Dissertations / Theses: 'Children's books'

1

Carter, Victoria Chillik. "An Approach to Authoring and Publishing Children’s Literature." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1185390312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Kim, Carolyn. "Applying critical race theory to multicultural children's books : race and racism in Korean-Canadian children's books." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/7555.

Full text

Abstract:

The metaphor of Canadian society as a “mosaic” had been used to describe Canada’s diverse society, even before Canada’s adoption of the Multicultural Act in 1988, with the government policy “to recognize all Canadians as full and equal partners in Canadian society.” The government’s aims suggest comfortable integration, but racism is a part of Canada’s history and remains a problem, though this has been overlooked since Canadians have clung to the vision of Canada as a tolerant society. Canadian children’s books reflect some of the racial oppression that certain cultures endured but they do not overall serve well in representing distinct cultural groups in Canada and their diverse racial experiences. The year 2002 was a milestone for Korean-Canadian children’s literature with Janie Jaehyun Park’s The Tiger and the Dried Persimmon earning a place as a finalist for the prestigious Canadian Governor General’s Literary Award for Illustration and winning the Elizabeth Mrazik-Cleaver Picture Book Award. Canada has not seen an abundance in the publication of Korean-Canadian children’s books as America has seen with Korean American children’s books, but there have been a handful of books that involve Korean Canadian characters and culture, most of which have not been written by Korean-Canadian authors. This observation led to my research questions: “Are there any observable biases in the books that have been published about Koreans and Korean Canadians?” Also, “How does the racial identity of the authors or illustrators shape their views when writing books for children?” I discovered that the sample size of Korean-Canadian books is very small (only 10 published thus far), as I undertook research to qualitatively determine racial biases through the application of key principles from Critical Race Theory. In looking at Korean-Canadian children’s books and their background, I outlined not only the history of Korean immigration and social history in Canada, but China’s history of racism in Canada, which acted as a precursor toracial sentiments that contributed to stereotyping of Asians to this day. And, since a common mistake among people is the grouping of all Asians as Chinese, I determined to show that Korean culture has not been treated as distinct. Investigation of the Korean-Canadian books published so far shows that a very limited range of experiences is represented for child readers, and that crucially missing are the voices from the Korean-Canadian community to tell their stories for children.

APA, Harvard, Vancouver, ISO, and other styles

3

Disque, J. Graham, and Mary R. Langenbrunner. "Shaping Self-Concept with Children's Books." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/2806.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Nowak, Kelly Ann. "MY MOMMY DIED, IS THERE A BOOK ABOUT ME?: DEATH AND DYING IN CHILDREN'S PICTURE BOOKS, 2000 - 2006." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174786861.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Culliton, Mary Jill. "Favourite books, children's, parent's or teacher's choice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32477.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Buchanan-Berrigan, Dawna Lisa. "Using children's books with adults : negotiating literacy /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406641591.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Jeziorski, Carolyn Ann Marie. "The experience of reality and fantasy from books: the six year old child." Thesis, Boston University, 1994. https://hdl.handle.net/2144/27682.

Full text

Abstract:

Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02

APA, Harvard, Vancouver, ISO, and other styles

8

Bork, Debora J. "History and criticism of photographically illustrated children's books /." Online version of thesis, 1988. http://hdl.handle.net/1850/11490.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Milne, Patricia A., and n/a. "Australian reviewers of children's books: an empirical report." University of Canberra. Library & Information Sciences, 1990. http://erl.canberra.edu.au./public/adt-AUC20060410.150051.

Full text

Abstract:

This thesis reports on a study which developed a profile of the reviewers of children's books in Australia. It then compared the profile with one which was developed by Kathleen Craver in 1984 of children's book reviewers in the United States. Five research questions were addressed by this study relating to reviewers and their opinions regarding review aspects, reviewer roles and review practices within the framework of their personal and professional background. Craver surveyed the reviewers from School Library journal because as a group, they provided the greatest potential for statistical significance of all the reviewing journals in the United States. As no Australian journal enjoys either the number of reviewers or the circulation of School Library journal, reviewers from eight journals which are most used by teacher and children's librarians were selected to form the population for this research. These journals are Fiction Focus, LINES, Magpies, Reading Time, Reviewpoin t, Review Bulletin, Scan and Tasmanian Resources Review. The reviewer profile which emerged from this study was very similar to Craver's in that it was not one which could be entirely defined in terms of group characteristics. Selected cross tabulations either with the particular journals, demographic details, or other variables, particularly those relating to reviewer experience failed to produce predictable behaviourial correlations. However, reviewers were united on certain issues which can be attributed to their own professional background.

APA, Harvard, Vancouver, ISO, and other styles

10

Caracciolo, Dana Andriana. "Children's Literature and Diabetes." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31824.

