scholarly journals Analysing Plant Representation in Children’s Literature: The Phyto-Analysis Map

2021 ◽  
Author(s):  
Lykke Guanio-Uluru
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Analytical Framework ◽  
Biological Research ◽  
Adaptive Behaviour ◽  
Environmental Humanities ◽  
Non Fiction ◽  
Children And Young Adults ◽  
Object Of Study ◽  
Cohesive Framework

AbstractRecent biological research (Trewavas, 2003; Mancuso & Viola, 2013; Gagliano, 2018) has (re)demonstrated the variety and complexity of the adaptive behaviour of plants. In parallel with these findings, and in acknowledgement of the important role played by plants in the biosphere and climate of the planet, the representation of plants in philosophy, arts and literature has become an object of study within the environmental humanities. In response to the rapidly developing field of critical plant studies, the representation of plants in literatures for children and young adults are now accumulating. Even as the number of studies is increasing, there is as yet no cohesive framework for the analysis of plant representation in children’s literature. This article addresses this gap. Inspired by the Nature-in-Culture Matrix, an analytical figure that provides an overarching schema for ecocritical analysis of children’s texts and cultures (see Goga et al., 2018), this article presents an analytical framework for plant-oriented analysis, the Phyto-Analysis Map. This map has been developed with reference to central concepts from the field of critical plant studies, and its usefulness is elucidated through literary examples. Developed with children’s fiction in mind, the map also has potential application with children’s non-fiction, which often employs fictional textual techniques.

scholarly journals American and Russian children’s literature at the beginning of the 21st century. The diversity of possibilities

Bibliosphere ◽  
2021 ◽  
pp. 80-88
Author(s):  
O. B. Bukhina
Keyword(s):  
Women Writers ◽  
Children's Literature ◽  
21St Century ◽  
Picture Books ◽  
Children’S Literature ◽  
Psychological Trauma ◽  
Non Fiction ◽  
Sensitive Topics ◽  
Russian Children’S Literature

Comparing changes in publication policies, the influence of translated books, and an important role that women writers play now, author analyzed new tendencies in American and Russian children’s and teens’ literature. The author concludes that American picture books reflect the varieties of contemporary experiences, and the Russian ones thrive with poetry and non-fiction. The comparison of teens’ literature of both countries shows a lot of similarities; both encompass more sensitive topics, such as illness, death, suicide, drugs, psychological trauma, and bulling.

Introduction

2016 ◽  
Author(s):  
Jessica R. McCort
Keyword(s):  
Young Adults ◽  
Children's Literature ◽  
Children’S Literature ◽  
Children And Young Adults

The introduction begins the book’s discussion of why some children and young adults are drawn to horror. It attempts to define the term “horror,” especially in relation to children’s literature and culture, and seeks to consider the ways in which frightening elements emerge in children’s literature and culture. It also provides an overview of the essays included in the volume and how they are in conversation with one another.

From Literature “about Children” to Literature “for Children”

2019 ◽  
Vol 7 (2) ◽  
pp. 261-275
Author(s):  
Radoslav Rusňák
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Production ◽  
Cultural Conditions ◽  
Children's Magazines ◽  
The First World War ◽  
Publishing Houses ◽  
Children And Young Adults ◽  
Post War ◽  
The 1960S

The development of children’s literature in Slovakia was significantly influenced by the historical milestone of the end of the First World War (WWI). The new cultural conditions that occurred in Slovakia after the break-up of the Austro-Hungarian Monarchy and the foundation of Czechoslovakia created a suitable environment for the development of cultural institutions such as the Slovak Association, libraries, publishing houses and children’s magazines such as Slniečko [Little Sun]. After 1918, the literary production for children and young adults (YAs) began to take two distinct directions – one more traditional (didactic-moralising) and the other more artistic. The then artistic current in Slovak children’s literature promoted literary production for children and integrated it in the domain of art. The literary works of these authors can be further differentiated by identifying optimistic, realist and synthesising concepts of childhood. The post-war years in Slovakia can therefore be described as the beginning of the artistic integration of children’s literature into the system of national literature, which was accomplished in the 1960s.

scholarly journals Patterns in Contemporary Canadian Picture Books: Radical Change in Action

