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Lo, Patrick, Bradley Allard, Kevin K. W. Ho, Joyce Chao-chen Chen, Daisuke Okada, Andrew Stark, James Henri, and Chung-chin Lai. "Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand." Journal of Librarianship and Information Science 51, no. 4 (March 29, 2018): 1103–19. http://dx.doi.org/10.1177/0961000618763979.
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Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.
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Foster, John. "A social history of Australia as seen through its children's comic books." Journal of Australian Studies 22, no. 59 (January 1998): 165–72. http://dx.doi.org/10.1080/14443059809387434.
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Patrick, Kevin. "(FAN) Scholars and Superheroes: The Role and Status of Comics Fandom Research in Australian Media History." Media International Australia 155, no. 1 (May 2015): 28–37. http://dx.doi.org/10.1177/1329878x1515500105.
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Comic books, eagerly consumed by Australian readers and reviled with equal intensity by their detractors, became embroiled in post-war era debates about youth culture, censorship and Australian national identity. Yet there are few references to this remarkable publishing phenomenon in most histories of Australian print media, or in studies of Australian popular culture. This article demonstrates how the history of comic books in Australia has largely been recorded by fans and collectors who have undertaken the process of discovery, documentation and research – a task that, in any other field of print culture inquiry, would have been the preserve of academics. While acknowledging some of the problematic aspects of fan literature, the article argues that future research into the evolution of the comic-book medium within Australia must recognise, and engage with, this largely untapped body of ‘fan scholarship’ if we are to enrich our understanding of this neglected Australian media industry.
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Silva, Marta Regina Paulo da. "Gender relations, comic books and children's cultures: Between stereotypes and reinventions." Policy Futures in Education 16, no. 5 (August 16, 2017): 524–38. http://dx.doi.org/10.1177/1478210317724642.
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The article discusses the production of children's cultures based on the experiences of 3–5-year-old children with the language of comic books, focusing on gender relations. It is part of a doctoral research project conducted at FE / UNICAMP and investigates a case study in a municipal pre-school in the Greater ABC region in São Paulo, Brazil. It assumes that comic books viewed as media production interfere with children's ways of life, often reinforcing stereotypes found in sex differences. Combining philosophy, sociology and childhood education, it discusses how small children interact with comic books and what they reproduce, invent or reinvent when inspired by such materials. It emphasizes that comic books are part of children's material cultures and unveil symbolic aspects of children's cultures, which they share with each other and with adults in such a way that they observe patterns and identity values being negotiated in the sense that not only do they reproduce stereotypes of heteronormative culture, but also cross the boundaries of gender. In sum, the article sheds light on the challenge of bringing children to the debate about gender relations from the perspective of pedagogical proposals which might overcome sexist practices present in educational institutions.
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Sinha, Indranil, Anup Patel, Francis Sun Kim, Mary Lu MacCorkle, and James Frease Watkins. "Comic Books Can Educate Children About Burn Safety in Developing Countries." Journal of Burn Care & Research 32, no. 4 (July 2011): e112-e117. http://dx.doi.org/10.1097/bcr.0b013e3182223c6f.
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Wardani, Kemala Pintaka. "“CINDELARAS” KIDS ILLUSTRATION AS A MORAL LEARNING MEDIA FOR CHILDREN." Arty: Jurnal Seni Rupa 9, no. 2 (August 18, 2020): 169–80. http://dx.doi.org/10.15294/arty.v9i2.40372.
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Moral learning can be taught through stories, which act as orientations and role models to stimulate understanding which then becomes the habituation and personal character of the child. In this study project moral learning is presented in stories in the form of comic books, with Cindelaras's story as example. The comic book creation process goes through several stages of the creative process namely the pre-production process, the production process and the post-production process. The main work produced was a dummy form from a comic book titled "Cindelaras: A Boy with Rooster" and several merchandise works as supporters such as bookmarks, key chains, art prints and stickers. All the sequences pages of this comic are visual illustrations that tell the story of Cindelaras' journey in fighting for justice. In this comic also illustrated how Cindelaras behaves to parents, people who need even those who are evil to him. This comic has the main message that every good or bad deed will return to the culprit. This work is analyzed from the technical aspects, aesthetic aspects and illustrative aspects. Technically, the entire work is done in digital format and techniques with Adobe Photoshop CS5 applications, while viewed from an aesthetic aspect, it highlights visual elements that are depicted such as colors, lines, drawing styles, and so on. The illustrative aspect explains how illustrations play an important role in communicating stories in this comic book. Through this comic book illustration creation it is hoped that it can add to children's reading recommendations as a medium of moral learning as well as a means of promotion to introduce native Indonesian folklore.
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Kusumawardhani, RR Mega Iranti, and Muhammad Cahya Mulya Daulay. "Indonesian Traditional Story Content in Animated Short Film." IMOVICCON Conference Proceeding 1, no. 1 (July 3, 2019): 175–80. http://dx.doi.org/10.37312/imoviccon.v1i1.20.
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cahya.daulay@umn.ac.idIn Indonesia, generation who were born in late 1970 and beginning 1980 have more access to entertainment, compared to earlier generations. They read storybooks, children magazine and comic books, and listened to stories through audio-cassette and radio. There were various contents to choose from; H.C Andersen and Brothers Grimm’s classic stories, Disney’s classic fairy tales, European and American super hero comic books, and Indonesian traditional stories. Indonesian traditional stories were introduced and brought by local children magazines and recorded stories from audio-cassette.
