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This paper studies socioeconomic gradients in parents' selection of developmentally appropriate children's books from public libraries. I draw on developmental gradients research to hypothesize that families with high socioeconomic status (SES) select a higher share of books that match children's developmental stage in order to best improve children's learning environments. Based on Danish registry data on all books borrowed from public libraries in 2020, I find that highly educated families are more likely to use libraries and borrow more books, but they do not select a larger share of developmentally appropriate books; in fact, they select a slightly lower share. In contrast, high-income families borrow both a little more books and a little higher share of developmentally appropriate books, than low-income families. The supplementary analyses show that results are robust across families with children of different ages and to account for nonrandom selection into the sample of library users, socioeconomic differences in children's reading skills, and the impact of library lockdowns due to Covid-19. I conclude that stratification in library book selection is more prominent concerning the voraciousness with which highly educated parents provide reading inputs (more books) than how discriminating they are in terms of selecting developmentally appropriate books. [ABSTRACT FROM AUTHOR]

This is a revision and expansion of a classic paper that was first delivered as a speech, in October 1994, for the 10th National Conference of the Italian Psychoanalytical Society, and then published as a chapter of the seminal book Emozione e Interpretazione. Psicoanalisi del campo emotivo [Emotion and interpretation. Psychoanalysis of the emotional field], edited in 1997 by Eugenio Gaburri. [ABSTRACT FROM AUTHOR]

The paper attempts to read the children's picturebook Tree Matters (2014) by Gangu Bai, a Bhil artist, and published by Tara Books, to understand how the cultural politics of storytelling in the book works to underline the complex structure of social injustice and exclusion at play in the right and access to the forest in the case of the Bhil tribe in India. The relationship of the Bhil women with the forest is multidimensional, and the art and narrative by Gangu Bai in the picturebook represents this. The paper argues that the cultural politics of storytelling practiced by the artist reiterates this special relationship with the trees in the forest, and at the same time also makes use of this relationship to assert the unique cultural heritage and identity of the community. The subversive nature of children's books that creatively introduces complex issues of social injustice and environmental politics is also explored. [ABSTRACT FROM AUTHOR]

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Like with Haute Couture, in political science there are also fashions. In the 1990s party system change was the flavour of the day, and Peter Mair its uttermost pontiff. The popularity of the topic fadde away with the new century, especially after the 2008 Great Recession made buzzwords like populism and democratic backsliding, among others, more fashionable. Departing from Mair's, 2001 book chapter on the topic, and using Mair's conceptual and methodological tools, this paper revisits the sister concepts of party system freezing and party system change, showing to what extent fears about never-ending change and party system collapse are really true. While cleavage structures have changed, electorates are in disarray, and parties are in constant turmoil, party system change in Western Europe is still the exception (e.g. Ireland), rather than the rule. [ABSTRACT FROM AUTHOR]

This introductory article aims to present an overview of the contribution that East Asian scholars have made to Translation Studies as a field of enquiry. Apart from some contributions from countries such as Thailand and Vietnam, most of the publications of the last four decades involve Chinese, Korean, and Japanese themes and are authored by scholars from these areas or focused on the languages and cultures of China, Korea and Japan. The article considers the publications on audiovisual as well as literary and news translation, highlighting articles, book chapters and monographs that have delved into translations involving East Asian languages, notably Chinese, Korean and Japanese. The final section introduces the selection of papers that conform this thematic issue. [ABSTRACT FROM AUTHOR]

In a collaboration with Seven Stories: The National Centre for Children's Books, university students and primary school children were brought together through methods of intergenerational practice (IGP). Across consecutive academic years, the project has seen 136 students embark on an exploration of geographies of gender and generation with 120 primary school children. By utilising creative learning in teaching the project addresses threshold concepts in understanding, in this case, IGP (methods of intentional age integration). The purpose of this paper is to analyse the promotion of IGP through emergent critical reflections. These reflections are situated within academic debate on the use of IGP in children's and young people's geographies. [ABSTRACT FROM AUTHOR]

