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Books on the topic 'Children’s literature'

To see the other types of publications on this topic, follow the link: Children’s literature.

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Maybin, Janet, and Nicola J. Watson, eds. Children’s Literature. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-09293-9.

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2

Pinsent, Pat. Children’s Literature. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-33547-0.

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3

Jenkins, Ruth Y. Victorian Children’s Literature. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32762-4.

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4

Grenby, M. O., and Kimberley Reynolds, eds. Children’s Literature Studies. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34380-1.

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5

Reynolds, Kimberley, ed. Modern Children’s Literature. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-0-230-21149-0.

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6

Butler, Catherine, and Kimberley Reynolds, eds. Modern Children’s Literature. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-36501-9.

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7

Flegar, Željka, and Jennifer M. Miskec. Children’s Literature in Place. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003355502.

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8

Deszcz-Tryhubczak, Justyna, and Irena Barbara Kalla, eds. Children’s Literature and Intergenerational Relationships. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67700-8.

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9

Kérchy, Anna, and Björn Sundmark, eds. Translating and Transmediating Children’s Literature. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52527-9.

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10

Mallan, Kerry, and Clare Bradford, eds. Contemporary Children’s Literature and Film. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34530-0.

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11

Rudd, David. Reading the Child in Children’s Literature. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-32236-4.

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12

Montgomery, Heather, and Nicola J. Watson, eds. Children’s Literature: Classic Texts and Contemporary Trends. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-349-92347-2.

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13

Stephens, John, Celia Abicalil Belmiro, Alice Curry, Li Lifang, and Yasmine S. Motawy. The Routledge Companion to International Children’s Literature. Edited by John Stephens. Abingdon, Oxon; New York: Routledge, 2017. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315771663.

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14

Coillie, Jan Van. Children’s Literature in Translation: Texts and Contexts. Leuven: Leuven University Press, 2020.

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15

Spencer, Eleanor, and Jade Dillon Craig. Family in Children’s and Young Adult Literature. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003269663.

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16

Chen, Shih-Wen Sue. Children’s Literature and Transnational Knowledge in Modern China. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6083-1.

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17

Andrew, Lucy. The Boy Detective in Early British Children’s Literature. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62090-9.

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18

Gunn, AnnMarie Alberton, and Susan, V. Bennett. Teaching Multicultural Children’s Literature in a Diverse Society. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003321941.

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19

Smale, Irene Euphemia. Women, Theology and Evangelical Children’s Literature, 1780-1900. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19028-5.

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20

Devi, Gayatri, Philip Smith, and Stephanie J. Weaver. Teaching Equity through Children’s Literature in Undergraduate Classrooms. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003362425.

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21

Johnson, Holly, Janelle Mathis, and Kathy G. Short, eds. Critical Content Analysis of Children’s and Young Adult Literature. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315651927.

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22

Leonardi, Vanessa. Ideological Manipulation of Children’s Literature Through Translation and Rewriting. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47749-3.

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23

Wilson, Bernard, and Sharmani Patricia Gabriel, eds. Asian Children’s Literature and Film in a Global Age. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2631-2.

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24

Duckworth, Melanie, and Annika Herb, eds. Storying Plants in Australian Children’s and Young Adult Literature. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-39888-9.

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25

Salmon, Angela K., Aixa Pérez-Prado, Karin Morrison, and Flavia Iuspa. Children’s Literature Aligned with SDGs to Promote Global Competencies. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57128-2.

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26

Talairach, Laurence. Animals, Museum Culture and Children’s Literature in Nineteenth-Century Britain. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72527-3.

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27

Panlay, Suriyan. Racism in Contemporary African American Children’s and Young Adult Literature. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42893-2.

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28

Bird, Hazel Sheeky. Class, Leisure and National Identity in British Children’s Literature, 1918–1950. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137407436.

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29

Kalla, Irena Barbara. Minoes, Minnie, Minu en andere katse streken. De internationale receptie van Annie M.G. Schmidts Minoes. Gent: Academia Press, 2017.

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30

Davis, Miller Betty, ed. Children's literature for all God's children. Atlanta: J. Knox Press, 1986.

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31

Nilanjana, Gupta, and Chatterjee Rimi B, eds. Reading children: Essays on children's literature. New Delhi: Orient Blackswan, 2009.

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32

Hintz, Carrie. Children’s Literature. Routledge, 2019. http://dx.doi.org/10.4324/9781315618838.

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33

Roy, Loriene. Indigenous Children’s Literature. Edited by James H. Cox and Daniel Heath Justice. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199914036.013.011.

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34

Grenby, M. O. Children’s and Juvenile Literature. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199574803.003.0027.

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This chapter examines children's and juvenile literature. Many pre-Victorian children did not encounter children's fiction at all. A substantial number, of course, were largely disconnected from literary culture by indigence or illiteracy. However, lots of those young people who did consume books continued to use material designed primarily for adults. What confuses the matter is that the distinction could be very blurred between literature for adults and literature for ‘young gentlemen and ladies’. What would now be called ‘crossover’ works were common: titles originally aimed at adults that were quickly appropriated by or for young readers. By 1820, the novel for children was establishing itself as a distinct entity, but had not quite disconnected itself from the mainstream. Children's fiction was still shadowing the novel for adults, imitating its genres, and sharing its concerns.

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35

Van Coillie, Jan, and Jack McMartin, eds. Children’s Literature in Translation. Leuven University Press, 2020. http://dx.doi.org/10.11116/9789461663207.

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36

Gilchrist, Bruce, and Britt Mize, eds. Beowulf as Children’s Literature. University of Toronto Press, 2021. http://dx.doi.org/10.3138/9781487515843.

