Picturing the Wolf in Children's Literature

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Picturing the Wolf in Children's Literature by Debra Mitts-Smith Summary

From the villainous beast of “Little Red Riding Hood” and “The Three Little Pigs,” to the nurturing wolves of Romulus and Remus and Rudyard Kipling’s The Jungle Book, the wolf has long been a part of the landscape of children’s literature. Meanwhile, since the 1960s and the popularization of scientific research on these animals, children’s books have begun to feature more nuanced views. In Picturing the Wolf in Children’s Literature, Mitts-Smith analyzes visual images of the wolf in children’s books published in Western Europe and North America from 1500 to the present. In particular, she considers how wolves are depicted in and across particular works, the values and attitudes that inform these depictions, and how the concept of the wolf has changed over time. What she discovers is that illustrations and photos in works for children impart social, cultural, and scientific information not only about wolves, but also about humans and human behavior. First encountered in childhood, picture books act as a training ground where the young learn both how to decode the “symbolic” wolf across various contexts and how to make sense of “real” wolves. Mitts-Smith studies sources including myths, legends, fables, folk and fairy tales, fractured tales, fictional stories, and nonfiction, highlighting those instances in which images play a major role, including illustrated anthologies, chapbooks, picture books, and informational books. This book will be of interest to children’s literature scholars, as well as those interested in the figure of the wolf and how it has been informed over time.

Second-Generation Memory and Contemporary Children’s Literature

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Second-Generation Memory and Contemporary Children’s Literature by Anastasia Ulanowicz Summary

Winner of the Children’s Literature Association Book Award This book visits a range of textual forms including diary, novel, and picturebook to explore the relationship between second-generation memory and contemporary children’s literature. Ulanowicz argues that second-generation memory — informed by intimate family relationships, textual mediation, and technology — is characterized by vicarious, rather than direct, experience of the past. As such, children’s literature is particularly well-suited to the representation of second-generation memory, insofar as children’s fiction is particularly invested in the transmission and reproduction of cultural memory, and its form promotes the formation of various complex intergenerational relationships. Further, children’s books that depict second-generation memory have the potential to challenge conventional Western notions of selfhood and ethics. This study shows how novels such as Lois Lowry’s The Giver (1993) and Judy Blume’s Starring Sally J Freedman as Herself (1977) — both of which feature protagonists who adapt their elders’ memories into their own mnemonic repertoires — implicitly reject Cartesian notions of the unified subject in favor of a view of identity as always-already social, relational, and dynamic in character. This book not only questions how and why second-generation memory is represented in books for young people, but whether such representations of memory might be considered 'radical' or 'conservative'. Together, these analyses address a topic that has not been explored fully within the fields of children’s literature, trauma and memory studies, and Holocaust studies.

Contemporary Dystopian Fiction for Young Adults

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Contemporary Dystopian Fiction for Young Adults by Balaka Basu,Katherine R. Broad,Carrie Hintz Summary

Winner of the Children’s Literature Association Edited Book Award From the jaded, wired teenagers of M.T. Anderson's Feed to the spirited young rebels of Suzanne Collins’ The Hunger Games trilogy, the protagonists of Young Adult dystopias are introducing a new generation of readers to the pleasures and challenges of dystopian imaginings. As the dark universes of YA dystopias continue to flood the market,Contemporary Dystopian Fiction for Young Adults: Brave New Teenagers offers a critical evaluation of the literary and political potentials of this widespread publishing phenomenon. With its capacity to frighten and warn, dystopian writing powerfully engages with our pressing global concerns: liberty and self-determination, environmental destruction and looming catastrophe, questions of identity and justice, and the increasingly fragile boundaries between technology and the self. When directed at young readers, these dystopian warnings are distilled into exciting adventures with gripping plots and accessible messages that may have the potential to motivate a generation on the cusp of adulthood. This collection enacts a lively debate about the goals and efficacy of YA dystopias, with three major areas of contention: do these texts reinscribe an old didacticism or offer an exciting new frontier in children's literature? Do their political critiques represent conservative or radical ideologies? And finally, are these novels high-minded attempts to educate the young or simply bids to cash in on a formula for commercial success? This collection represents a prismatic and evolving understanding of the genre, illuminating its relevance to children's literature and our wider culture.

