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Journal articles 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

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci, and Deanna Day. "Children’s Literature Reviews: Global Children’s Literature." Language Arts 90, no. 1 (September 1, 2012): 60–65. http://dx.doi.org/10.58680/la201220688.

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Featured is a selection of books that were first published outside of the United States, as well as titles published in this country that have global settings. Titles first published within the United States but featuring global themes are also included.

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2

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci, and Deanna Day. "Children’s Literature Reviews: Writing and Children’s Literature." Language Arts 89, no. 3 (January 1, 2012): 200–204. http://dx.doi.org/10.58680/la201218405.

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3

C.McNair, Jonda, Deanna Day, Karla J. Möller, and Angie Zapatta. "Children’s Literature Reviews: Creativity and Children’s Literature." Language Arts 92, no. 5 (May 1, 2015): 370–76. http://dx.doi.org/10.58680/la201527195.

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This children’s literature review column focuses on books that are creative in terms of style and content as well as those that emphasize the creative exploits of numerous individuals. Readers of this column will find out about people such as the famed artist couple, Frida Kahlo and Diego Rivera, Lois Ehlert, the illustrator of the classic Chicka Chicka Boom Boom, and Josephine Baker, the famous dancer.

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4

Loiter, S. М., and М. D. Yasnov. "CHILDREN’S LITERATURE, CHILDREN’S POETS AND CHILDREN’S READING." Учёные записки Петрозаводского государственного университета 182, no. 5 (June 2019): 101–7. http://dx.doi.org/10.15393/uchz.art.2019.359.

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5

Enriquez, Grace, Katie Egan Cunningham, Erika Thulin Dawes, and Mary Ann Cappiello. "Children’s Literature Reviews Stories of Advocacy in Children’s Literature." Language Arts 95, no. 1 (September 1, 2017): 44–52. http://dx.doi.org/10.58680/la201729214.

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6

Neely, Ann, Bettie Parsons Barger, Lynne Bercaw, Mathew Espinosa, Melanie Hundley, Chris Iddings, and Robin Smith. "Children’s Literature Reviews: Discipline and Characters in Children’s Literature." Language Arts 87, no. 1 (September 1, 2009): 72–79. http://dx.doi.org/10.58680/la20097979.

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Discipline . . . the teacher’s goal, perhaps. Why then do we often provide readers with characters, plots, and ideas that represent anything but discipline? Young readers love books where the characters may be unruly and unpredictable. They like stories where the characters get in and out of trouble. And they enjoy pondering the plot of a tale that may be troublesome to adult readers. Providing children and adolescents with characters who are undisciplined leads to lively discussions. The reviewers have tried to identify some of their recent favorites to balance this issue’s theme of “Disciplining the Language Arts.”

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7

Saguisag, Lara, and Matthew B. Prickett. "Introduction: Children’s Rights and Children’s Literature." Lion and the Unicorn 40, no. 2 (2016): v—xii. http://dx.doi.org/10.1353/uni.2016.0013.

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8

Battal UĞURLU, Seyit. "Children’s Literature Criticism." Journal of Turkish Studies Volume 5 Issue 3, no. 5 (2010): 1921–45. http://dx.doi.org/10.7827/turkishstudies.1219.

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9

Nikolajeva, Maria. "Translating children’s literature." Interpreter and Translator Trainer 10, no. 3 (September 2016): 369–72. http://dx.doi.org/10.1080/1750399x.2016.1236565.

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10

Bello, Idaevbor, and James O. Okpiliya. "Nigerian Children’s Literature." Matatu 49, no. 1 (2017): 15–27. http://dx.doi.org/10.1163/18757421-04901002.

