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This book is considered to be one of the pioneering studies in this
area. Theoretical research on picture books and empirical research
on children reading picture books greatly increased, in many cases
as a result of the influence of the previous editions of this book,
and continues to be a growing field Includes case studies, new and
old, draws readers' attention to all the significant theoretical
work in the field, provides structured advice for teachers and for
those who wish to carry out their own research of this kind.
Considers competing technologies and looks ahead to future
developments of the picturebook on the internet, in the classroom,
in the museum/gallery and in publishing. Includes a new focus on
art museum education Whilst many books about picturebooks, few
others explore children's response to picture books
How, and what, children and young adults read are questions bound
up with both aspirations and concerns. This book brings together
experts from a range of academic disciplines to examine how this
reading has been mediated in Anglo-American contexts. Reading
Mediation explores mediation across case studies of different
reading experiences, practices and modes: It considers social and
solitary reading; it analyzes ideas of text-reader interaction
through book design and textual strategies; and it examines methods
readers use for orienting themselves in relation to the text.
Throughout it interrogates how values and assumptions about the
effects of reading are implicated in its mediation, underpinning
book collections, programmatic and parental intervention and
facilitation of reading as well as the study of children's reading
and literature. Employing a variety of methodologies, the essays
elaborate how using "mediation" as a connecting node of analysis
promotes interdisciplinary dialogue, and they demonstrate its value
as a critical term for the study of children's reading, literacy
and print culture.
This book is considered to be one of the pioneering studies in this
area. Theoretical research on picture books and empirical research
on children reading picture books greatly increased, in many cases
as a result of the influence of the previous editions of this book,
and continues to be a growing field Includes case studies, new and
old, draws readers' attention to all the significant theoretical
work in the field, provides structured advice for teachers and for
those who wish to carry out their own research of this kind.
Considers competing technologies and looks ahead to future
developments of the picturebook on the internet, in the classroom,
in the museum/gallery and in publishing. Includes a new focus on
art museum education Whilst many books about picturebooks, few
others explore children's response to picture books
We are fascinated by text and we are fascinated by reading. Is this
because we are in a time of textual change? Given that young people
always seem to be in the vanguard of technological change,
questions about what and how they read are the subject of intense
debate. Children as Readers in Children's Literature explores these
questions by looking at the literature that is written for children
and young people to see what it tells us about them as readers. The
contributors to this book are a group of distinguished children's
literature scholars, literacy and media specialists who contemplate
the multiple images of children as readers and how they reflect the
power and purpose of texts and literacy. Contributors to this
wide-ranging text consider: How books shape the readers we become
Cognitive and affective responses to representation of books and
reading The relationship between love-stories and reading as a
cultural activity Reading as 'Protection and Enlightenment'
Picturebooks as stage sets for acts of reading Readers' perceptions
of a writer This portrayal of books and reading also reveals
adults' beliefs about childhood and literacy and how they are
changing. It is a theme of crucial significance in the shaping of
future generations of readers given these beliefs influence not
only ideas about the teaching of literature but also about the role
of digital technologies. This text is a must-read for any
individual interested in the importance of keeping literature alive
through reading.
We are fascinated by text and we are fascinated by reading. Is this
because we are in a time of textual change? Given that young people
always seem to be in the vanguard of technological change,
questions about what and how they read are the subject of intense
debate. Children as Readers in Children's Literature explores these
questions by looking at the literature that is written for children
and young people to see what it tells us about them as readers. The
contributors to this book are a group of distinguished children's
literature scholars, literacy and media specialists who contemplate
the multiple images of children as readers and how they reflect the
power and purpose of texts and literacy. Contributors to this
wide-ranging text consider: How books shape the readers we become
Cognitive and affective responses to representation of books and
reading The relationship between love-stories and reading as a
cultural activity Reading as 'Protection and Enlightenment'
Picturebooks as stage sets for acts of reading Readers' perceptions
of a writer This portrayal of books and reading also reveals
adults' beliefs about childhood and literacy and how they are
changing. It is a theme of crucial significance in the shaping of
future generations of readers given these beliefs influence not
only ideas about the teaching of literature but also about the role
of digital technologies. This text is a must-read for any
individual interested in the importance of keeping literature alive
through reading.
