Relevant bibliographies by topics / Books for young people

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Books for young people'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Books for young people"

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Philip and Phylis Morrison. "Science Books for Young People." Scientific American 265, no. 6 (December 1991): 148–53. http://dx.doi.org/10.1038/scientificamerican1291-148.

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Philip and Phylis Morrison. "Science Books for Young People." Scientific American 267, no. 6 (December 1992): 148. http://dx.doi.org/10.1038/scientificamerican1292-148.

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Istomin, Vladimir, and Alexander Gureev. "Books for all times: attitude to paper books today." KANT Social Sciences & Humanities, no. 4 (October 2020): 76–90. http://dx.doi.org/10.24923/2305-8757.2020-4.8.

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The current research aims to reveal how people feel about paper books and books in General (reading) today by looking at their reading practices. The considered social group that the study is aimed at is mainly young people who are not far from modern methods of communication and technology, as well as those who read books. Why choose this particular group? First, young people are most likely to accept changes, including technological ones, by stimulating them, in contrast to older people who accept them with fear. Secondly, this group uses social networks, which indicates that they are somewhat involved in technology, which means that the processes described probably affect them. Third, these people should read books, since in General the study concerns current reading practices and the attitude of readers to a paper book.
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Painter, Helen W. "Changing Images in Books for Young People." Child & Youth Services 7, no. 1-2 (May 22, 1985): 39–46. http://dx.doi.org/10.1300/j024v07n01_05.

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Carter, Carolyn J. "Young people and books: a review of the research into young people's reading habits." Journal of librarianship 18, no. 1 (January 1986): 1–22. http://dx.doi.org/10.1177/096100068601800101.

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Schulte-Cooper, Laura. "Awards that Celebrate Diversity in Children’s Literature." Children and Libraries 13, no. 3 (August 31, 2015): 34. http://dx.doi.org/10.5860/cal.13n3.34.

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So, you have just read “Day of Diversity: Extending the Dialogue, Encouraging the Action” (page 23) and you are eager to buy and promote diverse books, and read and support award-winning books given by diverse groups. But, where do you start? Right here! Below we’ve listed a sampling of book awards and recommended reading lists that highlight high-quality literature for young people about diverse peoples and triumphs of the human spirit.
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Bhattacharya, Abhik, and Subhasree Bhattacharjee. "HOW NFTs CAN REVOLUTIONIZE THE BOOK INDUSTRY." International Journal of Engineering Applied Sciences and Technology 7, no. 10 (February 1, 2023): 92–95. http://dx.doi.org/10.33564/ijeast.2023.v07i10.011.

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As the times are changing, physical books are also becoming old & a lot of young generations are preferring digital versions of physical books. The people who are most affected by these changes are the authors of those physical books. So the authors can adopt the NFTs which are unique tokens or digital representations of ownership of their book. They essentially turn their book into an NFT. This way the book can be digitally distributed as well as the author gets a lot of control over the distribution or sales of the book. This also garners the attention of the young generation. NFTs are our future and there are a lot of applications of NFT in the future.
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Spaulding, A. "Young people's books concerning visual impairment." Journal of Visual Impairment & Blindness 80, no. 10 (December 1986): 1010–18. http://dx.doi.org/10.1177/0145482x8608001015.

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Tiedt, Iris McClellan. "Books for the Teenage Reader: Autobiographical Insights: Authors' Books for Young People." English Journal 82, no. 3 (March 1993): 83. http://dx.doi.org/10.2307/820240.

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Tiedt, Iris McClellan. "Books for the Teenage Reader: Autobiographical Insights: Authors’ Books for Young People." English Journal 82, no. 3 (March 1, 1993): 83–86. http://dx.doi.org/10.58680/ej19937896.

