scholarly journals Biscuit and Peter and George—Oh My! Tales of a Children’s Book Doll Collector

2017 ◽  
Vol 15 (4) ◽  
pp. 27
Author(s):  
Stephanie Bange
Keyword(s):  
Elementary School ◽  
School Library ◽  
First Year ◽  
School Librarian ◽  
Children's Books ◽  
Children’S Books ◽  
Children's Book ◽  
Shopping Basket

My name is Stephanie, and I am a collector. What are my favorite things to collect? That’s easy—dolls! I bought my first Barbie when I was six years old. I was given a doll from Morocco at age seven. To this day, I continue to collect both Barbies and international dolls, but my third collection now numbers eight hundred dolls. During my first year as an elementary school librarian in 1979, I began to collect dolls based on characters from children’s books.I wanted to add some zip and zing to class visits at my school library. The previous school librarian had plugged boys and girls into listening stations with worksheets each time they came to the library. I felt my students were missing out by not hearing fantastic tales from exotic places and visiting magical worlds of wonder.Bottom line, I wanted them to experience the joy found within the covers of books. That’s when the first dolls from children’s books—Corduroy, Curious George, the Cat in the Hat, and Winnie-the-Pooh—found their way into my shopping basket and my storytelling repertoire.

scholarly journals The Noise Level Measurements of Children’s Sound Books

2021 ◽  
Vol 17 (4) ◽  
pp. 371-379
Author(s):  
Seok-Hee Joo ◽  
Eun-Yeong Shin
Keyword(s):  
Hearing Loss ◽  
External Auditory Canal ◽  
Noise Level ◽  
Sound Intensity ◽  
International Standards ◽  
Children's Books ◽  
Children’S Books ◽  
Hearing Rehabilitation ◽  
Children's Book ◽  
International Standards Organization

Purpose: It was intended to measure the sound intensity of children's sound books and to compare them with the standards of Korea and the International Standards Organization (ISO).Methods: The loudness of 15 children’s sound books was measured at a distance of 25 cm (child’s arm length), and 2.5 cm length of external auditory canal. Measurements taken three times with each book were performed, and the overall sound intensity of the sound books and the sound intensity of each button were measured and compared.Results: Compared with the Korean standard, all the buttons of all books exceeded the standard for the sound volume of the children’s book measured at a distance of 2.5 cm. When comparing the maximum sound intensity measured at a distance of 25 cm with 85 LAmax, a total of 168 buttons of these, 25 (14.88%) were recorded as exceeding the maximum loudness. According to the standards of the ISO, all buttons in all books were below the standard 85 LAeq.Conclusion: Several children’s books are loud enough to cause noise-induced hearing loss, especially when they are placed close to the ear. Strict standards for sound children’s books are required, and it is important to put a warning on the cover of the book. It is expected that the sound intensity of the children’s sound book presented in this study can be referenced when referring to the loudness during hearing rehabilitation in children.

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.

Rice + Tecnhology = an Exponential Experience!

2002 ◽  
Vol 7 (7) ◽  
pp. 404-407
Author(s):  
Deborah A. Crocker ◽  
Betty B. Long
Keyword(s):  
North Carolina ◽  
Elementary School ◽  
Grade Level ◽  
Children's Books ◽  
Children’S Books ◽  
Mathematical Ideas ◽  
The Past ◽  
Technology And Literature

Using Technology in Mathematics and integrating mathematics and literature have become more common in recent years than in the past. Integrating mathematics, technology, and literature is even more powerful than combining mathematics with technology or literature alone. Using technology enables students to explore problems and mathematical ideas beyond those that might typically be found at a given grade level. Additionally, combining mathematics and literature gives the mathematics a context and enhances the literature. Many children's books lend themselves to integrating mathematics and literature. One of our favorites is One Grain of Rice (Demi 1997). We used this book in one of Phyllis Wisniewski's eighthgrade mathematics classes at Kings Creek Elementary School in Lenoir, North Carolina.