Full text

Abstract:

My studies consider the genre of children's literature, specifically picture books, and their treatment of the topic of diabetes. I frame my argument with an examination of diabetes, the psychological effects of diabetes on the child, the need of thorough education about diabetes. I argue for the use of the picture book as an effect tool in educating and socializing the diabetic child. I first explore the implications of diabetes and the long term complications caused by one's poor control of the disease. I then explore the psychological ramifications of a chronic illness on the young child. Next I assert the need to combine the physiological and psychological factors of diabetes into a responsible text for children, one which both serves as an educating tool and a source of comfort in difficult times with the disease. I conclude my studies with critiques of existing materials in the limited genre and compare them to the story I have written for children about diabetes.
Master of Arts

APA, Harvard, Vancouver, ISO, and other styles

11

Godinho, Sally C. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993." Connect to thesis, 1996. http://repository.unimelb.edu.au/10187/1121.

Full text

Abstract:

This study examines the portrayal of gender in Australian Children’s Book Council award and honour books in the Younger Reader and Older Reader categories over the years 1981-1993. Its purpose is to discover whether the books portray females and males in equally positive ways, which both reflect their changing roles in our society and provide models for gender construction to young readers. This is done by means of a qualitative analysis of the text from selected books, supported by a quantitative analysis in the form of frequency counts of gender representations. Relevant Government policies and feminist ideologies which have influenced them are reviewed, and compared with the study’s findings to ascertain how far the CBC books’ gender portrayals are in line with current education policies and research. The findings suggest a review of CBC judging criteria, and highlight the need for a critical literacy approach in classroom literacy teaching. Recommendations for the broadening of research in literature are made.

APA, Harvard, Vancouver, ISO, and other styles

12

Schultz, Samantha Jane, and University of Lethbridge Faculty of Education. "The voices of children : understanding children's reading worlds." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/139.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Craig, Ashley B. "Gender Stereotypes about Emotion Portrayed in Children's Picture Books." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-05022008-085227/.

Full text

Abstract:

The purpose of the present study was to investigate the emotional messages in childrenâs picture books and how they differ by both gender and age. Specifically, I hypothesized that female characters would be illustrated and described in the text as more emotional than males especially with regards to love, sadness, and fear whereas male characters were hypothesized to be illustrated and described more often as angry than females. These differences were also considered by age of the character, especially for sadness and anger whereby adult males were hypothesized to be portrayed showing the least sadness and adults were hypothesized to be portrayed expressing more anger than children. Lastly, the present study was intended to examine the gender-emotion stereotypes in childrenâs picture books over time, and so a sample of current best-selling books published between 1950 and present were selected. Results revealed that gender-emotion stereotypes were less prevalent than expected, but that in fact females were portrayed expressing more love than males and males more anger than females. Further, adults were portrayed expressing more love and anger than children. Limitations and implications for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

14

Scheidegger, Madleina C. "Representing and analyzing temporal complexity in children's story books." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/33342.

Full text

Abstract:

Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.
Includes bibliographical references (leaves 81-82).
In this thesis, the temporal complexity in children's stories is analyzed to better understand the development of children's perception of time. The temporal complexity increases both in greater deviations from a chronological presentation of events, as well as an increase in the different kinds of temporal relations between events. Tools to analyze and display the temporal complexity were developed and are used to demonstrate an increase in temporal complexity as the grade level increases. The results from this were then used to determine the appropriate reading material for a given grade of sample stories. Unlike the normal assessments methods, that use only the word and sentence complexity, this thesis takes into account both the the semantic contents of the story and the cognitive ability of the child.
by Madleina C. Scheidegger.
M.Eng.

APA, Harvard, Vancouver, ISO, and other styles

15

Arrowsmith, Deborah K. Masterson. "Informational books : their instructional impact upon young children's writing /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779439848171.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Weaver, Charlene. "Characterization of Autism Spectrum Disorders in Children's Picture Books." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2336.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Al-Sudairi, Nojood Musaed. "Children's books of Saudi Arabia: Literary and cultural analysis." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284298.

Full text

Abstract:

After studying hundreds of Saudi children's books, I decided to keep eighty of them to represent my selection. My main focus in this study is the literary and cultural characteristics of Saudi children's books. Thus, this study is based on two questions: What are the literary characteristics of Saudi children's books? and What are the cultural characteristics of Saudi children's books? I used the content analysis approach to answer both questions. Content analysis means the use of a theory or theme to analyze a text or a series of texts. The theory or theme is used as an analytical device, the main focus being analysis of the text rather than development of theory. In order to answer the question about the literary characteristics of Saudi children's books, I studied the seven most common literary elements found in textbooks of children's literature. A literary analysis chart was developed representing character, plot, setting, theme, point of view, style and tone. After analyzing the selected books literarily, I found that only a small number of the selected books use techniques of the literary elements to attract the readers. The majority of the books represent the false nature of flat characters and are written to instruct and educate children rather than entertain them. Illustrations do not add much to the written text in the majority of books; thus the majority of the books are illustrated books rather than picturebooks. A cultural analysis chart was developed from the readings and the interviews about Saudi culture. Three major categories represent the Saudi culture for this study: religion, family and childhood. After doing the cultural analysis for the selected books I found that there are many misrepresentations of the Saudi culture in most of the books indicating a lack of careful study of the culture. There is a separation between religious and nonreligious books, women have traditional roles in most of the books, and children are portrayed as either ideal or stupid in the majority of the books. Moreover, the landscape and/or the clothes of characters in most of the books are misrepresented.