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Dissertations / Theses on the topic "Books for young people"

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LACERDA, MAIRA GONCALVES. "READER S VISUAL EDUCATION THROUGH THE LENS OF DESIGN IN READING: BOOKS FOR CHILDREN AND YOUNG PEOPLE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34349@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Saber lidar com as imagens, compreendê-las e construir significado para elas, torna-se tarefa premente para os sujeitos na contemporaneidade, participantes de uma sociedade imersa na multimodalidade. Contudo, ao contrário da cultura escrita, não existem mecanismos de ensino próprios para a formação visual do indivíduo na instituição escolar. Compreendendo que o livro de literatura para crianças e jovens, em sua grande maioria, encontra na relação verbo-visual o espaço propício à fruição da poesia e da ficção, a presente pesquisa assume por objetivo estabelecer a relação entre o Design, presente nos livros de literatura voltados para crianças e jovens chancelados pelas políticas públicas, e o processo de formação visual do leitor. Para isso, propõe-se, por meio de análise gráfica dos livros literários selecionados pelo Programa Nacional Biblioteca da Escola - PNBE, a organização de um panorama a respeito da progressão de complexidade gráfica dessas obras, relacionando os aspectos gráficos por elas apresentados com o desenvolvimento escolar do leitor na Educação Infantil, nos anos iniciais e finais do Ensino Fundamental e no Ensino Médio. Nesse processo, foi possível perceber que os acervos organizados, apesar de possuírem objetos-livro cujos projetos são condizentes com o conceito de Design na Leitura, não apresentam em seu conjunto uma progressão, ao contrário, conforme os leitores avançam no processo escolar e na compreensão do conteúdo textual, o conteúdo gráfico e imagético tende a diminuir em quantidade e a simplificar-se. Acreditando que ao possibilitar que crianças e jovens se formem sujeitos leitores potentes na significação da verbo-visualidade, alcançando a condição de sujeitos críticos e agentes de mudanças dos sistemas ideológicos sociais que os circundam, propõem-se intervenções para a modificação desse cenário a partir de propostas direcionadas aos mediadores de leitura, dentre eles os designers.
Knowing how to handle, understand and build meanings from images is a paramount task for readers in contemporary society, as it is immersed in multimodality. However, in opposition to written culture, there are no specific teaching mechanisms for reader s visual education at schools. Acknowledging that most literature books for children and young people find a conducive environment for poetry and fiction fruition in the verbal-visual relationship, this research aims to stablish a connection between Design, present in literature books for children and young people sealed by public policies, and the process of reader s visual education. For that, we conducted a graphic analysis of literary books selected by Programa Nacional Biblioteca da Escola (PNBE) and organized an overview of their graphic complexity progression, relating the graphic aspects they present to reader s school development in pre-, elementary, middle and high school. In this process, we were able to perceive that, although the collections comprised books whose projects were consisted with the concept of Design in Reading, they did not present a progression of visual complexity. On the contrary, as young readers advanced on their schooling and understanding of textual content, graphic and image content tended to reduce in number and to become simpler. Thus, this research proposes interventions for changing this scenario based on actions targeted at reading mediators, among them, designers themselves. This would enable children and young people to become empowered readers in verbal-visual meaning-making and reach the condition of critical individuals and transformation agents in the ideological social systems that surround them.
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Thomson-Wohlgemuth, Gaby. "Translation under state control : the production and rewriting of books for young people in the German Democratic Republic (1961-1989)." Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442662.

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Reid, C. S. "National identity in Scottish and Swiss children's and young people's books : a comparative study." Thesis, University of Edinburgh, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.356405.

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Elsley, Susan. "Heroes and heroines or just like us? : young people's views on childhood in children's books." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/3232.

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Childhood is socially constructed and holds profound meaning for contemporary society. Although children are increasingly seen as social agents, the dominant view is that children are unable to make substantial contributions to society due to their immaturity and minority status. Childhood theorists have countered this by emphasising the importance of seeking children’s views, an approach which underpins this study. Children’s books provide ideological sources for constructing and understanding childhood. They have a cultural role in representing childhood to children and adults and are widely perceived to be a resource for children’s education and socialisation. In addition, children’s books are written, produced and their use is mediated by adults. This study aims to find out if books provide a space for children in a predominantly adult constructed world by exploring what young people think about the ways in which childhood is represented in children’s books. The research was undertaken with young people aged 10 to 14 years, concentrating on the lower and higher end of the age group, and took place in schools. Quantitative and qualitative methods were used with 158 young people taking part in a questionnaire survey and 43 participating in interviews. The study found that young people were active co-constructors, rather than passive recipients, of representations of childhood in children’s books. Young people demonstrated that they were skilled text handlers who acknowledged the influence of other media on their engagement with books although there were marked differences in their reading interests depending on age and gender. Young people were interested in fiction which portrayed assertive and competent depictions of childhood which they could relate to their own experience as well as enjoying reading about young characters with powers and skills which were extraordinary. Young people did not view childhood or the depiction of childhood negatively, accepting it as a state of being rather than one of becoming, hence contributing to their own understandings of childhood.
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Askland, Hedda Haugen. "Young East Timorese in Australia: Becoming Part of a New Culture and the Impact of Refugee Experiences on Identity and Belonging." Thesis, Connect to this title online, 2005. http://hdl.handle.net/1959.13/25016.

