|
Showing 1 - 21 of
21 matches in All Departments
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 volume discusses the aesthetic and cognitive challenges of
modern picturebooks from different countries, such as Denmark,
France, Germany, Norway, Spain, Sweden, United Kingdom, and USA.
The overarching issue concerns the mutual relationship between
representation and narration by means of the picturebooks'
multimodal character. Moreover, this volume includes the main lines
of debate and approaches to picturebooks by international leading
researchers in the field. Topics covered are the impact of
paratexts and interpictorial allusions, the relationship between
artists' books, crossover picturebooks, and picturebooks for
adults, the narrative defiance of wordless picturebooks, the
representation of emotions in images and text, and the depiction of
hybrid characters in picturebooks. The enlargement of the
picturebook corpus beyond an Anglo-American picturebook canon opens
up new horizons and highlights the diverging styles and genre
shifts in modern picturebooks. This tendency also demonstrates the
influence of specific authors and illustrators on the appreciation
of the picturebook genre, as in the case of Astrid Lindgren's
picturebooks and the picturebooks created by renowned illustrators,
such as Anthony Browne, Wolf Erlbruch, Stian Hole, and Bruno
Munari. This book will be the definite contribution to contemporary
picturebook research for many years to come.
Focusing on the art and literary form of manga, this volume
examines the intercultural exchanges that have shaped manga during
the twentieth century and how manga's culturalization is related to
its globalization. Through contributions from leading scholars in
the fields of comics and Japanese culture, it describes "manga
culture" in two ways: as a fundamentally hybrid culture comprised
of both subcultures and transcultures, and as an aesthetic culture
which has eluded modernist notions of art, originality, and
authorship. The latter is demonstrated in a special focus on the
best-selling manga franchise, NARUTO.
Astrid Lindgren, author of the famed Pippi Longstocking novels, is
perhaps one of the most significant children's authors of the last
half of the twentieth century. In this collection contributors
consider films, music, and picturebooks relating to Lindgren, in
addition to the author's reception internationally. Touching on
everything from the Astrid Lindgren theme park at Vimmerby, Sweden
to the hidden folk songs in Lindgren's works to the use of
nostalgia in film adaptations of Lindgren's novels, this collection
offers an important international and intermedial portrait of
Lindgren research today.
Focusing on the art and literary form of manga, this volume
examines the intercultural exchanges that have shaped manga during
the twentieth century and how manga's culturalization is related to
its globalization. Through contributions from leading scholars in
the fields of comics and Japanese culture, it describes "manga
culture" in two ways: as a fundamentally hybrid culture comprised
of both subcultures and transcultures, and as an aesthetic culture
which has eluded modernist notions of art, originality, and
authorship. The latter is demonstrated in a special focus on the
best-selling manga franchise, NARUTO.
Astrid Lindgren, author of the famed Pippi Longstocking novels,
is perhaps one of the most significant children's authors of the
last half of the twentieth century. In this collection contributors
consider films, music, and picturebooks relating to Lindgren, in
addition to the author's reception internationally. Touching on
everything from the Astrid Lindgren theme park at Vimmerby, Sweden
to the hidden folk songs in Lindgren's works to the use of
nostalgia in film adaptations of Lindgren's novels, this collection
offers an important international and intermedial portrait of
Lindgren research today.
Containing forty-eight chapters, The Routledge Companion to
Picturebooks is the ultimate guide to picturebooks. It contains a
detailed introduction, surveying the history and development of the
field and emphasizing the international and cultural diversity of
picturebooks. Divided into five key parts, this volume covers:
Concepts and topics - from hybridity and ideology to metafiction
and emotions; Genres - from baby books through to picturebooks for
adults; Interfaces - their relations to other forms such as comics
and visual media; Domains and theoretical approaches, including
developmental psychology and cognitive studies; Adaptations. With
ground-breaking contributions from leading and emerging scholars
alike, this comprehensive volume is one of the first to focus
solely on picturebook research. Its interdisciplinary approach
makes it key for both scholars and students of literature, as well
as education and media.
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.
This volume discusses the aesthetic and cognitive challenges of
modern picturebooks from different countries, such as Denmark,
France, Germany, Norway, Spain, Sweden, United Kingdom, and USA.