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37

Nel, Philip, and Lissa Paul, eds. Keywords for Children’s Literature. New York University Press, 2020. http://dx.doi.org/10.18574/nyu/9780814758892.001.0001.

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38

Children’s Literature in Translation. Leuven University Press, 2020. http://dx.doi.org/10.1353/book.78563.

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39

Saccardi, Marianne. Creativity and Children’s Literature. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400633539.

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Today’s students need to be able to do more than score well on tests—they must be creative thinkers and problem solvers. The tools in this book will help teachers and parents start students on the path to becoming innovative, successful individuals in the 21st century workforce. The children in classrooms today will soon become adult members of society: they will need to apply divergent thinking skills to be effective in all aspects of their lives, regardless of their specific occupation. How well your students meet complicated challenges and take advantage of the opportunities before them decades down the road will depend largely upon the kind of thinking they are trained and encouraged to do today. This book provides a game plan for busy librarians and teachers to develop their students’ abilities to arrive at new ideas by utilizing children’s books at hand. Following an introduction in which the author defines divergent thinking, discusses its characteristics, and establishes its vital importance, chapters dedicated to types of literature for children such as fantasy, poetry, and non-fiction present specific titles and relevant activities geared to fostering divergent thinking in young minds. Parents will find the recommendations of the kinds of books to read with their children and explanations of how to engage their children in conversations that will help their creative thinking skills extremely beneficial. The book also includes a case study of a fourth-grade class that applied the principles of divergent thinking to imagine innovative designs and come up with new ideas while studying a social studies/science unit on ecology.

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40

Cermakova, Anna, and Michaela Mahlberg, eds. Children’s Literature and Childhood Discourses. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350177017.

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Children’s fiction reflects social values and stereotypes, and it shapes what children learn about the world. Providing an interdisciplinary perspective on children’s fiction and childhood, this book offers a fresh insight into the key issues in fiction for children, such as gender, social stereotypes, embodied and spatial experience, and emotions. Connecting classic children’s texts such as Alice in Wonderland with contemporary fiction including Harry Potter, the book innovatively brings together perspectives from corpus linguistics, stylistics, cognitive linguistics, literary and cultural studies, and human geography. Chapter authors also include a novelist and a creative practitioner. Divided into two parts – Experiencing Texts, and Fiction and the Real World – the book highlights the important link between fictional stories and real life, and explores a range of approaches to experiencing texts, including a cross-linguistic view through translation and corpus linguistic methods for the study of literary texts. The materiality of texts is also investigated, including the spaces they take up in libraries, their cultural history moulded through performances, and the different reading environments that shape childhood, such as fashion and urban spaces. Connecting academic research with texts of cultural currency, the book casts light on the role of literature in how children construct the world around them.

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41

Jaques, Zoe. Children’s Literature and the Posthuman. Routledge, 2018.

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42

Children’s Literature and the Posthuman. 2015.

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43

Hunt, Peter. The Fundamentals of Children’s Literature Criticism. Oxford University Press, 2011. http://dx.doi.org/10.1093/oxfordhb/9780195379785.013.0002.

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44

Dybiec-Gajer, Joanna, and Agnieszka Gicala, eds. Mediating Practices in Translating Children’s Literature. Peter Lang D, 2021. http://dx.doi.org/10.3726/b17482.

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45

The Widening World of Children’s Literature. Palgrave Macmillan, 1999.

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46

Butler, Catherine. British Children’s Literature in Japanese Culture. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350195509.

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Whether watching Studio Ghibli adaptations of British children’s books, visiting Harry Potter sites in Britain or eating at Alice in Wonderland-themed restaurants in Tokyo, the Japanese have a close and multifaceted relationship with British children’s literature. In this, the first comprehensive study to explore this engagement, Catherine Butler considers its many manifestations in print, on the screen, in tourist locations and throughout Japanese popular culture. Taking stock of the influence of literary works such as Gulliver's Travels, Alice's Adventures in Wonderland, The Tale of Peter Rabbit, Tom's Midnight Garden, and the Harry Potter series, this lively account draws on literary criticism, translation, film and tourist studies to explore how British children’s books have been selected, translated, understood, adapted and reworked into Japanese commercial, touristic and imaginative culture. Using theoretically informed case studies this book will consider both individual texts and their wider cultural contexts, translations and adaptations (such as the numerous adaptations of British children’s books by Studio Ghibli and others), the dissemination of distinctive tropes such as magical schools into Japanese children’s literature and popular culture, and the ways in which British children’s books and their settings have become part of way that Japanese people understand Britain itself.

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47

Children’s Literature of the Harlem Renaissance. Indiana University Press, 2004.

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48

Lathey, Gillian. The Role of Translators in Children’s Literature. Routledge, 2010. http://dx.doi.org/10.4324/9780203845233.

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49

Butler, Catherine, and Ann Alston, eds. Children’s Literature in the Long 19th Century. Routledge, 2020. http://dx.doi.org/10.4324/9780429341076.

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50

Germaine, Chloé. The Dark Matter of Children’s ‘Fantastika’ Literature. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350167049.

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Following the ‘material turn’ in the humanities, this book brings perspectives from science and ecology into dialogue with children’s fiction written and published in the UK and the USA in the twenty-first century. It develops the concept of ‘entanglement’, which originated in twentieth-century quantum physics but has been applied to cultural critique, through a reading of Fantastika literature. It surveys a wide-raging scope of literary texts, covering the gothic, fantasy and other forms of speculative fiction, to argue that Fantastika positions entanglemet as an ethical imperative that transforms our imaginative relationship with materiality. In doing so, it synthesizes perspectives from a similarly diverse range of areas, including ecology, physics, anthropology, biology and literary studies to examine the storied matter of children’s Fantastika as ground from which we might to begin to imagine an as-yet-unrealised future that addresses the problems of our present.

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