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In 1975 Indonesian forces invaded Dili, the capital of East Timor. The invasion and ensuing occupation forced thousands of East Timorese to leave their homes and seek refuge in Australia and other countries. This study considers the situation of a particular group of East Timorese refugees: those who fled to Australia during the 1990s and who were children or young adolescents at the time of their flight. Founded upon an understanding of social identity as being constantly transformed though a dialectic relation between the individual and his or her sociocultural surroundings, this dissertation considers the consequences of refugee experiences on individual identity and belonging, as well as the processes of conceptualising self and negotiating identity within changing social and cultural structures. The relationship between conflict and flight, resettlement, acculturation, identity and attachment is explored, and particular attention is given to issues of socialisation and categorisation, age and agency, hybridity, and ambiguity. Through a qualitative anthropological methodology informed by theories of cultural identity, adolescence and cross-cultural socialisation, the thesis seeks to shed light on the various dynamics that have influenced the young East Timorese people’s identity and sense of belonging, and considers the impact of acculturation and socialisation into a new culture at a critical period of the young people’s lives.
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Askland, Hedda Haugen. "Young East Timorese in Australia becoming part of a new culture and the impact of refugee experiences on identity and belonging /." Diss., Connect to this title online, 2005. http://hdl.handle.net/1959.13/25016.

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In 1975 Indonesian forces invaded Dili, the capital of East Timor. The invasion and ensuing occupation forced thousands of East Timorese to leave their homes and seek refuge in Australia and other countries. This study considers the situation of a particular group of East Timorese refugees: those who fled to Australia during the 1990s and who were children or young adolescents at the time of their flight. Founded upon an understanding of social identity as being constantly transformed though a dialectic relation between the individual and his or her sociocultural surroundings, this dissertation considers the consequences of refugee experiences on individual identity and belonging, as well as the processes of conceptualising self and negotiating identity within changing social and cultural structures. The relationship between conflict and flight, resettlement, acculturation, identity and attachment is explored, and particular attention is given to issues of socialisation and categorisation, age and agency, hybridity, and ambiguity. Through a qualitative anthropological methodology informed by theories of cultural identity, adolescence and cross-cultural socialisation, the thesis seeks to shed light on the various dynamics that have influenced the young East Timorese people’s identity and sense of belonging, and considers the impact of acculturation and socialisation into a new culture at a critical period of the young people’s lives.
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Gustafsson, Madeleine. "Bibliotekens möjligheter och begränsningar kopplat till digitalisering och bibliotekens webbsidor : Med fokus på digitalisering och barn och unga." Thesis, Uppsala universitet, Institutionen för ABM, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447373.