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This essay argues for the potential of children’s literature in Nigeria as a genre serving as a means of building nationhood in the minds of children growing up in the country. It posits that because of the greed of the ruling elites, the potential in terms of both human and natural resources was frittered away after independence, thereby vitiating the function of children’s literature in helping reinforce Nigeria’s presence in the comity of nations. It is still possible to retrace our steps as a country by progressively deploying such literature, through its themes and character delineation, to inculcating in children a sense of nationhood and patriotism so they can relate across both ethnic and religious divisions to espouse ideals as a people with a common destiny. The literature that is the focus here is that written in English as the language of interaction among the different ethnic groups in the country, and as the language of instruction in our schools.

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11

Hongshun, Li. "Translating children’s literature." Perspectives 27, no. 5 (February 7, 2019): 776–78. http://dx.doi.org/10.1080/0907676x.2019.1569846.

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12

Brown, Molly. "Children’s Literature Matters (?)." English Academy Review 34, no. 1 (January 2, 2017): 8–22. http://dx.doi.org/10.1080/10131752.2017.1333207.

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13

Alaniz, Cynthia, Jane Bean-Folkes, Sue Corbin, Pamela C. Jewett, Diana Porter, Jennifer Sanders, and Holly Sims. "Children’s Literature Reviews." Language Arts 95, no. 4 (March 1, 2018): 248–62. http://dx.doi.org/10.58680/la201829529.

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14

Cappiello, Mary Ann, Seemi Aziz-Raina, Denise Dávila, Daryl Grabarek, Jennifer M. Graff, Scott Riley, and Julie Waugh. "Children’s Literature Reviews." Language Arts 96, no. 2 (November 1, 2018): 127–34. http://dx.doi.org/10.58680/la201829850.

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15

Enriquez, Grace, Katie Egan Cunningham, Mary Ann Cappiello, and Mollie Welsh Kruger. "Children’s Literature Reviews." Language Arts 95, no. 6 (July 1, 2018): 394–401. http://dx.doi.org/10.58680/la201829687.

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16

Dawes, Erika Thulin, Maria V. Acevedo-Aquino, Patrick Andrus, Bettie Parsons Barger, Donna Bulatowicz, Desiree W. Cueto, and Mary Lee Hahn. "Children’s Literature Reviews." Language Arts 97, no. 2 (November 1, 2019): 105–12. http://dx.doi.org/10.58680/la201930341.

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Dawes, Erika Thulin, Maria V. Acevedo-Aquino, Maria V. Acevedo-Aquino, Bettie Parsons Barger, Desiree W. Cueto, Mary Lee Hahn, Joyce Herbeck, and Stacey Ross. "Children’s Literature Reviews." Language Arts 96, no. 2 (November 1, 2018): 119–26. http://dx.doi.org/10.58680/la201829849.

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18

Cappiello, Mary Ann, Seemi Aziz-Raina, Amina Chaudhri, Denise Dávila, Daryl Grabarek, JenniferM Graff, and Julie Waugh. "Children’s Literature Reviews." Language Arts 97, no. 2 (November 1, 2019): 113–21. http://dx.doi.org/10.58680/la201930342.

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19

Enriquez, Grace, Erika Thulin Dawes, Mary Ann Cappiello, and Katie Egan Cunningham. "Children’s Literature Reviews." Language Arts 95, no. 3 (January 1, 2018): 182–89. http://dx.doi.org/10.58680/la201829455.

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20

Enriquez, Grace, Erika Thulin Dawes, Mary Ann Cappiello, and Katie Egan Cunningham. "Children’s Literature Reviews." Language Arts 96, no. 1 (September 1, 2018): 57–66. http://dx.doi.org/10.58680/la201829750.

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21

Enriquez, Grace, Mary Ann Cappiello, Katie Egan Cunningham, and Erika Thulin Dawes. "Children’s Literature Reviews." Language Arts 95, no. 5 (May 1, 2018): 338–45. http://dx.doi.org/10.58680/la201829589.

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22

Vardell, Sylvia M., Peggy Oxley, Georgia Heard, Jan Kristo, Gail Wesson Spivey, Janet Wong, and and Dan Woolsey. "Children’S Literature Reviews." Language Arts 84, no. 6 (July 1, 2007): 552–57. http://dx.doi.org/10.58680/la20075672.