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 43-70
Author(s):  
Beverley Brenna ◽  
Shuwen Sun ◽  
Yina Liu
Keyword(s):  
Content Analysis ◽  
Children's Literature ◽  
Picture Books ◽  
Classroom Practice ◽  
Children’S Literature ◽  
Radical Change ◽  
Realistic Fiction ◽  
Non Fiction ◽  
Canadian Studies ◽  
Study Support

This comprehensive qualitative examination of two groups of Canadian picture books, 57 titles published in 2005 and 120 titles published in 2015, offers comparative data that demonstrate patterns related to authors, illustrators, characterization, genres, audiences, and particular elements of Radical Change. Following book collection, content analysis was conducted with a consideration of Dresang’s notion that books for children are evolving with respect to forms and formats, perspectives, and boundaries. Our process for analysis was developed from Berg’s framework of systematic content analysis based on predetermined as well as emerging categories. There is much recent research exploring particular content in children’s literature, supporting the central importance of literature in the classroom and community. Comparative Canadian studies across decades, however, are rare, and are increasingly important as a way to track and describe the changes that are taking place with respect to books for young people. It is interesting that in both 2005 and 2015, picture books tended to feature children as protagonists, with the highest number of books from the 2005 set utilizing the fantasy genre (at 34%) or realistic fiction (at 28%) and the highest number of books from the 2015 set occurring in non-fiction (at 34%, up from 16% in 2005) or fantasy (at 31%). Historical fiction in both years presented comparatively low, at 12% and 3%, respectively.Findings of this study support and extend the notion of Radical Change. The research team noted marked innovations within the 2015 group related to forms and formats, boundaries, and perspectives. Of particular note are the increasing numbers of books that present Indigenous content and perspectives. While many of the changes appearing in Canadian picture books between 2005 and 2015 might be predicted through the standard categories of Radical Change (Dresang, 1999), other findings also emerged that suggest new Radical Change considerations. Continuing to examine children’s literature as artifacts of a culture can illuminate particular aspects of that culture and offer opportunities to engage authors, illustrators, and publishers in filling gaps where particular perspectives or topics are missing. Advocacy is important as children’s literature continues to be a source of tension for what it portrays and presents as well as its missing voices. A knowledge of patterns and trends in relation to available content and resources supports classroom practice as well as encourages classroom research and further explorations of the evolving landscape of children's books.

scholarly journals Orientalism in Children’s Literature: Representations of Egyptian and Jordanian Families in Elsa Marston’s Stories

2019 ◽  
Author(s):  
Noura Awadh Shafie ◽  
Faiza Aljohani
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Negative Attitude ◽  
The West ◽  
Discursive Space ◽  
Young Readers ◽  
The Poor ◽  
Beliefs And Values ◽  
Children And Young Adults ◽  
American Author

Children’s literature plays a significant role in people’s lives. For children and young adults, a story is a discursive space where they find answers, solutions, and ideas. Contrastingly, to adult writers, it is a space dedicated to promoting ideological beliefs and values to young readers. Thus, this study attempts to investigate the problematic representation of Arab city and village families found in two children stories written by American author Elsa Marston (1933-2017). She classifies families into two opposing extremes; the civilized city families and the poor, conservative village families. Using Edward Said’s Orientalist discourse analysis, alongside David Spurr’s rhetorical trope of Classification, the researcher explores how and why Jordanian and Egyptian families are classified with disregard to cultural differences. The analysis reveals that Arab families, both Jordanian and Egyptian, are equally classified based on education, social class, and culture. City families are viewed as developed due to their interaction with the west, whereas village families are portrayed as ignorant and uncivilized for their lack of communication with the west. The analysis also detects the author’s negative attitude towards village families.

scholarly journals Veljka Ruzicka Kenfel (Ed). New Trends in Children’s Literature Research --Twenty-first Century Approaches –200-2012. (2014). Spain: Peter Lang Edition. 239 pages.

InterSedes ◽  
2015 ◽  
Vol 16 (34) ◽  
Author(s):  
Marina Vásquez Carranza
Keyword(s):  
Young Adults ◽  
Children's Literature ◽  
Children’S Literature ◽  
First Century ◽  
Literature Research ◽  
Children And Young Adults ◽  
Twenty First Century ◽  
Set Up ◽  
The University

This text incorporates various studies by researchers who belong to the group Anglo-German Children’s Literature and its Translation at the University of Vigo, first set up in 1992. The main focus is to describe new tendencies within literature for children and young adults, including translation, adaptation, comics, and palindrome.

