books

This collection is the first study in English that examines the wide array of artistic techniques, topics, and genres used within photographic books for children. Covering a time period from the 1870s to the 1980s and discussing photographic books from ten countries and three continents, this volume offers an international scope, providing a glimpse into the production and reception of photography in children's literature in a range of contexts and cultures.

Tying in with political and cultural changes in Europe, this volume focuses on current discourses on the significance of democratic systems in opposition to authoritarian regimes, to fathom the transformations but also the continuities in children's and young adult literature from the beginning of the twentieth century to the present.

This collection sheds new light on the multiple dimensions relevant to investigating the impact of challenging picturebooks on learning processes and the development of multimodal literacy competencies. The chapters touch on subjects like reading promotion, second-language acquisition, art education, empathy development, minority issues, and intercultural learning.

This collection investigates children's films produced by the DEFA studios from an interdisciplinary perspective. The chapters focus on cultural-historically oriented analyses of individual children's films, while also examining the potential of these films for current discussions on their aesthetics, material conditions, reception, and ideological orientations.

Containing forty-eight chapters, this volume is the first handbook that focuses solely on picturebook research. It contains a detailed introduction, surveying the history and development of the field and stressing the international diversity of picturebooks. Divided into five parts, this volume covers: Concepts and topics (from hybridity and ideology to metafiction and emotions); genres (from concepts books to crossover picturebooks and picturebooks for adults); interfaces (the relation of picturebooks to other multimedial forms such as comics, films, and photography); domains and theoretical approaches, including linguistics, art history, developmental psychology, and cognitive studies; and adaptations.

This volume is the first comprehensive study that investigates the representation of maps in children's books as well as the impact of mapping on the depiction of landscapes, seascapes, and cityscapes in children's literature. The chapters pursue a comparative approach as they represent a wide spectrum of diverse genres and national children's literatures by examining a wealth of children's books from Canada, Denmark, Germany, Italy, Norway, Russia, the United Kingdom, and the USA. The theoretical and methological approaches range from literary studies, developmental psychology, geography literacy, ecocrticism, historical contextualization with both new historicist and political-historical leanings, and intermediality to materialist cartographies, cultural studies, island studies, and genre studies.

This volume focuses on the (de)canonization processes in children's literature, considering the construction and cultural-historical changes of canons in different children's literatures. Chapters by international experts expolre a wide range of different children' literatures from Great Britain, Germany, Scandinavia, the Low Countries, Eastern and Central Europe, as well as from Non-European countries, such as Australia, Israel, and the United States. Situating the inquiry within larger literay and cultural studies conversations about canonicity, the contributors assess representative authors and works that have encountered changing faces in the course of canon history. Particular emphasis is given to sociological canon theories, which have so far been under-represented in canon research in children's literature.

This edited volume is the Turkish translation of "Emergent Literacy. Children's books from 3 to 3." Amsterdam: John Benjamins 2011.

This volume is the first study that investigates the intricate influence of the avant-garde movements on children's literature in different countries from the beginning of the 20th century until the present. Examing a wide range of children's books from Denmark, France, Germany, Hungary, the Netherlands, Russia, Sweden, the United Kingdom, and the USA, the individual chapters explore the historical as well as the cultural and political aspects that etermine the exceptional character of avant-garde children's books. Drawing on studies in children's literature research, art history, and cultural studies, this volume provides comprehensive insights into the close relationship between avant-garde children's literature, images of childhood, and contemporary ideas of education.

This volume focuses on the question of what children may learn from looking at picturebooks, whether printed in a book format, created in a digital format, or self-produced by educationalists and researchers. Interest in the relationship between cognitive processes and children's literature is growing rapidly, and in this book, theoretical frameworks such as cognitive linguistics, cognitive narratology, cognitive poetics, and cognitive psychology, have been applied to the analysis of children's literature. Chapters gather empirical research from the fields of literary studies, linguistics and cognitive psychology together for the first time to build a cohesive understanding of how picturebooks assist learning and development.

The contributions in this volume investigate the multifarious works created by the Austrian-Jewish author Anna Maria Jokl, who is renowned for her children's novel "Die Perlmutterfarbe" (The Mother-of-Pearl Color, 1937). Jokl, who lived in different European countries and emigrated to Israel in the 1960s, has worked as an author, journalist, translator, and psychoanalyst. The chapters testify the broad range of topics covered in her novels, film essays, autobiographical texts, academics articles, journal articles, and book reviews. In addition, the contributions analyze these texts as significant cultural and historical documents that reflect the historical states of transition from the Weimar Republic until the post-war period.