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The NCTE Committee on Excellence in Poetry Award is charged with “exploring ways to acquaint teachers and children with poetry.” One way of doing that is to highlight the wonderful poetry being published for children each year, calling attention to new titles and new poets that children are sure to enjoy. Thus, our committee decided to highlight some of the best poetry books published during our committee’s three-year tenure, 2003-2006. This column is our selection of the 10 best poetry books published during each of those three years, based on the criteria for excellence for the award itself: literary merit, imagination, authenticity of voice, evidence of a strong persona, universality and timelessness, and appeal to children.

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23

Blažić, Milena Mileva, and Arburim Iseni. "MULTICULTURAL CHILDREN’S LITERATURE." ANGLISTICUM. Journal of the Association-Institute for English Language and American Studies 12, no. 6 (May 17, 2023): 11. http://dx.doi.org/10.58885/ijllis.v12i6.11mb.

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<p><span>This paper presents an analysis of literature for young people in Slovene from the point of view of multicultural and thematic elements, an analysis of the syllabus and an analysis of young people’s literature in accordance with European concepts of equality or cultural, religious and linguistic diversity.</span></p><p><span><strong>Keywords:</strong> children literature, scholars, multiculturalism, Slovenian tales, etc.</span></p>

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24

Xouplidis, Panagiotis. "Teaching cats in Children’s Literature." Journal of Education Culture and Society 11, no. 2 (September 11, 2020): 311–21. http://dx.doi.org/10.15503/jecs2020.2.311.321.

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Aim. The aim of the research is the comparative study of literary cat characters in Children’s Literature texts in Greek and Spanish and their instructive function in the transmission of social stereotypes. Methods. The research subscribes to the field of Literary Animal Studies based on the theory of Children’s Literature (Lukens, 1999) and through the intercultural perspective of Comparative Children’s Literature (O’Sullivan, 2005). Published children’s books from Greece, Spain and Spanish-speaking America were compared using textual analysis methods of Imagology (Beller & Leersen, 2007). Stereotyped variants were identified and organized in categories related to name, physical appearance, gender, behavior, and function of literary cat characters. Results. After examining a corpus of 37 books, 23 in Greek and 17 in Spanish (Argentina, Chile, Colombia, Mexico, Spain), textual analysis findings were compared, organized, and classified by language, country and readers’ age groups to locate that literary cat characters are usually pets or feral, and they remain consistently stereotyped as anthropomorphic and subversive. Cats with seven lives and magical powers are common perceptions, dominating in both cultural contexts, stereotypes extended to strong superstitions about black cats. Conclusions. In Children's Literature texts, cats are linguistically, literally, and socially defined literary constructs, can have usually human-like features, intercultural influences, and are potentially shaped by intertextual relations. They serve also as a narrative motif for the transmission of social values about non-human animals and the textual familiarization of nonadult readers with society’s cultural stereotypes.

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25

Vasiljeva, Elina, and Elvira Isajeva. "Contemporary Russian Literature in Latvia: Children’s Literature." Respectus Philologicus, no. 41(46) (April 15, 2022): 145–54. http://dx.doi.org/10.15388/respectus.2022.41.46.115.

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Throughout the 20th century, Russian children’s literature in Latvia was a unique phenomenon. Against the background of the general trends of Soviet children’s literature, Latvian children’s literature (in both Latvian and Russian) developed in a space that was less constrained in respect of ideological censorship. 21st century children’s literature in Latvia is developing both taking into account the previous history and current trends. The article is devoted to the specific features of children’s literature in Russian, taking into account the general status of the Russian language as a foreign language and general trends in the socio-cultural space of Latvia. The study considers two main issues. First, it is a sociological analysis of the situation: an assortment of children’s books, the specifics of the school programme, awareness of contemporary Latvian and Russian children’s literature. On the other hand, the corpus of texts of contemporary children’s literature is studied, and an overview of the oeuvre of contemporary Latvian authors is presented. The material for literary analysis was the book by Vladimir Novikov, “The Mischief of the Obedient Martins”. In the course of the analysis, the specifics of the traditional children’s story, the cultural and historical context of the cross-border identity of the author and his potential readers, the specifics of the contemporary narrative, the identification of the concept “one’s own – other’s” were revealed.