How Buckinghamshire’s Early Children’s Book Collection found a place in cyberspace: Florence Nightingale would be amazed

2002 ◽  
Vol 103 (7/8) ◽  
pp. 267-272
Author(s):  
Michael Ryan
Keyword(s):  
Project Management ◽  
International Project ◽  
Children's Books ◽  
Children’S Books ◽  
Children's Book ◽  
Florence Nightingale ◽  
Technical Issues ◽  
The Way

This article uses a narrative to describe the way in which one project, centred round the restoration of a collection of historic children’s books, developed into a much wider international project. It looks at the managerial issues and some of the technical issues concerned and draws a number of conclusions about how such projects can be developed. In particular it looks at the role of partnership, project management and the frequently under‐appreciated role of publicity and promotion. It examines the ways in which project partners need to agree criteria and methods of working, as well as the key role played by specialist staff and various supporting organisations.

scholarly journals MODERN CHILDREN’S BOOK AS AN ARTISTIC AND GAME MATERIAL FOR THE PRESCHOOLERS’ CREATIVITY FORMATION

2021 ◽  
pp. 79-84
Author(s):  
L. ZIMAKOVA ◽  
V. KRAMARENKO
Keyword(s):  
Information Source ◽  
Book Publishing ◽  
Educational Process ◽  
Interactive Narrative ◽  
Young Generation ◽  
Children's Books ◽  
Children’S Books ◽  
Children's Book ◽  
Artistic Activity ◽  
Illustrative Material

The article is devoted to the study of trends in the development of modern children’s books, its impact on the formation of creativity as one of the main competencies. The basis for the development of the visual and plot components of the children’s book in the middle of the 20th century and their influence on the formation of the psycho-emotional component of the young generation of those times are retrospectively covered. Possibilities of modern book publishing for authors-writers are presented. Perspective directions of publishing business development both abroad and in Ukraine are covered. The study revealed qualitative changes in the content, artistic, and architectural content of modern children's books, which are reflected in the latest plots, visual images, design, and creative approaches to putting out books. With the help of certain modern children’s books, we have proved the effectiveness of pedagogical methods of forming preschoolers’ ability to be creative in various life situations, their readiness for non-standard, original solutions, ability to be independent and choose freely, curiosity, development of imagination, courage, flexibility, mobility, etc. These are so-called “quiet books” for children which are popular nowadays. The story is told exclusively by means of illustrative material, which has its own unique author’s visual language and non-standard presentation. It develops children’s imagination and forms their tastes, non-standard thinking, ability to improvise, and encourages preschoolers’ to play. Books with an interactive narrative are of great interest to children. These are toy books, which stimulate children to create games or to become an author of a book with the help of an interesting story and illustrative material. It is offered to consider a modern children’s book not only as an information source but also as a means of stimulating preschoolers’ artistic and play activities. It is emphasized that the modern children’s book is a symbiosis of three artistic practices and might be used as artistic and game material in the educational process of PEI. The influence of books on the preschoolers’ psycho-emotional, personal-behavioral, artistic-activity development, as well as their creativity formation, is clarified practically.

scholarly journals Black, White, Colourful, Gray: Visual Effects in the Children’s Book Mimi & Liza

Ars Aeterna ◽  
2021 ◽  
Vol 13 (3) ◽  
pp. 30-41
Author(s):  
Gabriella Petres Csizmadia
Keyword(s):  
Unique Feature ◽  
Children's Books ◽  
Children’S Books ◽  
Visual Effects ◽  
Visual World ◽  
Guiding Principle ◽  
Visual Elements ◽  
Children's Book ◽  
The World ◽  
The Common