Ethics in British Children's Literature

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Ethics in British Children's Literature by Lisa Sainsbury Summary

Featuring close readings of selected poetry, visual texts, short stories and novels published for children since 1945 from Naughty Amelia Jane to Watership Down, this is the first extensive study of the nature and form of ethical discourse in British children's literature. Ethics in British Children's Literature explores the extent to which contemporary writing for children might be considered philosophical, tackling ethical spheres relevant to and arising from books for young people, such as naughtiness, good and evil, family life, and environmental ethics. Rigorously engaging with influential moral philosophers, from Aristotle through Kant and Hegel, to Arno Leopold, Iris Murdoch, Mary Midgley, and Lars Svendsen, this book demonstrates the narrative strategies employed to engage young readers as moral agents.

The Soviet Union in Literature for Children and Young Adults

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The Soviet Union in Literature for Children and Young Adults by N.A Summary

A comprehensive guide to children's and adolescent fiction, traditional literature, and biography dealing with the nationalities of the Soviet Union, this bibliography thoroughly annotates 536 books written in or translated into English and published from 1900 to 1990, portraying the lives of Soviet peoples in their homelands or as immigrants in Europe and North America. Sources are grouped according to geographical and political regions and further divided by genres. Annotations include plot summary, literary and artistic analysis, and information about awards; reading levels are noted with the citations. Indexes of author/translator/illustrator, titles, and subjects are provided, and the volume introduction surveys Soviet lands and peoples and their history of literature for youth.

Home Words

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Home Words by Mavis Reimer Summary

The essays in Home Words explore the complexity of the idea of home through various theoretical lenses and groupings of texts. One focus of this collection is the relation between the discourses of nation, which often represent the nation as home, and the discourses of home in children’s literature, which variously picture home as a dwelling, family, town or region, psychological comfort, and a place to start from and return to. These essays consider the myriad ways in which discourses of home underwrite both children’s and national literatures. Home Words reconfigures the field of Canadian children’s literature as it is usually represented by setting the study of English- and French-language texts side by side, and by paying sustained attention to the diversity of work by Canadian writers for children, including both Aboriginal peoples and racialized Canadians. It builds on the literary histories, bibliographical essays, and biographical criticism that have dominated the scholarship to date and sets out to determine and establish new directions for the study of Canadian children’s literature.

(Re)imagining the World

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(Re)imagining the World by Yan Wu,Kerry Mallan,Roderick McGillis Summary

(Re)Imagining the world: Children’s Literature’s Response to Changing Times considers how writers of fiction for children imagine ‘the world’, not one universal world, but different worlds: imaginary, strange, familiar, even monstrous worlds. The chapters in this collection discuss how fiction for children engages with some of the changes brought about by new technologies, information literacy, consumerism, migration, politics, different family structures, cosmopolitanism, new and old monsters. They also invite us to think about how memory shapes our understanding of the past, and how fiction engages our emotions, our capacity to empathise, and our desire to discover, and what the future may hold. The contributors bring different perspectives from education, postcolonial studies, literary criticism, cultural studies, childhood studies, postmodernism, and the social sciences. With a wide coverage of texts from different countries, and scholarly and lively discussions, this collection is itself a testament to the power of the human imagination and the significance of children’s literature in the education of young people. ​

Children's Literature Review

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Children's Literature Review by Tom Burns Summary

Covers writers and illustrators for children and young adults. Entries consist of listings of major works, awards, and critical excerpts from significant reviews and commentaries on the author's or artist's works.