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In Sweden, political decision-makers assume that digitalization has become part of people’s everyday lives and look at its possibilities. In 2017, a new digitalization strategy was formed by the government. The main goal is to improve the digital competence of Sweden’s residents and confidence in the digital society. Children and young people are a priority when it comes to investing in digitalization both in school and in libraries. Digital competence as well as good reading skills are considered crucial to be able to participate in society. At the same time, previous research indicates that reading ability in children is decreasing. The responsibility of improving digital competence falls on the municipalities who believe that libraries can promote digital participation by developing visitors’ digital skills. The question is whether all libraries have this possibility and can meet this need of the population and to what extent depending on the resources the libraries have and the local conditions and restrictions that exist. The research questions are: How do libraries work with digital media and e-books to reach children and young people based on libraries’ websites and library plans? How do library plans relate to local practitioners; libraries’ websites and libraries’ e-books websites? What conditions, opportunities and constraints are linked to digital media and digitalization; based on libraries’ websites and library plans? What does it mean for libraries that the municipalities have the power and emphasize certain views and discourses in the library plans? The purpose is to investigate dominant conceptions in library plans and how these are put into practice on the libraries’ websites, with a focus on children and young people. The result showed that in the library plans, digitalization and libraries were either described based on possibilities or challenges and limitations. Children and young people were described together with a wide range of media types which shows that libraries are aware that children and young people use different kinds of media. The analysis of the various websites for children and young people showed that the children’s websites of libraries can look very different in terms of both appearance and content. The best thing would be if the websites looked similar in order for children and young people to be able to receive the same service no matter which website they visit. The analysis of the websites with e-books showed that they were more similar in appearance.   This is a two years master's thesis in Library and information science.
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Balster, Lori Maria Tarkany. "Cassie Dates Melvin: Or, How Two People Struggle to Save Their Town Despite a Few Small Obstacles Such as Killer Philodendrons (an Excerpt from Book Two in a Series)." University of Dayton / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1280259112.

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Fitzpatrick, Suzanne. "Young homeless people /." Basingstoke : Palgrave Macmillan, 2002. http://catalogue.bnf.fr/ark:/12148/cb38839040w.

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Doenitz, Ulrich. "Young people plan differently : participation of young people in urban planning." Thesis, Cardiff University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.606329.

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Books on the topic "Books for young people"

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Giblin, James. Writing books for young people. Boston: Writer, Inc., 1995.

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Giblin, James. Writing books for young people. Boston: Writer, Inc., 1990.

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A, Marquardt Dorothy, ed. Photography in books for young people. Metuchen, N.J: Scarecrow Press, 1985.

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Eads, Ward Martha, ed. Authors of books for young people. 3rd ed. Metuchen, N.J: Scarecrow Press, 1990.

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Agency, Illinois Environmental Protection, ed. Books for young people on environmental issues. Springfield, Ill: Illinois Environmental Protection Agency, Office of Public Information, 1987.

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International IBBY Conference on Books for Young People (24th 1995 Seville, Spain). 24th International IBBY Congress on Books for Young People: Proceedings : International Board on Books for Young People, IBBY. Madrid: OEPLI, 1995.

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Reidarson, Nina. Books for disabled young people: An annotated bibliography. Hosle, Norway: IBBY Documentation Centre of Books for Disabled Young People, the Norwegian Institute for Special Education, 1991.

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Malinowsky, H. Robert. Best science and technology reference books for young people. Phoenix, AZ: Oryx Press, 1991.

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R, Briggs Clyde, ed. Modern parables for young people. New York: Vantage Press, 1994.

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1928-, Gillespie John Thomas, ed. Publishers and distributors of paperback books for young people. 3rd ed. Chicago: American Library Association, 1987.

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Book chapters on the topic "Books for young people"

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Ramdarshan Bold, Melanie. "Conclusion: ‘Until There Are Enough People Like Us in Books, Writing Books, in the Industry, It’s Not Going to Change’." In Inclusive Young Adult Fiction, 145–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10522-8_5.

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Leão, Andréa Borges. "Elias and Literature: Psychogenesis of Brazil in French Books for Young People." In Norbert Elias and Empirical Research, 29–42. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137312143_3.

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Chidembo, Alfred. "Founder of Aussie Books for Zimbabwe." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 223–31. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Chidembo, Alfred. "Founder of Aussie Books for Zimbabwe." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 223–31. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-21.

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Kasali, Shannon O’rourke. "Books for Congo, Democratic Republic of the Congo." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 201–12. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-19.

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Kasali, Shannon O’rourke. "Books for Congo, Democratic Republic of the Congo." In Literacy and Reading Programmes for Children and Young People: Case Studies from Around the Globe, 201–12. New York: Apple Academic Press, 2021. http://dx.doi.org/10.1201/9781003189275-19.

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Sumberg, James, Carolina Szyp, Thomas Yeboah, Marjoke Oosterom, Barbara Crossouard, and Jordan Chamberlin. "Young people and the rural economy: syntheses and implications." In Youth and the rural economy in Africa: hard work and hazard, 173–80. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245011.0010.

