scholarly journals Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

2021 ◽  
Author(s):  
◽  
Kay Hancock
Keyword(s):  
New Zealand ◽  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Instructional Materials ◽  
Wide Audience ◽  
Starting Point ◽  
History Of ◽  
School Journal ◽  
Instructional Reading

<p>Ready to Read is a graded instructional reading series that has been provided free-of-charge since 1963 by the New Zealand government for students in the first three years of school. It has therefore been a key part of the reading experiences of New Zealand children for over fifty years. There is a commonly held belief that there is a distinction between instructional reading materials (the materials that are used to help children learn to read) and children’s literature – that the manipulation of text involved in developing instructional materials necessarily detracts from their literary appeal. The Ready to Read instructional reading series, however, was developed with the dual aims of helping children learn to read and want to read.  The series also reflects the vision of the Department of Education of “New Zealand materials for New Zealand students.” The Ready to Read materials were (and are) written and illustrated by New Zealanders, and trialled in New Zealand schools before publication, meaning that teachers and children have input into the materials. The materials include contributions by some of New Zealand’s leading writers for children, including Margaret Mahy and Joy Cowley. They have a unique status in the history of New Zealand children’s books as being among the first picture books for young New Zealand readers, and the very first that acknowledged Māori children as part of the reading audience. Moreover, as a “home-grown” reading series, seeking to reflect the interests and experiences of New Zealand children, the materials provide a unique insight into New Zealand society and changes in social attitudes, in particular the emergence of biculturalism.  While there is a significant body of research into the New Zealand School Journal, little attention has been paid to the Ready to Read materials (which are for younger readers). Price (2004) has written a short history of the early years of the Ready to Read series and McLachlan (1996) has investigated the visual representation of Māori in Ready to Read and the School Journal. This research seeks to fill this significant gap. This thesis explores how and why the series developed as it did from 1963-1988. It investigates the cultural and educational contexts, the literary aspects of the materials, and the beliefs about children as readers that underpinned its development.  The “home-grown” nature of the Ready to Read materials, their literary qualities, their depiction of children’s lives, and the place of the series in the early reading experiences of New Zealand children make it indisputably a significant aspect of New Zealand children’s literature. It is hoped that this examination of the first twenty-five years of the Ready to Read series will be of interest to a wide audience, including educators, publishers, and researchers, and that it may serve as a starting point for further investigation. While this research is of immediate significance to a New Zealand audience, it also has international relevance in its description of an approach to the development of meaningful, engaging instructional texts for beginning readers that is unparalleled in the world.</p>

scholarly journals Along Came Greedy Cat: Exploring the “Ready to Read” instructional reading series 1963-1988 as New Zealand children’s literature

2021 ◽  
Author(s):  
◽  
Kay Hancock
Keyword(s):  
New Zealand ◽  
Children's Literature ◽  
Children’S Literature ◽  
Early Years ◽  
Instructional Materials ◽  
Wide Audience ◽  
Starting Point ◽  
History Of ◽  
School Journal ◽  
Instructional Reading

<p>Ready to Read is a graded instructional reading series that has been provided free-of-charge since 1963 by the New Zealand government for students in the first three years of school. It has therefore been a key part of the reading experiences of New Zealand children for over fifty years. There is a commonly held belief that there is a distinction between instructional reading materials (the materials that are used to help children learn to read) and children’s literature – that the manipulation of text involved in developing instructional materials necessarily detracts from their literary appeal. The Ready to Read instructional reading series, however, was developed with the dual aims of helping children learn to read and want to read.  The series also reflects the vision of the Department of Education of “New Zealand materials for New Zealand students.” The Ready to Read materials were (and are) written and illustrated by New Zealanders, and trialled in New Zealand schools before publication, meaning that teachers and children have input into the materials. The materials include contributions by some of New Zealand’s leading writers for children, including Margaret Mahy and Joy Cowley. They have a unique status in the history of New Zealand children’s books as being among the first picture books for young New Zealand readers, and the very first that acknowledged Māori children as part of the reading audience. Moreover, as a “home-grown” reading series, seeking to reflect the interests and experiences of New Zealand children, the materials provide a unique insight into New Zealand society and changes in social attitudes, in particular the emergence of biculturalism.  While there is a significant body of research into the New Zealand School Journal, little attention has been paid to the Ready to Read materials (which are for younger readers). Price (2004) has written a short history of the early years of the Ready to Read series and McLachlan (1996) has investigated the visual representation of Māori in Ready to Read and the School Journal. This research seeks to fill this significant gap. This thesis explores how and why the series developed as it did from 1963-1988. It investigates the cultural and educational contexts, the literary aspects of the materials, and the beliefs about children as readers that underpinned its development.  The “home-grown” nature of the Ready to Read materials, their literary qualities, their depiction of children’s lives, and the place of the series in the early reading experiences of New Zealand children make it indisputably a significant aspect of New Zealand children’s literature. It is hoped that this examination of the first twenty-five years of the Ready to Read series will be of interest to a wide audience, including educators, publishers, and researchers, and that it may serve as a starting point for further investigation. While this research is of immediate significance to a New Zealand audience, it also has international relevance in its description of an approach to the development of meaningful, engaging instructional texts for beginning readers that is unparalleled in the world.</p>

L'editoria scolastico-educativa e la ricerca storica

2009 ◽  
pp. 503-529
Author(s):  
Elisa Marazzi
Keyword(s):  
Children's Literature ◽  
Book History ◽  
Children’S Literature ◽  
History Of Education ◽  
Research Area ◽  
International Level ◽  
Publishing History ◽  
Starting Point ◽  
History Of

- The essay provides a survey of the recent studies on schoolbook publishing in France, a country where the interest in publishing history has favourably combined with the history of education, generating a fertile research area that has evolved over the last thirty years. Some research lines such as textbooks, children's literature, educational periodicals are identified and a review of the recent works on such topics is supplied. As the work by French researchers in the field of book history has been in some ways crucial at the international level, the author wishes to offer a starting point for a reflection on the current developments of the studies on the history of schoolbook publishing in Italy.

