Graphic Novels for Children and Young AdultsGraphic Novels for Children and Young Adults

Visual Journeys through Wordless Narratives: An International Enquiry with Immigrant Children and 'The Arrival.' London: Bloomsbury, 2014. Print.

Author: Michelle Ann Abate

Publisher: Univ. Press of Mississippi

ISBN: 9781496811707


Page: 372

View: 596

With contributions by: Eti Berland, Rebecca A. Brown, Christiane Buuck, Joanna C. Davis-McElligatt, Rachel Dean-Ruzicka, Karly Marie Grice, Mary Beth Hines, Krystal Howard, Aaron Kashtan, Michael L. Kersulov, Catherine Kyle, David E. Low, Anuja Madan, Meghann Meeusen, Rachel L. Rickard Rebellino, Rebecca Rupert, Cathy Ryan, Joe Sutliff Sanders, Joseph Michael Sommers, Marni Stanley, Gwen Athene Tarbox, Sarah Thaller, Annette Wannamaker, and Lance Weldy One of the most significant transformations in literature for children and young adults during the last twenty years has been the resurgence of comics. Educators and librarians extol the benefits of comics reading, and increasingly, children's and YA comics and comics hybrids have won major prizes, including the Printz Award and the National Book Award. Despite the popularity and influence of children's and YA graphic novels, the genre has not received adequate scholarly attention. Graphic Novels for Children and Young Adults is the first book to offer a critical examination of children's and YA comics. The anthology is divided into five sections, structure and narration; transmedia; pedagogy; gender and sexuality; and identity, that reflect crucial issues and recurring topics in comics scholarship during the twenty-first century. The contributors are likewise drawn from a diverse array of disciplines--English, education, library science, and fine arts. Collectively, they analyze a variety of contemporary comics, including such highly popular series as Diary of a Wimpy Kid and Lumberjanes; Eisner award-winning graphic novels by Gene Luen Yang, Nate Powell, Mariko Tamaki, and Jillian Tamaki; as well as volumes frequently challenged for use in secondary classrooms, such as Raina Telgemeier's Drama and Sherman Alexie's The Absolutely True Diary of a Part-Time Indian.

Children s and YA Books in the College ClassroomChildren s and YA Books in the College Classroom

New York: Voyager, 2007. Print. de Montaño, Marty Kreipe. Coyote in Love with a Star. Washington, DC: National Museum of the American Indian, 1998. Print.

Author: Emily Dial-Driver,

Publisher: McFarland

ISBN: 9781476621159


Page: 308

View: 180

Using children's and young adult literature is a great way to enhance a variety of college classes in fields as varied as biology, computer game development, political science and history. This collection of new essays by educators from a number of disciplines describes how to use such works as Where the Wild Things Are, The Tale of Peter Rabbit, Swamp Thing, Percy Jackson, and Harry Potter to introduce complex concepts and spark interest in difficult subjects. The contributors describe innovative teaching strategies using dystopian fiction, graphic narratives, fairy tales and mythology. Often overlooked or dismissed by teachers, children's literature can support student learning by raising levels of academic rigor, creativity and critical thinking.

Contemporary Perspectives on Early Childhood CurriculumContemporary Perspectives on Early Childhood Curriculum

These activities must help children to differentiate between print and non-print to ... Examples of these activities and materials include books on tape, ...

Author: Olivia Saracho

Publisher: IAP

ISBN: 9781607528012


Page: 293

View: 130

Over the years, educational scholars have proposed different conceptions of the curriculum. It is as if each scholar, researcher, university educator, and practitioner has developed her or his own personal definition. Unfortunately, there is no one single definition that everybody has agreed upon. Table 1 presents a sample of these definitions. A universal definition for curriculum may continue to be elusive and may even change through the years to address changes in the social forces and changes in related school goals. Nonetheless, the approach in curriculum development is consistent. Curriculum developers establish goals, develop experiences, designate content, and evaluate experiences and outcomes. Most curriculum developers consistently use such terms as curriculum planning, curriculum development, curriculum implementation, and curriculum evaluation, and many others to describe curriculum related activities. Unfortunately, without a consistent definition of curriculum, it is difficult for the curriculum developers to identify what it is that needs to be planned, developed, implemented, or evaluated. If curriculum developers rely on the curriculum experts’ definitions, they will find that their definitions identify a product, a program, determine goals and objectives, and learner experiences. However, its heterogeneity may be inspiring if curriculum developers rely on the components of each definition that depict the richness of the field, which in turn, can provide a foundation for contemporary content, concepts, and creativity. A curriculum is an anthology of learning experiences, conceived and arranged based on a program’s educational goals and the community’s social forces. Each curriculum manifests an image of what children "ought to be and become" (Biber, 1984, p. 303) grounded on the awareness of social values and a system that interprets those values into experiences for learners. The concept of curriculum, as a distinctive domain of study within education, arose from the demand to arrange, organize, and translate such awareness into educational programs of study. It integrates the historical study of the goals and content of schooling, analyses of curriculum documents, and analyses of the children’s experiences in school. The first formal curriculum text was published in 1918 (Bobbit, 1918), although in the United States contemporary curriculum study goes back to the early 1890's, when lead committees challenged the form and structure of public schooling. Presently curriculum development is fundamental at all educational levels.


Thus , CD - ROM talking books may support young children's print - based ... McKenna ( 1998 ) noted that many CD - ROM talking books embody features that ...

Author: David Wray

Publisher: Taylor & Francis

ISBN: 0415277124


Page: 440

View: 143

This four-volume collection reprints key debates about exactly what it means to be literate and how literacy can best be taught. Rather than centering on the emotional reaction of mass media debates, this set focuses on research findings into processes and pedagogy. The themes covered include Literacy : its nature and its teaching, Reading - processes and teaching, Writing - processes and teaching and New Literacies - the impact of technologies.