APA, Harvard, Vancouver, ISO, and other styles

18

Leach, Karen Dupree. "Aggression in Popular Children's Picture Books: A Content Analysis." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4102.

Full text

Abstract:

The purpose of this thesis is to assess children's exposure to aggression through popular children's picture books. Little research has been performed regarding aggression in such books. By analyzing 301 picture books, this study found that the average picture book contained 1.36 aggressive acts, and that aggressive acts were more likely to be included in picture books meant for older children. Verbal aggression was the most widely used type of aggression in children's picture books. There was no significant relationship between the type of character (human or nonhuman) and whether the character acted aggressively. Male characters were more likely to be shown aggressing towards other male characters; they were also more likely to be shown using physical aggression and violent ideation. Aggressive acts in children's picture books are more likely to be portrayed as unjustified, with no consequences, and no adult involvement to help resolve the situation. Children's picture books could be a useful tool for parents, teachers, and adults to teach children about aggression and appropriate solutions for resolving conflict.

APA, Harvard, Vancouver, ISO, and other styles

19

Lewis, David Harry. "The metafictive in picture books : a theoretical analysis of the nature and origins of contemporary children's picture books, with case studies of children reading picture book texts." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021312/.

Full text

Abstract:

The thesis is about picture books and how children read them, and is divided into three parts. In part one I identify a striking parallel between certain exemplary contemporary picture books and the tendency within adult fiction known as postmodernism or metafiction. I enlarge upon this analogy and attempt to establish a tentative taxonomy of metafictive picture books. Part one concludes with an account of an early attempt at exploring how young children read such texts, and with the establishing of the core questions of the thesis: i.e. what is the relation of the metafictive picture book to the form in general?; why is such a highly self-conscious, reflexive form of text found in picture books for young children?; and how do young children read such books? In part two I begin by reviewing the available literature on picture books and then attempt to construct a theory of picture book text. These core theoretical chapters (chapters five, six and seven) are concerned with the nature of pictorial representations and how readers read them; with a revisionist account of the historical origins of the picture book; and with the developing of a view of the picture book as a distinctivelypolysysiemic form of text - i.e. a form of text closely akin to the novel. An attempt is then made to answer the first two of the three main questions. The final part of the thesis explores, through a number of case studies, how young children might construe metafictive texts and traces some of the different ways in which they attempt to make sense of them.

APA, Harvard, Vancouver, ISO, and other styles

20

Panaou, Petros Coats Karen. "Complex crossings European picture books and the construct of child-ness in national, European, and global contexts /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799091&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205257790&clientId=43838.

Full text

Abstract:

Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Karen Coats (chair), Jan Susina, Christopher Breu. Includes bibliographical references (leaves 289-303) and abstract. Also available in print.

APA, Harvard, Vancouver, ISO, and other styles

21

Sassaman, Tyler. "One Hundred Books: A journey through a century of John Newbery Award books." Digital Commons @ Butler University, 2019. https://digitalcommons.butler.edu/grtheses/516.

Full text

Abstract:

"On a quest to read all of the existing Newbery award-winning books (est. 1921), a reading specialist examines the history of the books and the award itself. Considered the “most distinguished contribution to children’s literature,” the John Newbery gold medal, awarded by the American Library Association, is a high-water mark for upper elementary-aged children across the United States. The author’s two decades of teaching experience provide the analytical perspective and memoir-style investigation. Interviews with a book buyer for the Scholastic publisher, children’s librarians, former Newbery committee members, and a visit to the famed Kerlan Collection of Children’s Literature, frame the author’s adventure as he reads all the winners."--Provided by the author.

APA, Harvard, Vancouver, ISO, and other styles

22

Eve, Matthew. "A history of illustrated children's books and book production in Britain during the Second World War." Thesis, University of Oxford, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Palsdottir, Anna Heida. "History, landscape and national identity : a comparative study of contemporary English and Icelandic literature for children." Thesis, Coventry University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247964.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Ry-Kottoh, Lucy Afeafa. "Digital publishing in Ghana : a focus on children's e-books." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/26842.