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26

Hryciv, Nataliya, and Roksolana Syndeha. "PECULIARITIES OF TRANSLATING CHILDREN’S LITERATURE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 64–67. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-64-67.

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The article focuses on the analysis of children’s literature translation. The definition of children’s literature is researched in the article, taking into account its purpose, audience and content, which makes it an interesting subject for studying. The function of the translated text in the target culture may also differ from the one intended by the author. The current study will take into account all of the mentioned factors (purpose, audience and content), taking a functionalist approach to the analysis. While translating children’s literature, the translator is not only the mediator between two systems of language and culture, but he also becomes the second writer of the work. Not only he is to transfer the meaning of the ST (source text) message, but also make it comprehensible for the target audience, which, thus, makes him bear in mind all the features of children’s book.. In the article the special attention is paid to the techniques of translating and its specific issues. The main approaches of translating for children and the features of children’s literature have been also researched.

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27

McNair, Jonda C., Alan R. Bailey, Lesley Colabucci, and Deanna Day. "Children’s Literature Reviews: Play-Themed Children’s Literature for Early Childhood Classrooms." Language Arts 89, no. 1 (September 1, 2011): 65–69. http://dx.doi.org/10.58680/la201117160.

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To offer a counter perspective of early literacy development and policy than is currently being promoted through the Common Core Standards and the push for nationalizing the curriculum, the authors focus on play-themed literature. This column features 12 picturebooks with protagonists who engage in pretend or imaginative play. It is hoped that these books will inspire young children and remind teachers of the importance of play in early childhood education.

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28

Thompson, Deborah L., and Susan S. Lehr. "Children’s Literature Reviews: Challenges to Children’s Literature: Deskilling, Censoring, and Obsolescence." Language Arts 85, no. 3 (January 1, 2008): 246–54. http://dx.doi.org/10.58680/la20086189.

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The reviewers argue that teachers face a confluence of three major challenges: the codification of deskilling through national legislation, attempts to limit what children can read through censorship, and the difficulties of keeping abreast of the newest ideas, compounded by the immediate obsolescence of new science and social studies textbooks and teaching materials.

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29

Bani-Khair, Baker Mohammad, Ziyad Khalifah Alkhalifah, and Abdullah Jaradat. "The Value of Multiculturalism and Language in Children's Literature: A Critical Study." World Journal of English Language 12, no. 6 (August 12, 2022): 315. http://dx.doi.org/10.5430/wjel.v12n6p315.

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Celebrating language diversity, cultural pluralism, and multiculturalism has long been seen as a sign of cultural openness and awareness in children's literature. Many good examples on cultural pluralism are seen in children’s books that celebrate the value of humanity as a universal concept rather than only a representation of national identity. The paper emphasizes the invitation to call upon pluralism as well as the cultural diversity which constitutes a new vision in children’s literature. Despite the fact that children’s literature has developed over an extended period of time, one has to understand the role that cultural diversity and its representation in children’s literature have in developing education and classrooms’ curriculum. However, as the paper showed us, multicultural children’s literature is still growing as many scholars and writers began to realize the importance of multicultural education in terms of social, ideological, and linguistic aspects.

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30

Dr. Lubna Farah. "أدب الطفل لبناء الطفل الاسلامي." International Research Journal on Islamic Studies (IRJIS) 3, no. 02 (July 1, 2021): 34–50. http://dx.doi.org/10.54262/irjis.03.02.a03.