The Elephant in the Room

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The Elephant in the Room by Eviatar Zerubavel Summary

The fable of the Emperor's New Clothes is a classic example of a conspiracy of silence, a situation where everyone refuses to acknowledge an obvious truth. But the denial of social realities--whether incest, alcoholism, corruption, or even genocide-is no fairy tale. In The Elephant in the Room, Eviatar Zerubavel sheds new light on the social and political underpinnings of silence and denial-the keeping of "open secrets." The author shows that conspiracies of silence exist at every level of society, ranging from small groups to large corporations, from personal friendships to politics. Zerubavel shows how such conspiracies evolve, illuminating the social pressures that cause people to deny what is right before their eyes. We see how each conspirator's denial is symbiotically complemented by the others', and we learn that silence is usually more intense when there are more people conspiring-and especially when there are significant power differences among them. He concludes by showing that the longer we ignore "elephants," the larger they loom in our minds, as each avoidance triggers an even greater spiral of denial. Drawing on examples from newspapers and comedy shows to novels, children's stories, and film, the book travels back and forth across different levels of social life, and from everyday moments to large-scale historical events. At its core, The Elephant in the Room helps us understand why we ignore truths that are known to all of us.

Children's Books of the Year

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Children's Books of the Year by N.A Summary

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Animals and the Human Imagination

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Animals and the Human Imagination by Aaron S. Gross,Anne Vallely Summary

Human beings have long imagined their subjectivity, ethics, and ancestry with and through animals, yet not until the mid-twentieth century did contemporary thought reflect critically on animals' significance in human self-conception. Thinkers such as French philosopher Jacques Derrida, South African novelist J. M. Coetzee, and American theorist Donna Haraway have initiated rigorous inquiries into the question of the animal, now blossoming in a number of directions. It is no longer strange to say that if animals did not exist, we would have to invent them. This interdisciplinary and cross-cultural collection reflects the growth of animal studies as an independent field and the rise of "animality" as a critical lens through which to analyze society and culture, on a par with race and gender. Essays consider the role of animals in the human imagination and the imagination of the human; the worldviews of indigenous peoples; animal-human mythology in early modern China; and political uses of the animal in postcolonial India. They engage with the theoretical underpinnings of the animal protection movement, representations of animals in children's literature, depictions of animals in contemporary art, and the philosophical positioning of the animal from Aristotle to Derrida. The strength of this companion lies in its timeliness and contextual diversity, which makes it essential reading for students and researchers while further developing the parameters of the discipline.

Key Concepts in Creative Writing

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Key Concepts in Creative Writing by Matt Morrison Summary

A comprehensive writers' guide to the terminology used across the creative writing industries and in the major literary movements. Packed with practical tips for honing writing skills and identifying opportunities for publication and production, it also explains the workings of publishing houses, literary agencies and producing theatres.

The Academy and Literature

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The Academy and Literature by N.A Summary

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Through the Eyes of a Child

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Through the Eyes of a Child by Donna E. Norton Summary

Handboek over de (Engelstalige) jeugdliteratuur, bestemd voor onderwijsgevenden en bibliothecarissen, met theoretische informatie en veel praktische voorbeelden.

Canadian Children's Literature

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Canadian Children's Literature by N.A Summary

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Interpreting Literature With Children

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Interpreting Literature With Children by Shelby A. Wolf Summary

Clearly organized and beautifully written, Interpreting Literature With Children is a remarkable book that stands on the edge of two textbook genres: the survey of literature text and the literary criticism text. Neither approach, however, says enough about how children respond to literature in everyday classroom situations. That is the mission of this book. It begins by providing a solid foundation in both approaches and then examines multiple ways of developing children's literary interpretation through talk, through culture, class, and gender, as well as through creative modes of expression, including writing, the visual arts, and drama. The result is a balanced resource for teachers who want to deepen their understanding of literature and literary engagement. Because of its modest length and price and its ongoing focus on how to increase student engagement with literature, either pre-service or practicing teachers can use this text in children's literature, language arts, or literacy and language courses.

