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Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Official Publication of the American Kennel Club. Howell Book House, 1996. 274 pp. $34.95. 0-87605-458-0. Grades 4-9. This publication educates children in the responsibilities of pet ownership and provides valuable [...]

While often celebrated as a space for diverse representation and engagement, fanfiction, including fanfiction based on children's and young adult narrative, is not necessarily progressive and tends to reflect the representational politics of mainstream media and publishing. Fanfiction generally favors and develops around high-profile book and media franchises and repeats as much as challenges their ideological tendencies. Meanwhile, fan material about lesser-known titles remains largely unstudied despite a wealth of data on fanfiction sites and platforms such as Archive of Our Own (AO3) and Fanfiction.net. This article argues that fanfiction studies, like children's literature studies and children's literature itself, needs to become more diverse in its topics, its methods, and its ethical commitments. It recommends structural and comparative approaches to children's literature-based fanfiction, including the study of its dynamics of canonization and circulation, which both resemble and diverge from those of source texts or "canon." One model discussed is Emer O'Sullivan's Comparative Children's Literature, which might be adapted to comparative fanfiction work. The article also attends to the various feedback loops between canon and its fanfiction, underscoring, for instance, how some fanfiction has been legitimized as literature even as some novels about fanfiction have inspired fanfiction, in turn. [ABSTRACT FROM AUTHOR]

This essay investigates how racial progressivism intersected with the production of children's literature in the U.S. over the first seven decades of the twentieth century, by using a variety of archival materials preserved in Muriel Fuller's manuscript collection at Hunter College. Fuller, the first literary agent of the African American popular novelist Frank Yerby, was a typical yet very well-connected editor in the juvenile sector from the late 1930s. She was also a leading member of the Children's Book Council (CBC) in the mid-1940s and was just one of dozens of white women charged with shaping the direction of "juvenile literature" as this business consolidated over the middle decades of the twentieth century. At midcentury, the CBC's vacillations between embracing and resisting the reform of racial and ethnic depictions dovetailed with much-older, black and interracial attempts to reform children's books. The CBC's rejection of the censorship of children's books that were deemed racially prejudiced, and of collectivist efforts more generally, illuminate the limits of postwar racial reform. [ABSTRACT FROM AUTHOR]

What can the affective turn mean for literacy educators who believe their work can lay the foundation for a life filled with meaningful reading pursuits, for students who become readers and do reading? Because reading occurs across and within an elaborate composite of time, space, relationships, histories, discourses, and materials, the centrality of reader and text is insufficient for understanding affect's power on one's reading activity and reader response. To that end, I introduce Juliana (pseudonym), a first grade student who declared, "I don't want to finish this book!", and with tears welling in her eyes, flung herself face down into a beanbag chair in a corner of the room. I posit that Juliana's response was not just a feeling of unsettlement, but an emotional response to an intricate assemblage of socio-cultural–historical practices and identities, and to the human–nonhuman exchanges around reading in school. I therefore seek to complicate the role of affect in Juliana's declaration toward a posthumanist perspective of emotion, reading identity, and reader response. [ABSTRACT FROM AUTHOR]

This survey article introduces the main areas of research into the English‐language Robinsonade in the context of the Robinson Crusoe tercentenary of 2019. It identifies the major fields of scholarly investigation as generic and formal approaches, with attempts made at defining the Robinsonade, as well as readings from postcolonial, feminist and intermedial perspectives. The article also pays attention to the contribution of childhood and children's literature studies and game studies, and the most recent explorations in ecocriticism and post‐humanism. The wide panorama of research in the Robinsonade is testimony to the continuous relevance of this adaptable and protean form in various critical contexts. [ABSTRACT FROM AUTHOR]