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Abstract The research presented in this book uses qualitative and quantitative analysis to address the dominant narratives and 'conventional wisdom' about youth and the rural economy in sub-Saharan Africa. This final chapter synthesizes the empirical findings described in the previous chapters and sets out their discursive and practical implications for policy relating to youth, agricultural and rural development.
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Akram-Lodhi, A. Haroon, and Roy Huijsmans. "Conclusion: Youth Aspirations, Trajectories, and Farming Futures." In Becoming A Young Farmer, 415–33. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-15233-7_15.

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AbstractThis book commenced with a question of global importance: in a world in which farming populations are ageing, who is going to provide the planet’s peoples with the “sufficient, safe and nutritious food” that is needed to meet the “dietary needs and food preferences for an active and healthy life” (FAO 2006)? In other words, where are the people who are needed to generationally renew farming? As explained in the introduction, addressing this question meant going against the grain of much research on youth and agriculture. Rather than seeking to understand youth’s apparent disinterest in farming and their exodus from the countryside, the research teams focused on those youth and young adults who stayed in, returned, or relocated to rural areas and were involved in farming (often alongside various other economic activities). Thereby, the case studies presented in this book have put in the spotlight the next generation of farmers. In this concluding chapter, we draw out some important issues emerging from across the chapters and reflect on key differences. This way, we reiterate the various pathways of becoming a farmer, the main challenges experienced by these young farming women and men, and the roles that policies and organizations could play in facilitating the process of becoming a farmer.
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Holmarsdottir, Halla, Idunn Seland, and Christer Hyggen. "How Can We Understand the Everyday Digital Lives of Children and Young People?" In Understanding The Everyday Digital Lives of Children and Young People, 3–26. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-46929-9_1.

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AbstractThis chapter, introducing the present book on understanding the digital generation, first presents three different perspectives on technology and social change as (1) technological determinism, (2) social constructivism and (3) social shaping of technology. Second, the chapter introduces a conceptual model, derived from Bronfenbrenner’s ecological systems theory, for investigating and understanding why and how some children and young people seem to benefit from the use of digital technology while others are impacted negatively. This aim equals the overarching research question in DigiGen, a large-scale EU Horizon 2020 project between 2020–2022. The chapter further positions this research question in relation to digital divides, inequality, vulnerability, risk and human agency, the main theoretical concepts utilised in the analyses both in the project and in this book. Starting from the ‘microsystem’ level in ecological systems theory, the chapter reports highlights from novel research generated through the project on children and young people’s relationships, understandings and meaning making connected with use of digital technology within and across the family, for leisure, in school and on digital platforms offering opportunities for civic participation. The outline of the following chapters is then described with relation to the book’s main research question and the conceptual model.
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Sy, Jose Monfred C. "The Vegetal Modality of Resistance in Children's Books by/for Indigenous Peoples in the Philippines." In Plants in Children's and Young Adult Literature, 185–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781032066356-18.

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Conference papers on the topic "Books for young people"

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Balutoiu, Maria anca, Alexandru Gradinaru, Alin Moldoveanu, Florica Moldoveanu, Anakarina Nazare, Andrei Lapusteanu, and Mireille Radoi. "LIBQUEST - A CHALLENGE TO READ BOOKS THROUGH FUN." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-065.

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We live in a time period when technology is advancing at an incredible speed. What seemed to be almost science fiction twenty years ago nowadays is becoming or has already become reality. As a result, our activities (especially the activities of young people) have started to shift more and more towards the digital world. If our parents used to read books in order to spend their free time when they were in their 20s, nowadays young people prefer in their free time to play a mobile game rather than to read a book. Even though they know reading books can be more useful and even more entertaining than a mobile phone game, people tend to choose the smartphone activity because of the easiness of reaching the desired action. This paper presents the current status of the LibQuest prototype, an application part of Lib2Life research project, that enables the possibility to combine reading with fun and technology, aiming to remind people how important and fun reading can be. Inside virtual libraries, which reproduce real life libraries, people can solve quests (such as RPG quests), can take part in virtual tours or can participate to custom cultural events. All these actions (whether we talk about quests, tours or cultural events) can be created by an admin of the library or can be also created by users of the application. Tours and cultural events can take place only in the virtual world, while quests, in order to be more exciting, can take place in both the virtual world and the real world.
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Chupin, M. Yu. "Self-presentation of resettlement government officers in reference books for migrants (late 19th – early 20th centuries): an updated bureaucrat or official for the people." In Current Challenges of Historical Studies: Young Scholars' Perspective. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1110-2-181-188.