Full text

Abstract:

Adopting a mixed methods approach consisting of interviews, focus group discussions and surveys, this thesis investigates the state of digital publishing in Ghana within the context of Rogers’ diffusion of innovation theory. With a focus on children’s ebooks, it examines publishers’, authors’ and readers’ levels of adoption of ebooks, and their motivations for, perceptions of, and challenges or barriers to, going digital or otherwise. It also assesses the state of digital infrastructure and human resource capacity in Ghana to support the growing ebook sector, and identifies the knowledge and skills deficit in the industry in order to inform the development of courses that will be incorporated into the BA Publishing Studies programme at Kwame Nkrumah University of Science and Technology (KNUST). This thesis reveals that the level of adoption of ebook publishing among publishers and authors was relatively low given the interest demonstrated by young readers. The latter were very interested in ebooks and read mainly foreign content because it was freely available and accessible online. Publishers’ and authors’ motivations for publishing ebooks include visibility, the opportunity to reach a much wider audience, and the novelty of publishing digitally to keep abreast of current trends so as to transform the local industry. Some barriers to adoption identified were the cost associated with acquiring infrastructure, the security of online content, inadequate information about ebooks, non-use of ebooks, and infrastructural challenges such as inconsistent electricity supply and poor Internet penetration. The thesis also identified an awareness disconnect between publishers and their local readers: publishers perceive ebooks to be for the international market and, as such, do not focus on promoting them in the local market; thus, local readers are not aware of the existence of ebooks. Expanding on Rogers’ adoption categories, two new categories were created, incidental adopters and perceptual late adopters, to accommodate individuals who do not fall within Rogers’ established adopter categories. To increase the spread of digital publishing and the uptake of ebooks in the Ghanaian book market, the thesis recommends the elimination of the barriers to adoption and, most importantly, advocates training and skills development to reduce the knowledge and skills deficit gap among publishers and authors.

APA, Harvard, Vancouver, ISO, and other styles

25

Bell, Alice R. "Science as pantomime : explorations in contemporary children's non-fiction books." Thesis, Imperial College London, 2008. http://hdl.handle.net/10044/1/11844.

Full text

Abstract:

This project explores a case study in children's science culture: Horrible Science, a UK based series aimed at 7-11 year olds. Children, I believe, are one of science communication's most interesting audiences. They are both potential members and potential outsiders of the scientific community, and Horrible Science produces a liminar identity to meet these two markets. I apply a metaphor of pantomime to help describe Horrible Science, partly because of the series' approach to using fiction and its style of audience participation. It is also panto-science because it is presented as a carnivalesque show, exciting and fun, laughing at authority. Horrible Science invites us to snigger at science's heroes and explore the hidden underside of both nature and of scientific work. However, I believe that this, at least in part, is largely a matter of excusing a type of earnest reverence, delight and excitement for science that had become unfashionable by the end of the 20th century. I investigate Horrible Science as an interesting phenomenon in its own right, but also because I hope to develop ideas about the popularisation of science. Since the early 1990s, theories on popular science have tended to describe popular science as sitting (obstructively) between scientists and the rest of the world. Its public audience are defined as receivers; the scientists, the providers. However, recent work from historians of 19th century science have critiqued this view, instead positioning popular science within a 'marketplace', full of empowered consumers choosing not only what cultural products to partake of, but who to trust and how far. I accept this emphasis on the marketplace, but with a less utopian view of consumer power which retains some of the scepticism of the 1990s analytical approaches. I suggest that Horrible Science aims to appeal to its readers by implying they can use a 'horrible' version of scientific knowledge to take up a position between the great and the good of the scientific community and an assumed, unenlightened othered public. Drawing on Bourdieu's ideas on symbolic 'capitals' of culture, I conclude with a reading of popular science as a product through which interaction between and across cultural fields allows a range of actors to, at once, share social power, declare their own cultural status, and fall prey to the hierarchies of science in society.

APA, Harvard, Vancouver, ISO, and other styles

26

Budgen, David. "British children's books and the first world war 1914-2007." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527571.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Tackett, Mary Elizabeth. "An Examination of Elementary Learners' Transactions with Diverse Children's Books." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71448.

Full text

Abstract:

This study was designed to explore the transactional relationship between young learners and diverse texts. Students' perceptions toward difference are shaped by prior, lived experiences, and books provide students with virtual experiences of diversity, which can lead to transformative possibilities. This study explored: (1) How can children's picture books about autism be used to create transformative opportunities in an elementary classroom, and (2) What types of responses do primary students have when transacting with children's picture books about autism? Through the use of a formative experiment methodology aligned with Rosenblatt's Transactional Theory of the Literary Work (1978), interventions involving (a) a teacher read aloud, (b) student journal writing, and (c) class discussion allowed second grade students to transact both aesthetically and efferently with diverse texts about autism. Examination of student responses was a qualitative, iterative process that utilized the Constant Comparative method (Strauss and Corbin, 1998), and intervention data was triangulated with researcher field notes and pre and post-intervention student interviews. Analysis led to a deeper understanding of transactional response, including how (a) increasing awareness cultivates deeper connections with diverse texts, (b) prior perceptions and experiences influence evocation and response, and (c) diverse texts provide necessary virtual experiences with diversity. Student responses during transaction also revealed a process of growth in which students oscillated between various levels of introspection by (a) gaining awareness though an insightful view of diversity (developing understanding of difference/defining and explaining autism), (b) reflecting on similarities to gain an understanding of difference (journeying through the text), and (c) using texts as a reflexive tool and gateway toward acceptance (affirming care and responsibility). This study gives insight into how transacting with diverse texts can provide students with opportunities to explore diversity and increase their knowledge and understanding of difference in order to create a more accepting and equitable culture.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

28

Burr, Sandra. "Science and imagination in Anglo-American children's books, 1760--1855." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539623463.

