scholarly journals Life Writing through Texts and Images – Picture books by Celebrities

2021 ◽  
Vol 10 ◽  
pp. BB40-BB64
Author(s):  
Lena Hoffmann

In the last 15 to 20 years a lot of celebrities have published novels and or picture books for children and adolescents. This article will contextualise this international phenomenon within a theoretical framework of celebrity studies and research on life writing and intermediality. As will be shown, these literary texts for young people by celebrities represent an intermedial life writing that combines texts, illustrations, photographs and forms of online and offline self-curating as well. It is especially the picture book that seems to carry an archival function with respect to the authors’ lives. Here, the celebrities tell about themselves in words and images, they stage themselves as private and authentic persons. Understanding children’s and adolescents’ literature as part of intergenerational communication, these literary texts show different kinds of strategies to prolong the knowledge of a public person in societies’ collective memories.

Mousaion ◽  
2016 ◽  
Vol 32 (2) ◽  
pp. 25-47
Author(s):  
Christine Du Toit

This article brings together the connectedness between words and images. It discusses the increasing impact of semiotics in the field of children’s literature as well as the way children are thinking and living in the 21st century. The present literacy landscape demands that teachers understand multimodal texts and are able to interpret and teach these texts. A central aim of psychology and education is to develop an understanding of how children learn and how to present teaching materials in ways to help children learn. Using visual material does not mean that all visually composed teaching materials will necessarily lead to understanding. Visual literacy skills must be taught, especially in diverse environments where every child brings to the class his/her own cultural experiences. Using picture books with diverse beginner readers needs clear and specific principles to be able to critically interpret the interaction between text and images. The article explores the integration of text and images through Preller’s picture book Babalela (2000), illustrated by Andries and Erica Maritz. To explore visual literacy skills, Lohr’s (2008) principles, actions and tools (PAT) design framework will be used to analyse the picture book in order to understand the visual sign system and how the visual and the written text interact to create meaning. This knowledge will enable pre-service teachers and in-service teachers to build a vocabulary for visual analysis and to develop critical reading skills, ‘which is essential for any sort of critical thinking in the 21st century’ (Burmark 2002:v).


2021 ◽  
Vol 16 (3(61)) ◽  
pp. 27-41
Author(s):  
BARBARA BILEWICZ-KUŹNIA

Children’s literature has a cognitive value and is a source of aesthetic experiences. Picture books with mathematical content are a special type of children’s books. The study aims to show that picture books where mathematical text is combined with images in an aesthetic form provide impulses to create educational situations that inspire mathematical activity. Based on the classification of mathematical activity by Ewa Kozak-Czyżewska, we developed our methodological proposals for stimulating creative and imitative mathematical activity in children. These suggestions are presented on the basis of our work with two books: Numbers written by Jacek Cygan and At our house written by Isabel Minhós Martins and Madalena Matoso. For the purpose of this study, educational classes with the use of mathematical literary texts were conducted for six-year-old children in kindergarten. It has been shown that picture books can inspire creative and imitative mathematical activity in children. By providing positive experiences, these texts can support the processes of learning mathematics, awaken children’s motivation to calculate and use mathematics in everyday life. The presented study may be used as a model of working with picture books with mathematical content in kindergarten.


K ta Kita ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 152-160
Author(s):  
Graciela Adelia ◽  
Stefanny Irawan

This paper discusses creating children picture-book stories which highlight the issue of self-esteem in children, particularly exploring the causes of low self-esteem in children as well as what children get after regaining their self-esteem. Serving as the theoretical framework are Erik Erikson’s Psychosocial Development, the concept of Praise Paradox, Body Image, and Colorism. In the first and second story, the main characters have low self-esteem because they feel unappreciated, and they later feel more loved and happier after overcoming their issues. In the third story, the main character has low self-esteem because she keeps receiving the wrong type of praise but later becomes calmer after overcoming her issue. The main characters in the fourth and fifth story have low self-esteem because of their appearances, but they will later be more confident and secure after overcoming their issues.Keywords: Children Picture-Books, Self-Esteem, Psychosocial Development, Praise Paradox, Body Image, Colorism