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Ovalle, Oscar, Claribeth Estepa, Maria Hoyos, Claudia Diaz, Sandra Jaramillo, Angelica Rada, and Paola Pastor. "Development of a Mentoring Program as a Strategy for the Empowerment of Young Professionals in the Strengthening of Their Soft Skills." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206217-ms.

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Abstract Objectives/Scope Contribute to the development of the profile of young professionals based on a balance between personal and work life, strengthening the self-confidence of the individual and leaving aside the influence of personal aspects in the professional field. Provide a deeper vision of their personal objectives from the discovery of the personality and the strengthening of soft skills by implementing an innovative methodology Methods, Procedures, Process The program implements a structured, simplified and staggered methodology for the identified needs, attracting qualified young people and matching them with the most appropriate mentors, ensuring that throughout the mentoring process, a different focus and objective with the necessary durability is worked session by session. With the development of three books, SPE Colombia Section provides all the necessary tools to work on different aspects, objectives and evaluate the learning that takes place in each session, which are: Mentor-Mentee connection Strengthening your profile Leadership and decision making Breaking paradigms and overcoming obstacles Evaluating learning. In its two versions, the program has had the participation of 92 young professionals and 92 Seniors in total. It has managed to obtain a satisfaction level of 92% and has met the goals of the young people by 88%. More than 300 sessions and 500 hours of mentoring have been carried out. 10 training talks have been held for mentors and mentees. 3 guide books for mentor and mentee with all activities and minimum requirements per session. The Mentoring program works for different purposes, especially based on the age and needs of the individual". It is a unique relationship between individuals. There is no equal mentoring, different interpersonal exchanges and patterns of idiosyncratic interactions define and shape the relationship. However, two main contributions emerge for the mentee: 1) As a space in itself for the exploration of ideas and to receive support of different kinds, and 2) As an indirect learning alliance by the acquisition of valuable information through the experience.
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Codrean, Violeta. "Digital marketing - a comprehensive tool for the promotion of literature among young people." In Simpozion stiintific al tinerilor cercetatori, editia 20. Academy of Economic Studies of Moldova, 2023. http://dx.doi.org/10.53486/9789975359030.36.

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From ancient times, the book is an essential tool for changing mindsets that contribute to the evolution of mankind, cultivating an interest in reading conditioning humanity to progress and innovation. In the current context, there are minimal levels of interest in young people, compared to reading, which is largely due to technological development and the position of a student who attracts intense study in the chosen field of specialization. Due to the evolution of social networks and the increased interest of marketers for these applications, we started researching the impact of promoting (positive or negative) reading on Instagram, as an alternative to increase interest in reading.
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Ciornei, Constantin. "GAMIFICATION IN LIBRARIES." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-011.

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This paper proposes a new perspective on the definition itself that describes the current libraries. We are used to the traditional libraries, with imposing shelves of books. The perception of the library services is changing; people want the integration of the services into the virtual world. The internet is the second world, the second life, we are all part of this new kind of world and the library services are taking part in this virtualization. This research analyses the gamification of the libraries, and how this process is present in these institutions. The aim is to approach the new medium from the perspective of young people, video gaming representing a way of meeting other players, creating communities in a virtual world. Some people tend to reject the term gamer, as people that reject this term believe that gamers are different, disconnected from the real world, there is this stigma of being a gamer. In this paper, we will show that gamers can be an important part of the contemporary culture, that they are important for the libraries. The info-documentary structures are part of this main process of technologization, the new technologies are finding their place in our cultural structures. The libraries are nowadays digital structures at the level of collections and services, adapting to the new habits of young information consumers. This research brings out a new perspective on the mission of the libraries, where we should have modern services, there should be full integration of the systems for the digital medium.
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Evangeline, H. Marie. "Using Semiotic Resources to Upsurge the Level of Learning Among Young Learners in Rural India." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.14.