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Jee, Benjamin D., and Florencia K. Anggoro. "Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics." Journal of Cognitive Education and Psychology 11, no. 2 (2012): 196–208. http://dx.doi.org/10.1891/1945-8959.11.2.196.
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Increasing people’s interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people’s beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.
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Rolim, Karla, Carlon Pinheiro, Fernanda Magalhães, Mirna Frota, Francisco Mendonça, and Henriqueta Fernandes. "Comic books: technology in health for the humanization of care delivery to hospitalized children." Revista de Enfermagem Referência IV Série, Nº14 (September 22, 2017): 69–78. http://dx.doi.org/10.12707/riv17028.
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Mitchell, Jane P., and Joseph D. George. "What do Superman, Captain America, and Spiderman have in Common? The Case for Comics Books." Gifted Education International 11, no. 2 (January 1996): 91–94. http://dx.doi.org/10.1177/026142949601100205.
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The paper analyses the use of comic book super heroes who fight somebody's evils as useful for the teaching of values to exceptional children. The values can be presented in a popular medium which can be used to initiate discussion and critical thinking.
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Sueyoshi, Mark, Arthur Olch, Natalie Johns, Jordan Afaga, and Kenneth Wong. "Comics: Educating and introducing children to radiation therapy." Journal of Clinical Oncology 36, no. 34_suppl (December 1, 2018): 155. http://dx.doi.org/10.1200/jco.2018.36.34_suppl.155.
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155 Background: Comics can address topics in medicine and other facets of life in a format that is widely accessible. Literature suggests that Human-Centered Design strategies can reduce child/caregiver anxiety prior to radiation therapy. Thus, appropriately designed comics can bridge the gap between the practical realities of radiotherapy, like understanding the importance of remaining still in immobilization molds and the pediatric patient's desire for imagination and play. Similar patient-care interventions have been implemented in the form of toys, games, and books. The aim of this project was to draw out best practices in the development of a comic to prepare patients for radiotherapy. Methods: Comic production underwent an iterative process whereby a multidisciplinary team of a radiation oncology department defined a set of principles and goals. An artist then developed several drafts with the input of staff, patients, and family. Readability for the intended audience was assessed by established readability tests. Results: A 25-panel comic draft was produced by the multidisciplinary team that explained in simple terms how radiotherapy is used in a relatable and entertaining way. The dialogue was developed to accommodate the education level of both pediatric patients and caregiver(s) with the intention to be read as a shared experience. The Automated Reliability Index, Flesch Kincaid Grade Level, and Gunning-Fox Index measured readability as fourth, less than sixth, and sixth grade, respectively. The messages included an explanation of radiation, its necessity and likely side effects, the important alliance with the radiation oncology staff, and the central role of the patient. Conclusions: The development of a clear, succinct, and entertaining comic that is relatable to children undergoing radiotherapy is a challenging process, especially in a world awash with competing media. However, a graphic medium can provide an opportunity to convey information and reassurance for both the patient and family. Comics have the potential for greater patient satisfaction over traditional methods of information dissemination. Next steps will involve clinic-wide validation using standardized anxiety and family impact assessment tools.
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Immerwahr, Daniel. "Ten-Cent Ideology: Donald Duck Comic Books and the U.S. Challenge to Modernization." Modern American History 3, no. 1 (March 2020): 1–26. http://dx.doi.org/10.1017/mah.2020.4.
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The comic-book artist Carl Barks was one of the most-read writers during the years after the Second World War. Millions of children took in his tales of the Disney characters Donald Duck and Uncle Scrooge. Often set in the Global South, Barks's stories offered pointed reflections on foreign relations. Surprisingly, Barks presented a thoroughgoing critique of the main thrust of U.S. foreign policy making: the notion that the United States should intervene to improve “traditional” societies. In Barks's stories, the best that the inhabitants of rich societies can do is to leave poorer peoples alone. But Barks was not just popular; his work was also influential. High-profile baby boomers such as Steven Spielberg and George Lucas imbibed his comics as children. When they later produced their own creative works in the 1970s and 1980s, they drew from Barks's language as they too attacked the ideology of modernization.
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Foster, John. "The Slow Death of a Monochromatic World: The Social History of Australia as Seen through Its Children's Comic Books." Journal of Popular Culture 33, no. 1 (June 1999): 139–52. http://dx.doi.org/10.1111/j.0022-3840.1999.3301_139.x.
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Lefèvre, Pascal. "The Conquest of Space." European Comic Art 2, no. 2 (June 1, 2009): 227–52. http://dx.doi.org/10.3828/eca.2009.4.
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This article focuses on panel arrangements and page layouts of early comics published in Belgium in the five decades before the start of Tintin in 1929. It investigates the degree of standardisation in this pivotal period, in which the old system of graphic narratives with captions evolved to comics with balloons. The years between 1880 and 1929 boasted a variety of publication formats (broadsheets, illustrated magazines for adults and for children, comic strips, artists' books), within which one can see both similar and different conventions at work.
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Cupertino, Christina Menna Barreto. "Discovering Feelings: An Activity for Second Graders." Gifted Education International 13, no. 2 (September 1998): 140–49. http://dx.doi.org/10.1177/026142949801300207.