2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Sarah Mead-Willis

The end of summer and the beginning of autumn saw some notable developments in the world of children’s books, particularly in Canada. It is a great delight to announce that The Deakin Review’s namesake, Dr. Andrea Deakin, is one of the joint recipients of the 2011 Claude Aubry Award. Conferred every two years by the Canadian chapter of the International Board on Books for Young People (IBBY), the Claude Aubry Award recognizes distinguished service within the field of children’s literature. Dr. Deakin, founder of the Deakin Newsletter (which this Review succeeds), is a prolific reviewer, collector, and critic of children’s literature, whose work has greatly enriched the study and appreciation of the genre. Also receiving the Claude Aubry Award is Chantal Vaillancourt. A resident of Longuiel, Quebec and a longtime promoter of children’s reading, Ms. Vaillancourt was instrumental in creating the Toup'tilitou reading program in daycare centres across Quebec. Her more recent work with the Canadian Children’s Book Centre sees her coordinating the French-language TD Canadian Children’s Literature Award and managing the French-language component of TD Children’s Book Week. No mention of the TD Canadian Children’s Literature Award -- as well as the other awards administered by the Canadian Children’s Book Centre -- can pass without mention of this year’s winners. This October, five titles received these prestigious honours. Plain Kate by Erin Bow (Scholastic), winner of the TD Canadian Children’s Literature Award. I Know Here by Laurel Croza; ill. by Matt James (Groundwood Books), winner of the Marilyn Baillie Picture Book Award.Case Closed? Nine Mysteries Unlocked by Modern Science by Susan Hughes (Kids Can Press), winner of the Norma Fleck Award for Canadian Children’s Non-Fiction.The Glory Wind by Valerie Sherrard (Fitzhenry & Whiteside), winner of the Geoffrey Bilson Award for Historical Fiction for Young People. A Spy in the House (The Agency) by Y.S. Lee (Candlewick Press), winner of the John Spray Mystery Award. The CCBC will also be administering a new award this coming year: the Monica Hughes Award for Science Fiction and Fantasy.In other award news, the International Research Society for Children’s Literature (IRSCL) conferred its prestigious 2011 Award on Picturing Canada: a History of Canadian Children’s Illustrated Books and Publishing. Written by Gail Edwards and Judith Saltman, Picturing Canada has already garnered significant accolades, offering as it does a unique survey of Canadian illustrated works and picture books. The 2011 IRSCL Award confirms the work’s status as a significant contribution to the study of children’s literature. Amid these celebrations, however, the world of children’s literature also lost a major talent. Joanne Fitzgerald, Governor General’s Award-winning illustrator, passed away on August 14, at the age of 55. Fitzgerald’s distinctive style, with its gentle colour palette and cheerful, cartoon-like characters, made picture books such as Plain Noodles, Emily’s House, and Doctor Kiss Says Yes perennial favourites among young readers.


Author(s):  
Johannes Riquet

The Aesthetics of Island Space discusses islands as central figures in the modern experience of space. It examines the spatial poetics of islands in literary texts (from The Tempest to The Hungry Tide), journals of explorers and scientists (such as Cook and Darwin), and Hollywood cinema (e.g. The Hurricane and King Kong), tracing how islands have offered vivid perceptual experiences as well as a geopoetic oscillation between the poetic energies of words and images and the material energies of the physical world. Its chapters focus on America’s island gateways (e.g. Roanoke and Ellis Island), tropical islands (e.g. Tahiti and imagined South Sea islands), the islands of the Pacific Northwest, and mutable islands (e.g. the volcanic and coral islands in Wells’s fiction). The book argues that the modern voyages of discovery posed considerable perceptual challenges to spatial experience, and that these challenges were negotiated via the poetic engagement with islands. Postcolonial theorists maintain that islands have been imagined as geometrical abstractions subjected to the colonial gaze. There is, however, a second story of islands in the Western imagination which runs parallel to this colonial story: the experience of islands in the age of discovery also went hand in hand with a disintegration of received models of global space. Rethinking (post-)phenomenological, geocritical, and geopoetic theories, The Aesthetics of Island Space suggests that the modern encounters with islands as mobile and shifting territories implied a diversification of spatial experience, and explores how this disruption is registered and negotiated by non-fictional and fictional responses.


Author(s):  
Julia Rehling ◽  
Christiane Bunge ◽  
Julia Waldhauer ◽  
André Conrad

Public green spaces have a high potential for a positive impact on people’s health and wellbeing, especially in urban areas. Studies on environmental justice indicate socially unequal access possibilities to urban green spaces. This article presents results on associations between individual socioeconomic position (SEP) and walking time from home to public green spaces in young people living in urban areas with more than 20,000 inhabitants in Germany. Data were derived from the German Environmental Survey for Children and Adolescents 2014–2017 (GerES V), the environmental module of the German Health Interview and Examination Survey for Children and Adolescents (KiGGS Wave 2). The sample comprises 1149 participants aged 3 to 17 years. A total of 51.5% of the participants reach a public green space on foot within five and 72.8% within ten minutes from home. The lower the participant’s SEP, the longer the walking time. Logistic regression models controlling for age group, sex, migration background, and region of residence show that participants with a low SEP have a significantly higher risk (odds ratio = 1.98; 95% confidence interval: 1.31–2.99) of needing more than ten minutes to walk from home to a public green space than participants with a high SEP. GerES V data indicate that young people living in urban areas in Germany do not equally benefit from the health-promoting potential of green spaces, which is an important aspect of environmental health inequalities.