This study aims to evaluate better the effectiveness of tourism collaboration and subsequently identify future research directions. Its conceptual framework for evaluating the effectiveness of stakeholder collaboration consists of four main parts: context, process, outcome and impact. The framework enables comparative analysis of collaboration across different contexts; allows individual or comparative case studies; and enables efforts to collect data on a series of indicators from many cases to test dimensions, elements and interactions. This study systematically reviews 169 studies evaluating stakeholder collaboration, including research papers, book chapters, research frontiers articles, commentaries, book reviews, issue introductions, short communications and research notes. [ABSTRACT FROM AUTHOR]

This paper investigates why auditors engage in practitioner research and whether these auditors subsequently provide higher audit quality and increase their reputation. Based on the theory of domain learning as well as insights from interviews, we argue that engaging in practitioner research could help auditors to acquire expertise relevant for performing the audit. Further, we draw on signaling theory and argue that this engagement might also contribute to the development of auditors' reputation. We use the German setting for our study, where many auditors write professional articles, books, and book chapters. We observe that various motivational and support factors are important determinants for writing publications. We find that having prior publications is associated with higher audit quality, i.e. lower absolute discretionary accruals and a lower likelihood of restatements. Finally, we provide indications that having prior publications helps auditors to develop their reputation, i.e. achieving growth in their client portfolio. [ABSTRACT FROM AUTHOR]

The aim of this paper is to critically review how social semiotics has contributed to the study of reading and to develop an agenda for further research. We consider the theoretical and methodological resources that social semiotics has developed to account for multimodal text in the contemporary semiotic landscape, and explore how they can be used to teach critical reading skills to young people to support their participation in different social domains. We reflect on the possibilities and limitations of different analytical frameworks, highlighting barriers and possibilities for advancing social semiotic scholarship on reading and beyond. We end with a sketch of a new research agenda for social semiotics, in the light of technological change and its implications for reading. [ABSTRACT FROM AUTHOR]

This essay is a contextualization and survey of the library and archives of Christian Brinton (1870–1942), donated to the Philadelphia Museum of Art in 1941. A promised gift of 1,300 books and 1,000 pamphlets, there were also 550 objects including more than one hundred fifty paintings, seventy-five works on paper, sculpture, folk toys, costumes, and textiles. An internationally renowned art critic, curator, and lecturer, Brinton's expertise ranged from American and European, to Central and Eastern European, Scandinavian, Russian, and Soviet modern art, all of which is reflected in his library. The archives contain documentation about his collections at the museum. [ABSTRACT FROM AUTHOR]

This paper explores the theme of children in the book of Job. It will be argued that a significant theme in Job is divine blessing through progeny to continue his household name. Both Job and his friends refer to the death of his progeny in the prologue as a sign of disfavor and the possible reinstatement of his children as divine favor. The focus upon progeny as heirs to continue the house of Job explains why the replacement of children in the epilogue is not presented as problematic in the text. Within the text, progeny is the sign of divine favor not specific children, so the epilogue is only concerned with the reinstatement of potential heirs to continue Job's name. [ABSTRACT FROM AUTHOR]