Fairy Tales with a Black ConsciousnessFairy Tales with a Black Consciousness

Print. . 1998. The Afrocentric Idea. Philadelphia: Temple University Press. ... Print. Cai, Mingshui. 2002. Multicultural Literaturefor Children and Young ...

Author: Vivian Yenika-Agbaw,

Publisher: McFarland

ISBN: 9780786471294


Page: 244

View: 998

The all new essays in this book discuss Black cultural retellings of traditional, European fairy tales. The representation of Black protagonists in such tales helps to shape children's ideas about themselves and the world beyond their limited experiences. Allowing them to see themselves in traditional tales strengthens connections with the world and can ignite a will to read books representing diverse ethnic and cultural characters. Also discussed is the need for a multicultural text set which includes the multiplicity of cultures within the Black Diaspora.The tales referenced in the text are rich and diverse in perspective, illuminating stories such as Aesop's fables, Cinderella, Rapunzel and Ananse. Readers will see that stories from Black perspectives adhere to the dictates of traditional literary conventions while steeped in literary traditions that can be traced back to Africa or the diaspora.


Print. Arizpe, E., and M. Styles. Children Reading Pictures: Interpreting Visual ... Print. Baddeley, P., and C. Eddershaw. Not So Simple Picture Books.

Author: Evelyn Arizpe

Publisher: Routledge

ISBN: 9781317850304


Page: 176

View: 822

The picturebook is now recognized as a sophisticated art form that has provided a space for some of the most exciting innovations in the field of children’s literature. This book brings together the work of expert scholars from the UK, the USA and Europe to present original theoretical perspectives and new research on picturebooks and their readers. The authors draw on a variety of disciplines such as art and cultural history, semiotics, philosophy, cultural geography, visual literacy, education and literary theory in order to revisit the question of what a picturebook is, and how the best authors and illustrators meet and exceed artistic, narrative and cultural expectations. The book looks at the socio-historical conditions of different times and countries in which a range of picturebooks have been created, pointing out variations but also highlighting commonalities. It also discusses what the stretching of borders may mean for new generations of readers, and what contemporary children themselves have to say about picturebooks. This book was originally published as a special issue of the New Review of Children’s Literature and Librarianship.

Reading and Learning DifficultiesReading and Learning Difficulties

This is particularly the case with children who come to school lacking awareness of stories, books, print and phonemes. Nicholson (1999) has summarised much ...

Author: Peter Westwood

Publisher: Routledge

ISBN: 9781843121961


Page: 136

View: 735

A comprehensive guide to teaching and reading for effectively to a wide range of children. By examining the way readers process text, it suggests what can be done to prevent or overcome reading difficulties.

Reading and Learning DifficultiesReading and Learning Difficulties

This is particularly the case with children who come to school lacking awareness of stories, books, print and phonemes. Nicholson (1999) has summarised much ...

Author: Peter Stuart Westwood

Publisher: Aust Council for Ed Research

ISBN: 9780864313904


Page: 144

View: 751

This book is a guide to teaching reading more effectively to a wide range of children. It presents various research-supported approaches to teaching, explains why learning problems sometimes occur, and what can be done to prevent or overcome these difficulties.-- back cover, ed.

Technology as a Support for Literacy Achievements for Children at RiskTechnology as a Support for Literacy Achievements for Children at Risk

Chapter 6 What Can Better Support Low SES Children's Emergent Reading? Reading e-Books and Printed Books with and Without Adult Mediation Ora Segal-Drori, ...

Author: Adina Shamir

Publisher: Springer Science & Business Media

ISBN: 9789400751194


Page: 238

View: 448

Presenting cutting-edge studies from various countries into the theoretical and practical issues surrounding the literacy acquisition of at-risk children, this volume focuses specifically on the utility of technology in supporting and advancing literacy among the relevant populations. These include a range of at-risk groups such as those with learning disabilities, low socioeconomic status, and minority ethnicity. Arguing that literacy is a key requirement for integration into any modern society, the book outlines new ways in which educators and researchers can overcome the difficulties faced by children in these at-risk groups. It also reflects the rapid development of technology in this field, which in turn necessitates the accumulation of fresh research evidence.

The Uncanny Child in Transnational CinemaThe Uncanny Child in Transnational Cinema

... the Self Possessed Child.' Gothic Studies 8.2 (2006): 98-210. ... New York: Penguin Books, 2003. vii-lx. Print. Jenks, Chris. Childhood. 2ndEd.

Author: Jessica Balanzategui

Publisher: Amsterdam University Press

ISBN: 9789048537792



View: 554

This book illustrates how global horror film images of children re-conceptualised childhood at the beginning of the twenty-first century, unravelling the child's long entrenched binding to ideologies of growth, futurity, and progress. The Uncanny Child in Transnational Cinema analyses an influential body of horror films featuring subversive depictions of children that emerged at the beginning of the twenty-first century, and considers the cultural conditions surrounding their emergence. The book proposes that complex cultural and industrial shifts at the turn of the millennium resulted in potent cinematic renegotiations of the concept of childhood. In these transnational films-largely stemming from Spain, Japan, and America-the child resists embodying growth and futurity, concepts to which the child's symbolic function is typically bound. By demonstrating both the culturally specific and globally resonant properties of these frightening visions of children who refuse to grow up, the book outlines the conceptual and aesthetic mechanisms by which long entrenched ideologies of futurity, national progress, and teleological history started to waver at the turn of the twenty-first century.