Full text

Abstract:

Didactic, scientifically oriented children's literature crisscrossed the Atlantic in the eighteenth and nineteenth centuries, finding wide popularity in Great Britain and the United States; yet the genre has since suffered from a reputation for being dull and pedantic and has been neglected by scholars. Challenging this scholarly devaluation, "Science and Imagination in Anglo-American Children's Books, 1760--1855" argues that didactic, scientifically oriented children's books play upon and encourage the use of the imagination. Three significant Anglo-American children's authors---Thomas Day, Maria Edgeworth, and Nathaniel Hawthorne---infuse their writings with the wonders of science and the clear message that an active imagination is a necessary component of a moral upbringing. Indeed, these authors' books, most particularly Sandford and Merton (1783--1789), Harry and Lucy Concluded (1825), and A Wonder-Book for Girls and Boys (1852), are more than mere lessons: they are didactic fantasies intended to spark creativity within their readers.;These didactic fantasies are best understood in the context of the emerging industrial revolution and the height of the Atlantic slave trade. These phenomena, combined with the entrenchment of classicism in Anglo-American culture and the lesser-known transatlantic botany craze, shaped the ways in which Day, Edgeworth, and Hawthorne crafted their children's stories. Certainly dramatic changes on both sides of the Atlantic during the late eighteenth and early nineteenth centuries influenced the differences in the texts. More important to this study, however, are the vital connections among these stories. Each author draws heavily upon Rousseau's ubiquitous child-rearing treatise Emile and upon her or his literary predecessor to create children's books that encourage exploring nature through scientific experimentation and imaginative enterprise.;Yet these writers do not encourage the imagination run amok. Rather, they see the need for morally grounded scientific endeavor, for which they rely primarily on classicism and on gender ideology. Incorporating tales of the ancient world to inculcate the ideal of a virtuous, disinterested, and learned citizen responsible to the larger body politic, the three children's authors---but most notably and explicitly Hawthorne---tie a romanticized, classical past to the emerging industrial world.

APA, Harvard, Vancouver, ISO, and other styles

29

Anderson, Cheri Louise 1949. "Children's interpretations of illustrations and written language in picture books." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282764.

Full text

Abstract:

Children's responses to picture books are documented through this qualitative research involving a case study of three students in an intermediate elementary classroom. The study focuses on multiple ways of knowing through examining students' responses to these books through language and art. Specific research questions within this context are: How is the learning environment constructed to support children's responses to picture books? How do children respond to picture books?, What are the children's responses to the illustrations in picture books? and How do children create their own interpretations of the illustrations and written language in picture books? The theoretical frame for this study is based in semiotic theory and transactional theory as well as reader response research, picture books and response, visual literacy, children's responses to art, literary content analysis of picture books, reviews of picture book illustrations, interviews with illustrators, and illustrators reflecting on their artistic processes. The curriculum design developed of this study integrates children's literature and art. The curriculum cycle was an introduction of a picture book or textset, followed by a literature discussion, studio art experiences, and a reflective interview. The infusion of fine arts into the classroom curriculum more closely resembles the multiple ways children approach learning in the world outside school. The combination of written language and illustration in picture books can provide children with an introduction to literature and literacy. In the study, students were encouraged to read a variety of picture books and respond through literature discussion and art experiences. The findings related to the case study of three students were organized within two main areas: meaning making within a picture book and meaning making within the artwork. The picture book was defined as a unique art form that was central to the lives of students as they developed visual literacy. The students' responses were extremely sophisticated and showed that they were capable of complex understandings of art and literature.

APA, Harvard, Vancouver, ISO, and other styles

30

Wilson, Sandip LeeAnne. "Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/WilsonSLA2001.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Mortensen, Jennifer A. "Children's perceptions of the graphic features they use to differentiate writing from drawing." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1467793.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Godinho, Sally. "The portrayal of gender in the Children's Book Council of Australia honour and award books, 1981-1993." Connect to this title online, 1996. http://eprints.unimelb.edu.au/archive/00000337/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

MORRIS, ROBERTS ELAINE. "WHOSE BOOKS GET PUBLISHED?: INDIVIDUAL AGENCY AND THE BUSINESS OF CHILDREN'S PUBLISHING." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141318786.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Nielsen, Katherine M. "Comparison of children's 24-hour recalls and food records using two methods of analysis." abstract and full text PDF (UNR users only), 2009. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1464453.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Schneider, Chad Curtis. "The use of children's books as a vehicle for ideological transmission." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243969728.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Dietz, Kathryn Ann. "Cataloging of Children's Picture Books: Quality in the Age of Automation." NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/487.