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The purpose of this study is to analyse how the semiotic resources can be helpful in improving or increasing the level of learning among young learners especially in rural India. Technology has taken a new shape especially in the sector of education, information and communication. Even in the swift developmental process around the world, some communities or people still stay away from margin, unaware of the development in the education and technology. The children who are in rural areas are economically, socially backward and are deprived from good education. This affects them psychologically. In urban areas education level has raised consistently and school children are privileged to get good education and shape their personality accordingly. Education to the young learners is not simply reading books and passing the examination. It must help them to prepare for their future. These categories of children can be taught using different modes of semiotic resources to make them understand the language and the concepts clearly. Semiotic resources can be used in communication, especially using the language, gestures and expressions. This has a great impact on teaching learning process. This paper gives an idea of how these semiotic resources can be used effectively to teach English language and how it can be embedded in educational settings.
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Oliveira, Rogério Nazário de, Eudes Pedro, and Norman Joseph. "Teaching physical education through projects and its applicability in the education of young people and adults in prison in Brazil." In V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-069.

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This article brings reflections on the teaching of Physical Education through projects and its applicability in the Education of Young People and Adults in prison, given that Brazil has the third largest prison population in the world, made up mostly of poor, black and brown people, people who live in peripheral regions and in the LBTQIA+ group. It aims to identify how this pedagogical approach oriented towards the Physical Education discipline can contribute, develop and enrich the acquisition of knowledge of Young Adult Education (EJA) students, within the scope of the Brazilian prison system. The methodology used was bibliographical research, carried out from November 2023 to January 2024. The research was based on references from books, articles, monographs, dissertations and theses and on authors such as Foucault (1987), Arroyo (2006), Mazur (2015), Onofre (2016), Miranda (2016), Mattar (2017), Costa (2020), among others, which guided the theoretical framework of the topic under debate. From the perspective of what the National Curricular Parameters (PCNs) recommend, it is expected that the student coming from EJA can have autonomy and benefit from a set of knowledge acquired at school, recognized as necessary for insertion into the world of work and preparation for the exercise of citizenship, even in places with unfavorable conditions. In view of this, using active methodologies that include the teaching of Physical Education through projects, will enable the adoption of practices that will allow the student to better participate in the learning process, delegating to the EJA student the possibility of building their unique knowledge base. As a pedagogical resource that meets the Basic Education Curriculum Guidelines, project-based teaching is an active methodology that proposes practical activity as a tool and aims to acquire knowledge, skills and values, under the guidance of the Physical Education teacher. The results indicate that Physical Education learning based on project-based instructional activities can engage incarcerated EJA students to become protagonists in the process of building their own knowledge, which is the key element for exercising citizenship, as well as , of their desired resocialization.
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Akbar, Sairah, Ruth Wakeman, Caroline Davies-Jones, Joanne Gregory, Alexander Thomas, Bernadette Ortega, and Federica Trucco. "26 Respiratory annual review for children & young people with neuromuscular conditions and complex neurodisability: a pilot study." In BSS Scientific Conference 2021 abstracts book. British Thoracic Society, 2021. http://dx.doi.org/10.1136/bmjresp-2021-bssconf.23.

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Buhu, Adrian, and Liliana Buhu. "THE APPLICATIONS OF MICROLEARNING IN HIGHER EDUCATION IN TEXTILES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-189.

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Nowadays, the educational system is not able to satisfy the job market requirements in a sufficient rate. Because of this reason, the young people are not interested in spending the time to listen to lectures or to read bulky books. They prefer immediate use or application of the obtained knowledge and skills and require the options to learn anytime and anywhere, not only in the schools. It is therefore necessary for teachers and trainers to try to understand that young people are more active than their parents in general, and they choose their knowledge and skills, whose usefulness they can imagine or prove in a short time. This is possible to achieve using the online learning, which is widely used by different organizations (schools, universities and also companies). But online courses seem to imitate traditional ones (structure, resources, etc.), which does not bring the desired results. In view of these observations, the ability to learn and the learning speed are thus an important factor for increasing the quality of individual life, not only for students and adults. From this point of view, the lifelong education and training is a feature of the Information Society. Taking into account the fact that technologies are constantly evolving, learning never ceases, and students and employees should be familiar with new information, completing knowledge gaps and keeping learning materials. Micro-learning can fill these gaps as it arrives just in time and it is compliant with the specific needs the learners have. This article presents the possibility of using Moodle cloud to create micro-learning content.
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Sampayo, Mafalda Teixeira de, and David Sousa-Rodrigues. "The Walkability of Alvalade Neighbourhood for Young People: An Agent-based Model of Daily Commutes to School." In 6th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2023, 14-16 June 2023. Alanya University, 2023. http://dx.doi.org/10.38027/iccaua2023en0266.