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This paper describes an activity for second graders in the program of special courses of POIT, from Centro Educacional Objetivo, Brazil. Based on some difficulties shown by some gifted pupils in expressing feelings we have planned a “course” for young children to experience this expression in a non-threatening context. The course aims to enhance the balance between intellectual and emotional abilities. It uses comic books and role playing. We notice different attitudes from the children regarding the tasks, showing many ways of being. Their trajectory is portrayed by drawings and texts made by themselves. The conditions to the satisfactory accomplishment of the objectives are discussed.
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Sosiawan, Agung, Taufan Bramantoro, Aisyah Rachmadani Putri Gofur, Dida Devina, and Ni Nyoman Astari Kumala Dewi. "Educational Comic for Dental Caries Prevention in Kalijudan 1 Elementary School, Surabaya." Indonesian Journal of Dental Medicine 2, no. 1 (June 21, 2020): 1. http://dx.doi.org/10.20473/ijdm.v2i1.2019.1-3.
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Background: Dental caries is one of the dental and oral diseases, and it is caused by S. mutans. Almost all humanshave dental caries, and it is a burden disease in Indonesia. The prevalence of dental caries is 79.1% worldwide, and theprevalence of child dental caries in Indonesia was 92.6% in 2018. Purpose: To promote child dental health awareness inchildren through an educational comic. Methods: Educational comics were distributed directly to students of KalijudanElementary School. Tools and materials of the empowerment program: Stationery, Laptop/computer, Application to layoutthe comic. There are 13 teachers and 30 students involved in this program. The students were given pre-test before learnedabout dental health from educational comics. After receiving health education materials from the comics books, they weregiven post-test to measure the increasement of health knowledge. Pre and post test data were analyzed with Paired-T test.Results: The pre-test and post-test results of the empowerment program at Kalijudan 1 elementary school were 12.3 and13.6, respectively. There was a 1.3 point increase. The significance value was 0.000 (p-Value < 0.05). This means thatthere was a significant difference in children’s knowledge levels before and after they read the comic. Conclusion: Theresult showed that children have learned that dental and oral health affects physical activities.
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Suryadilaga, Muhammad Alfatih. "SYARAH HADIS SAHIH BUKHARI DAN MUSLM DALAM KOMIK : Studi atas Deskripsi 99 Pesan Nabi: Komik Hadis Bukhari Muslim (Edisi Lengkap)." ESENSIA: Jurnal Ilmu-Ilmu Ushuluddin 16, no. 2 (October 1, 2015): 153. http://dx.doi.org/10.14421/esensia.v16i2.994.
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yarah traditions become a necessity for Muslims ummah. This is because Islamic teachings contained in its tradition. The innovation over tradition are constantly evolving . One of them is the understanding of the hadith in Sahih Bukhari and Muslim in comic form. The new media is different from other that developed before, namely the audio media as can be seen in TVRI and youtube and other media such as teaching in Islamic boarding schools and PTKIN in Indonesia. This study is interesting because the religious comics becomes new trends in Indonesia which is sourced from the two most authentic books of hadith as such. At least , the expanding range of the reader not only of those people who has expert in the science of hadith or tradition in Islamic boarding schools and in PTKIN, but rather to the realm of children and adolescents. in addition, to the realm of the comic this tradition can also be read anyone at any time . In theory of knowledge , comic tradition that developed was an attempt to apply the message contained in the redaction of hadits (matan hadis). Therefore it’s the idea of chosen the traditions that can be applied into the daily life. Supported by appropriate illustrations and narrative of present context, the comics tradition is one of the effort of understanding the tradition in the Indonesian context.
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Tomsic, Mary. "The politics of picture books: stories of displaced children in twenty-first-century Australia." History Australia 15, no. 2 (April 3, 2018): 339–56. http://dx.doi.org/10.1080/14490854.2018.1452156.
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Choerul Anwar Badruttamam and Dwi Rosyidatul Kholidah. "PENGEMBANGAN BAHAN AJAR BERBASIS KOMIK UNTUK MENINGKATKAN PEMAHAMAN KONSEP PADA SUB TEMA 2 LINGKUNGAN SEKITAR RUMAHKU." JURNAL CENDEKIA 12, no. 1 (March 15, 2020): 1–7. http://dx.doi.org/10.37850/cendekia.v12i1.78.
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Abstract: The development of thematic teaching materials for comic-based picture stories is one of the tools to help students understand learning. Facts in the field indicate that the learning process has not proceeded as desired, this is because the teacher and students only hold on the textbooks (student books and teacher books) provided by the teacher without being accompanied by supporting media when the teaching and learning process takes place so that children feel bored, unhappy, sleepy and lazy because there are no exciting media to support thematic learning in which there are several subjects. The purpose of this development is to produce products in the form of fun comic-based teaching materials making it easier for students to deepen the understanding of the environment around my home. The kind of research used by researchers is descriptive with qualitative and quantitative data analysis. This type of research is Research and Development, which refers to the Dick and Carrey model. The results of the research development of thematic teaching materials based on pictorial stories meet interesting criteria with the results of the content expert tests reaching 86% eligibility level, design experts reaching 92.5%, linguists reaching 80%, learning practitioners reaching 86%, and the results of field trials reaching 93 %, student learning outcomes on average post-test scores 72.68 and pre-test scores 97. From the explanation above, there are significant differences in student learning outcomes using thematic materials based on comic-based pictorial stories and those who do not use thematic-based thematic teaching materials pictorial. This shows that the product being developed has appropriateness of qualification because the concepts are in accordance with the characteristics of the child. Hence, the teaching material is suitable for use in learning.