Full text

Abstract:

This study was an analysis of the quality of Machine Readable Cataloging (MARC) Records of children's picture books and easy readers in terms of accuracy and completeness of information. It was a case study which was based on the books in the Educational Media Collection (EMC) at the University of Wisconsin Oshkosh. The purpose was to determine to what extent there were elements of the MARC record as provided in The Guidelines for Standardized Cataloging of Children's Materials, referred to as The Guidelines, which were missing and/or incorrect in records retrieved from the OCLC utility. The catalogers at the Library of Congress are required to use these guidelines when cataloging children's materials. There were 3,098 records used in this study; 2,363 records were submitted to the OCLC database by the catalogers at the Library of Congress and 735 were submitted by the catalogers at OCLC Participating Libraries. Six guidelines were relevant to picture books and easy readers: placing the "j" code in the Target Audience Field, entering the elements of the record following the Anglo-American Cataloging Rules 2nd ed. 1988 Revision (AACR2R88) Level 2 description, including summary notes, providing the International Standard Book Number (ISBN), providing added entries for joint authors and illustrators and identifying the illustrators, and providing subject headings without juvenile form subdivisions. There were 9,849 errors which appeared on 3,098 records. This was an average of2.5 errors per record cataloged at the Library of Congress and 5.5 errors per record cataloged at the OCLC Participating Libraries. Once the errors were determined, analyzed, and noted, the author developed a policy/procedures manual for applying The Guidelines to the cataloging records for children's picture books and easy readers. The previously established policies of the EMC in regard to the handling of books in the Juvenile Collection were included. This manual, although designed using the EMC at the University of Wisconsin Oshkosh, could be of practical use to any cataloger of children's picture books and easy readers.

APA, Harvard, Vancouver, ISO, and other styles

37

Holiday, Steven John. "Where They Least Expect It: Product Placement in Children's Picture Books." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4434.

Full text

Abstract:

Product placement has been intensely studied in almost every mass communications medium. One notable exception is in children's picture books where scholarship on the placement of products and brands has been severely underserved despite a steady presence in a medium integral to socialization and society. The present study recognizes the unique characteristics of the shared reading that takes place in this medium and explores its effects on memory for and attitudes toward product placements within children's picture books. Using a laboratory experiment, quantitative statistical analysis of resulting data, and qualitative exploration of themes resulting from subjects' responses, the present study demonstrates that the practice of shared reading positively affects both recollection and attitudes toward product placement in children's picture books. It also discusses the results in the context of their ethical and practical applications and implications.

APA, Harvard, Vancouver, ISO, and other styles

38

Lebedeva, Maria. "A play of signifiers : absence and presence in the picturebooks of Shaun Tan." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79950.

Full text

Abstract:

Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This thesis is an exploratory study into the signification potential of contemporary, postmodern picturebooks, specifically focusing on the way in which a seemingly 'simplistic' medium has the potential to initiate a vastly complex play of meanings. Picturebooks are traditionally considered to be a medium which implies a child reader, and conveys a simple linear narrative for educational and entertainment purposes. Traditional picturebooks thus assume a clear division between an author and reader, whereby the author is a 'knowing' adult, who conveys a moral or message to a passive child reader. These assumptions are arguably unsettled by the appearance of postmodern picturebooks, broadly defined as a medium which, while retaining the traditional picturebook format, opens itself up to multiple interpretations, instead of presenting the reader with an encoded message or 'meaning'. A number of postmodern picturebook authors, such as Shaun Tan, intentionally subvert the traditional dynamic between the author and reader of picturebooks by creating complex texts which display a general absence of clear accessible 'meaning', thereby allowing the reader to actively participate in the meaning-making process. With aid of the theories of signification set out by poststructuralist Jacques Derrida, this study aims to illustrate how a purposeful absence of apparent 'meaning' in picturebooks has the potential to allow for unlimited interpretations of a single text, thus by extension widening the 'implied' audience of such picturebooks. The objective is to set postmodern picturebooks apart from other texts (in particular more traditional picturebooks), and to provide a new outlook on the ways picturebooks are created, and the way they are read.
AFRIKAANSE OPSOMMING: Hierdie tesis is 'n ondersoekende studie na die betekenispotensiaal van kontemporêre, post-moderne prenteboeke, met spesiale verwysing na die manier waarop 'n sogenaamde “simplistiese” medium die potensiaal openbaar om 'n hoogs-komplekse verskeidenheid betekenisse te ontlok. Prenteboeke word tradisioneel gesien as 'n medium van eenvoudige, liniêre vertellings gerig op die jong leser met die doel om op te voed of te vermaak. Tradisionele prenteboeke handhaaf dus 'n duidelike afbakening tussen die leser en die outeur, die sogenaamde “alwetende” volwassene, wat 'n morele les/ boodskap aan 'n passiewe, jong leser oordra. Hierdie veronderstelling word egter omvergewerp deur die verskyning van die post-moderne prenteboek wat, alhoewel in die tradisionele formaat van die prenteboek gegiet, die leser die geleentheid bied om veelvoudige interpretasies te maak in plaas van om net die beoogde geënkodeerde betekenis of boodskap van die boek te aanvaar. 'n Aantal post-moderne prenteboekskrywers soos Shaun Tan het die tradisionele dinamiek tussen prenteboekskrywer en -leser bewustelik omver kom werp deur komplekse teks te skep wat gekenmerk word aan die afwesigheid van 'n duidelik waarneembare betekenis en wat die leser dus toelaat om aktief deel te neem aan die interpretasieproses. Die doel van hierdie studie is om met behulp van die betekenispotensiaal-teorie, soos uiteengesit deur post-strukturalis Jacques Derrida, te illustreer hoe die doelbewuste weglating van 'n duidelik waarneembare betekenis of boodskap dit moontlik maak om die teks op veelvoudige maniere te interpreteer en daarmee saam ook die lesersprofiel van prenteboeke te verbreed. Die hoofdoel van hierdie studie is dus om die post-moderne prenteboek te onderskei van die tradisionele prenteboek en ander tekste en om nuwe waarnemings en insigte te verskaf in die wyse waarop prenteboeke geskep en gelees word.