Osteoarthritis (OA), the most common degenerative joint disease, is associated with severe functional limitation and impairment of quality of life. Numerous reports have documented the clinical efficacy of low-dose radiotherapy (LD-RT) in the management of various inflammatory disorders, including OA. In this paper, we assessed the clinical literature involving the use of LD-RT in the treatment of OA, its dose-response features, possible underlying mechanistic features, and optimal therapeutic dose range. We carried out a systematic review based on the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statements and evaluated articles meeting the inclusion criteria for this review. A total of 361 articles were identified from databases, such as Scopus, PubMed, Embase, and Science Direct out of which 224 articles were duplicates and were discarded. Of the remaining 137 articles, 74 articles were un-related, 27 articles were review articles, eight were conference abstracts, three were letters, two were editorials, two were notes, and one was a book chapter. Finally, 20 articles met all the inclusion criteria and were included in this systematic review. Several single-arm retrospective/prospective studies showed advantages for LD-RT in the management of OA in terms of pain relief, improvement of mobility and function, and showed minimal side effects. Mechanistic considerations involve positive subcellular effects mediated by the activation of a nuclear factor erythroid 2-related transcription factor (Nrf2) mediated antioxidant response. Further research on both the short- and long-term effects of LD-RT on OA and other inflammatory disorders is recommended. [ABSTRACT FROM AUTHOR]

Ethical literacy seems to be used, within Education for Sustainable Development (ESD), in various ways, some more general and others morally specific, emphasising individuals’ responsibility. The overarching aim of this paper is to present some prerequisites for the development of narrative methods that focus on the vision of a good society without compromising individual integrity. Is it possible to develop ESD in a ways that highlight global challenges with a focus on justice and equity without either, as within post-political romanticism, pretending that social sustainability is a non-controversial ethical goal, or, as within liberal individualistic approaches, claiming that no one may escape from the demands of action competence, which, it is claimed, paves the way for making social sustainability a reality? With reference to some threads in narrative theory and by an analysis of six children’s books, this paper critically and constructively examines storytelling as one method to inspire young people to reflect upon what a good society and a good world might be, to catch sight of visions of a sustainable world and of the differences between how things are and how things could be – a method that may also preserve respect for individuals’ integrity. [ABSTRACT FROM PUBLISHER]

This paper analyses several aspects of Shaun Tan’s visual workThe Arrival(2006. Melbourne: Lothian), which has found appreciative audiences among children and adults alike.The Arrivaloffers a meditative exploration of migration, using a muted colour scheme and landscape, which is simultaneously familiar and surreal to create an imagined city whose inhabitants are marked by some kind of ‘injury’. Drawing on scholarly debates on photography, nostalgia and gestural mimicry, the paper suggests that Tan’s work develops its affective content through a sophisticated range of visual codes and clues. Finally, the paper theorises the notion of ‘the fold’ to discuss how Tan’s representation of origami encapsulates the relation between ‘home’ and the new world. The paper suggests that it is the ability of the text to hold the imagination of readers of all ages that accounts for the widespread success of the text. [ABSTRACT FROM AUTHOR]

This paper examines the content of alphabet books published for Russian-speaking children in Latvia, Estonia and Poland in the 1920s and explains the nexus between socio-cultural context and representation of social environment and children's interactions to explore strategies of adaptation offered to children. The textbooks were quantified using a target codifier. The results are embedded in the context of theories of intergenerational cultural transmission and integration of minorities. The textbooks published for Russian-speaking children in Poland and Estonia exemplify a classical postfigurative type of intergenerational transmission to ensure group cohesion protecting against assimilation. The model of transmission in alphabet books published in Latvia is based on encouraging a child to establish values and guidelines independently. Thus, Latvian alphabet books allow a child to join a network of tenuous relationships for integration into the dominant culture. Therefore, the study provides a retrospective of strategies of Russian-speaking minorities' consolidation and integration into dominant societies. [ABSTRACT FROM AUTHOR]

This paper centres on children's books in which the polyphonic technique of counterpoint has been successfully adopted. It is assumed by the author that the examples discussed in this essay show an intentional lack of coherence of the verbal and visual storylines, thus addressing the dual audience and opening the books up to multiple interpretations. The paper mentions intertextuality, which places Potter's and Janosch's work in children's literature tradition. Through a comparative study of Beatrix Potter's selected tales and two children's books by Janosch, the concept of a ‘book as game’ clearly emerges, in which the text and illustrations play equally essential roles. [ABSTRACT FROM AUTHOR]