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O'Malley, Andrew. "‘The Innocence Project’ – An Online Exhibition and Archive on Children and Comics in the 1940s and 1950s." International Research in Children's Literature 10, no. 1 (July 2017): 20–38. http://dx.doi.org/10.3366/ircl.2017.0216.
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The 1940s and 1950s saw a widespread outcry over children's reading of comic books, most pronouncedly the often violent, gory and erotic crime and horror genres. Concern and outrage over the assumed effects of the ubiquitous magazines on young minds was expressed in a deluge of newspaper editorials, magazine articles, professional and academic journals, and elsewhere. A grassroots movement to restrict children's access to comics led to a Senate Subcommittee hearing in the US investigating links to juvenile delinquency and to legislation in several countries prohibiting the sale of certain comics to minors. Using Omeka publishing and exhibition software, this digital humanities project takes the form of an online exhibition and digital archive and considers the ways in which the comics crisis was structured around the idea of childhood innocence
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Coleman, Peter. "Censorship: Publish and Be Damned." Media International Australia 150, no. 1 (February 2014): 36–40. http://dx.doi.org/10.1177/1329878x1415000110.
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State censorship in Australia has been rare, controversial and short-lived. There was almost none in the liberal nineteenth century. In the twentieth century, the two world wars, the Great Depression and the new age of terrorism led to more determined, if comparatively temporary, attempts to censor publications that advocated sedition or violence. Moral censorship of obscenity was also rare in the nineteenth century, but enjoyed an ‘heroic’ period following the arrival of a new realism in literature and the age of lurid comic books. The internet has made such censorship almost totally ineffective. Blaspheming the Christian religion is no longer treated as a punishable offence, although attacking Islam may still sometimes be deemed actionable in law. The advent of multiculturalism has encouraged legislation to restrict free speech deemed to be ‘hate speech’, but its application has been episodic, unpopular and ineffective. The contest between writers demanding freedom and censors demanding standards is unending. But at the moment, the balance favours writers.
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Artha, Rafika Septia, Dadan Suryana, and Farida Mayar. "E-Comic: Media for Understanding Flood Disaster Mitigation in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 341–51. http://dx.doi.org/10.21009/jpud.142.12.
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The existence of several early childhood education institutions in Indonesia, such as in the Riau Province region, often faces the risk of catastrophic floods overflowing the Kampar River resulting in casualties. The results of preliminary research found that children lacked insight into flood disaster mitigation, and schools did not have appropriate mitigation programs or media. This study aims to develop a product in the form of an E-Comic to introduce flood disaster mitigation in a practical and effective early childhood education. Research and development procedures in this study using the ADDIE model. The data collection techniques for this study were the results of expert validation, practicality tests, and media effectiveness tests on children aged 5-6 years using the mitigation understanding instrument and descriptive statistical analysis of Aiken's V validation. Flood disaster is very suitable for use in early childhood learning, with the average Aiken's V result by material experts is 89% and media expert is 96%. E-Comic practicality with an average percentage of 85.5% and effectiveness test results with an average value of 90%. It can be concluded that the E-Comic introduction of flood disaster mitigation in Kindergarten children is suitable for use as a learning medium and has a practical and effective quality.
Keywords: E-Comic, Flood Disaster Mitigation
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Ellerton, N. F., and M. A. Clements. "Reshaping School Mathematics in Australia 1788–1988." Australian Journal of Education 32, no. 3 (November 1988): 387–405. http://dx.doi.org/10.1177/000494418803200310.
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An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable. Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.
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Román, Antonio, Andrea Flumini, and Julio Santiago. "Scanning of speechless comics changes spatial biases in mental model construction." Philosophical Transactions of the Royal Society B: Biological Sciences 373, no. 1752 (June 18, 2018): 20170130. http://dx.doi.org/10.1098/rstb.2017.0130.
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The mental representation of both time and number shows lateral spatial biases, which can be affected by habitual reading and writing direction. However, this effect is in place before children begin to read. One potential early cause is the experiences of looking at picture books together with a carer, as those images also follow the directionality of the script. What is the underlying mechanism for this effect? In the present study, we test the possibility that such experiences induce spatial biases in mental model construction, a mechanism which is a good candidate to induce the biases observed with numbers and times. We presented a speechless comic in either standard (left-to-right) or mirror-reversed (right-to-left) form to adult Spanish participants. We then asked them to draw the scene depicted by sentences like ‘the square is between the cross and the circle’. The position of the lateral objects in these drawings reveals the spatial biases at work when building mental models in working memory. Under conditions of highly consistent directionality, the mirror comic changed pre-existing lateral biases. Processes of mental model construction in working memory stand as a potential mechanism for the generation of spatial biases for time and number. This article is part of the theme issue ‘Varieties of abstract concepts: development, use and representation in the brain’.
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de Aguillar Pinho, Maria Luiza Carvalho, Angela Maria Cavalcanti da Rocha, Celso Roberto de Aguillar Pinho, and Cristiane Junqueira Giovannini. "“Monica and Friends”: the challenge to internationalize." Emerald Emerging Markets Case Studies 7, no. 2 (June 22, 2017): 1–26. http://dx.doi.org/10.1108/eemcs-06-2016-0139.