Abstract The study presents the reader with an intermedial interpretation of the storybook Mimi & Liza written by Katarína Kerekesová – Katarína Moláková – Alexandra Salmela (2013). The storybook follows the story of the friendship of two little girls, Mimi, who sees the world proliferating in mad colours, and the blind Liza, who is immersed in inner seeing. The two girls are presented as each other’s opposites through the semiotics of two counterpointing colour schemes. The analysis is based on Mitchell’s conception of media (Mitchell, 1994), that is, it sets out by acknowledging the intermedial state of the culture of children’s books, and then it follows the unfolding of the visual elements up through the investigation of expressive visual effects created by the text’s rhetoric. The visualization happening with the help of language is the condition of the common worldview of the blind and seeing characters as well as the guiding principle and goal of the volume; therefore besides the visual representation characteristic of children’s books, an emphasized role is given to the validation of the ekphrastic perspective in the analyzed work. The ekphrases of the text are presented as intermedial references (Rajewsky, 2010) based on Irina O. Rajewsky’s interpretation of intermediality. A unique feature of the interpretation is that the ekphrases of the volume read as sort of imaginary/imagination ekphrases which create the special, children’s book version of ekphrasis. It is characteristic for this imagination ekphrases that the order of the imaginary image and its linguistic description create an undecidable symbiosis. These images, however, can also be interpreted as inverted ekphrases, since they function not merely as descriptions of imagination ekphrases, but also as the visual world representations of linguistic imagination. Through several examples the study introduces and analyzes the mechanisms of the visualization happening with the help of language as well as the scenery painted with words.

scholarly journals The Better to See You With: Peering into the Story of Little Red Riding Hood, 1695–1939

2018 ◽  
Vol 16 (1) ◽  
pp. 14
Author(s):  
Angela J. Reynolds
Keyword(s):  
Book Publishing ◽  
Opportunity To Learn ◽  
Children's Books ◽  
Children’S Books ◽  
University Of Florida ◽  
Children's Book ◽  
History Of ◽  
Little Red Riding Hood ◽  
The University

I received the 2017 Bechtel Fellowship and spent a month in Gainesville, Florida, from mid-April through mid-May, trekking each day to the University of Florida. There I pored over hundreds of volumes containing the story of Little Red Riding Hood and spent my weekends compiling data or visiting wildlife parks in search of alligators (which were in abundance).The story of Little Red Riding Hood has fascinated me since childhood, and now I am even more intrigued. Intense study of this story has led me to many fine explorations into the tale and has helped me understand the history of children’s book publishing. The Bechtel Fellowship gave me the opportunity to learn a great deal about a specific story, and sharing this knowledge enables me to spread my love of story and children’s books with others. Below is my report from my month of study.

The elementary school library: Tensions between access and censorship

2019 ◽  
Vol 20 (4) ◽  
pp. 409-421
Author(s):  
Alyson Rumberger
Keyword(s):  
Elementary School ◽  
News Media ◽  
Literacy Practices ◽  
School Library ◽  
First Grade ◽  
School Libraries ◽  
School Librarian ◽  
Access Points ◽  
The World

Children’s news media offers access points for students to learn about the complex and evolving world around them, and school libraries are spaces where students develop the skills and knowledge necessary to interact with media. Yet despite the potential of children’s news media, school libraries often become regulatory spaces where children are directed away from texts (both digital and printed) that are deemed inappropriate due to sophisticated content (Heins, 2007) or in some cases, are encouraged to read on their “level” (Kontovourki, 2012). This constructs children as vulnerable and in need of protection (Robinson, 2013). Instead, I seek to position the focal children as active, critical agents at the center of their own lives. In this article, I analyze conceptions of childhood innocence (James and Prout, 1997), arguing that both childhood and literacy are fluid and permeable constructions. I ask: What are the ways in which texts and literacy practices are censored in one elementary school library? To investigate this, I followed one school librarian, Deborah, and three first-grade students in their school library at City Partnership School as they navigated texts, learned about the world around them through multimedia platforms, and constructed their own identities as readers in a system with clear expectations for what a “readerly” identity looks like.

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