The present paper reports the findings of a study that sought to identify how diversity (in the form of disability, appearance, and race) is presented in children's books written in or translated into the Greek language. The study focused on the plots and the portrayal of key figures. The sample consisted of 50 children's books written after 1990 that focus on diversity and target children aged 6–12 years. Content analysis framed within the interpretative paradigm was undertaken, and this resulted in the formation of categories representative of the range of plots and character portrayals. The analysis revealed the following key themes: the key figure is presented as different from the group; the key figure is often only accepted through the mediation of another character who is not considered different or an incident; different figures belong together and not with the figures that belong in the dominant group; and the key figure is an excellent character who might also be brave and unique for several reasons. Taking these findings as a starting point, the paper seeks to place the discussion about children's books, diversity, and education in the literature, and it discusses teachers’ role in developing students’ critical literacy skills in order to engage in discussions about diversity without reproducing stereotypes or focussing on the Other. [ABSTRACT FROM PUBLISHER]

The article advocates for a nature-based education in children. It raises concerns about health issues in children caused by lack of outdoor time and social interaction experiences. It suggests reading books about nature to children and promoting outdoor play and experiences to encourage them to appreciate natural environments and teach them about the joy that experiences, adventures and time and nature can provide. Books recommended include "The Listening Walk" and "Daniel Finds a Poem."

This paper describes the treatment of a young boy who was abused and neglected in infancy. It examines the challenges of working in the intimate territory of early trauma when a child is too fragmented to play. The therapist supported affect regulation to help the child experience a coherent sense of himself. As the boy became more integrated and related, the opening of transitional space became possible, and with it, the emergence of creativity. His growing capacity to play and his discovery of the rich utility of stories are discussed. A children's book of Greek myths, in particular, the story of the Minotaur and the Labyrinth, held special meaning for him, and for the therapist too. As the child became increasingly related and symbolic, he eventually began to tell his own extraordinary story. [ABSTRACT FROM AUTHOR]

This paper deals with illustrations created as sequels to a children's book. The visual analysis is conducted in the framework of translation and adaptation studies and attempts to find a place for sequels in this framework. It has been claimed that sequels cannot be grouped together with translations and adaptations because there is a difference between never wanting a story to end and wanting to retell the same story. However, sequels share with adaptations and translations major features, mainly the balance between repetition and change and the possibility of reinterpreting the source text. With this in mind, we investigate a 2014 exhibition of illustrations titled 'Farewell Red Balloon'. Each of them adds a successive scene to the Hebrew children's classic A Tale of Five Balloons. The wide range of sequels in continuation of one source text provides an opportunity to deal with questions such as: How do the sequels relate to the source text? What additional intertextual relations do they establish? Do the setting, genre and target audience remain the same, or change? Similar questions are raised when dealing with translations and adaptations. In the present context, they apply to sequels which employ one mode, the visual. [ABSTRACT FROM AUTHOR]

The Monetary Circuit Theory is a key framework to understand the complexity of the insertion of countries with double monetary circuits into the international monetary circuits. In this article, we develop Parguez's essential ideas for the study of developing countries precisely at a time when financial tensions are being exacerbated due to the pandemic and its consequences as well as to war conflicts internationally. In this essay, we collect the main contributions of Alain Parguez in relation to his theory of the double monetary circuit, which he had expressed in chapters of books published in English and French, later published in Spanish in the journal Ola Financiera and by the Latin American Council of the Social Sciences (CLACSO), as a tribute to a great economist interested in developing countries with a double monetary circuit. Delving into Parguez's thought provides us with elements to understand monetary economies of production where a general global monetary equivalent coexists with a general equivalent assigned to a national monetary space. The causal relationship between both currencies determines the process of capital accumulation in developing economies, whose formation is anchored to the interests of economic agents that dominate the productive and financial markets. [ABSTRACT FROM AUTHOR]