A New Year of New Reading: Teacher-Librarians Recommend Great New Books

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Joanne De Groot
Keyword(s):  
Young Adults ◽  
Children's Literature ◽  
Elementary Education ◽  
First Nations ◽  
Digital Media ◽  
Children’S Literature ◽  
Editorial Team ◽  
University Of Alberta ◽  
Children And Young Adults ◽  
Teacher Librarians

Welcome to the new issue of the Deakin Review of Children’s Literature!  My name is Joanne de Groot and it is my great pleasure to introduce you to the first issue of 2013.  I am an instructor in the Teacher-Librarianship by Distance Learning (TLDL) program at the University of Alberta, in Edmonton, Canada.  The TLDL program is an entirely online Master of Education that prepares teachers across Canada and around the world to become teacher-librarians.  The MEd in Teacher-Librarianship develops school and professional leadership in inquiry, literacies, technology, and resources through meaningful learning experiences. All the courses in this program focus on curriculum, community, consultation, collaboration, coordination, and communication. You might be wondering why I was asked to write this editorial and why I am introducing you to this issue.  Let me explain!  In the fall of 2012, I taught a required course in the TLDL program called ‘Introduction to Resources for Children and Young Adults’ (EDES 546).  This course provides students with an introduction to literature and other print and digital media for children and young adults and provides strategies and resources for selecting and using these resources in library settings.  The major assignment for this course asked small groups of students to work together to develop a proposal to build a focused collection of resources for a school library.  Each group had to select a particular area or topic and then work through a series of tasks to develop their proposal.  Groups in this particular class focused on topics such as Canadian materials, graphic novels, high interest/low vocabulary titles, picture books, reluctant readers, and First Nations resources. Each group had a number of required tasks to complete as part of their project, including: a selection list of resources they would purchase to build their collection; the selection criteria they used to develop this list; and links to professional reviews for some of the items on their list. The complete group projects are also available online to anyone who is interested in viewing them. Please contact me for the links.  In addition, each student had to write their own professional reviews for two items on the selection list.  Many of the reviews written by the students in this course have now been compiled to form the basis of this issue of the Deakin Review of Children’s Literature. When I first approached the editorial team at the Deakin Review about the possibility of having my students contribute to this issue, none of us were sure how, or if, it would work.  I greatly appreciate that the entire team at the Deakin Review was willing to take a leap of faith and put this issue almost entirely into my students’ hands.  The task of writing reviews that were going to be published in a reviewing journal made the assignment that much more relevant and interesting for my students.  I would like to thank everyone at the Deakin Review for their enthusiastic support of the idea and for working with me and my students to make it happen! And now, without further delay, I am very pleased to share with you this new issue of the Deakin Review of Children’s Literature, brought to you by the students in the Fall, 2012 sections of EDES 546.  Happy Reading! Joanne de Groot Adjunct Assistant Professor Department of Elementary Education University of Alberta email: [email protected]

Reading in the Dark

2016 ◽  
Keyword(s):  
Young Adults ◽  
Children's Literature ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Horror Genre ◽  
Young Readers ◽  
Children And Young Adults

Reading in the Dark: Horror in Children’s Literature and Culture is a collection of essays that seeks to consider gothic horror texts for children with the respect such texts deserve, weighing the multitude of benefits they can provide for young readers and viewers. It refuses to write off the horror genre as campy, trite, or deforming, instead recognizing that many of the children’s books and films categorized as “scary” are among those most widely read/viewed by children and young adults. It also considers how adult horror has been domesticated by children’s literature and culture, with authors and screenwriters turning that which was once utterly horrifying into safe, funny, and delightful books and films, along with the impetus behind such re-envisioning of the adult horror novel or film as something appropriate for the young. Especially today, when dark novels, shows, and films targeted toward children and young adults are proliferating with wild abandon, understanding the methods by which such texts have traditionally operated, as well as how those methods have been challenged, abandoned, and appropriated in recent years, becomes all the more crucial.

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