Amid the COVID-19 pandemic, children, families, and educators faced unprecedented challenges that disproportionally impacted racially/ethnically diverse, low-income communities due to long-standing health system, socioeconomic, and educational inequities. With closures of schools, libraries, and child-care centers, many children were disconnected from the community and did not have access to books. Parents' and educators' concerns centered around children falling behind academically and socially. Therefore, in partnership with an afterschool center, we purchased and distributed 410 high-quality, multicultural books to children and families. Case study design explored: (1) how this access to multicultural books influenced the CARC children's home-based literacy experiences and their responses to the texts; and (2) the challenges of parents/caregivers in supporting their child's literacy needs during a global crisis. We described how we selected high-quality multicultural literature book sets. We identified three themes: (1) enjoyment, appreciation, and learning; (2) relevance of multicultural literature to children's lives and identities; (3) difficulties during the COVID-19 pandemic. Through this collaboration, we increased access to multicultural books for children living in a low-socioeconomic and African American community. Our book distribution project positively impacted the children and families in this underserved community. [ABSTRACT FROM AUTHOR]

The article explores LIS 563, Cultural History of Children's and Young Adult Literature, has traditionally offered a survey of canonical children's literature (the White canon), starting with early texts like hornbooks and battledores, dipping into Puritan texts, Rationalism, Romanticism, The Golden Age of Children's Literature, and ending with (if there's time) a drive-by introduction to contemporary texts by BIPOC (Black, Indigenous and People of Color) authors.

New York: Lewis Carroll Society of North America (distributed by Univ. of Virginia Press), 2021. Charlottesville and London: Univ. of Virginia Press, 2020. Charlottesville and London: Univ. of Virginia Press, 2020. Lanham MD, Boulder CO, New York, and London: Lexington Books/Rowman and Littlefield, 2020. Charlottesville and London: Univ. of Virginia Press, 2020. [Extracted from the article]

Using an ecofeminist theoretical frame along with critical content analysis of visual images, this article examines the environmental discourse of the picturebook, Heartbeat, written and illustrated by Evan Turk (2018). In this picturebook, Turk uses the heartbeat, the history, and the song of a whale to draw the reader into a sense of cosmic interconnectivity with nature. This critical content analysis of Heartbeat seeks to extend the research on evaluating environmental children's literature by taking a deeper look at the specific ways the images and text in Heartbeat provide a unique and much needed counter-narrative to the devaluation and domination of nature. [ABSTRACT FROM AUTHOR]

Amid the COVID‐19 pandemic, students, families, and educators have faced unprecedented challenges. These challenges have disproportionately impacted racially/ethnically diverse, low‐income communities because of long‐standing health system, socioeconomic, and educational inequities. With closures of schools, libraries, and childcare centers, many students were disconnected from their community and did not have access to books. Parents' and educators' concerns centered around students falling behind academically and socially. In this article, we explain the motivation and rationale for a social justice initiative to provide students of color from low‐poverty areas with access to high‐quality multicultural children's literature at home. We describe our literacy partnership with a local after‐school program serving participant students and families, research underpinning the initiative, and our process for selecting high‐quality multicultural literature book sets and offer suggestions about how to facilitate comprehension and motivational support for home‐based reading. We also offer a list of recommended literature and discuss outcomes and implications of this project. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) often exhibit difficulties with acquisition of language and social skills. In this study, the authors evaluate the effects of Enhanced Milieu Teaching (EMT) combined with book reading to teach vocabulary words to young children with ASD during play. Replicating the study procedures of McLeod, Hardy, and Kaiser (2017), two young children with ASD participated in the play-based EMT intervention with book reading three to five times a week. Results indicated that the use of the EMT with book reading was effective in teaching five target words to each child and the obtained language skills were maintained at high levels. After intervention, the parents reported high satisfaction and expectation of longterm benefits of the intervention. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

In delivering instruction aligned with the Common Core State Standards, many teachers are utilizing the accompanying book exemplars. While prior studies have revealed the importance of selecting texts that represent diverse characters, few studies have examined the extent to which the book exemplars reflect this trend. In this paper, an intersectionality framework is used to identify what social identity markers are represented in a targeted sample of the book exemplars, and how those identity markers are portrayed. Findings reveal that diverse social groups—particularly intersections of multiple historically marginalized social groups—are underrepresented in the texts. Although female characters are present in three-quarters of the books, female characters predominantly assume supporting roles, and are oftentimes portrayed through stereotypes. These findings have implications for teachers, who may need to explore ways to supplement their curriculum with books that affirm and validate the diverse, multi-faceted social identities of the students in their classrooms. [ABSTRACT FROM AUTHOR]