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Movable books are an innovative area of children's publishing.
Commonly equated with spectacular pop-ups, movable books have a
little-known history as interactive, narrative media. Since they
are hybrid artifacts consisting of words, images and movable
components, they cross the borders between story, toy, and game.
Interactive Books is a historical and comparative study of early
movable books in relation to the children who engage with them.
Jacqueline Reid-Walsh focuses on the period movable books became
connected with children from the mid-17th to the early-19th
centuries. In particular, she examines turn-up books, paper doll
books, and related hybrid experiments like toy theaters and
paignion (or domestic play set) produced between 1650 and 1830.
Despite being popular in their own time, these artifacts are little
known today. This study draws attention to a gap in our knowledge
of children's print culture by showing how these artifacts are
important in their own right. Reid-Walsh combines archival research
with children's literature studies, book history, and juvenilia
studies. By examining commercially produced and homemade examples,
she explores the interrelations among children, interactive media,
and historical participatory culture. By drawing on both
Enlightenment thinkers and contemporary digital media theorists
Interactive Books enables us to think critically about children's
media texts paper and digital, past and present.
Movable books are an innovative area of children's publishing.
Commonly equated with spectacular pop-ups, movable books have a
little-known history as interactive, narrative media. Since they
are hybrid artifacts consisting of words, images and movable
components, they cross the borders between story, toy, and game.
Interactive Books is a historical and comparative study of early
movable books in relation to the children who engage with them.
Jacqueline Reid-Walsh focuses on the period movable books became
connected with children from the mid-17th to the early-19th
centuries. In particular, she examines turn-up books, paper doll
books, and related hybrid experiments like toy theaters and
paignion (or domestic play set) produced between 1650 and 1830.
Despite being popular in their own time, these artifacts are little
known today. This study draws attention to a gap in our knowledge
of children's print culture by showing how these artifacts are
important in their own right. Reid-Walsh combines archival research
with children's literature studies, book history, and juvenilia
studies. By examining commercially produced and homemade examples,
she explores the interrelations among children, interactive media,
and historical participatory culture. By drawing on both
Enlightenment thinkers and contemporary digital media theorists
Interactive Books enables us to think critically about children's
media texts paper and digital, past and present.
The place of childhood in popular culture is one that invites new readings both on childhood itself, but also on approaches to studying childhood. Discussing different methods of researching children's popular culture, the authors argue that the interplay of the age of the players, the status of their popular culture, the transience of the objects, and indeed the ephemerality - and long lastingness - of childhood, all contribute to what could be regarded as a particularized space for childhood studies - and one that challenges many of the conventions of "doing research" involving children.
The place of childhood in popular culture is one that invites new readings both on childhood itself, but also on approaches to studying childhood. Discussing different methods of researching children's popular culture, they argue that the interplay of the age of the players, the status of their popular culture, the transience of the objects, and indeed the ephemerality - and long lastingness - of childhood, all contribute to what could be regarded as a particularized space for childhood studies - and one that challenges many of the conventions of "doing research" involving children.
Never before has so much popular culture been produced about what
it means to be a girl in today's society. From the first appearance
of Nancy Drew in 1930, to Seventeen magazine in 1944 to the
emergence of Bratz dolls in 2001, girl culture has been
increasingly linked to popular culture and an escalating of
commodities directed towards girls of all ages. Editors Claudia A.
Mitchell and Jacqueline Reid-Walsh investigate the increasingly
complex relationships, struggles, obsessions, and idols of American
tween and teen girls who are growing up faster today than ever
before. From pre-school to high school and beyond, Girl Culture
tackles numerous hot-button issues, including the recent barrage of
advertising geared toward very young girls emphasizing sexuality
and extreme thinness. Nothing is off-limits: body image, peer
pressure, cliques, gangs, and plastic surgery are among the over
250 in-depth entries highlighted. Comprehensive in its coverage of
the twenty and twenty-first century trendsetters, fashion,
literature, film, in-group rituals and hot-button issues that
shape--and are shaped by--girl culture, this two-volume resource
offers a wealth of information to help students, educators, and
interested readers better understand the ongoing interplay between
girls and mainstream culture. Entries include: BLAnorexia BLBarbie
BLBeauty Pageants BLBikini BLBody Modification BLBlogging
BLCheerleading BLChick Lit BLGirl Bands BLGirls and Hip Hop
BLgURL.com BLHello Kitty BLJennifer Lopez BLLolita BLMadonna
BLPretty in Pink BLProm BLReviving Ophelia BLRiot Grrrls BLSweet
Sixteen BLWonder Woman Features: BLContains over 250 entries
written by interdisciplinary scholars, practitioners, and
youngwomen themselves. BLEmphasizes multiculturalism BLServes as a
unique reference for students of American history and culture BLAn
extensive bibliography of print and electronic sources BLEnhanced
by numerous illustrations
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