Análisis de los sentidos de representación formal de libros ilustrados de la sala infantil y juvenil de una biblioteca pública / Analysis of the senses of formal representation in picture books from the children and youth room of a public library

2017 ◽  
pp. 80
Author(s):  
Tatiana Cuéllar Torres ◽  
Andrés Reina Gutiérrez
Keyword(s):  
Picture Books ◽  
Public Library ◽  
Children And Youth ◽  
Formal Representation ◽  
The Senses

Enmarcado en el proyecto de investigación y creación Ocho puntos suspensivos, colección de narraciones visuales para el aprendizaje sensorial, perceptivo y simbólico en niños de 2 a 14 años, se presentará el análisis de un poco más de ochenta libros entre infantiles y juveniles tomados de la sala infantil del Centro Cultural Comfandi, Cali (Colombia). Se revisó la colección abierta de literatura infantil y juvenil, libros informativos y revistas para niños, organizado en cuatro secciones diferenciadas, según el nivel de los lectores, y clasificadas por rangos de edades y competencias lectoras: arrullos, primeros lectores, lectores en marcha y lectores autónomos. Con base en estas secciones, se consideraron cuatro dimensiones analíticas: contenido narrativo, contenido icónico, elementos materiales del formato y contenido educativo. Las dimensiones mencionadas se establecieron mediante una caracterización de los sujetos (niños y jóvenes) y los objetos (libros), y bajo criterios conceptuales respecto al conocer, el aprender a ser y el aprender a saber, en niños y jóvenes de 2 a 14 años (con base en sus niveles de competencias representativas, comunicativas e interpretativas). Aunque se revisaron más de 80 obras entre libros ilustrados, libros álbum y cómics, desde sus aspectos formales, temáticos, de producción y carácter pedagógico, el resultado no puede considerarse rigurosamente representativo, sino una valoración parcial pero argumentada, según criterios propios del diseño gráfico.

scholarly journals Parents of Young Children Select Picture Books Based on Information Not Found in Bibliographic Records

2016 ◽  
Vol 11 (3) ◽  
pp. 79 ◽  
Author(s):  
Ruby Muriel Lavallee Warren
Keyword(s):  
Decision Making ◽  
Picture Books ◽  
Picture Book ◽  
Public Library ◽  
Book Selection ◽  
Children's Picture Books ◽  
Bibliographic Records ◽  
Bibliographic Data ◽  
Additional Data Collection ◽  
Library Catalogue

A Review of: Švab, K. & Žumer, M. (2015). The value of a library catalog for selecting children's picture books. Cataloging & Classification Quarterly, 53(7), 717-737. doi: 10.1080/01639374.2015.1044059 Objective – To determine how parents select picture books for their children, and which bibliographic data are important when selecting a specific version of a title with multiple interpretations. Design – Qualitative, with interviews and task-based controlled observational studies. Setting – A public library in Slovenia. Subjects – 36 parents of children between one and 6 years of age. Methods – The researchers recruited parents via convenience sampling in non-library, family-oriented locations (parks, playgrounds, beaches, and others). Participants were all interviewed regarding their methods of picture book selection and their use of library catalogues. Participants were then given six print bibliographic records for copies of Cinderella, available in libraries, and asked to select a book for their child based solely on these records. They were then presented with their selection and interviewed regarding their satisfaction with the book selected and their decision-making process. Finally, the researchers presented participants with all six physical copies of the book that had been represented by bibliographic records, and asked participants to select one of the books for their child. The researchers then interviewed participants regarding what information about the physical books should be included in records to assist in their decision-making. Main Results – Interviews indicated that the majority of participants did not use the library catalogue to select books for their children, and did not expect librarian or bookseller assistance. Many participants expressed browsing behaviours as the primary method of obtaining new picture books, and the strongest criteria for picture book selection among participants were subjective judgements regarding illustrations and content. However, when asked to use just bibliographic records to select a version of Cinderella, most participants selected a title using the author field and year of publication. 67% of participants were then dissatisfied with their selection due to factors such as illustration type, font size, and length or complexity of text. When choosing from all six physical copies, most participants disregarded condition issues and selected the oldest edition, favouring its colourful illustrations and textual length. Conclusions – The authors concluded that illustrations and book content were more important than other factors, including physical condition of the book, and that existing library catalogues were inadequate for picture book selection. They suggested that library catalogues should include further information about picture books, such as cover images, sample pages, book condition, and information about the type of text (whether it is the original, abridged, or an adaptation). They supported this by explaining that participants used the bibliographic fields already available (author, year of publication) to try and guess at what they actually considered important (the aforementioned suggested fields). In addition, they believed that their study indicated that users require a transparent and systematic way to review and compare versions of a given text. Finally, the authors recommended further study using enriched bibliographic records and additional data collection methods, such as focus groups and questionnaires. The authors have several further studies in this area planned.

scholarly journals Making the Shift to Summer Learning: Are We Reaching Everyone?

2019 ◽  
Vol 17 (4) ◽  
pp. 3
Author(s):  
Elizabeth McChesney
Keyword(s):  
Focus Groups ◽  
Picture Books ◽  
Public Library ◽  
Reading Program ◽  
Reading Level ◽  
Children's Services ◽  
Summer Learning ◽  
Summer Reading ◽  
Children And Parents ◽  
Summer Reading Program

Flashback to August 2012: the Children’s Services team at the Chicago Public Library (CPL) was running a successful summer reading program that was humming along across the Windy City. After years of a structure in which children read and reported on either twenty-five picture books or ten chapter books depending on their age and reading level, my team and I decided to conduct some focus groups of children and parents to find out if our program was still meeting needs. Frankly, I assumed we were.

scholarly journals Childhood Reading on the Cusp of the 19th and 20th Centuries (Basing on the Material of the V. G. Belinsky Yekaterinburg Public Library)

2015 ◽  
pp. 103-106
Author(s):  
Olga V. Moreva
Keyword(s):  
Book Publishing ◽  
Public Library ◽  
Children And Youth ◽  
History Of Reading ◽  
Record Keeping ◽  
Young Readers ◽  
Jules Verne ◽  
French Writer ◽  
History Of ◽  
Childhood Reading

On the basis of the V. G. Belinsky Yekaterinburg Public Voluntary Library’s records for the period from 1899 to 1914, the article defines the range of readers’ preferences of the Ural children and youth: which sorts of books and which authors were the most popular. The books of the French writer Jules Verne had the greatest success among the young readers. Reasons for this popularity of Jules Verne’s books are established in the article through the documents of management and record keeping, Russian book publishing development statistics, memoirs and other documents. History of Reading

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