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This study aims to examine research trends in the field of children picture books by analyzing academic papers published as keywords of 'child picture books' from 2000 to 2021. The research target papers were 1,216 domestic academic papers collected using the database of academic research information services, and analyzed using a network analysis method using big data. First, as a result of examining the frequency analysis and connection centrality of major keywords in research papers from 2000 to 2021, studies related to picture books, children, and languages were mainly focused. Second, as a result of analyzing the network visualization of research related to children picture books, papers on picture books, languages, and children were mainly conducted in Wordcloud, but studies related to literature, creativity, activities, and education were also found to be high. Third, as a result of analysis with the Ngram network, studies on literature, emotion, and language showed connectivity. As a result of analysis with the CONCOR network, it was classified into eight groups, and picture books and children were calculated as the highest ranking in topic modeling. This study is meaningful in exploring future research topics and directions related to children picture books and providing necessary basic data as it can objectively grasp the relevance between topics and trends of the times in research related to children picture books. [ABSTRACT FROM AUTHOR]

Purpose: The paper shows the interpretive impact of different constructions of the point of view available to the reader/viewer in book and animated movie versions of a children's picture book, a novel for pre-adolescents/early teenagers, and a graphic novel for adolescents and adults. Design/Approach/Methods: Excerpts from book and animated movie versions of the same story are compared using multimodal analysis of interpersonal meaning to show how the reader/viewer is positioned in relation to the characters in each version, complemented by analyses of ideational meaning to show the effect of point of view on interpretive possibilities. Findings: Focusing mainly on multimodal construction of point of view, the analyses show how interpretive possibilities of ostensibly the same story are significantly reconfigured in animated adaptations compared with book versions even when the verbal narrative remains substantially unchanged. Originality/Value: The study shows that it is crucial to students' critical appreciation of, and their creative contribution to, their evolving digital literary culture that in this new era of educational technology, attention in literacy and literary education focuses on developing understandings of digital multimodal narrative art, and that animated movie adaptations are not presented pedagogically as isomorphic with, or simply adjunct to, corresponding book versions. [ABSTRACT FROM AUTHOR]

Employing best practices for teaching mathematics like math manipulatives, children’s literature picture books, and GeoGebra can all be connected and better help to prepare students for a STEM world to develop confident young individuals in doing mathematics in a world of AI, distance learning, and online with emerging technologies. This paper will highlight all the above best practices and share how they can be connected and taught to make math meaningful and help learners be confident with technology and mathematics in a way that helps them see math in a hands-on, visual, and abstract way. Students can digitally engage with GeoGebra, Virtual and actual math manipulatives, and children’s math literature/picture books. This paper will give a synopsis of the theory of these best practices, discuss manipulatives, the use of GeoGebra software in learning mathematics, and show the connections between picture books and everyday life math skills. Using such best practices in mathematics aims to develop confident young learners for a STEM and AI world where so much of the technology now focuses on AI and emerging technologies to stimulate learners, creating blazing new pathways for digital engagement in mathematics learning. [ABSTRACT FROM AUTHOR]

The author reflects on meeting author bell hooks and analyzes her works. Topics discussed include information on her first meeting with hooks, view of critical race feminist scholar Kimberlé Crenshaw about hooks' passing and legacy, and overview on the author's thesis, "Soothsayer: Nommo and Healing in the Works of bell hooks."