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The most important foundation of education is character development, and character education is described as a curriculum specifically developed to teach children about the quality and traits of good character. Children's literature can be meant in building Islamic character. Discussion focuses on how literature can be brought into the curriculum in helping to develop character traits in a meaningful manner. Children's literature gradually forms character traits and attitudes that everyone is proud to acknowledge. There is considerable disagreement about what children’s literature is, in particular, “good children’s literature” very little appears to have been written about the problems that can be associated with character-building literature. Children's literature is also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital literature can be an effective vehicle for health content, to encourage the adoption of healthy lifestyles among Muslim children. Children’s literature provides an avenue for students to learn about their cultural heritage and the cultures of other people.

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31

Wason-Ellam, Linda, and Peter Purdue. "Illustrations in Children’s Literature." International Journal of the Arts in Society: Annual Review 5, no. 5 (2011): 267–76. http://dx.doi.org/10.18848/1833-1866/cgp/v05i05/35918.

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32

Leahy, Marie A., and Bridget C. Foley. "Diversity in Children’s Literature." World Journal of Educational Research 5, no. 2 (April 18, 2018): 172. http://dx.doi.org/10.22158/wjer.v5n2p172.

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<p><em>Children’s literature is profoundly influential in the lives of students and is widespread throughout schools, libraries, and homes. However, the field of children’s literature lacks diversity across several domains, particularly race, gender, and ability. Educators must be knowledgeable on how to use diverse children’s literature as a tool to teach about diversity, as they strive to foster inclusive classroom environments. Teachers must also design their classroom libraries with intense care so as to provide a wide-ranging selection of books to meet the needs of children’s interests and reading levels. Books are a powerful tool for development, so teachers must make conscious decisions about the materials they provide to young readers. All children deserve exposure to a wide range of books, which include characters who are both similar and different from themselves. Educators have a responsibility to expose students to diversity through a well-written selection of multifaceted children’s literature.</em></p>

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33

김덕규. "Children’s Literature and Ecocriticism." Jungang Journal of English Language and Literature 52, no. 4 (December 2010): 39–59. http://dx.doi.org/10.18853/jjell.2010.52.4.003.

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34

Burke, Michael, and Karen Coats. "Stylistics and children’s literature." Language and Literature: International Journal of Stylistics 31, no. 1 (January 13, 2022): 3–10. http://dx.doi.org/10.1177/09639470211072153.

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This article constitutes an introduction to the five articles that appear in this special issue. This framing process starts by highlighting the sparse, yet important, work that has been conducted over the past 20 years on children’s literature in the field of stylistics. The focus in the article then turns to a more general discussion of the language of children’s literature. Here, in this chronological overview of language usage in books written for children, an outline is sketched from the writers and philosophers of the enlightenment up to contemporary debates on literacy, cognition and theory of mind. In the section that follows, the five studies that appear in this special issue are briefly synopsized. What becomes apparent is the wide range of methodological approaches that have been taken by the scholars in question to analyze the texts that are under investigation, in both quantitative and qualitative ways. The article ends with a plea for more stylistic work to be conducted in the areas of both children’s literature and young adult fiction. This is especially pertinent because stylisticians possess the key linguistic and analytic skills and tools to help, in interdisciplinary settings, to address current social, emotional and cognitive challenges pertaining to child development through literacy and through reading in particular.

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35

Gorman, Ben. "Philosophy in Children’s Literature." Questions: Philosophy for Young People 12 (2012): 17–18. http://dx.doi.org/10.5840/questions2012128.

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36

Werre, Pam, and Ru Story-Huffman. "INTERNET RESOURCES: Children’s literature." College & Research Libraries News 61, no. 7 (July 1, 2000): 576–88. http://dx.doi.org/10.5860/crln.61.7.576.

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37

Schmidt, Dirk. "Grading Tibetan Children’s Literature." ACM Transactions on Asian and Low-Resource Language Information Processing 19, no. 6 (November 25, 2020): 1–19. http://dx.doi.org/10.1145/3392046.