Growing interest in bilingual education in sub-Saharan Africa has highlighted an urgent need for reading material in African languages. In this paper, we focus on authors, one of several groups of stakeholders with responsibility for meeting this demand. We address three main issues: the nature and extent of African language publishing for children; the challenges for authors; and the available support. Our analysis is based on interviews and focus group discussions with publishers, authors, translators, educationalists, and representatives of book promotion organisations from nine African countries and documentary data on children's books in African languages in South Africa. Although there is evidence of a growing interest in producing books in local languages, the number of titles is constrained by funding. The challenges for authors include the need to understand the ingredients for successful children's books and for the sensitivity necessary to negotiate the linguistic challenges associated with a newly emergent genre in African languages. Support, in the form of competitions and workshops, relies on external funding and expertise and offers only temporary solutions. We finish with suggestions for more sustainable ways forward. [ABSTRACT FROM AUTHOR]

This paper explores the collaborative relationship between a supervisor and his student, a master of his subject and his apprentice, in creating and developing a children's picture story book as early preparation for a PhD. [ABSTRACT FROM AUTHOR]

This paper considers publishers of children's literary fiction in the UK between 1995 and 2004. Using a combination of statistical analysis and interviews, it explores the different ways in which independent publishing houses and media conglomerates compete in a rapidly changing marketplace. While shifts in the commercial climate since 1995 appear to have favoured large media groups, their advantages of scale often come with commensurate costs. The second section of the paper looks in depth at two newly established publishers, David Fickling Books and The Chicken House. It concludes that as children's book publishing continues to transform itself, new models for publishers are needed; that of smaller entities working independently within the construct of larger ones, or alternatively, that of larger conglomerates seeking ways to break down their operations into more purposeful and responsive units. [ABSTRACT FROM AUTHOR]

This study aims to identify syntactic and semantic description patterns from summaries of fiction books or book chapters created by children. These patterns can be considered as a metadata scheme that describes the main content of a book. Two groups of primary school students in Hong Kong, ages 8–11, were invited to read a Chinese fiction book and an English fiction book and were asked to write a summary. Ten syntactic and semantic description patterns were identified from the summaries. These patterns can be used to enhance the description of fiction books. [ABSTRACT FROM AUTHOR]

Children's literature can serve as mirrors, windows, and sliding glass doors. They are mirrors for marginalized groups to see themselves represented, windows for dominant cultures to learn about marginalized groups, and sliding glass doors to develop empathy. In this study, I examined Middle East Picture Book Award to address what books are available about Middle Eastern Muslims who experience xenophobia and Islamophobia; and identify the books that serve as mirrors-windows-sliding glass doors. [ABSTRACT FROM AUTHOR]

This paper analyzes texts for children ages 4-8 focused on adoption to understand how naming practices are presented. Findings show how books use naming (a) to connect children to their birth culture by keeping a given name or choosing one with special meaning associated with the child's nation, race, or ethnicity of origin, and (b) for assimilation by giving normalized names associated within parental culture. Naming is based on white middle class norms, which may be problematic since these norms likely fit with the parents and teachers who are purchasing books, but not with the adoptees that are being read to. [ABSTRACT FROM AUTHOR]

Art Spiegelman’s graphic novels are arguably the most canonical and widely studied publications in the field, attracting the attention of scholars working in literature, holocaust studies and psychoanalysis. Yet his work for children, which often straddles the line between comics and picture books, remains relatively underappreciated. This is remarkable since Spiegelman’s fascination with childhood and picture books forms a thread that connects his early creative works (as theGarbage Pail Kidsand theWacky Pages) to his later work as an editor of and contributor to theLittle LitandToon Bookseries, and his critical essays on classic picture-book artists, such as Dr. Seuss and Maurice Sendak. While Spiegelman himself claims a didactic impulse behind these latter books (they aim to teach children literacy), this paper proposes the argument that there may be a more fundamental link between the theme of childhood and Spiegelman’s interest in visual storytelling. Analysing both Spiegelman’s creative work and his criticism (among which his book-length study of Jack Cole), I demonstrate how his work is engaged in an investigation into our emotional attachment to images from our childhood, and the specific role of the comics in the radical redefinition that the notion of childhood underwent in the second half of the twentieth century. [ABSTRACT FROM AUTHOR]