This article applies Rudine Sims Bishop's multicultural framework of children's literature to environmental picturebooks. The paper provides an analysis of nearly 150 picturebooks paired with preservice teachers' responses to the texts to highlight the importance of diverse narratives and storytelling in environmentalism. The paper argues for the necessity for reading broadly and prioritizing diverse representations of which stories are told regarding environmentalism. Bishop's framework prioritizes the depth and breadth of who can be protagonists in environmentalism narratives, real and imagined, as well as how those protagonists enact responses to climate crises and the range of environmental issues that they respond to. The paper underscores the role of educators in fostering critical perspectives on environmentalism, advocating for disrupting single stories, and ensuring that a collection of texts that includes justice‐oriented and intersectional narratives is used with young readers. The article challenges dominant cultural narratives and promotes inclusivity in environmental activism. [ABSTRACT FROM AUTHOR]

Storytelling is one of the most important learning activities for children since reading aloud from a picture book stimulates children's curiosity, emotional development, and imagination. For effective education, the procedures for storytelling activities need to be improved according to the children's level of curiosity. However, young children are not able to complete questionnaires, making it difficult to analyze their level of interest. This paper proposes a method to estimate children's curiosity in picture book reading activities at five levels by recognizing children's behavior using acceleration and angular velocity sensors placed on their heads. We investigated the relationship between children's behaviors and their levels of curiosity, listed all observed behaviors, and clarified the behavior for estimating curiosity. Furthermore, we conducted experiments using motion sensors to estimate these behaviors and confirmed that the accuracy of estimating curiosity from sensor data is approximately 72%. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to examine the knowledge levels of parents with children aged 0-3 regarding the criteria they consider when choosing a children's picture book. The study was carried out with a qualitative research approach. The study group consists of 69 parents with children aged 0-3, and the data of the study were collected through a semi-structured interview form developed by the researchers. After the data were subjected to content analysis, they were presented in tables. As a result of the research, it has been revealed that parents with 0-3 year old children should have quality children's books and the features they pay attention to when choosing children's books, the child's interest, internal structure and external structure. It has been found that when choosing a children's picture book, parents pay particular attention to its suitability for the age and development of the child, its plain language, the presence of vivid colors and its nonviolence. The content of the images is thick cardboard and the book is neatly bound with the appropriate font and image size. By looking at the outer coating and quality of quality paper, they think about whether it is educational, entertaining, creative and contains a concept of value. [ABSTRACT FROM AUTHOR]

Children's picture books are the first books that children come into contact with. They are an important carrier for children to contact and perceive the outside world and are essential for children to form subconscious and basic cognition of the world. Because of the particularity of picture books' audience, picture books must be specially processed before they can be recognized by children and parents, and as children's enlightening reading materials, their cultural attributes cannot be ignored. Compared with foreign countries, picture books in China started late, drawing lessons from and imitating western picture books to a certain extent, which led to the shadow of western culture in picture book materials, which was not conducive to children's cognition and recognition of Chinese traditional culture, and even more detrimental to their cultural confidence. As future preschool educators, preschool education majors are the first teachers of children's culture and life and also users of children's picture books. Therefore, it is of practical significance for preschool education majors to know and understand children's picture books. Firstly, this paper points out the significance and main methods of studying children's picture books and summarizes the development status of picture books at home and abroad. Secondly, it expounds the important functions of children's picture books, explores the characteristics of children's psychology and behavior, and explores the development direction and related theories of children's picture books. Finally, from the perspective of preschool education majors, we understand the educational value of children's picture books that the design of picture books should meet the needs of children and point out that children's picture books are the enlightenment education of Chinese culture and revolutionary spirit. This paper discusses the related understanding of children's picture books from the perspective of preschool education majors and expounds the significance of children's picture books for children's enlightenment education from the aspects of picture book development, picture book function, education and enlightenment value, etc., to carry out theoretical research for the development of picture books in China and help the brand and product development of picture books. [ABSTRACT FROM AUTHOR]

This paper focuses on one of the most widely used resources by reading teachers during early‐emergent literacy, the high‐frequency wordlists commonly called 'sight words. Existing sight word resources available to teachers are extremely outdated and/or methodologically unsound. In this Teaching and Learning in Action article, a new research‐based list of high‐frequency words is released for teachers, the Children's Picture Book Sight Words (cpb sight words). [ABSTRACT FROM AUTHOR]