New Voices in Children's Literature Criticism

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New Voices in Children's Literature Criticism by Sebastien Chapleau Summary

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Bulletin of the Center for Children's Books

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Bulletin of the Center for Children's Books by N.A Summary

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The New Basic Readers: no. 2. More friends and neighbors

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The New Basic Readers: no. 2. More friends and neighbors by William Scott Gray Summary

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The Book Review

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The Book Review by N.A Summary

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Contemporary Authors

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Contemporary Authors by N.A Summary

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Indian Review of Books

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Indian Review of Books by N.A Summary

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Thinking Through Children's Literature in the Classroom

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Thinking Through Children's Literature in the Classroom by Agustín Reyes-Torres,Luis S. Villacañas-de-Castro,Betlem Soler-Pardo Summary

"This book is the result of understanding literature as a central part of children's education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people - themselves included - live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their literary competence, one that prepares them to produce independent and sensible interpretations of the world. Of course, the endeavor of forming young readers and fostering their ability to think begins primarily by having well-read teachers who are enthusiastic about teaching and, secondly, by having students who are willing to learn. To encourage and sustain them through the critical turns of their own thinking processes, educators must surely display a sound pedagogic knowledge apart from deep literary expertise."

Jan Brett Literature Activities--Beauty and the Beast

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Jan Brett Literature Activities--Beauty and the Beast by Kimberly Suzan Byrd Summary

These quick, engaging activities help students enjoy the vibrant, authentic literature of Jan Brett. Cross-curricular before-, during-, and after-reading activities are provided for a comprehensive study of Beauty and the Beast.

Children's Literature in the Elementary School

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Children's Literature in the Elementary School by Charlotte S. Huck,Barbara Zulandt Kiefer,Janet Hickman,Susan Hepler Summary

Accompanying CD-ROM contains: McGraw-Hill children's literature database; a student study guide; and practical resources.

Children's Literature Association Quarterly

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Children's Literature Association Quarterly by N.A Summary

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Best Sellers

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Best Sellers by N.A Summary

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Something about the Author

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Something about the Author by Gale Group,Maikue Vang Summary

Provides biographical information on the men and women who write and illustrate children's books.

Mourning Sex

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Mourning Sex by Peggy Phelan Summary

This is a book about the exhilaration and the catastrophe of embodiment. Analyzing different instances of injured bodies, Peggy Phelan considers what sustained attention to the affective force of trauma might yield for critical theory. Advocating what she calls "performative writing", she creates an extraordinary fusion of critical and creative thinking which erodes the distinction between art and theory, fact and fiction. The bodies she examines here include Christ's, as represented in Caravaggio's painting The Incredulity of St Thomas, Anita Hill's and Clarence Thomas's bodies as they were performed during the Senate hearings, the disinterred body of the Rose Theatre, exemplary bodies reconstructed through psychoanalytic talking cures, and the filmic bodies created by Tom Joslin, Mark Massi, and Peter Friedman in Silverlake Life: The View From Here. This new work by the highly-acclaimed author of Unmarked makes a stunning advance in performance theory in dialogue with psychoanalysis, queer theory, and cultural studies.

Elementary English

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Elementary English by N.A Summary

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California Librarian

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California Librarian by N.A Summary

Includes Handbook and proceedings of the annual meeting of the California Library Association.

Child Development Through Literature

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Child Development Through Literature by Sherrie Landau Epstein Summary

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Illustrators of Children's Books

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Illustrators of Children's Books by Lee Kingman Summary

Over 452 biographical sketches describe the illustrators active from 1957 to 1966 and introductory essays comment on recent trends

Children's Literature Abstracts

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Children's Literature Abstracts by N.A Summary

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Words and Pictures

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Words and Pictures by Nina Mikkelsen Summary

This book has a unique integrated approach that discusses what teachers need to know about children’s books, including: the history of children’s books, themes in children’s books, genres, conventions of children’s books, their basic elements, the creative process – how and why children’s books are written, and how to teach using children’s books. Students will learn about social contexts of children’s literature, authoring processes, mediation techniques, children’s storymaking, literature and literacy approach for classroom teaching, classroom book collections, multicultural concerns, reader response practices, censorship, gender issues, book awards and prizes, evaluation techniques, different interpretation methods, the different literacies available to children today, and literature-based assessment. A strong emphasis on multiculturalism and practical experiences is evident throughout the chapters.