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Subject area International business or International marketing. Study level/applicability The case is recommended for undergraduate and graduate courses in the fields of international business and international marketing. The aim is to show students the problems that a family business in the animation industry faces while growing and internationalizing. Specifically, the case discusses the entry mode selection and market selection challenges faced by an emerging market company in the comic book and animation industry to operate overseas and compete with entertainment giants such as Disney and DC Comics. The case enables the instructor to discuss international market selection theories and evaluate entry modes. For graduate students, the international market selection can be further developed by using more robust concepts such as psychic and cultural distance. Case overview This case examines the trajectory of a pioneering company in the comic book and animation industries, and in the licensing of trademarks in Brazil. Mauricio de Sousa Productions was founded in 1959 and is considered to be one of the most successful cultural producers in the country. According to a leading Brazilian public opinion research agency, 97 per cent of Brazilian children and 96 per cent of their parents are familiar with the Monica and Friends characters. As one of the main players in the publishing market, with 86 per cent of market share, Mauricio de Sousa Productions has a product portfolio that goes beyond Monica and Friends comic strips: the company’s show on the Cartoon Network ranks third in audience viewing in the country and the company has produced animated movies, books, shows and games. However, despite its experience in publishing comic books in several countries, Mauricio de Sousa Productions (MSP)’s worldwide operations have not been as profitable and sustainable as expected. Aiming at expanding its global presence, MSP’s top management decided in 2014 to review the company’s internationalization strategy and operations to enhance the firm’s performance. Expected learning outcomes The case highlights the key factors facing firms when expanding from an emerging markets. Students are expected to discuss and evaluate options, thus developing their knowledge and decision processes related to family-owned business challenges and opportunities, international market selection theories and international market entry mode. Developing strategies to face challenges as those presented by competitors such as Disney should bring opportunities to students to think outside models and weigh risks. Finally, the case gives students opportunity to base their decision processes and evaluations on logistics problems as well as psychic and cultural distances. It also compels the students to appreciate the various challenges involved in exploiting international market with animation content and intellectual properties as a service. Supplementary materials Company presentation to use in the discussion introduction can be found in: www.monicaandfriends.com/content/video.php Subject code CSS 5: International business.
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Kartika Bintarsari, Nuriyeni. "The Cultural Genocide in Australia: A Case Study of the Forced Removal of Aborigine Children from 1912-1962." SHS Web of Conferences 54 (2018): 05002. http://dx.doi.org/10.1051/shsconf/20185405002.
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This paper will discuss the Forced Removal Policy of Aborigine children in Australia from 1912 to 1962. The Forced Removal Policy is a Government sponsored policy to forcibly removed Aborigine children from their parent’s homes and get them educated in white people households and institutions. There was a people’s movement in Sydney, Australia, and London, Englandin 1998to bring about “Sorry Books.” Australia’s “Sorry Books” was a movement initiated by the advocacy organization Australian for Native Title (ANT) to address the failure of The Australian government in making proper apologies toward the Aboriginal and Torres Strait Islander population. The objective of this paper is to examine the extent of cultural genocide imposed by the Australian government towards its Aborigine population in the past and its modern-day implication. This paper is the result of qualitative research using literature reviews of relevant materials. The effect of the study is in highlighting mainly two things. First, the debate on the genocidal intention of the policy itself is still ongoing. Secondly, to discuss the effect of past government policies in forming the shape of national identities, in this case, the relations between the Australian government and its Aborigine population.
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MILLS, JONATHAN. "Depictions of Martial and Spiritual Power in Eighteenth-Century Japanese Children's Picturebooks: Two Early Kusazōshi Works Featuring the Warrior Kumagai Naozane." International Research in Children's Literature 1, no. 1 (July 2008): 49–65. http://dx.doi.org/10.3366/e1755619808000100.
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This article deals with early Kusazōshi a genre of Japanese picturebook published during the eighteenth century, and one of the antecedents of modern Japanese manga. It is thought that these books were enjoyed by both adults and children. I consider two works which deal with the twelfth-century warrior Kumagai Naozane, who famously became a monk in later life after reluctantly slaying a young noble on the battlefield. Firstly, after looking at previous literary depictions of Naozane, and placing the two Kusazōshi works in their historical context, I examine the unique way in which Naozane's martial and spiritual power is depicted, a depiction which provides a hint as to why this historical figure was so popular in the culture of the eighteenth century. Secondly, I look at elements in the two works (such as the fantastic and comic), that may have implied a child readership.
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Adam, Helen, and Caroline Barratt-Pugh. "The challenge of monoculturalism: what books are educators sharing with children and what messages do they send?" Australian Educational Researcher 47, no. 5 (February 5, 2020): 815–36. http://dx.doi.org/10.1007/s13384-019-00375-7.
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Abstract The importance of recognising, valuing and respecting a child’s family, culture, language and values is increasingly articulated in educational policy. Diversity and inclusion are central themes of the guiding principles of early childhood education and care in Australia. Children’s literature can be a powerful tool for extending children’s knowledge and understandings of themselves and others who may be different culturally, socially or historically. However, evidence suggests many settings provide monocultural book collections which are counterproductive to principles of diversity. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted and convergent design was employed to interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study identified that current book collections in these four kindergarten rooms of long day care centres promote monocultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.
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Abdizadeh, Hadis, Jane Southcott, and Maria Gindidis. "Attitudes of Iranian Community Parents in Australia towards their Children’s Language Maintenance." Heritage Language Journal 17, no. 3 (December 31, 2020): 310–31. http://dx.doi.org/10.46538/hlj.17.3.1.
