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This book studies the interaction of heritage and fiction written for children over a forty year period in Britain. Examples range from new interactive displays in museums to historical re-enactment and the teaching of 'living history'.
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This book provides a critical appraisal of the treatment of war in children's reading during the 20th century, covering World War I, World War II and subsequent wars, including Vietnam, the Gulf War and the war in the Balkans.
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"Germany has had a profound influence on English stories for children. The Brothers Grimm, The Swiss Family Robinson and Johanna Spyri's Heidi quickly became classics but, as David Blamires clearly articulates in this volume, many other works have been fundamental in the development of English children's stories during the 19th century and beyond. Telling Tales is the first comprehensive study of the impact of Germany on English children's books, covering the period from 1780 to the First World War. Beginning with The Adventures of Baron Munchausen, moving through the classics and including many other collections of fairytales and legends, it covers a wealth of translated and adapted material."--Publisher's description.
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Talking Books sets out to show how some of the leading children's authors of the day respond to these and other similar questions. The authors featured are Neil Ardley, Ian Beck, Helen Cresswell, Gillian Cross, Terry Deary, Berlie Doherty, Alan Durant, Brian Moses, Philip Pullman, Celia Rees, Norman Silver, Jacqueline Wilson, and Benjamin Zephaniah.They discuss with great enthusiasm:*their childhood reading habits*how they came to be published*how they write on a daily basis*how a particular book came together*a type of writing that they are
Children's literature, English --- Authors, English --- Children's literature --- English children's literature --- English literature --- History and criticism --- Theory, etc. --- Authorship. --- Reading - Ability testing. --- Educational tests and measurements. --- Reading
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This book is the first ever major effort to document and study hundreds of texts from an African (Ugandan) oral culture for children – folktales, riddles, and rhymes – and at the same time to make them available in the local languages and to focus on their cultural and national value. The author surveys the history of collecting in Uganda and situates the texts in their broader geographical, historical, socio-cultural and educational setting, including the early collecting efforts of heritage-minded Ugandans and European missionaries. Most of this preservational work is elusive and under-explored – so that the present book constitutes a major pioneering summary of Ugandan oral culture for children. The book addresses key questions such as: What happens when we collect, transcribe, and translate an oral text? How do we transfer components of the oral text to the page? What are the challenges of translating oral forms targeting specifi¬cally a child audience, and what choices ought to be made in the process? The book provides possible ways of rethink¬ing the debate about orality and literacy as modes of representation – the generic interrelationship between the oral and the written text, and how the two can enter dialogue through transcription and translation. The latter are effective means to archive these oral forms for children and use them to promote literacy and numeracy skills in predominantly oral communities. In the current institutions of formal education in Uganda, this coexistence of orality and literacy is evident in the class¬room environment, where the oral text is turned into words on the page to encourage literacy. Through transcription, the collector is able to capture oral texts in other forms – audio, written, visual, and digital. With the new technologies available, the task is not as arduous as in the past, and the information thus captured is made available in all its wealth for purposes of instruction or entertainment.
Children's literature --- Children's literature, English --- Folk literature. --- Children's literature. --- Children's literature, English. --- English children's literature --- English literature --- Juvenile literature --- Literature --- Oral literature --- Folklore --- History and criticism. --- Folk literature --- History and criticism
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Aesthetics --- Children's literature. Juvenile literature --- Children's literature, American --- Children's literature, English --- Children --- English children's literature --- English literature --- American children's literature --- American literature --- History and criticism&delete& --- Theory, etc --- Books and reading --- History and criticism
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"Activist and radical left politics in Britain have long been concerned with issues of race. It is not until the 1960s, when the British population began seeing an increased populace of British-born children from Black and Asian backgrounds, that a significant number of writers began addressing children of colour about activist and radical ideas. Exploring some of the activists producing work from the late 1960s onwards and how and why they wrote and published for children, this text examines the space given to people of colour by white activists; the voice agency and intersectionality in activist writing for young people; how writers used activism to expand definitions of Britishness for child readers; and finally, how activism and writing about it has changed in the 21st century. From communist and feminist activists concerned with broader children's rights, such as Chris Searles and Rosemary Stones, to Black Panthers and contemporary advocates for people of colour from Farrukh Dhondy to Floella Benjamin, Benjamin Zephaniah to Liv Little, Karen Sands-O'Connor traces how these radicals translated their values for children of colour. Beginning with the incidents that sparked activism and the first cultural products for children up to the mainstream presses publishing figures such as the grime artist Stormzy, this book analyses the choices, struggles and successes of writers of activist literature as they tried to change Britain and British literature to make it a welcoming place for all child readers."--
Children's literature, English. --- Children of minorities --- Authors, English. --- Political activists --- Books and reading --- Activists, Political --- Persons --- Political participation --- English authors --- English children's literature --- English literature --- børne- og ungdomslitteratur.
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82-93 --- Kinderliteratuur. Jeugdliteratuur --- 82-93 Kinderliteratuur. Jeugdliteratuur --- Children's literature, English --- Children --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- English children's literature --- English literature --- History and criticism&delete& --- Congresses --- Books and reading&delete& --- History and criticism --- Books and reading
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In this pioneering historical study, Anne Lundin argues that schools, libraries, professional organizations, and the media together create and influence the constantly changing canon of children's literature. Lundin examines the circumstances out of which the canon emerges, and its effect on the production of children's literature. The volume includes a comprehensive list of canonical titles for reference.
Children's literature, American --- Children's literature, English --- Children --- Canon (Literature) --- Classics, Literary --- Literary canon --- Literary classics --- Best books --- Criticism --- Literature --- Books and reading for children --- Reading interests of children --- English children's literature --- English literature --- American children's literature --- American literature --- History and criticism --- Theory, etc. --- Books and reading. --- Children's literature. Juvenile literature --- literaire canon --- jeugdliteratuur
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