In this new collection, childrena (TM)s literature scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive aspects of picture books. Contributors take interdisciplinary approaches that integrate different disciplines such as literary studies, art history, linguistics, narratology, cognitive psychology, sociology, memory studies, and picture theory. Topics discussed include intervisuality, twist endings, autobiographical narration, and metaliterary awareness in picturebooks. The essays also examine the narrative challenges of first-person narratives, ellipsis, frame breaking, and mindscape as new paradigms in picturebook research. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is representative of the different opportunities for research in this emerging field.

Despite extensive efforts to understand the overall effect of urban structure on the current patterns of urban mobility, we are still far from a consensual perspective on this complex matter. To help build agreement on the factors influencing travel behaviour, this book discusses the influence of alternative urban structures on sustainable mobility. Bringing together two existing and complementary methods to study the relationship between urban structure and mobility, the authors compare two case studies with distinct urban structures and travel behaviour (Copenhagen and Oporto). Of particular concern is the influence of urban structure factors, namely land use and transport system factors, and motivational factors related to the social, economic and cultural characteristics of the individual traveller. The research presented in this book highlights the relevance of centrality in travel behaviour and in more sustainable travel choices. Different operational forms of the centrality concept are revealed as important: it is shown that more sustainable travel can be influenced by several urban structure factors and that no particular combination is required as long as a certain level of centrality is provided. Finally, the book concludes that urban structure can, on the one hand, constrain and, on the other hand, influence travel choice.

Despite extensive efforts to understand the overall effect of urban structure on the current patterns of urban mobility, we are still far from a consensual perspective on this complex matter. To help build agreement on the factors influencing travel behaviour, this book discusses the influence of alternative urban structures on sustainable mobility. Bringing together two existing and complementary methods to study the relationship between urban structure and mobility, the authors compare two case studies with distinct urban structures and travel behaviour (Copenhagen and Oporto). Of particular concern is the influence of urban structure factors, namely land use and transport system factors, and motivational factors related to the social, economic and cultural characteristics of the individual traveller. The research presented in this book highlights the relevance of centrality in travel behaviour and in more sustainable travel choices. Different operational forms of the centrality concept are revealed as important: it is shown that more sustainable travel can be influenced by several urban structure factors and that no particular combination is required as long as a certain level of centrality is provided. Finally, the book concludes that urban structure can, on the one hand, constrain and, on the other hand, influence travel choice.

Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully.

In this new collection, children's literature scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive aspects of picture books. Contributors take interdisciplinary approaches that integrate different disciplines such as literary studies, art history, linguistics, narratology, cognitive psychology, sociology, memory studies, and picture theory. Topics discussed include intervisuality, twist endings, autobiographical narration, and metaliterary awareness in picturebooks. The essays also examine the narrative challenges of first-person narratives, ellipsis, frame breaking, and mindscape as new paradigms in picturebook research. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is representative of the different opportunities for research in this emerging field.

The integration of land use and transport planning is key to making cities sustainable and liveable. Accessibility can provide an effective framework for this integration. However, today there is a significant gap between the advances in scientific knowledge on accessibility and its effective application in planning practice. In order to close this gap, Designing Accessibility Instruments introduces a novel methodology for the joint assessment and development of accessibility instruments by researchers and practitioners. The book: provides a theoretical and professional analysis of the main concepts behind the definition, use and measurement of accessibility; undertakes a comprehensive inventory and critical analysis of accessibility instruments, focusing on the bottlenecks in their transposition to planning practice; introduces and applies a novel methodology for the assessment and improvement of the practical use and usefulness of accessibility instruments; presents six in-depth illustrative case study applications of the methodology, representing a range of cities with different geographical and institutional settings, and different levels of urban and transport planning integration. The book is supported by a companion website - www.accessibilityplanning.eu - which extrapolates its content to a broader scope and keeps it updated and valid with new iterations of the methodology and further advances on the initial and new case studies.

The integration of land use and transport planning is key to making cities sustainable and liveable. Accessibility can provide an effective framework for this integration. However, today there is a significant gap between the advances in scientific knowledge on accessibility and its effective application in planning practice. In order to close this gap, Designing Accessibility Instruments introduces a novel methodology for the joint assessment and development of accessibility instruments by researchers and practitioners. The book: provides a theoretical and professional analysis of the main concepts behind the definition, use and measurement of accessibility; undertakes a comprehensive inventory and critical analysis of accessibility instruments, focusing on the bottlenecks in their transposition to planning practice; introduces and applies a novel methodology for the assessment and improvement of the practical use and usefulness of accessibility instruments; presents six in-depth illustrative case study applications of the methodology, representing a range of cities with different geographical and institutional settings, and different levels of urban and transport planning integration. The book is supported by a companion website - www.accessibilityplanning.eu - which extrapolates its content to a broader scope and keeps it updated and valid with new iterations of the methodology and further advances on the initial and new case studies.

Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students. It proposes that teachers need to help children become code breakers (the linguistic dimension), meaning makers (the cognitive dimension), text users and critics (the sociocultural dimension), and scientists (the developmental dimension). Acknowledging and addressing all four dimensions, this text links literacy theory, literacy research, and literacy practice in a useable way. Covering both reading and writing, it features clear, concise, and useable reading and writing strategy lessons and ways to modify them for different types of students. Changes in the Second Edition: Entirely reorganized, the text is more user friendly, builds a stronger link between theory and practice, and makes it is easier for teachers to locate appropriate strategy lessons to use with their students. Academic literacy is addressed more fully.