fresh and exciting ways.

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.

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.

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.

'The Brownies' Book:' Inspiring Racial Pride in African-American Children offers a descriptive analysis and interpretation of America's first magazine for young African-Americans. Published by W.E.B. Du Bois in cooperation with Jessie Fauset and Augustus Granville Dill, the monthly hoped to foster a new African-American identity by (re)connecting "the children of the sun" with Africa, by turning them into proud Americans, and by educating them to be global citizens. The editors turned the crow into a positive symbol of blackness and provided photographs which proved that "black is beautiful" to increase the self-esteem of black youths. The magazine was a harbinger of the Harlem Renaissance and served as a creative outlet for many African-American writers and artists, among them many women.

'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.

Cervantes's Don Quixote, recently chosen the world's best book by well-known authors from fifty-four countries, has from its publication in 1605 been widely translated and imitated. Throughout the world "quixotic" and "tilting at windmills" are commonplaces, and the thin knight-errant and his plump squire Sancho Panza familiar icons. Critics regard Cervantes as the inventor of fiction, author of the first novel. Consistently judged too long and complex to be read in its entirety, Don Quixote, has always inspired abbreviations and adaptations. Major and now forgotten writers were deeply influenced by the Spanish author; in English they wrote chapbooks, satiric verses, essays, plays, and novels. Cervantes's post chivalric romance inspired by the Counter Reformation in Spain became a classic for Protestant England that condemned Catholic medieval romances. Don Quixote, as children's literature, informed by adult renderings, is a major but neglected part of this remarkable tradition. In extravagant Edwardian books, collections, home libraries, and schoolbooks, words and pictures by distinguished artists retold adventures both noble and "mad." Recent adaptations-including comics and graphic novels-express current difference but also support the knight-errant's affinity to children and lasting influence.

This work traces the concepts of initiation, transformation and rebirth though Beatrix Potter's personal writings and her children's fiction. Her letters and journals reveal attempts to escape from what she called her "unloved birthplace" and her overbearing parents. Potter felt that her life culminated in her forties, when she was, in effect, reborn through marriage as Mrs. William Heelis, a farmer raising Herdwick sheep and buying land for the National Trust. From her first book, The Tale of Peter Rabbit, through some of the last, such as The Fairy Caravan and The Tale of Little Pig Robinson, central characters undergo processes of initiation during which they mature toward adulthood. The most successful ones move from being helpless children to more mature creatures on their way to independence, while others experience no change or even regression.

Every one of us has experienced harassment in one form or another, either as a target, as a witness, or as the bully, and we all carry hidden bruises. This guide addresses the often invisible problem of bullying in the halls, offices, and classrooms of schools and will assist educators to know what to look for and what to do when they see a child being harassed. Forty four fiction books with bullying as the major theme are reviewed and discussed. They have been selected based on grade level with chapters organized in four sections: kindergarten through third grade, intermediate readers (grades 4-6), middle school readers, and more sophisticated titles for high school students. Each chapter begins with an introduction that describes the harassment most seen in each grade levels. For each title, there is an in-depth summary, activities, and quotes from the book for students to discuss. The final section provides resources for teachers, librarians, counselors, administrators, and parents. A necessary tool for teachers, staff, and educators, as well as parents.

What keeps the spirit of Alice alive after all these years? And what makes us so spontaneously turn into armchair travelers ready to unconditionally follow a little girl on her fantastic journeys down a rabbit hole into topsy-turvy worlds? Alice's unfailing ability to amaze is due to her characteristic ambiguity that entails a plethora of interpretive possibilities and hence a rewarding adaptability to multiple mixed media forms which stimulate senses beyond the verbal games establishing the trademark charm of the original children's classic. Popular postmodern post/millenial re-configurations of Victorian fantasy, in particular late 20st century and especially early 21st century adaptations of Lewis Carroll's Alice tales, reveal how intermedial transitions elicit different modes of enchantment, disenchantment, and re-enchantment which both shape and reflect contemporary fantasists' strategies of make-believing, and circumscribe a metafantasy commenting on limits and potentials of the fantasy genre as well as the dys/functioning of imagination. Adventures get curiouser and curiouser once Alice ventures into Transmedia Wonderland, transgressing the confines of the written text towards visual, acoustic, tactile, kinetic and digital new media regimes of representation. Contemporary adaptations dynamically interact with their Victorian source texts as well as one another to enhance the immersion into an elaborate fictional universe and maximalize audience engagement, while retelling a story that remains recognizably the same, yet turns radically different with each new retelling. The journey to Wonderland today signifies a metafantasmagoric, metamedial mission urging all to interactively explore the cultural critical and ethical stakes of our embodied imaginative experience of making sense of nonsense.

Examines classic and contemporary Jewish and African American children's literature Through close readings of selected titles published since 1945, Jodi Eichler-Levine analyzes what is at stake in portraying religious history for young people, particularly when the histories in question are traumatic ones. In the wake of the Holocaust and lynchings, of the Middle Passage and flight from Eastern Europe's pogroms, children's literature provides diverse and complicated responses to the challenge of representing difficult collective pasts. In reading the work of various prominent authors, including Maurice Sendak, Julius Lester, Jane Yolen, Sydney Taylor, and Virginia Hamilton, Eichler-Levine changes our understanding of North American religions. She illuminates how narratives of both suffering and nostalgia graft future citizens into ideals of American liberal democracy, and into religious communities that can be understood according to recognizable notions of reading, domestic respectability, and national sacrifice. If children are the idealized recipients of the past, what does it mean to tell tales of suffering to children, and can we imagine modes of memory that move past utopian notions of children as our future? Suffer the Little Children asks readers to alter their worldviews about children's literature as an "innocent" enterprise, revisiting the genre in a darker and more unsettled light.

Booktalking Nonfiction: 200 Sure-Fire Winners for Middle and High School Readers will provide an introduction to selecting and writing booktalks for nonfiction books with a focus on unique informational texts and biographies and autobiographies. A booktalk is a summary of a book presented in a way that would interest someone in reading the book described. Why non-fiction? Because the Common Core Standards Initiative, which most states have adopted, requires that 70% of the materials students read be from the category of informational texts it is especially important to focus on nonfiction when sharing books with students. Here s everything you need to do just that. Chapters cover selecting, writing, preparing, and presenting booktalks, special tips for high-interest, low-level books, and using non-fiction in the library and the classroom. Two hundred ready-to-present booktalks arranged by genre are also included. Genres include animals, famous people, sports, crime and serial killers, movies and television, religion, war, history, and the supernatural."