The South African constitution and related legislative tools provide a supportive framework for multilingual education. Successful implementation, however, requires appropriate learning materials and questions remain as to the vision and commitment of publishers to producing them. Based on an analysis of currently available books for children and interviews with publishers and key figures in the book value chain, this paper explores both the educational rationale for African language publishing and the issues that constrain expansion. These issues include the heavy dependence on the schools market in a society where the majority of the population cannot or do not buy books, the consequences of the slow implementation of the government language-in-education policy, and the particular challenges faced by small publishers. It argues that in order to move beyond dependence on the schools market, publishers need to look critically at the content of the materials they are producing, methods of reaching the huge, untapped markets, and pricing strategies. It also considers differing opinions about the usefulness of translation in increasing the amount of reading material in African languages. Finally, it concludes that responsibility for finding a way out of the current impasse lies with both government and the publishing industry. [ABSTRACT FROM AUTHOR]

The commitment to multilingualism embedded in the 1996 South African Constitution has wide ranging implications for many aspects of education. This paper focuses on the dearth of teaching and learning materials in African languages required to deliver effective bilingual education, and on the potential role of translation in offering solutions for this problem. Drawing on an analysis of currently available African language books for children and interviews with educators, writers, publishers, translators and organisations concerned with book promotion, it explores issues which have emerged as critical for both the quality and availability of translation. Attention is drawn to the ways in which translation can be perceived to either help or hinder the process of introducing children to reading materials in African languages. The challenges of working in the highly specialised field of children's literature with languages that have undergone varying degrees of standardisation are described. Finally, the tendency to translate mainly into the larger, more commercially viable languages is considered, together with suggestions for ways in which publishers might be persuaded to translate across all official languages. [ABSTRACT FROM AUTHOR]

Argumentation is challenging for young learners. We used design research to develop an intervention that was based on principles of dialogic argumentation and strategy instruction and used genre elements to guide planning and evaluation for revision. Instruction included oral discussion of children's books, written responses to reading, and the writing of argumentative essays. We based professional development (PD) on the principles of practice-based PD. The study included 2 cycles of design research with implementation of PD and the instructional approach. Cycle 1 included kindergarten and 1st grade (7 weeks, 168 students, 10 teachers); Cycle 2 included kindergarten, 1st grade, and 2nd grade (5 weeks, 229 students, 12 teachers). We made improvements to instruction and PD between cycles based on the design research. Pretest–posttest comparisons showed improvements in quality in both cycles and more genre elements in Cycle 2. Teachers responded positively to PD. We discuss limitations and implications for future research. [ABSTRACT FROM AUTHOR]

This paper compares children's books that were written for Muslim, Jewish and Christian children. The speech and behavior of the characters, the settings, themes, prayers, and references to G-d and scripture, make present to the reader ideologies on which the books are based. The books share characteristics of the importance of community, family life and generosity of spirit. The degree to which these are based on scripture and prayer, or the expected outcome of a faithful life, differs among the faith communities. Cet article compare les livres des enfants qui ont été écrits pour les enfants islamiques, juifs, et chrétiens et qui ont été annoncés aux parents qui enseignent leurs enfants en privé, à la maison, dans ces trois traditions de foi. Le discours et le comportement des caractères, les descriptions d'où les histoires ont eu lieu, les thèmes, les prières, et les références à Dieu et au scripture font à présent au lecteur quelques idéologies dans lesquelles les livres sont bases. Les livres partagent des caractéristiques d'importance de la communauté, de la vie de famille, et de générosité de l'esprit. Le degré auquel ceux-ci sont basés sur le scripture et la prière, ou les résultats prévus d'une vie fidèle, diffère parmi les communautés de foi. [ABSTRACT FROM AUTHOR]