APA, Harvard, Vancouver, ISO, and other styles

39

Lee, Shun-wai Dorothy. "Children's constructions of meaning in the context of fairy tales." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29791236.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Tubbs, Aimee. "Bibliotherapy for Children Coping with a Loved One's Military Deployment: What do Children's Books Tell Us?" BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4391.

Full text

Abstract:

This study extracted descriptive information and analyzed content in 23 children's books related to military deployment using a coding instrument entitled, “Military Bibliotherapy Coding Instrument for Children's Books,” developed for this study. Additionally, the content from the books was compared to themes found in current research literature. The books were not as racially diverse as the military population. Books for black children are underrepresented with only 8% of books having black characters compared to the 16.9% black population in active duty military service. The most prevalent response to the deployment of a loved one described is sadness with 65% of the books describing this response. Finding ways to keep the main character and the deployed person connected is the most prevalent coping strategy described in the books (82%). A surprising find is that pride in the deployed person's military service is described as a coping strategy in some of the books although it was not found in the research literature. All phases of deployment were described with the exception of reintegration. No books addressed this important phase of deployment. Information from this analysis will assist parents, educators and mental health professionals in selecting books for bibliotherapy use that align with the unique circumstances and characteristics of military children. Information presented will also inform and encourage publishers to seek out and publish books to more adequately meet the demographics and meet the unique experiences faced by military children.

APA, Harvard, Vancouver, ISO, and other styles

41

Wallis, Judith M. "Children's favorite novels an analysis of books that have won multiple state popularity awards /." [Houston, Tex.] : University of Houston, 1997. http://catalog.hathitrust.org/api/volumes/oclc/41264379.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Nowak, Kelly. "My mommy died, is there a book about me? Death and dying in children's picture books, 2000-2006 /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174786861.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Shea, Rebecca Lynn. "The effectiveness of a prosodic intervention on children's metrical patterns /." abstract and full text PDF (UNR users only), 1999. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1395238.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Valentine, Valerie D. "An investigation of authenticity and accuracy in children's realistic fiction picture books set in Appalachia." Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1202328969.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Kirk, Joyce, and n/a. "Portrayal of aged characters in Australian award-winning children's novels 1946-1985." University of Canberra. Library & Information Studies, 1988. http://erl.canberra.edu.au./public/adt-AUC20050711.143505.

Full text

Abstract:

The study investigated the nature of the portrayal of aged characters in children's novels which won Children's Book Council of Australia's awards in the period from 1946 to 1985. By means of content analysis, the demographic, personal and behavioural characteristics of aged characters were identified on a thirty-four item checklist. From these characteristics a portrayal score was derived to represent the extent of variation in the depiction of aged characters in the novels examined. Analysis of variance tests indicated that the level of variation in portrayal scores was significantly related to the position of importance of aged characters in novels. The portrayal of aged characters did not vary according either to the approach to story adopted in Australian award-winning novels, or to the period in which the award was granted. It seems that although aged characters taken as a whole in the novels studied display the variety of characteristics attributed to aged people in the literature of gerontology, individually many of these aged characters are depicted in a somewhat limited way. There is evidence to suggest that aged characters in Australian award-winning children's novels do not adequately reflect the demographic characteristics of aged people in the Australian population. In terms of range of social settings in which they are depicted is restricted. So too, is the range of behaviours in which they engage. This rather limited depiction of aged characters means that readers of Australian award-winning children's novels are presented with a restricted and unrealistic view of the aged and of the condition of being aged. If children's novels serve as one of the socialisation agents for young people, then the limited portrayal of aged characters presented in those novels may be a cause for concern, especially as there are few indications that the depiction of aged characters generally in more recent award-winning novels has become more varied and realistic.

