scholarly journals Behind the Scenes: Children’s Book Publishing Assemblages and Social (Inter)actions

2019 ◽  
Vol 12 (1) ◽  
pp. 32-57
Author(s):  
Kari-Lynn Winters
Keyword(s):  
Book Publishing ◽  
Children's Book ◽  
Collaborative Authorship ◽  
The Social ◽  
Semiotic Resources

Authorship is both a product and a process. This article uses an Authorship as Assemblage Model (that I developed—Winters, 2010) to investigate the behind-the-scenes collaborative authorship of the picturebook Jeffrey and Sloth (2007). Specifically, using narrative recount and interview transcripts, I will demonstrate how Ben (illustrator), Maggie (editor), and I (author) assembled modes and semiotic resources, while continually shifting among the social (inter)actions of designing, negotiating, producing, and disseminating as we interpreted and realized multimodal meanings in the book.

Characters Before Copyright

2019 ◽  
Author(s):  
Matthew H. Birkhold
Keyword(s):  
Eighteenth Century ◽  
Moral Rights ◽  
Fan Fiction ◽  
Unique Type ◽  
Collaborative Authorship ◽  
The Social ◽  
History Of ◽  
New Perspective ◽  
Consumer Habits ◽  
Archival Work

How did authors control the literary fates of fictional characters before the existence of copyright? Could a second author do anything with another author’s character? Situated between the decline of the privilege system and the rise of copyright, literary borrowing in eighteenth-century Germany has long been considered unregulated. This book tells a different story. Characters before Copyright documents the surprisingly widespread eighteenth-century practice of writing fan fiction—literary works written by readers who appropriate preexisting characters invented by other authors—and reconstructs the contemporaneous debate about the literary phenomenon. Like fan fiction today, these texts took the form of sequels, prequels, and spinoffs. Analyzing the evolving reading, writing, and consumer habits of late-eighteenth-century Germany, Characters before Copyright identifies the social, economic, and aesthetic changes that fostered the rapid rise of fan fiction after 1750. Based on archival work and an ethnographic approach borrowed from legal anthropology, this book then uncovers the unwritten customary norms that governed the production of these works. Characters before Copyright thus reinterprets the eighteenth-century “literary commons,” arguing that what may appear to have been the free circulation of characters was actually circumscribed by an exacting set of rules and conditions. These norms translated into a unique type of literature that gave rise to remarkable forms of collaborative authorship and originality. Characters before Copyright provides a new perspective on the eighteenth-century book trade and the rise of intellectual property, reevaluating the concept of literary property, the history of moral rights, and the tradition of free culture.

scholarly journals Children's book in Siberia: a historiographic review

Bibliosphere ◽  
2017 ◽  
pp. 35-40
Author(s):  
E. V. Engalycheva
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Book Publishing ◽  
Educational Process ◽  
Design Activity ◽  
Children's Books ◽  
Children’S Books ◽  
Children's Book ◽  
History Of ◽  
Childhood Reading

The article is devoted to the history of Siberian regional children's book publishing. The author has collected theoretic-practical opinions of historians, bibliologists, publishers and booksellers, librarians and bibliographers, psychologists and sociologists, which purpose is to generalize and reveal regularities of books' flow for children. V. G. Belinsky, L. N. Tolstoy, F. G. Tol’, N. V. Chekhov developed the first concepts of children's book. N. K. Krupskaya, V. A. Sukhomlinsky studied the «core» of the children book repertoire. V. G. Sopikov, B. S. Bondarsky reviewed children's literature of the 19th century in their bibliographic works. The author allocated some organizational components using formal-logical, comparative-historical and structural-typological methods. The first block is related to studying such definitions as «children's book», «children's literature», «editions for children», «a circle of childhood reading», «the repertoire of children's books», their typological signs. The presented concepts are investigated according to tasks, which children's editions solve. S. G. Antonova and S. A. Karaichentseva touched issues of children's literature typology in their publications. The second block of literature reveals the children's book development in Russia in various periods of its formation. I. E. Barenbaum, A. A. Grechikhin, A. A. Belovitskaya studied general fundamentals of the book's history, while A. Ivich, L. Kohn, I. Lupanova considered the history of children’s books. The third block is devoted to printing and art features of the children's book design, activity of universal and specialized publishing houses to distribute literature for children. The fourth block explains such category as «reader - library», considers techniques of work with children's book, offers methodical recommendations for teachers and tutors. Readers’ activity is examined as well. The author analyzes interests, factors, incentives and aims influencing childhood reading. Dissertation researches disclose the regional specifics of children's book publishing in 1980-2013, confirm the considered subject relevance. The historical, comparative, formal and logical analysis carried out by the author will be useful both the specialists in publishing and editorial affairs, researchers studying the history and development of the children's book, historians, and teachers in the educational process of such courses as «Publishing and Editing», «Children's Literature», «Book Science». The author concludes that the children's book has been studied in different periods of its development in the context of numerous aspects, directions and components, which makes it possible to reveal the special patterns of its existence.

Emergent bilinguals as text designers: rendering meaning through signs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Brown
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Emergent Bilinguals ◽  
Multiple Perspectives ◽  
Content Type ◽  
English Only ◽  
Cultural Aspects ◽  
The Social ◽  
Semiotic Resources ◽  
Multilingual Learning

Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

Composing Texts and Identities in an Alternative High School English Class

2014 ◽  
pp. 479-497 ◽  
Author(s):  
Mary Beth Hines ◽  
Michael L. Kersulov ◽  
Leslie Rowland ◽  
Rebecca Rupert
Keyword(s):  
High School ◽  
Digital Media ◽  
Literacy Practices ◽  
Alternative High School ◽  
Literacy Skills ◽  
High School English ◽  
Theater Of The Oppressed ◽  
Children's Book ◽  
English Class ◽  
The Social

This chapter is drawn from a qualitative case study of one alternative high school English class, tracing students' engagement and resistance with digital media and school-based literacy practices, exploring how each student's use of literacy and digital media led to the formation of particular identities in the social sphere of the classroom. In this chapter the authors focus on two students, Callie--loud and socially dominant-- and Nina, quiet, reserved, outside the social circle. The authors trace the students' respective discursive practices in two composition units-- a multimodal children's book unit and a Theater of the Oppressed unit. The chapter argues that both young women have strong literacy skills and are strategic in using them, thereby creating particular identities as they produced texts.

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