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Reports on the topic "Books for young people"

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Paredes, Juan Roberto, María Clara Ramos, Marina Robles, and Emma Näslund-Hadley. Selecting and Using Sustainable Materials. Inter-American Development Bank, April 2015. http://dx.doi.org/10.18235/0006245.

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Thousands of children and young people who attend schools every day (on schedules ranging from 4 to 10 hours) consume large amounts of natural resources (water, trees made into paper, fossil fuels for energy, and others). These resources are used in the manufacturing of books, notepads, backpacks, pencils, paint, and so on. To a large extent, schools represent the way a society uses its natural resources. Using these materials in a more sustainable fashion will lower demand for natural resources. We can also learn innovative ways of using them in the learning process.
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Schmidt, Garbi. ECMI Minorites Blog. On Hyphenated Identities. European Centre for Minority Issues, December 2021. http://dx.doi.org/10.53779/dkis5412.

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In the spring of 2021, the Danish Borderland Association published the book Danskerne findes i mange modeller – portrætter af 15 unge med bindestregsidentitet by Marlene Fenger-Grøndahl. The book consists of fifteen interviews with young so-called cultural ambassadors of the Borderland Association, as well as essays on the history of the Danish-German borderland and the concept of a hyphenated identity that the young respondents refer to. In minority research, the concept of a hyphenated identity is both used and contested. However, the interviews underline that the concept can serve as an important backdrop for the empowerment of young people with minority identities. This ECMI Minorites Blog entry is written by Garbi Schmidt, professor of Cultural Encounters at Roskilde University.
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Treadway, Michael, and Rita Funaro. Ideas for Development in the Americas (IDEA): Volume 27: January-April, 2012: The Skills Gap: Teens in the Workforce. Inter-American Development Bank, April 2012. http://dx.doi.org/10.18235/0008228.

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This edition of IDEA focuses on secondary education in Latin America and examines the serious mismatch between what employers are seeking in terms of knowledge and skills, and what young people are actually learning in the region`s schools. It draws on the findings of a new IDB book, Disconnected: Skills, Education and Employment in Latin America, and what they imply for public policy in education throughout the region.
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Nabizadeh, Golnar, Chris Murray, Divya Jindal-Snape, and Phillip Vaughan, eds. When People Die: Stories from Young People. University of Dundee, December 2019. http://dx.doi.org/10.20933/100001131.

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Cunha, Flavio, and James Heckman. Investing in Our Young People. Cambridge, MA: National Bureau of Economic Research, July 2010. http://dx.doi.org/10.3386/w16201.

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Barford, Anna, Anthony Mugeere, Rachel Proefke, and Barbara Stocking. Young People and Climate Change. The British Academy, April 2021. http://dx.doi.org/10.5871/bacop26/9780856726606.001.

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Barford, Anna, Anthony Mugeere, Rachel Proefke, and Barbara Stocking. Young People and Climate Change. The British Academy, April 2021. http://dx.doi.org/10.5871/bacop26/9780856726606.001.

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Halvorsen, Bjørn, Ole-Johnny Hansen, and Jenny Tägtström. Young people on the edge (summary). Nordic Council of Ministers, May 2013. http://dx.doi.org/10.6027/tn2013-536.

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Bashir, Nadia, Sarah Pearson, Elizabeth Sanderson, and Peter Wells. Talent Match Evaluation: Involving Young People. Sheffield Hallam University, October 2018. http://dx.doi.org/10.7190/cresr.2018.3465668226.

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Behtoui, Alireza. Social Capital and Stratification of Young People. Librello, August 2013. http://dx.doi.org/10.12924/si2013.01010046.

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