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Issues of language shift (LS) and language maintenance (LM) are inevitable consequences of globalization and increased mobility of human populations. This qualitative case study investigated attitudes of migrant parents from Iran towards Persian community language maintenance (CLM) for their school-age children in Australia. Ten parents residing in Melbourne, Victoria were interviewed in two groups and demographic data were collected. The participants were seven female and three male parents who had at least one school-age child. In this qualitative case study, data were analyzed thematically. Three major themes concerning Persian CLM were identified: parents’ attitudes, strategies adopted for maintenance, and challenges for their children. The parents believed that CLM supported cultural identity, preserved family cohesion, and fostered bilingualism, all of which were considered valuable future skills for their children. Interviewees adopted diverse strategies including the establishment of family language use policies, sending their children to Iranian community language school, frequent contacts with extended family in Iran, and the use of Persian media and literature. The influential role of siblings and peers in their children’s language shift, and a lack of age-appropriate Persian books and visual materials were the main challenges to CLM mentioned by the parents in this research.
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Pearce, Sharyn. "The evolution of the Queensland kid: Changing literary representations of Queensland children in children's and adolescent fiction." Queensland Review 3, no. 2 (July 1996): 59–75. http://dx.doi.org/10.1017/s1321816600006449.
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Since the education explosion in mid-nineteenth century England, when astute publishers began to capitalise upon a newly created and burgeoning market, Australia has always featured prominently in fiction aimed at children and adolescents. Those British children who initially made up the bulk of the reading audience for books set in Australia were eager to read episodic stories set in exciting countries far from home, and an Australian setting offered a glamorous backdrop for tales of high adventure. Moreover, it appears that while the nineteenth-century British reading public perceived Australia as an exotic place, then Queensland was quintessentially so. A disproportionate number of early tales about life in Australia is set in this colony, most often in the outback regions, but also in the vicinity of the coastal tropics. Nineteenth-century Queensland was viewed by the British, as well as by many Australians, as a remote outpost of Great Britain; it was commonly thought of as the least urbanised, the least “civilised”, the least industrialised and perhaps the most remote of all the regions of Australia. It was widely seen as an area of great and diverse (if also mysterious and desolate) natural beauty, of rural innocence as yet unpolluted by dark, satanic mills (even Brisbane was a sleepy, sprawling country town in picturesque contrast to the bustling southern cities of Sydney and Melbourne). Children's novelists capitalised on the mystique of Queensland, archetypal frontier colony, by creating a cluster of tales showing what it was like to be a Queensland kid.
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Leach, Carolyn. "The Leisure Pursuits of Brisbane Children During the 1930s Depression." Queensland Review 15, no. 2 (July 2008): 89–109. http://dx.doi.org/10.1017/s1321816600004803.
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Neighbourhood children played lots of games together … no expensive material required … As there was no Presbyterian Church I went to the Methodist Sunday School. This church had a social evening of games every Friday night. Nobody worried about what religion we were, and we would all come home singing along the road.—Les B and Jean H, children of the DepressionOver the last 30 years, many books have appeared on different aspects of childhood in Australia. There has not, however, been an authoritative published history of childhood that is specific to the Depression years. Sue Fabian and Morag Loh'sChildren in Australia: An Outline Historyand Jan Kociumbas'sAustralian Childhood: A Historyinclude chapters that offer overviews of Australian childhood during the Depression, and Lynette Finch's special issue ofQueensland Review, Young in a Warm Climate, is the only major study specific to children in Queensland. This paper makes a contribution to Queensland Depression historiography and the history of Queensland children by exploring how the children of Brisbane's working-class unemployed spent their leisure hours, and what effect — if any — the Depression exerted over the choices that were made. It will show mat there was neither uniformity of experience nor a sharp discontinuity between the Depression years and those that preceded and followed this decade.
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Antare, I. Gusti Ngurah Putu Reksa, and I. Ketut Setiawan. "CERITA BERGAMBAR ‘MEN TIWAS TEKEN MEN SUGIH’ BERBASIS ANDROID." Desain Komunikasi Visual, Manajemen Desain dan Periklanan (Demandia) 6, no. 1 (February 15, 2021): 132. http://dx.doi.org/10.25124/demandia.v6i1.3399.
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The development of technology nowadays has gradually scraped the local wisdom which is one of them is folktales. Whereas in folktales contains many positive values about moral, positive character, and ethics in attitude which can be used as learning media especially for children.The lost of folktales can be influenced by the lost of story telling tradition by parents to their children. Moreover, the stories being told orally or contained in the books seem borinh for children because they have been already closed with smartphone which provides many types of entertainments with easier access. Gradually, the folktales which is the inheritance by our ancestors from a long time will be lost. This research aims to create a development of folktales in form of comics based on mobile android by taking a balines story entitled Men Sugih Teken Men Tiwas.Data collection method consists of 3 methods namely interview, observation, and questionnaire with data analysis done in detailed with Human Centered Design method. The comic story entitled Men Sugih Teken Men Tiwas based on mobile android shows a positive result, as alternative media to attract the children’s interest to know about folktales with more modern packaging.
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Barratt-Pugh, Caroline, and Yvonne Haig. "Creating Books in Communities: A Book Making Program with Families in a Remote Community in Western Australia." Early Childhood Education Journal 48, no. 1 (September 9, 2019): 49–58. http://dx.doi.org/10.1007/s10643-019-00975-z.