In this paper we aim to explore the interconnection between Children's Literature and contemporary technologies, though not from the perspective of technology as a didactic tool or as a media to produce or reproduce literary texts. Instead, we examine how technology is present in books for children and picture books. This approach is based on the concepts of children's literature, and childhood and technologies. We also present an initial corpus of stories and picture books either about technology or in which technology structures the book or the narrative. Our conclusion is that in some texts the encounter of both worlds produces significant literary experiences. However, there is a literary core that cannot be integrated with technology. This tension is also part of the cultural representations. [ABSTRACT FROM AUTHOR]

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Picturebooks offer powerful supports for teaching diverse content across different curriculum areas. Research and curriculum resources document their use in inquiry‐based education practices, particularly in relation to science and philosophy. There is, however, little theoretical analysis of this use or cross‐curricular comparisons. Applying a systematic literature review process, this paper examines existing empirical research on the use of picturebooks in formal inquiry‐based education contexts. The analysis considers the context in which the picturebooks were used, including curriculum context and class level, the role played by the picturebooks in the inquiries and the value ascribed to the use of picturebooks. The review proposes a framework for understanding and contrasting the varying roles played by picturebooks in inquiry‐based education approaches. This framework involves seven uses: invitations, provocations, mentors, models, resources, touchstones and destinations. Varying benefits are attributed to the use of picturebooks, including their practicality, inclusivity, complexity, aid to cognitive learning, emotional engagement and association with child readers. These benefits emphasise both the accessibility and the complexity of picturebooks. The review proposes that inquiry approaches should attend to picturebook form and content and the interdependency of the two. The review's analysis supports extended use of picturebooks across the curriculum, including in history, geography, citizenship and science education, as well as in interdisciplinary approaches. [ABSTRACT FROM AUTHOR]

Although gender-role stereotypes in children's literature have been widely explored, the study of the role of mothers and their representation in picturebooks has not received much attention from the academic world, especially as far as Spain is concerned. This paper analyses a sample of seven picturebooks published in Spain over the last 7 years -all by awarded authors and widely reviewed in some of the most popular Spanish blogs on Children's and Youth Literature (CYL)-and focused on the maternal figure. It aims to provide a panoramic view of the representations of the role of the mother as a paradigm of the changes seen in Spanish society, studying the representation of her voice, emotions, and ties to other members of her family through a systemic functional-multimodal discourse analysis applied to picturebooks. The results reveal that, for the first time, the mother's voice and her right to explore her own feelings are included in her characterisation, and also, that her relationship with the rest of the family includes different aspects—children, society, work, partner, and self-care. In conclusion, the conception of motherhood as proposed to Spanish families through picturebooks seems to be finally changing, evolving from fixed stereotypes and allowing the expression of contradictory feelings related to maternity. [ABSTRACT FROM AUTHOR]

Picture books are part of many young children's lives, whether at home or in early childhood or school settings. Their unique creative combinations of words and visual images can engage children's attention, stimulate their imagination, and support their development as meaning-makers. Nurturing a love of books in young children can foster the development not only of early literacy skills, but also positive reading identities. Early childhood educators therefore have key roles to play as selectors, analysts and mediators of picture books. This article aims to build educators' awareness of these roles through the analytical discussion of a small group of picture books selected for their focus on children's imaginative worlds. Children need to see themselves in books, and given that play and imagination are central to young children's ways of being and learning, picture books about children engaged in imagination and play can be important resources for nurturing a love of reading and fostering positive reading identities in young children. This pedagogical position paper explores a small sample of such books and discusses their value as part of early literacy curriculum. [ABSTRACT FROM AUTHOR]