A Confrontation between Two Doctrines: The Birth of Struggle for Hegemony in Hebrew Children's Literature during the 1930s and 1940s

2008 ◽  
Vol 1 (2) ◽  
pp. 139-155 ◽  
Author(s):  
YAEL DARR
Keyword(s):  
Children's Literature ◽  
Educational System ◽  
Single Channel ◽  
Children’S Literature ◽  
The Political ◽  
Literary Creation ◽  
History Of ◽  
High Level ◽  
First Time ◽  
Literary Quality

This article describes a crucial and fundamental stage in the transformation of Hebrew children's literature, during the late 1930s and 1940s, from a single channel of expression to a multi-layered polyphony of models and voices. It claims that for the first time in the history of Hebrew children's literature there took place a doctrinal confrontation between two groups of taste-makers. The article outlines the pedagogical and ideological designs of traditionalist Zionist educators, and suggests how these were challenged by a group of prominent writers of adult poetry, members of the Modernist movement. These writers, it is argued, advocated autonomous literary creation, and insisted on a high level of literary quality. Their intervention not only dramatically changed the repertoire of Hebrew children's literature, but also the rules of literary discourse. The article suggests that, through the Modernists’ polemical efforts, Hebrew children's literature was able to free itself from its position as an apparatus controlled by the political-educational system and to become a dynamic and multi-layered field.

GENRE OF AUTOBIOGRAPHICAL NOVEL IN THE OSSETIAN CHILDREN’S LITERATURE

2020 ◽  
Author(s):  
А.Б. Бритаева
Keyword(s):  
Children's Literature ◽  
Present Article ◽  
Children’S Literature ◽  
Final Part ◽  
Xxth Century ◽  
The Family ◽  
Moral Aspect ◽  
History Of ◽  
Post War

В представленной статье на материале произведений Музафера Дзасохова известного современного осетинского писателя, поэта, публициста, переводчика, рассматриваются художественные особенности лирической прозы, а именно, автобиографической повести в осетинской детской литературе. Повесть Весенние звезды (1973) и ее продолжение На берегу Уршдона Барагун (1981) стали началом эпопеи о жизни отдельно взятой семьи, а на их примере всей страны в тяжелые послевоенные годы. В качестве одной из важнейших констант художественного мира писателя рассматривается образ детства. В ходе анализа особое внимание уделяется преобладанию нравственного аспекта, актуализации проблемы регулятивно-воспитательной функции национального этикета, ценностно-нормативных ориентиров осетинской ментальности. С опорой на биографический и историко-генетический методы, основное внимание в исследовании акцентируется на темах послевоенного детства, роли семьи и общества в формировании нравственных ориентиров, в становлении личности, образе матери, теме памяти, а также на художественном осмыслении этих проблем и тем в автобиографических повестях писателя. Типологически воплощение детской темы в творчестве М. Дзасохова во многом опирается на традицию изображения детства в русской автобиографической прозе XX в. В заключительной части сформулированы выводы, отражающие особенности лирической прозы в творчестве М. Дзасохова, обозначено место автобиографических повестей автора в контексте осетинской детской литературы второй половины XX века.Актуальность и научная новизна работы обусловлены недостаточной исследованностью истории и проблем осетинской детской литературы. Результаты исследования могут быть использованы при написании истории осетинской детской литературы. The present article examines the artistic features of lyrical prose, namely, autobiographical story in the Ossetian childrens literature in the works of Muzafer Dzasokhov, a well-known modern Ossetian writer, poet, publicist, translator. The story Spring Stars (1973) and its continuation - On the Bank of Ursdon Baragun ... (1981) marked the beginning of an epic about the life of a family, and via their fates the author shows life of the whole country in the difficult post-war years. The theme of childhood is considered as one of the most important constants of the writers artistic world. In the course of the analysis, special attention is paid to the predominance of the moral aspect, the actualization of the problem of the regulatory and educational function of national etiquette, the value and normative guidelines of the Ossetian mentality. The focus of the study is based on biographical and historical-genetic methods and highlights the themes of post-war childhood, the role of the family and society in the formation of moral guidelines, in the formation of personality, the image of the mother, the theme of memory, as well as on the artistic understanding of these problems and topics in autobiographical novels of the writer. Typologically, the embodiment of the childrens theme in the works of M. Dzasokhov is largely based on the tradition of depicting childhood in Russian autobiographical prose of the XXth century. The formulated conclusions in the final part reflect the peculiarities of lyrical prose in the works of M. Dzasokhov, the place of the authors autobiographical stories is indicated in the context of Ossetian childrens literature of the second half of the XXth century. The relevance and scientific novelty of the work are due to insufficient research on the history and problems of Ossetian childrens literature. The results of the study can be used in writing the history of Ossetian childrens literature.

scholarly journals Till ”vildingarnas” land: Barnboksförfattaren besöker förorten

2013 ◽  
Vol 6 ◽  
Author(s):  
Maj Asplund Carlsson ◽  
Johannes Lunneblad
Keyword(s):  
Children's Literature ◽  
Drug Abuse ◽  
Small Business ◽  
Urban Areas ◽  
Picture Books ◽  
Children’S Literature ◽  
Early Years ◽  
Children's Books ◽  
Children’S Books ◽  
Post Colonial

Title: Where “the wild things” are: An author of children’s books on a visit to the suburbsAbstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.

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