The overarching issue concerns the mutual relationship between
representation and narration by means of the picturebooks'
multimodal character. Moreover, this volume includes the main lines
of debate and approaches to picturebooks by international leading
researchers in the field. Topics covered are the impact of
paratexts and interpictorial allusions, the relationship between
artists' books, crossover picturebooks, and picturebooks for
adults, the narrative defiance of wordless picturebooks, the
representation of emotions in images and text, and the depiction of
hybrid characters in picturebooks. The enlargement of the
picturebook corpus beyond an Anglo-American picturebook canon opens
up new horizons and highlights the diverging styles and genre
shifts in modern picturebooks. This tendency also demonstrates the
influence of specific authors and illustrators on the appreciation
of the picturebook genre, as in the case of Astrid Lindgren's
picturebooks and the picturebooks created by renowned illustrators,
such as Anthony Browne, Wolf Erlbruch, Stian Hole, and Bruno
Munari. This book will be the definite contribution to contemporary
picturebook research for many years to come.
Containing forty-eight chapters, The Routledge Companion to
Picturebooks is the ultimate guide to picturebooks. It contains a
detailed introduction, surveying the history and development of the
field and emphasizing the international and cultural diversity of
picturebooks. Divided into five key parts, this volume covers:
Concepts and topics - from hybridity and ideology to metafiction
and emotions; Genres - from baby books through to picturebooks for
adults; Interfaces - their relations to other forms such as comics
and visual media; Domains and theoretical approaches, including
developmental psychology and cognitive studies; Adaptations. With
ground-breaking contributions from leading and emerging scholars
alike, this comprehensive volume is one of the first to focus
solely on picturebook research. Its interdisciplinary approach
makes it key for both scholars and students of literature, as well
as education and 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.
Picturebooks, understood as a series of meaningful text-picture
relations, are increasingly acknowledged as an autonomous sub-genre
of children's literature. Being highly complex aesthetic products,
their use is deeply embedded in specific situations of joint
attention between a caregiver and a child. This volume focuses on
the question of what children may learn from looking at
picturebooks, whether printed in a book format, created in a
digital format, or self-produced by educationalists and
researchers. Interest in the relationship between cognitive
processes and children's literature is growing rapidly, and in this
book, theoretical frameworks such as cognitive linguistics,
cognitive narratology, cognitive poetics, and cognitive psychology,
have been applied to the analysis of children's literature.
Chapters gather empirical research from the fields of literary
studies, linguistics and cognitive psychology together for the
first time to build a cohesive understanding of how picturebooks
assist learning and development. International contributions
explore: language acquisition the child's cognitive development
emotional development literary acquisition ("literary literacy")
visual literacy. Divided into three parts considering symbol-based
learning, co-constructed learning, and learning language skills,
this cross-disciplinary volume will appeal to researchers, students
and professionals engaged in children's literature and literacy
studies, as well as those from the fields of cognitive and
developmental psychology, linguistics, and education.
This volume focuses on the (de)canonization processes in children's
literature, considering the construction and cultural-historical
changes of canons in different children's literatures. Chapters by
international experts in the field explore a wide range of
different children's literatures from Great Britain, Germany,
Scandinavia, the Low Countries, Eastern and Central Europe, as well
as from Non-European countries such as Australia, Israel, and the
United States. Situating the inquiry within larger literary and
cultural studies conversations about canonicity, the contributors
assess representative authors and works that have encountered
changing fates in the course of canon history. Particular emphasis
is given to sociological canon theories, which have so far been
under-represented in canon research in children's literature. The
volume therefore relates historical changes in the canon of
children's literature not only to historical changes in concepts of
childhood but to more encompassing political, social, economic,
cultural, and ideological shifts. This volume's comparative
approach takes cognizance of the fact that, if canon formation is
an important cultural factor in nation-building processes, a
comparative study is essential to assessing transnational processes
in canon formation. This book thus renders evident the structural
similarities between patterns and strategies of canon formation
emerging in different children's literatures.
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.
This volume focuses on the (de)canonization processes in children's
literature, considering the construction and cultural-historical
changes of canons in different children's literatures. Chapters by
international experts in the field explore a wide range of
different children's literatures from Great Britain, Germany,
Scandinavia, the Low Countries, Eastern and Central Europe, as well
as from Non-European countries such as Australia, Israel, and the
United States. Situating the inquiry within larger literary and
cultural studies conversations about canonicity, the contributors
assess representative authors and works that have encountered
changing fates in the course of canon history. Particular emphasis
is given to sociological canon theories, which have so far been
under-represented in canon research in children's literature. The
volume therefore relates historical changes in the canon of
children's literature not only to historical changes in concepts of
childhood but to more encompassing political, social, economic,
cultural, and ideological shifts. This volume's comparative
approach takes cognizance of the fact that, if canon formation is
an important cultural factor in nation-building processes, a
comparative study is essential to assessing transnational processes
in canon formation. This book thus renders evident the structural
similarities between patterns and strategies of canon formation
emerging in different children's literatures.