With foreign books being included in the canon of children's literature that was officially prescribed by the East German regime, translation was firmly integrated into the literary system. However, all literature, no matter whether children's, adults', indigenous or translated, was monitored and guided. Publishers were required to apply for a print permit for every individual text planned for publication. Now, after the fall of the Iron Curtain, these applications have become available to the researcher and reveal a fascinating picture of the processes, strategies and conditions around translation and production of children's books. In order to provide a well-rounded picture of the socio-political context of translation in East Germany, this paper discusses areas such as economy, ideology and publishing policies in the children's book sector. [ABSTRACT FROM AUTHOR]

The following consists of the final chapter of my book, The Divine Mind: Exploring the Psychological History of God's Inner Journey, published by Prometheus Books in 2018. The book tells the story of God's evolution as depicted in the three Abrahamic religions—Judaism, Christianity, and Islam. Needless to say, this parallels the evolution of human consciousness, as each reflects the other. This chapter picks up where an earlier one left off, namely, on the nature of Ein Sof (literally, "infinity" or "without end"). This is the name that the Kabbalists have assigned to the mystical Godhead or absolute nothingness that is beyond anthropomorphic projections and all other gods, including the biblical one. The book won a Nautilus Book Award in the category of "Religion/Spirituality of Western Thought." [ABSTRACT FROM AUTHOR]

Spanish language diversity has been a reality in the United States. The Spanish language has been featured in children's books since the late 1960s and early 1970s, with much of it carelessly represented, with translation mistakes and stereotypical portrayals of English language learners. With the increase of Latinos/as authors, representations of Spanish became more varied and nuanced in fictional texts. The representation of Spanish varieties, or Spanishes, in children's literature can offer panoramic views of English language learners as main characters using their cultural and linguistic resources as they participate in families, classrooms, and neighborhoods. Nevertheless, how children are guided to read these texts largely shapes how they interpret authors' and characters' language use. Besides complete translations Spanishes are represented through the genres of dual-language texts, books with bilingual text, and translanguage texts, books laced with Spanish words. This article documents our critical collaborative inquiry of our teaching experiences and insights with these two genres. Critical questions for analysis of language diversity in children's literature are proposed. [ABSTRACT FROM AUTHOR]

This article reviews the history of the children's book Bim-bom dzelen′-bom! published in Germany in 1949, as well as the illustrator Okhrim Sudomora's background. The article also examines the cultural context of the publication and artist within the history of children's books from the end of the First World War to the post-Second World War period. [ABSTRACT FROM AUTHOR]

This article draws connections between cultural criminology, the Scandinavian penal exceptionalism literature and desistance research by taking a close look at two Norwegian children's books published in the 1950s. I argue that both books are fundamentally desistance stories and that their enduring success should be seen, at least in part, as a result of their articulation of broader cultural values that Norwegian parents have seen (and continue to see) as important to communicate to their children. Both books highlight redemption and forgiveness as important values. I also argue that because they have become part of the Norwegian literary canon, they continue to act as arenas for the reproduction of these values. These books may, therefore, be seen as both exhibiting and reproducing what we may call a desistance-conducive 'culture of second chances'. [ABSTRACT FROM AUTHOR]

Abundant research has explored interactive book reading and children's literacy learning, but little is known about interactive digital book reading among families with refugee backgrounds. Drawing upon theoretical perspectives on social semiotics multimodality, this study investigates what happens when parents and children with a refugee background read digital children's books multimodally. Data sources include ethnographic interviews, video recordings of family conversations, artifacts, and descriptive field notes based on observations. The findings present three common themes: selecting books, meaning making through semiotic resources, and discussing and learning in two languages. Implications include the importance of valuing digital multimodal and dual-language children's books and acknowledging multiple interactions among parents, siblings, and young children of families with refugee backgrounds. [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]