This volume discusses the aesthetic and cognitive challenges of modern picturebooks from different countries, such as Denmark, France, Germany, Norway, Spain, Sweden, United Kingdom, and USA. The overarching issue concerns the mutual relationship between representation and narration by means of the picturebooks' multimodal character. Topics covered are the impact of paratexts and interpictorial allusions, the relationship between artists' books, crossover picturebooks, and picturebooks for adults, the narrative defiance of wordless picturebooks, the representation of emotions in images and texts, and the depiction of hybrid characters.

Focusing on the art and literary form of manga, this volume examines the intercultural exchanges that have shaped manga during the twentieth century and how manga’s culturalization is related to its globalization. Through contributions from leading scholars in the fields of comics and Japanese culture, it describes “manga culture” in two ways: as a fundamentally hybrid culture comprised of both subcultures and transcultures, and as an aesthetic culture which has eluded modernist notions of art, originality, and authorship. The latter is demonstrated in a special focus on the best-selling manga franchise, “NARUTO”.

The chapters in this volume analyze the multiple functions of multilingual children’s books for preschool and primary school children’s language acquisition and literature acquisition. Written from an interdisciplinary perspective by scholars working in the realm of multilingual studies, education studies, didactics and linguistics, the articles show how (multilingual) children’s literature stimulates the reflection on language, literature and visuals, thus contributing to intercultural learning.

This introduction into children's literature represents recent trends in children's literature research, discussing relevant issues and theoretical frameworks, such as literacy studies, crosswriting, intermediality, childhood studies, comparative studies, picturebook theory, and canonicity. Besides a concise overview on the history of children's literature from its beginnings until the present, this book includes six in-depth analyses of renowned German children's books, such as E.T.A. Hoffmann's "Nutcracker and the Mouseking" Erich Kästner's "Emil and the Detectives", and Cornelia Funke's "Inkheart".

The essays in this volume touch upon recent developments in international children's films, while considering current trends in film studies, media literacy, child psychology, gender studies and ecocriticism. Topics discussed include the importance of paratexts, film versions of picturebooks, gender constructions, emergence of new genres, and the depiction of horror and fear in modern children's films.

This collection achieves a balance between theoretical, empirical, historical and cross-cultural approaches by examining the broad range of children’s books for children under three years of age, ranging from early-concept books through wimmelbooks and ABC books for small children to picturebooks that support the young child’s acquisition of behavioral norms. The chapters proffer new insights into the strong relationship between children’s books and emergent literacy, drawing on current research in children’s literature research, visual literacy, cognitive psychology, language acquisition, picture theory and pedagogy.

In this collection contributors consider films, music, and picturebooks relating to Lindgren, in addition to the author's reception internationally. Touching on everything from the Astrid Lindgren theme park at Vimmerby, Sweden to the hidden folk songs in Lindgren's works to the use of nostalgia in film adaptations of Lindgren's novels, this collection offers an important international and intermedial portrait of Lindgren research today.

The essays in this collection take interdisciplinary approaches that integrate different disciplines such as literary studies, art history, linguistics, narratology, cognitive psychology, sociology, memory studies, and picture theory. Topics discussed include intervisuality, twist endings, autobiographical narration, and metaliterary awareness in picturebooks.

This book contains 70 articles about children's films written by renowned scholars working in the field of film studies. It informs about the history of children's films, ranging from the beginning of the 20th century until the present and stresses the aesthetic qualities of international children's films.

In this volume, scholars from twelve different countries contribute to the ongoing debate on the importance of picturebook research, focusing on aesthetic and cognitive aspects of picturebooks. The essays also examine the narrative challenges of first-person narratives, ellipsis, frame breaking, and mindscape as new paradigms in picturebook research. Tying picturebook studies to studies in childhood, multimodality, and literacy, this anthology is representative of the different opportunities for research in this emerging field.

This exhibition catalogue focuses on picturebooks for young children. It informs about the historical development of this book type from the end of the 19th century until the present by presenting picturebooks from eleven countries.

This essay collection comprises 16 articles focusing on the international and intercultural aspects of Lindgren's work, for instance, the reception and translation of Lindgren's work in Croatia, Estonia, France, South Africa, the GDR, and the US.

This exhibition catalogue contains 60 articles about Jewish children's book authors from nine countries, demonstrating the broad scope and variety of genres, topics and styles of their main works

This monograph explores the marginalization of children's literature in Germany since the end of 18th century until the present by drawing upon the analysis of literary histories, school primers, reading lists and recent scholarship in cultural and literary studies.

This encyclopedia presents 534 children's classics from 65 countries. Each article informs about the origin, content, historical and aesthetic importance, and reception of the respective works.

This study focuses on the fairytales written for adults by Hugo von Hofmannsthal, Robert Musil, and Alfred Döblin, emphasizing the mutual influence of folktale tradition, Romanticism and avant-garde movements.