The application of interactive electronic picture books can strengthen young children's reading comprehension skills. Interactive electronic picture books that involve interaction with sensors, with the interact ion integrated into the story, should be developed to enhance children's reading experience and improve their oral expression skills. Interactive electronic picture books that involved children manipulating stuffed animals containing sensors that provided feedback were developed for this study. Visual, auditory, and tactile stimuli can be used to create an interactive feedback system. Data was collected through semi-structured interviews with teachers, who gave their opinions regarding the curriculum of their preschool. The results indicate that the intuitiveness of the system helped improve the children's reading experience, strengthened their motivation to read, and improved their cognitive abilities. In addition, interactive electronic picture books were found to improve the children's oral expression skills. [ABSTRACT FROM AUTHOR]

The most recent research studies in the field of reading describe a new cultural ecosystem in which analog and digital reading coexist and contribute to transform what is read, either through the way reading is performed or by promoting reading. In this context, the training of critical readers is particularly important, an aspect emphasized by UNESCO and the curriculum frameworks based on its premises. In order to provide data for reflection on this question, this paper presents an essentially qualitative and interpretive documentary study of a sample of 836 virtual epitexts that promote children’s picturebooks. The selected documents consist of the postings by 45 publishing houses between 2020 and 2022 on their YouTube and Vimeo channels. The results of the content analysis present the current tendencies in digital promotion of children’s books and the strategies most likely to encourage critical reading. The insistence on the author’s presence, the emphasis on the materiality of the book as an object, the strengthening of artistic discourse and the hybridization of reality and fiction, among other aspects, all propose a type of reading that favors the development of critical thinking. The results are complemented by a selection of virtual epitexts suggested to mediators and readers as resources of interest in promoting critical reading in socio-educational contexts. [ABSTRACT FROM AUTHOR]

Children's picture books contribute to children's development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children's books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper's Framework of Gender Stereotypes Contained in Children's Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child. [ABSTRACT FROM AUTHOR]

Children's understanding and inheritance of traditional Chinese culture and innovation of Chinese children's picture book art form are of great significance to carry forward traditional culture and strengthen confidence in Chinese culture. As an excellent traditional Chinese opera art, Beijing Opera has an indispensable cultural status. The purpose of this study was to determine cognitive needs of children in view of simplified display form of children's picture books in China through decomposition, extraction, reconstruction, and integration of the Peking Opera character modeling elements, the use of modern design concepts, and the combination of artistic characteristics of picture books. It explored new ideas for the development of traditional culture, proposed application principles, and suggested strategies for the form innovation of children's picture books to make Beijing Opera enter children's life from the traditional stage. [ABSTRACT FROM AUTHOR]

The paper aims to reflect on the parallelism between traditional and digital literature while analyzing the offer available on electronic market platforms. Taking into consideration adaptations of children's literature classics and original productions, such as enhanced books and apps, the paper purpose is to focus on interactivity and on the various degrees of involvement of the "digital reader" increasingly direct towards a prefigured visual narration. [ABSTRACT FROM AUTHOR]

The article presents an interview with British children's writer Sally Gardner talking about fairy tales and folklore. Topics include tales being old as the civilisation coming from and told orally before finding the way to paper; and having a look at different rewritings of ‘Cinderella' not many extreme deviations from the classic tale.

Copyright of Argentinian Journal of Applied Linguistics is the property of Federacion Argentina de Asociaciones de Profesores de Ingles 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.)

This paper analyses the recent protests by mainly Muslim parents against the use of LGBTQ+-friendly story books in a primary school in Birmingham, England, the associated court case, and the broader issues it highlights about the contradictory and complex relationships between liberalism, faith, and democracy. I discuss the case itself, tensions around Relationships and Sex Education, and the wider social and political context for the protest, considering both the position of 'Muslims' in the UK's civic and political society, and how dominant discourses within liberalism responds to 'others' in this present temporal moment. I conclude by briefly considering the potential of deliberative democracy and agonism as approaches to address emotive value clashes, and to emphasise the importance of primary schools as places of shared investments, where families and teachers might move towards developing mutual understandings. [ABSTRACT FROM AUTHOR]