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Abstract This article describes the needs analysis, implementation and outcomes of a pilot program aimed at creating books with families in ways that represent their language and culture. Creating Books in Communities is part of Better Beginnings, a state-wide program, developed by the State Library of Western Australia, for children and their families, that aims to develop literacy skills through fostering a love of books and language. Literature about the importance of recognising and valuing home languages and culture in supporting early literacy learning and the impact of family literacy programs is explored to provide a background to the program. The process of Creating Books in Communities is described in detail—it involves collaboration between librarians, early childhood partners, and community based artists working with families to produce a high-quality book. The impact of the program is explored through the voices of all the participants, revealing a number of positive family and community outcomes. We conclude the article by identifying six key factors related to the success of the program, which can be used as guidelines for implementation of the program both nationally and internationally.
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Cassidy, Samuel, Andrea Coda, Kerry West, Gordon Hendry, Debra Grech, Julie Jones, Fiona Hawke, and Davinder Singh-Grewal. "Confidence amongst Multidisciplinary Professionals in Managing Paediatric Rheumatic Disease in Australia." Arthritis 2018 (January 18, 2018): 1–4. http://dx.doi.org/10.1155/2018/7807490.
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Objective. Interprofessional collaboration is a crucial component of care for children with rheumatic disease. Interprofessional care, when delivered appropriately, prevents disability and improves long-term prognosis in this vulnerable group. Methods. The aim of this survey was to explore allied health professionals’ and nurses’ confidence in treating paediatric rheumatology patients. Results. Overall, 117 participants were recruited, 77.9% of participants reported being “not confident at all,” “not confident,” or “neutral” in treating children with rheumatic diseases (RD) despite 65.1% of participants reporting having treated >1 paediatric rheumatology case in the past month. Furthermore, 67.2% of participants felt their undergraduate education in paediatric rheumatology was inadequate. “Journals” or “texts books” were used by 49.3% of participants as their primary source of continuing professional development (CPD) and 39.3% of participants indicated that they did not undertake any CPD related to paediatric rheumatology. Small group and online education were perceived to be potentially of “great benefit” for CPD. Conclusion. This paper highlights allied health professionals’ and nurses’ perceived inadequacy of their undergraduate education in paediatric RD and their low confidence in recognising and treating RD. Undergraduate and postgraduate education opportunities focusing on interprofessional collaboration should be developed to address this workforce deficiency.
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Evans, Raymond. "The lowest common denominator: loyalism and school children in war-torn Australia 1914 – 1918." Queensland Review 3, no. 2 (July 1996): 100–115. http://dx.doi.org/10.1017/s1321816600006474.
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It is the march of the troops through the children's playground which makes the recruits of ten years afterwards.R.E.N.Twopeny (1883)I made up my mind I was going to the war … I had no idea whatever what war implied, but I did know what it was to march to military music …– ex-AIF member (World War I)Most Australian school children, whether public or private, primary or secondary, had been finely tuned for warfare long before the Great War of 1914–18 had actually begun. School papers and reading books, history, geography and civics lessons, the personal persuasiveness of teachers trained to accept unequivocally “the power for good in teaching patriotism” to captive and captivated young audiences, the “rhythmic harmony” of loyalist singing, marching and versifying, the Imperial pageantry of Empire Day and the militaristic inculcations of highly disciplinary cadet training schemes all combined, in the closed educational environment of the schools, to produce young Australians well primed for unquestioning obedience to the State and martial sacrifice to the Empire. Children at a Sydney primary school were ordered to chant, in 1907, “I give my mind to my country to think for it; I give my heart because I love it; I give my hands to my country to work for it”; — “[and] to fight for it”, all the boy pupils were then expected to intone. Such orchestrated love of country was subordinated, in tum, to love of Britain's Empire — “our peace-bearing, peerless, guardian Empire” as one educator described it - which was presented as not only the largest but the worthiest empire in world history. The “cement of Empire”, it was said, contained such essential ingredients as social conformity, duty and sacrifice, which non-Catholic private schools and state schools applied with a heavily-laden trowel to impressionable young minds both preceding and during World War One.
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Pardy, Brett. "Selling Marvel’s Cinematic Superheroes Through Militarization." Stream: Interdisciplinary Journal of Communication 8, no. 2 (December 31, 2016): 23–35. http://dx.doi.org/10.21810/strm.v8i2.200.
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The Marvel comics film adaptations have been some of the most successful Hollywood products of the post 9/11 period, bringing formerly obscure cultural texts into the mainstream. Through an analysis of the adaptation process of Marvel Entertainment’s superhero franchise from comics to film, I argue that militarization has been used by Hollywood as a discursive formation with which to transform niche properties into mass market products. I consider the locations of narrative ambiguities in two key comics texts, The Ultimates (2002-2007) and The New Avengers (2005-2012), as well as in the film The Avengers (2011), and demonstrate the significant reorientation towards the military of the film franchise. While Marvel had attempted to produce film adaptations for decades, only under the new “militainment†discursive formation was it finally successful. I argue that superheroes are malleable icons, known largely by the public by their image and perhaps general character traits rather than their narratives. Militainment is introduced through a discourse of realism provided by Marvel Studios as an indicator that the property is not just for children.
Keywords: militarization, popular film, comic books, adaptation
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Haigh, Susan. "Children’s input is vital to creating an online library that meets children’s information needs." Evidence Based Library and Information Practice 1, no. 1 (March 15, 2006): 86. http://dx.doi.org/10.18438/b83012.