APA, Harvard, Vancouver, ISO, and other styles

46

Morris, Roberts Elaine. "Whose books get published? individual agency and the business of children's publishing /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1141318786.

Full text

Abstract:

Thesis (Dr. of Education)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Apr. 11, 2006). Includes abstract. Keywords: Children's literature; Children's publishing; Publishing industry; Individual agency; Discourse. Includes bibliographical references.

APA, Harvard, Vancouver, ISO, and other styles

47

Kreidieh, Shereen. "The publishing and marketing of Lebanese children's books in the Arab World." Thesis, Oxford Brookes University, 2015. https://radar.brookes.ac.uk/radar/items/d31319e4-fb3e-4429-b9c4-bb399eee5c45/1.

Full text

Abstract:

The core question this research seeks to answer is: how and why do the publishing and marketing of children’s books in the Arabic-speaking World differ fundamentally from publishing and marketing in larger western children’s books markets? In 2003, the Arab Human Development Report concluded that the Arab book is a “threatened species” (Rogan, 2004). A decade later, this assessment still resonates with Arab book publishers. Sophisticated marketing techniques are still conspicuously absent from the Arabic book publishing industry, and in need of further development. Marketing and market research drives publishing in the West, and advocates the love of books to customers (Squires, 2009, pp. 40-69), (Baverstock, 2008, p: 1), (Bogucki, 2012), (Blythe, 2009, pp. 6-8) while publishing in the Arab World is driven by different priorities. To understand marketing Lebanese children’s literature, given that Lebanon is regarded as the Arab World’s publishing capital exporting 90% of its books, the research employs both qualitative and quantitative methods to collect data, provide a socio-cultural appreciation of the publishing industry, and address the factors affecting book development, customers, and markets. Publishing exists within a framework of influential factors shaping the industry, including legacy publishing houses and family-run publishing houses, mistrust between the different stakeholders in the book chain, and the socio-economic situation in Lebanon and across the Arabic-speaking World. An overview of the Lebanese children’s book publishing houses reflects the traditional methods used to publish and market Lebanese children’s books. Particular attention is given to the crucial role played by book fairs as the key sales channels across the region. A series of surveys demonstrates the importance of picture books for advancing literacy and language capacity among elementary school children as well as creating a love of the Arabic language. The uniqueness of Arab markets is demonstrated when marketing methods used in the UK are applied to the Lebanese market, with variable results. The research highlights the need to further develop marketing mechanisms for Lebanese children’s literature and the need for greater comparative publishing research in the Arabic-speaking World. The research adds to the body of knowledge on Arabic Children’s book, drawing a clear picture of the publishing and marketing of children’s books in Lebanon and across the Arabic-speaking World, offering practical ideas for other Lebanese publishers to work on, and introducing a combination of new methods to understand different players in the book chain process.

APA, Harvard, Vancouver, ISO, and other styles

48

Singer, Amy Elisabeth. "Under the radar : the subversive work of American children's books, 1930-1980 /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/8873.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Warner, Katrina S. "The narrative structure of children's books used in language therapy| An analysis." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1568905.

Full text

Abstract:

Children with language impairments frequently benefit from language intervention which utilizes children's books. However, careful selection of the children's books by interventionists must be done, as these children are frequently delayed in narrative abilities. This research investigates the narrative level of children's books used in language intervention with three methodologies of narrative analysis. Results indicate that children's books have narratives that span across developmental levels; revealing that not all books are appropriate for all children in narrative terms. Clinical implications are discussed.

APA, Harvard, Vancouver, ISO, and other styles

50

miao-tzu, chou, and 周妙姿. "Children's Vociferating In Picture Books." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/7x5j33.

Full text

Abstract:

碩士
國立臺東大學
兒童文學研究所
94
The purpose of this study was based on children’s emotional problems caused by parents’ over coaching or ignoring. Fourteen picture books were selected to be discussed. Based on children’s psychologic perspective, the study analyzed the emotional response of the characters of the picture books for helping children abreact their emotion. According to the analysis of association between picture books and children psychology, picture books are necessary for children to enrich their imagination. Moreover, the picture books demonstrate numerous oral and rhyming literacy in text and the concerned of subject for children in context. Therefore, the characters in the picture books help children with the characteristic of identification, replacement and imitation. To sum up, picture books could be the consoling books for the children’s metamood. The conflicts between children and adults are often due to the teacher who is self-righteous, the mother who opposes them in doing anything and the father who is too busy to talk to them. Because of these problems, it causes the children to constrain their feelings and also deprives their human rights. Therefore, the children lose their rights from their parents and the educational system. Their emotional problems also produce some conversion of emotions and mental behaviors. The irony of picture books, points out the self-contradiction between the adults and the children, it also expresses the offensiveness and judgment in the picture books. The results of the research shows us picture books could be the solution to children’s emotions. It not only inspires their mind but also comforts their heart. Because of the consideration of perceptual and rational knowledge, picture books have become powerful literature in children’s world.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Children's books'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles