scholarly journals Multi-Addressee Nature of Works Intentionally Aimed at a Young Audience – an Opportunity or a Threat? In the Context of Hanna Dymel-Trzebiatowska’s “Philosophical and Translational Migrations in the Moomin Valley” (2019)

Author(s):  
Dorota Michułka

The article is based on the review of the book by Hanna Dymel-Trzebiatowska Philosophical and Translational Migrations in the Moomin Valley (2019). Interdisciplinary considerations concern the issue of the multi-addressee nature of works intentionally aimed at a young audience, and their basis is the analysis and interpretation of Tove Jansson’s series on Moomins, deeply rooted in philosophical contexts. In the interpretation of the saga of the Finnish writer, Dymel-Trzebiatowska refers to various aspects of the theory and practice of reception as well as to selected issues belonging to the area of theory and practice of translation. In interpretative contexts, the researcher also distinguishes psychoanalytical critique, cognitive poetics, existential philosophy, the broadly understood philosophy of ethics and childhood anthropology, thanks to which her book fits perfectly into contemporary discussions on the function, place, role and status of children’s literature, its meaning in the wider cultural circuit literary and – potentially – also its presence in the field of Polish studies.

ELH ◽  
1978 ◽  
Vol 45 (3) ◽  
pp. 542 ◽  
Author(s):  
Felicity A. Hughes

2014 ◽  
Vol 7 (2) ◽  
pp. 152-164
Author(s):  
Joanne Pettitt

Critics have long since noted that children's literature of the Holocaust is caught between two binary oppositions: it must offer an emphatic didactic message whilst simultaneously providing an appropriate ‘safe’ distance between the implied reader and the atrocities committed. The result is that texts of this kind frequently consign the most brutal aspects of the story to the periphery of the narrative as a lack and the true horror of the Holocaust is reified in more conceptual forms. In other words, that which is said may be explained by that which is not said. Taking cognitive poetics as my methodological approach, I attempt to illustrate the ways in which the said/not-said binary can be usefully manipulated as a means of facilitating the requirements for both didacticism and appropriate suitability simultaneously. Through an examination of the uses of conceptual integration and metonymy, I demonstrate the power of – and issues surrounding – silence as a means of representation in itself.


Author(s):  
Muguras Constantinescu

En este artículo, la autora desarrolla varias ideas sobre la teoría y la práctica de los campos científicos desde un punto de vista social y pedagógico directamente relacionado con la literatura y las artes plásticas para niños. La cuestión es analizada desde el marco teórico diseñado por Jean Perrot en su último libro, Du jeu, des enfants et des livres à l’heure de la mondialisation (Editions du Cercle de la Librairie, Paris, 2011). Jean Perrot es un reconocido estudioso de la literatura y la ficción infantil y el director fundador del Instituto Internacional Charles Perrault de Francia. En su última obra, el autor reflexiona sobre las metamorfosis de los libros y la cultura para niños en la era de la "videoesfera" y la "sociedad del espectáculo" bajo el impacto de la globalización. Explora de forma relevante los numerosos fenómenos nuevos conectados a la "producción para niños" que describe como una cuestión particularmente compleja.El libro de Jean Perrot supone una mirada exhaustiva sobre la investigación realizada en el campo de la literatura infantil en los albores del tercer milenio, con análisis relevantes sobre el público objetivo, la tentación de considerar el libro como un objeto, la compleja relación entre discurso y pintura, y el tema del cuerpo fantástico en obras y novelas dirigidas a jóvenes lectores. La conclusión que Jean Parrot elabora en su libro es lúdica y optimista en la medida en que, por medio de una sutil estrategia intertextual, el autor adopta y adapta la idea del “eterno retorno” en referencia a Harry Potter, el “león” de la infancia y Friedrich Nietzsche. In the present paper, the author develops several ideas about the theory and practice of scientific fields from a social and educational viewpoint directly connected to children’s literature and visual arts. The issue is analyzed inside the theoretical frame designed by Jean Perrot in his latest book, Du jeu, des enfants et des livres à l’heure de la mondialisation (Editions du Cercle de la Librairie, Paris, 2011). Jean Perrot is a well-known scholar of literature and children’s fiction and the founding director of Charles Perrault International Institute in France. In his latest work, the author reflects on the metamorphoses of children’s books and culture in the era of the “video-sphere” and of the “show society” under the impact of globalization. He relevantly explores the numerous new phenomena that are connected to “children’s production” which he describes as a particularly complex issue. Jean Perrot’s book is an overall view on research done in the field of children’s literature at the beginning of the third millennium, with relevant analyses of the target audience, of the temptation of the book seen as an object, of the complex relationship between discourse and picture, of the theme of the fantasy body in plays and novels addressing young readers. The conclusion that Jean Perrault draws in his book is ludic and optimistic as, through a subtle intertextual strategy, the author adopts and adapts the idea of the “eternal return” when referring to Harry Potter, to the childhood “lion” and to Friedrich Nietzsche.


2021 ◽  
pp. 85
Author(s):  
Betul Gaye Dinc ◽  
Birce Özkan ◽  
Ilgım Veryeri Alaca

How can interactive technology enhance children’s literature? How can new materials and technology be incorporated into courses on children’s literature at the university level feeding upon the Human-Computer Interaction (HCI)? What is the best way to embed new materials such as paper circuits into a children’s narrative? This article offers a review of an experiment conducted at a liberal arts college where students were provided the theoretical and practice-based knowledge for designing children’s picturebooks, then asked to introduce circuit technology to their picturebook design. The upper-level course admitted students from all disciplines, such as computer science, psychology, literature, medicine, and media and visual arts, which resulted in lively exchanges in a group of people from diverse academic backgrounds. Regardless of their strengths, students participated in the hands-on workshop supported by a designer and the course instructor to learn about electric circuits, copper tape, and LEDs, and seek ways to adapt them into the page structure and the narrative sequence. They explored how to fuse light to text and image to tell a story and facilitate engagement in a children’s book. This study builds upon the Maker Movement and borrows technology from HCI, fusing the two movements into children’s books. As such, students were asked to assess the potential uses of HCI technology in art and design, book arts and seek ways to apply those technologies to enrich children’s engagement during reading. Students revealed that this request motivated them to think creatively as they explored ways to transform children’s literature. Thus, the course brought theory and practice together with electric circuits to offer a novel way to contemplate children’s literature.


Author(s):  
Clare Bradford ◽  
Kerry Mallan ◽  
John Stephens ◽  
Robyn McCallum

2019 ◽  
Vol 12 (76) ◽  
Author(s):  
Olena Tkachyk ◽  
◽  
Kateryna Sheremeta ◽  

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