The value of small-scale qualitative research projects into young
people's reading is often underestimated. Yet these finely tuned
studies, with a precise focus and highly specialised approach, can
provide us with profound insights into the richness and variety of
young people's reading practices. Bringing together contributors
from six continents, this fascinating volume explores researchers'
experiences of investigating the reading habits, preferences and
practices of young people aged 12-21. Detailing a variety of
empirical methodologies and research methods, its chapters also
consider reading in an array of contexts, in various languages and
using diverse media. Key issues addressed in the book include: the
complexity of sociocultural similarities and differences in young
people's reading in international contexts multilingual, bilingual
and monolingual readers' experiences of reading how young readers
use a range of different print and digital media how our
understanding of the range of texts available to young readers and
the different contexts of and purposes for reading can be enhanced
through small-scale qualitative research. Providing in-depth
discussion of contributors' research and findings, and touching on
many different contexts, text types and media, this volume will
support and inspire current and future researchers, lecturers and
teachers interested in young people's reading.
The value of small-scale qualitative research projects into young
people's reading is often underestimated. Yet these finely tuned
studies, with a precise focus and highly specialised approach, can
provide us with profound insights into the richness and variety of
young people's reading practices. Bringing together contributors
from six continents, this fascinating volume explores researchers'
experiences of investigating the reading habits, preferences and
practices of young people aged 12-21. Detailing a variety of
empirical methodologies and research methods, its chapters also
consider reading in an array of contexts, in various languages and
using diverse media. Key issues addressed in the book include: the
complexity of sociocultural similarities and differences in young
people's reading in international contexts multilingual, bilingual
and monolingual readers' experiences of reading how young readers
use a range of different print and digital media how our
understanding of the range of texts available to young readers and
the different contexts of and purposes for reading can be enhanced
through small-scale qualitative research. Providing in-depth
discussion of contributors' research and findings, and touching on
many different contexts, text types and media, this volume will
support and inspire current and future researchers, lecturers and
teachers interested in young people's reading.
The picturebook is now recognized as a sophisticated art form that
has provided a space for some of the most exciting innovations in
the field of children's literature. This book brings together the
work of expert scholars from the UK, the USA and Europe to present
original theoretical perspectives and new research on picturebooks
and their readers. The authors draw on a variety of disciplines
such as art and cultural history, semiotics, philosophy, cultural
geography, visual literacy, education and literary theory in order
to revisit the question of what a picturebook is, and how the best
authors and illustrators meet and exceed artistic, narrative and
cultural expectations. The book looks at the socio-historical
conditions of different times and countries in which a range of
picturebooks have been created, pointing out variations but also
highlighting commonalities. It also discusses what the stretching
of borders may mean for new generations of readers, and what
contemporary children themselves have to say about picturebooks.
This book was originally published as a special issue of the New
Review of Children's Literature and Librarianship.
Winner of the Literacy Research Association's 2015 Edward B. Fry
Book Award Immigration is an ongoing, global phenomenon and schools
and teachers in host countries must continually find new ways of
working with the increasing numbers of immigrant pupils, including
refugees and asylum seekers. Language and literacy are crucial for
inclusion in a new context but these must be developed in spaces
where these children feel safe to explore themes that resonate with
their experiences; to express their understanding and to engage in
intercultural exchange. Visual Journeys Through Wordless Narratives
presents the exploration of response strategies to Shaun Tan's The
Arrival. The inquiry was carried out in educational settings, with
children from many different parts of the world, in four host
countries: the UK, Spain, Italy and the USA. The findings reveal
the benefits of using wordless narratives such as picturebooks and
graphic novels together with visual strategies to support immigrant
children's literary understandings and visual literacy. They also
reveal the wealth of experiences the children bring with them which
have the potential to transform educational practices.
Winner of the Literacy Research Association's 2015 Edward B. Fry
Book Award Immigration is an ongoing, global phenomenon and schools
and teachers in host countries must continually find new ways of
working with the increasing numbers of immigrant pupils, including
refugees and asylum seekers. Language and literacy are crucial for
inclusion in a new context but these must be developed in spaces
where these children feel safe to explore themes that resonate with
their experiences; to express their understanding and to engage in
intercultural exchange. Visual Journeys Through Wordless Narratives
presents the exploration of response strategies to Shaun Tan's The
Arrival. The inquiry was carried out in educational settings, with
children from many different parts of the world, in four host
countries: the UK, Spain, Italy and the USA. The findings reveal
the benefits of using wordless narratives such as picturebooks and
graphic novels together with visual strategies to support immigrant
children's literary understandings and visual literacy. They also
reveal the wealth of experiences the children bring with them which
have the potential to transform educational practices.
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