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.

To rise to the increasingly urgent challenge of understanding the relationship between human beings and the environment, scholars need to step back and re-evaluate their basic premises about how current explanations should shape the form and content of their research. Against the Grain addresses a variety of topics in the field of human ecology, including ecological anthropology, evolutionary psychology, environmental history, and geography, and challenges scholars to re-think the adequacy of their methods and assumptions. Andrew P. Vayda concludes the volume with a critical commentary on these issues and, more widely, on the subject of explanation. The result is an extremely useful and provocative prZcis for thinking about, re-evaluating, and rectifying scholarly research.

To rise to the increasingly urgent challenge of understanding the relationship between human beings and the environment, scholars need to step back and re-evaluate their basic premises about how current explanations should shape the form and content of their research. Against the Grain addresses a variety of topics in the field of human ecology, including ecological anthropology, evolutionary psychology, environmental history, and geography, and challenges scholars to re-think the adequacy of their methods and assumptions. Andrew P. Vayda concludes the volume with a critical commentary on these issues and, more widely, on the subject of explanation. The result is an extremely useful and provocative precis for thinking about, re-evaluating, and rectifying scholarly research.

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.