scholarly journals Translating culture in children’s literature: A case study on the Turkish translation of Letters from Father Christmas

2020 ◽  
Vol 16 (2) ◽  
pp. 729-737
Author(s):  
Gökçen HASTÜRKOĞLU
Keyword(s):  
Children's Literature ◽  
Children’S Literature

scholarly journals The International Children’s Digital Library: A Case Study in Designing for a Multilingual, Multicultural, Multigenerational Audience

2005 ◽  
Vol 24 (1) ◽  
pp. 4 ◽  
Author(s):  
Hilary Browne Hutchinson ◽  
Anne Rose ◽  
Benjamin B. Bederson ◽  
Ann Carlson Weeks ◽  
Allison Druin
Keyword(s):  
Children's Literature ◽  
Cultural Differences ◽  
Digital Library ◽  
Digital Libraries ◽  
Children’S Literature ◽  
Design Criteria

The challenges encountered in building the InternationalChildren’s Digital Library (ICDL), a freely availableonline library of children’s literature are described. Thesechallenges include selecting and processing books fromdifferent countries, handling and presenting multiplelanguages simultaneously, and addressing cultural differences. Unlike other digital libraries that present content from one or a few languages and cultures, and focuson either adult or child audiences, ICDL must serve amultilingual, multicultural, multigenerational audience.The research is presented as a case study for addressingthese design criteria; current solutions and plans forfuture work are described.

Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

2021 ◽  
pp. 460-481
Author(s):  
Erin Hogan Rapp ◽  
Melissa Landa
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Collective Case Study ◽  
Asking Questions

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

scholarly journals The Language of Fear in Children’s Literature: A Case Study of Ted Hughes’s Poems for Children

2021 ◽  
Vol 16 (11) ◽  
pp. 453-471
Author(s):  
Elżbieta Chrzanowska-Kluczewska ◽  
Keyword(s):  
Children's Literature ◽  
Cultural Context ◽  
Native Language ◽  
Children’S Literature ◽  
Adult Life ◽  
Young Readers ◽  
Poetic Imagery ◽  
Fear And Anxiety ◽  
Cognitive Construct

The article tackles the issue of the language of fear exploited in children’s literature, taking Ted Hughes’s Nature poems for young readers as the object of analysis. It presents a perspective of linguistic stylistics and literary semantics and as such is not meant to be a critical literary evaluation of Hughes’s poetry. Rather, it focuses on linguistic instruments of creating the aura of fear in children’s poetry and their cognitive import. The author has chosen a neuroscientific paradigm for the two closely related emotions – fear and anxiety – as propagated by American researcher Joseph LeDoux, most prominently in his work “Anxious” (2015). LeDoux maintains that the feeling of fear is not inborn but rather a cognitive construct emergent from the use of one’s native language practiced within a particular socio-cultural context. The unique atmosphere of Hughes’s poetry has been achieved by a rich lexicon of fear-related notions and a skillfully applied figuration (anthropomorphisms, similes). His poetic imagery powerfully complements the vocabulary and troping in calling to life fictional worlds, often uncanny and menacing, remote from the young readers’ experience. The author of this article perceives in the lexicon, figuration and multimodal imagery (both verbal and visual, the latter realized as illustrations in picture-books) an important didactic device that teaches children how to manage fearsome experiences. This capability will also prepare children to face anxiety, an emotion typical of adult life and related mostly to existential problems.

scholarly journals CERITA BERGAMBAR SEBAGAI KONKRETISASI PEMBELAJARAN SASTRA ANAK DI SEKOLAH DASAR

2020 ◽  
Vol 2 (2) ◽  
pp. 345-356
Author(s):  
Jalu Norva Illa Putra ◽  
Nina Widyaningsih
Keyword(s):  
Children's Literature ◽  
Character Education ◽  
Community Service ◽  
Picture Book ◽  
Children’S Literature ◽  
Central Java ◽  
Service Activity ◽  
Picture Story ◽  
Narrative Forms

This community service activity aims to train teachers to make learning media in the form of pictorial stories with children's literary content. This article is a case study of community service at the Nakula Gugus Teacher Working Group in Wonogiri, Central Java. Children's literature in this context is defined as a medium that is used as an intermediary to convey a form of character education for children. Apart from this, children's literature is considered an appropriate medium because it is able to attract students' interest through visual and narrative forms. Children's literature is also able to have more appeal if from the beginning it comes from ideas that are owned by the children themselves. This will stimulate a sense of ownership and logic to the things that the story structure wants to instill. The method used is lectures and discussions, then in the form of workshops on picture story books. The result of this community service is a picture book with a theme that is close to children related to the use of gadgets, which are then given the title Playing with Friends.

scholarly journals Are Archetypes Not Enough in Children's Literature? A Case Study of Body Shaming and Stereotypes in Roald Dahl's The Twits And The Witches

2020 ◽  
Vol 8 (2) ◽  
pp. 10
Author(s):  
Akanksha Bahukhandi
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Human Race ◽  
Young Readers ◽  
Functional Units

Archetypes are easily identifiable in works of fiction regardless of when they were penned and the relevant cultural mileu. This is because archetypes are functional units of the 'collective unconcious' which is common to all. Going by that logic shouldn't the authors of fiction be just fine with exploring various aspects and variations af various archetyes deep seated in the psyche of their readers? If archetypes provide a sound base of ready acceptance by virtue of  their familiarity to the entire human race, then what explains the rampant use of strereotypical characters and plots in fiction all across the globe and especially in children's literature? Do the stereotypes encourage prejudices and body shaming? The present paper aims to look into the possible reasons behind the use of stereotypes and caricatures, their effectiveness and their impact on the young readers.

scholarly journals The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

2018 ◽  
Vol 18 (1) ◽  
pp. 96-114 ◽  
Author(s):  
Christopher Jett
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Children's Literature ◽  
Teaching And Learning ◽  
Children’S Literature ◽  
Future Research ◽  
Education Majors ◽  
Childhood Education ◽  
Mathematics Teaching And Learning

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

scholarly journals Materiality in Bruno Munari’s book objects

2019 ◽  
Vol 8 (2) ◽  
pp. 359-379
Author(s):  
Marnie Campagnaro
Keyword(s):  
Children's Literature ◽  
20Th Century ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Construction Paper ◽  
Educational Potential ◽  
Do So

This paper reviews the primacy of materiality in Bruno Munari’s work based on the case study of two of his picturebooks. Bruno Munari was one of 20th-century Italy’s most eclectic figures. Over the course of his lengthy career as an artist and designer, Munari explored the field of materiality in children’s books with exceedingly favourable results. His picturebooks set a precedent in the field of children’s literature, and they are highly valued even today. Children are fascinated by the opportunity to organise the experience of reading more freely thanks to innovative graphic and typographic mechanisms that fully exploit the editorial potential of materials such as paper, construction paper, and cardboard, but also transparent or semi-transparent sheets of acetate film, wood, plastic, sponge, and so on. In this paper, I describe the exclusive relationship that Munari developed over the years with the book as an object in all its various components (text and paratext). To do so, I discuss two of Munari’s significant editorial projects, the picturebook entitled Nella notte buia [In the Dark of the Night] (1956) and I Prelibri [Prebooks] (1980). I analyse the ways in which the Milanese artist succeeded in exploiting all the communicative, aesthetic and educational potential of these books’ material dimension.

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