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"In a significant and unique contribution to our understanding of reading and literacy development, Margaret Mackey draws together memory, textual criticism, social analysis, and reading theory in an extraordinary act of self-study. One Child Reading reflects a remarkable academic undertaking. Seeking a deeper sense of what happens when we read, Mackey revisited the texts she read, viewed, listened to, and played as she became literate in the 1950s and 1960s in St. John's, Newfoundland. This tremendous sweep of reading included school texts, knitting patterns, and games, as well as hundreds of books. The result is not a memoir but rather a deftly theorized exploration of how a reader is constructed. This is an essential book for librarians, classroom teachers, those involved in literacy development, and all serious readers."--

Mackey, Margaret --- Reading. --- Literacy. --- Lecture. --- Alphabétisation. --- Illiteracy --- Education --- General education --- Reading --- Language arts --- Elocution --- Study and teaching --- Mackey, Margaret, --- Books and reading. --- Childhood and youth. --- Livres et lecture. --- Enfance et jeunesse. --- Literacy/Reading.

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What does it mean for a child to be a'reader'and how did American culture come to place such a high value on this identity? Reading Children offers a history of the relationship between children and books in Anglo-American modernity, exploring long-lived but now forgotten early children's literature, discredited yet highly influential pedagogical practices, the property lessons inherent in children's book ownership, and the emergence of childhood itself as a literary property.The nursery and schoolroom version of the social contract, Crain argues, underwrote children's entry not only into reading and writing but also into a world of commodity and property relations. Increasingly positioned as an indispensable form of cultural capital by the end of the eighteenth century, literacy became both the means and the symbol of children's newly recognized self-possession and autonomy. At the same time, as children's legal and economic status was changing,'childhood'emerged as an object of nostalgia for adults. Literature for children enacted the terms of children's self-possession, often with explicit references to property, contracts, or inheritances, and yet also framed adult longing for an imagined past called'childhood.'Dozens of colorful illustrations chart the ways in which early literature for children was transformed into spectacle through new image technologies and a burgeoning marketplace that capitalized on nostalgic fantasies of childhood conflated with bowdlerized fantasies of history. Reading Children offers new terms for thinking about the imbricated and mutually constitutive histories of literacy, property, and childhood in the eighteenth and nineteenth centuries that ground current anxieties and long-held beliefs about childhood and reading.

Children --- Literacy --- Socialization --- 028 --- 094:82-93 --- 094 <73> --- 094 <73> Oude en merkwaardige drukken. Kostbare en zeldzame boeken. Preciosa en rariora--Verenigde Staten van Amerika. VSA. USA --- Oude en merkwaardige drukken. Kostbare en zeldzame boeken. Preciosa en rariora--Verenigde Staten van Amerika. VSA. USA --- 094:82-93 Oude en merkwaardige drukken. Kostbare en zeldzame boeken. Preciosa en rariora-:-Kinderliteratuur. Jeugdliteratuur --- Oude en merkwaardige drukken. Kostbare en zeldzame boeken. Preciosa en rariora-:-Kinderliteratuur. Jeugdliteratuur --- 028 Lezen. Lectuur --- Lezen. Lectuur --- Child socialization --- Enculturation --- Social education --- Education --- Sociology --- Illiteracy --- General education --- Childhood --- Kids (Children) --- Pedology (Child study) --- Youngsters --- Age groups --- Families --- Life cycle, Human --- Social conditions --- History --- Books and reading --- Sociology of literature --- History of civilization --- History of North America --- anno 1800-1899 --- United States of America