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38

Harrild, Anthony. "Children’s literature and culture." Book 2.0 2, no. 1 (December 1, 2012): 3–5. http://dx.doi.org/10.1386/btwo.2.1-2.3_2.

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39

Macleod-Johnstone, Emma. "Children’s literature (Second Edition)." Journal of Education for Teaching 41, no. 5 (October 20, 2015): 612–13. http://dx.doi.org/10.1080/02607476.2015.1103444.

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40

Horžić, Helena. "Changes in Children’s Literature." Libri et Liberi 6, no. 2 (February 17, 2018): 330–32. http://dx.doi.org/10.21066/carcl.libri.2017-06(02).0010.

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41

Korling, Anna-Maria. "Swedish Children’s Literature Today." Children's Readings: Studies in Children's Literature 15 (2019): 330–34. http://dx.doi.org/10.31860/2304-5817-2019-1-15-330-334.

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42

Saxby, Maurice. "Researching Australian children’s literature." Australian Library Journal 53, no. 1 (February 2004): 81–91. http://dx.doi.org/10.1080/00049670.2004.10721615.

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Crawford-McKinney, Kathleen, and S. Asli Özgün-Koca. "Mathematics through Children’s Literature." Mathematics Teacher: Learning and Teaching PK-12 115, no. 9 (September 2022): 625–32. http://dx.doi.org/10.5951/mtlt.2022.0034.

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44

Hickman, Janet. "Children’s Response to Literature." Language Arts 63, no. 2 (February 1, 1986): 122–25. http://dx.doi.org/10.58680/la198625628.

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45

Santiago, Úrsula Tua. "Children’s Literature Reviews: Cultivating Inclusive Classrooms with the Use of Children’s Literature." Language Arts 101, no. 3 (January 1, 2024): 222–25. http://dx.doi.org/10.58680/la202432771.

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46

Lehman, Barbara, Kathy Short, Eun Hye Son, and Barbara Z. Kiefer. "Children’s Literature Reviews: Expanding Spaces in Children’s Literature: International Books for Children." Language Arts 85, no. 1 (September 1, 2007): 84–91. http://dx.doi.org/10.58680/la20076166.

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With the increasing number of books published for children each year in the US (according to Publisher’s Weekly sales figures for US trade books in 2004 were $22.8 billion) we sometimes neglect to look beyond our own borders to discover the many excellent authors and illustrators from around the world who are creating wonderful books for children. These talented people often bring important insights to stories of the human condition.

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47

Heath, Melissa Allen. "Addressing children’s social emotional needs with children’s literature." School Psychology International 38, no. 5 (September 6, 2017): 453–57. http://dx.doi.org/10.1177/0143034317704478.

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48

Enriquez, Grace, Erika Thulin Dawes, Katie Egan Cunningham, and Mary Ann Cappiello. "Children’s Literature Reviews 2016 Notable Children’s Poetry Books." Language Arts 94, no. 6 (July 1, 2017): 418–26. http://dx.doi.org/10.58680/la201729169.

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49

McNair, Jonda C., Deanna Day, Karla J. Möller, and Angie Zapata. "Children’s Literature Reviews: 2014 Notable Children’s Poetry Books." Language Arts 92, no. 6 (July 1, 2015): 452–58. http://dx.doi.org/10.58680/la201527393.

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50

Mousa, Hanan. "Palestinian Children’s Literature: An Overview." Jeunesse: Young People, Texts, Cultures 12, no. 1 (June 2020): 144–59. http://dx.doi.org/10.3138/jeunesse.12.1.144.

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his resource offers a general historical overview of Palestinian children’s literature since 1948, the year when the whole Palestinian people ceased living in Palestine. After the establishment of the State of Israel, many Palestinians were either evacuated and driven from their homeland or chose to leave. Critics have divided Palestinian literature since that time into three categories: Palestinian literature in the diaspora, Palestinian literature in the West Bank and Gaza Strip, and Palestinian literature inside Israel. Children’s literature is a part of each of these Palestinian literatures, and I discuss its development in what follows.

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