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Portrayals of Children in Popular Culture: Fleeting Images, edited
by Vibiana Bowman Cvetkovic and Debbie Olson, is a collection which
examines images of "children" and "childhood" in popular culture,
including print, online, television shows, and films. The
contributors to this volume explore the constructions of "children"
and "childhood" rather than actual children or actual childhoods.
In the chapters that are concerned with depictions of actual,
individual children, the authors investigate how the images of
those children conform or "trouble" current notions of what it
means to be a child engaged in a contemporary "childhood." This is
a unique volume, because of the academic discourse which is
employed-that of "Childhood Studies." The Childhood Studies
scholars represented in this collection utilize an
interdisciplinary approach which draws upon various academic
fields-their methodologies, theoretical approaches, and scholarly
conventions-for the scholarly research in this collection.
Together, the contributions to this collection interrogate classic
notions of childhood innocence, knowledge, agency, and the fluid
position of the signifier "child" within contemporary media forms.
These interdisciplinary works function as a testament to the
infectiousness of the child image in print, television, and
cinematic contexts, and represent a new avenue of discursive
scholarship; the questions raised and connections made provide
fresh insights and unique perspectives to topics regarding children
and childhood and their representation within multiple media
platforms. The growing field of Childhood Studies is enriched by
the intellectual originality represented by this volume's authors
who ask new questions about the enduring and captivating image of
the child.
Portrayals of Children in Popular Culture: Fleeting Images, edited
by Vibiana Bowman Cvetkovic and Debbie Olson, is a collection which
examines images of "children" and "childhood" in popular culture,
including print, online, television shows, and films. The
contributors to this volume explore the constructions of "children"
and "childhood" rather than actual children or actual childhoods.
In the chapters that are concerned with depictions of actual,
individual children, the authors investigate how the images of
those children conform or "trouble" current notions of what it
means to be a child engaged in a contemporary "childhood." This is
a unique volume, because of the academic discourse which is
employed-that of "Childhood Studies." The Childhood Studies
scholars represented in this collection utilize an
interdisciplinary approach which draws upon various academic
fields-their methodologies, theoretical approaches, and scholarly
conventions-for the scholarly research in this collection.
Together, the contributions to this collection interrogate classic
notions of childhood innocence, knowledge, agency, and the fluid
position of the signifier "child" within contemporary media forms.
These interdisciplinary works function as a testament to the
infectiousness of the child image in print, television, and
cinematic contexts, and represent a new avenue of discursive
scholarship; the questions raised and connections made provide
fresh insights and unique perspectives to topics regarding children
and childhood and their representation within multiple media
platforms. The growing field of Childhood Studies is enriched by
the intellectual originality represented by this volume's authors
who ask new questions about the enduring and captivating image of
the child.
Working with and devising quality educational resources for
'Generation M' - today's group of teens and young adults born in
the early 1980s through the mid 1990s - can be a challenge for
librarians and instructors who may not relate well to their
multitasking, technophile students. Here, editors Cvetkovic (named
of one of the '2005 Library Movers and Shakers' by ""Library
Journal"") and Lackie (the 2006 recipient of the ALA Kenneth
Haycock Award for Promoting Librarianship) answer the core
questions you'll need to facilitate new and powerful learning
opportunities for your Gen M audience, including: Who are the
members of Gen M? What is their shared cultural experience and how
does it influence learning? And how can librarians and educators
best meet this cohort's educational requirements? Cvetkovic, Lackie
and their contributors debunk common myths and misconceptions about
this unique generation to provide a realistic understanding of
their instructional needs and learning styles. You'll a
comprehensive introduction and overview of Gen M, including key
term definitions, background information, and a clear idea of the
scope of issues facing educators charged with teaching and working
with this age group. A section on the emergent digital community
inherent to Gen M examines the personal, sociological, and
educational implications and impact on future pedagogy. The authors
cover popular online tools like Facebook, Wikipedia, YouTube,
Google, many of which play a large role in Gen M information
retrieval, and also address key educational theories and provide
instruction for creating lessons and learning objects that can be
used in both traditional and online educational environments.
Examples of current best practices are provided along with
corresponding instruction for designing and implementing them in
your library or classroom.
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