Picturebooks, understood as a series of meaningful text-picture
relations, are increasingly acknowledged as an autonomous sub-genre
of children's literature. Being highly complex aesthetic products,
their use is deeply embedded in specific situations of joint
attention between a caregiver and a child. This volume focuses on
the question of what children may learn from looking at
picturebooks, whether printed in a book format, created in a
digital format, or self-produced by educationalists and
researchers. Interest in the relationship between cognitive
processes and children's literature is growing rapidly, and in this
book, theoretical frameworks such as cognitive linguistics,
cognitive narratology, cognitive poetics, and cognitive psychology,
have been applied to the analysis of children's literature.
Chapters gather empirical research from the fields of literary
studies, linguistics and cognitive psychology together for the
first time to build a cohesive understanding of how picturebooks
assist learning and development. International contributions
explore: language acquisition the child's cognitive development
emotional development literary acquisition ("literary literacy")
visual literacy. Divided into three parts considering symbol-based
learning, co-constructed learning, and learning language skills,
this cross-disciplinary volume will appeal to researchers, students
and professionals engaged in children's literature and literacy
studies, as well as those from the fields of cognitive and
developmental psychology, linguistics, and education.
As fast-evolving technologies transform everyday communication and
literacy practices, many young children find themselves immersed in
multiple digital media from birth. Such rapid technological change
has consequences for the development of early literacy, and the
ways in which parents and educators are able to equip today's young
citizens for a digital future. This seminal Handbook fulfils an
urgent need to consider how digital technologies are impacting the
lives and learning of young children; and how childhood experiences
of using digital resources can serve as the foundation for present
and future development. Considering children aged 0-8 years,
chapters explore the diversity of young children's literacy skills,
practices and expertise across digital tools, technologies and
media, in varied contexts, settings and countries. The Handbook
explores six significant areas: Part I presents an overview of
research into young children's digital literacy practices, touching
on a range of theoretical, methodological and ethical approaches.
Part II considers young children's reading, writing and
meaning-making when using digital media at home and in the wider
community. Part III offers an overview of key challenges for early
childhood education presented by digital literacy, and discusses
political positioning and curricula. Part IV focuses on the
multimodal and multi-sensory textual landscape of contemporary
literary practices, and how children learn to read and write with
and across media. Part V considers how digital technologies both
influence and are influenced by children's online and offline
social relationships. Part VI draws together themes from across the
Handbook, to propose an agenda for future research into digital
literacies in early childhood. A timely resource identifying and
exploring pedagogies designed to bolster young children's digital
and multimodal literacy practices, this key text will be of
interest to early childhood educators, researchers and
policy-makers.
Die insgesamt 16 Beitrage dieses Bandes werfen ein neues Licht auf
Astrid Lindgrens kinderliterarisches Werk, indem sie einerseits den
Blick auf die internationale Rezeption lenken, andererseits
interkulturelle Aspekte fokussieren. Die drei ersten Artikel
befassen sich mit Lindgrens Werk aus einer skandinavischen
Perspektive und stellen den Einfluss der Romantik und des
Modernismus auf Lindgrens Kinderromane heraus. Im zweiten Teil
finden sich Untersuchungen zur Rezeption und UEbersetzung von
Lindgrens Werken in Estland, Frankreich, Kroatien, Sudafrika, der
DDR und den USA. Ein dritter Teil vervollstandigt die
internationale Perspektive und untersucht sowohl die
fremdkulturelle Wahrnehmung in Lindgrens Fotobilderbuchern als auch
die interkulturelle Rezeption der klassischen Kinderbuchautoren
Annie M.G. Schmidt und Gianni Rodari, die in den Niederlanden bzw.
der DDR eine vergleichbare Rolle gespielt haben wie Lindgren in der
BRD. Abschliessend werden die Bedeutung Lindgrens fur die
Literaturpadagogik und aktuelle fachdidaktische Diskurse in
Deutschland diskutiert.
|
|