We analyse a corpus of 99 recent Spanish-language picturebooks, based on converging recommendations of prestigious reading promotion institutions in different countries. Focusing on the books that feature non-human characters, we inquire into how animals and other creatures may open possibilities to present diverse and intercultural worlds narrating difference differently. Using critical content analysis with an intersectional lens, we give an overview of the predominant narratives about groups and societal organisations in recommended children's books. Most of the books in this sample (re)produce a desire for a social homogeneity, depicting communities of similar creatures threatened by those of a different kind and/or by the destabilisation of hierarchical orders. We highlight a few books that open up possibilities to narrate shifting identities and social positionings, as well as dynamics of exclusion and propose to look at the potential of non-representational stories for intercultural education. [ABSTRACT FROM AUTHOR]

The development of humanity ensures the lasting development of society. When all human endeavors are geared toward the best interests of cultivating children's humanity, all situations can ultimately be transformed into something positive. To engage youths in conversations on humanity through children's literature, we used the three criteria: 1) story and character, 2) language, and 3) illustration and text, suggested by the University of British Columbia Library, to analyze Ikeda's books for children. We then discuss potential initiatives that academic librarians, children and youth services librarians, and media specialists can do to plant the seeds of humanity. [ABSTRACT FROM AUTHOR]

Research attests that when children are given essential knowledge about Child Sexual Abuse (CSA) prevention, such as the maintenance of boundaries and personal space, the correct anatomical names for genitals, and information on how to distinguish between appropriate and inappropriate touching, children are less likely to experience sexual abuse and more likely to disclose abuse they have already encountered. CSA prevention books aim to teach children safety skills, helping to inform them on how to assess a situation and what to do if they are made to feel uncomfortable. This research analyzes 44 CSA prevention books to ascertain whether they are in line with academic recommendations as to what knowledge children should be taught in order to protect them, as much as possible, from sexual abuse. While most of the books do follow advice derived from the academic literature, only 7 books contained 70% or more of the information research determined to be essential. Despite the documented importance of teaching children anatomically correct names for genitals, this was missing in 91% of books analyzed. It is recommended, therefore, in order to ensure sufficient coverage of essential information, that multiple CSA prevention books are obtained for, and read with, children. [ABSTRACT FROM AUTHOR]

Children's literature is a spectrum which reflects all the characteristics and needs of children as well as the issues related to them. An aspect of a child's life is spirituality. While children's books can play a significant role in the spiritual development of children, the spirituality issue has been underrepresented in children's literature. The present study was conducted to explore the reflection of spirituality in children's books. To this end, the works of Douglas Wood were case studied as they are concerned with spiritual matters. The study is scientifically based on the Relational Consciousness theory by Rebecca Nye and David Hay, which focuses on children's spirituality. It seems that the targeted books have the potential to take children on a spiritual journey and affect them in terms of spiritual growth and consciousness; in his books, Douglas Wood introduces different aspects of spirituality and shares his experiences with the addressee. [ABSTRACT FROM AUTHOR]

This paper presents the results of a macrotextual and paratextual analysis of a sample of 42 English and Afrikaans children's books (21 source texts and their translations). The sample consists of books for the age group six to 12, and includes readers and picture books, and books of South African as well as international origin. The aim of the analysis is to explore some of the preliminary norms that may influence the selection of books for translation in the Afrikaans/ English language pair. In this, the focus is on perceived function (specifically as evident in paratextual material), cultural content, and verbal style, as three dimensions that may affect text selection in particularly salient ways. The analysis (primarily of the source texts) indicates potentially significantly different selection criteria for different subgroups of children's books (for example, readers and picture books, local and international books, Afrikaans and English books). [ABSTRACT FROM PUBLISHER]