2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lukasz Cybulski ◽  
Darren M. Ashcroft ◽  
Matthew J. Carr ◽  
Shruti Garg ◽  
Carolyn A. Chew-Graham ◽  
...  

Abstract Background There has been growing concern in the UK over recent years that a perceived mental health crisis is affecting children and adolescents, although published epidemiological evidence is limited. Methods Two population-based UK primary care cohorts were delineated in the Aurum and GOLD datasets of the Clinical Practice Research Datalink (CPRD). We included data from 9,133,246 individuals aged 1–20 who contributed 117,682,651 person-years of observation time. Sex- and age-stratified annual incidence rates were estimated for attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) (age groups: 1–5, 6–9, 10–12, 13–16, 17–19), depression, anxiety disorders (6–9, 10–12, 13–16, 17–19), eating disorders and self-harm (10–12, 13–16, 17–19) during 2003–2018. We fitted negative binomial regressions to estimate incidence rate ratios (IRRs) to examine change in incidence between the first (2003) and final year (2018) year of observation and to examine sex-specific incidence. Results The results indicated that the overall incidence has increased substantially in both boys and girls in between 2003 and 2018 for anxiety disorders (IRR 3.51 95% CI 3.18–3.89), depression (2.37; 2.03–2.77), ASD (2.36; 1.72–3.26), ADHD (2.3; 1.73–3.25), and self-harm (2.25; 1.82–2.79). The incidence for eating disorders also increased (IRR 1.3 95% CI 1.06–1.61), but less sharply. The incidence of anxiety disorders, depression, self-harm and eating disorders was in absolute terms higher in girls, whereas the opposite was true for the incidence of ADHD and ASD, which were higher among boys. The largest relative increases in incidence were observed for neurodevelopmental disorders, particularly among girls diagnosed with ADHD or ASD. However, in absolute terms, the incidence was much higher for depression and anxiety disorders. Conclusion The number of young people seeking help for psychological distress appears to have increased in recent years. Changes to diagnostic criteria, reduced stigma, and increased awareness may partly explain our results, but we cannot rule out true increases in incidence occurring in the population. Whatever the explanation, the marked rise in demand for healthcare services means that it may be more challenging for affected young people to promptly access the care and support that they need.


Author(s):  
Mavis Reimer ◽  
Deanna England ◽  
Melanie Dennis Unrau ◽  
Nyala Ali

Beginning of the article: There is a curious gap in the scholarship on texts for young people: while series fiction has been an important stream of publishing for children and adolescents at least since the last decades of the nineteenth century, the scholarship on these texts has not been central to the development of theories on and criticism of texts for young people. The focus of scholarship is much more likely to be on stand-alone, high-quality texts of literary fiction.


2018 ◽  
Vol 17 (4) ◽  
pp. 677-690 ◽  
Author(s):  
Mischa Honeck

If World War I has interested historians of the United States considerably less than other major wars, it is also true that children rank among the most neglected actors in the literature that exists on the topic. This essay challenges this limited understanding of the roles children and adolescents played in this transformative period by highlighting their importance in three different realms. It shows how childhood emerged as a contested resource in prewar debates over militarist versus pacifist education; examines the affective power of images of children—American as well as foreign—in U.S. wartime propaganda; and maps various social arenas in which the young engaged with the war on their own account. While constructions of childhood and youth as universally valid physical and developmental categories gained greater currency in the early twentieth century, investigations of young people in wartime reveal how much the realities of childhood and youth differed according to gender, class, race, region, and age.


2021 ◽  
Vol 113 ◽  
pp. 00049
Author(s):  
E.G. Shubnikova

The spread of addictive behavior among minors continues to be a dangerous trend about children and young people. Therefore, one of the most important areas of pedagogical activity is the prevention of addictions in educational organizations, as well as the training of pedagogical university students for being able to prevent addictions in children and adolescents. The study considers the structure of pedagogical university students’ readiness for the prevention of addictions in the educational environment, relying on a competence-based approach. We have proposed a characteristic of the model for assessing the competence of future teachers in the prevention of addictive behavior in children and young people. We considered the content of the training of future teachers for the prevention of addictive behavior based on the study of preventive pedagogy, and analyzed the main approaches to the prevention of addictive behavior in the educational environment. We presented the results of an experimental study and revealed the effectiveness of the training of pedagogical university students for preventive activities with adolescents.


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