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A review of
Druin, Allison. “What Children Can Teach Us: Developing Digital Libraries for Children with Children.” The Library Quarterly 75.1 (January 2005): 20-41.
Objective – Through use of an interdisciplinary research team that included children, the study aimed to demonstrate that including children in the design of a digital library for children would result in some new approaches that would improve the site’s usability for the target user group.
Design – Case study.
Setting – The research was conducted at University of Maryland over a four-year period and involved an interdisciplinary research team of adult researchers from information studies, computer science, education, art, and psychology as well as seven children aged 7-11.
Subjects – Seven children participated in the design team over two years; 153 children were observed and interviewed in the design phase; and the resulting new approaches were validated post-launch by analysis of International Children’s Digital Library (ICDL) (http://www.icdlbooks.org) users and usage patterns from November 2002-November 2003 (over 90,000 unique users and 19,000 optional questionnaire respondents).
Method – The study included seven children in the design team for a digital library of international children’s books, which resulted in new approaches to collection development, cataloguing, and the search interface. In the design phase, research methods involving the seven children included brainstorming techniques, “cooperative inquiry”, low-tech prototyping; and lab use studies. The team also undertook observation and interviews of 153 children engaged in searching and selecting books from public library catalogues. In validating the new approaches that resulted from the design research, the team employed web log analysis, a voluntary online survey, and working with children in local schools to understand their use of ICDL.
Main results – The inclusion of children’s viewpoints in the design stage of the ICDL had an impact in three areas: collection development, metadata, and interface design.
For collection development, the research showed that kids were interested in books about children from other cultures and other times in history; in animals, both real and make-believe; in books that are sensitive to other cultures; and in books that are in good condition. For metadata, the research showed that children do not distinguish ‘fiction’ and ‘non-fiction’; look for ‘scary stuff’ or ‘gross stuff’; are often seeking books that make them feel a certain way; care about the look of book covers and may recall books by jacket colours; and use free vocabulary like ‘princesses’ and ‘jokes’. For interface design, the children’s involvement led to more search options (utilizing the new categories of metadata that were created), and customization options such as ability to choose different forms and colour palettes for book readers (e.g. the comic book reader, the spiral book reader).
Web log and survey data, as well as lab tests, showed that the innovations resulting from the children’s design input were used. Of the over 90,000 unique users who visited the site in its first year, “genre” and “color” were statistically the fourth and fifth most popular search categories. In lab tests, girls used “color” twice as often as boys, and older boys preferred “genre” while younger children did not pay attention to that category.
Conclusions – A first conclusion is that children’s input is vital to creating an online library that meets children’s information needs, tendencies and preferences. Also, seven design principles emerged:
1. Children’s input is invaluable and they should be involved in the design of their libraries.
2. Digital collections for children should consider works both contemporary and historical, and in different languages and representative of different cultures.
3. A variety of search interfaces are needed and it is particularly important to express categories with visual icons.
4. Additional metadata can be needed to reflect children’s views of relevant search criteria.
5. Interfaces should be customizable, such as providing various formats of reader that could themselves be customized in colour.
6. Tools should be suitable for use from the home and for collaborative use, such as use by a parent with a child.
7. Innovation requiring high bandwidth must be balanced with a low bandwidth version to assure broadest possible use.
Lastly, the researchers concluded that more research is merited to assess the broader impact of digital libraries on children as searchers and readers.
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Bradford, Clare. "The Case of Children's Literature: Colonial or Anti-Colonial?" Global Studies of Childhood 1, no. 4 (January 1, 2011): 271–79. http://dx.doi.org/10.2304/gsch.2011.1.4.271.
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Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children's literature have taken up a rhetorical stance which treats child readers as colonised, and children's books as a colonising site. This article takes issue with Rose's rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children's literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children's texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.
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Andito, Tegar. "PERANCANGAN KOMIK ANDHE ANDHE LUMUT BERDASARKAN RELIEF KISAH PANJI DI KOMPLEKS CANDI PENATARAN." DeKaVe 10, no. 2 (March 24, 2018): 49. http://dx.doi.org/10.24821/dkv.v10i2.1993.
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Andhe Andhe Lumut is a folktale that derived from many versions of Panji tales. Andhe Andhe Lumut is the popular one amongst Indonesian, especially Javanese cultures. In popular culture, there are many works in various media that derived from Andhe Andhe Lumut story. Originally, as one of Panji tales, Andhe Andhe Lumut background story takes place at Kediri Kingdom era, but most of visual works like comics, picture story books, animations, drama costumes, etc use far more modern era style of traditional Javanese culture. Beside of that, from original text, Andhe Andhe Lumut folktale is designed for adult audiences, however most Indonesians have identified that folktale is a bedtime story for children. That’s why people can’t find visual works from Andhe Andhe Lumut story for adult audiences. As mentioned before, Panji tales have many versions. They are also already popular since Majapahit era. This is proven by carvings about some scene from Panji tales at Penataran Temple Complex which most of stuctures are built at Majapahit era. Panji tales themselves are semi fictional stories. Prince Panji or Inu Kertapati is inspired from King Kameswara II, seventh king of Kingdom of Kediri, and Princess Candra Kirana is inspired from Queen Kirana from Jenggala, but in Panji tales, their origins are opposite. Panji is from Jenggala and Candra Kirana is from Kediri. Ancient Javanese temple carvings could shows anything, but always showed environmental situations when the carvers live.”Teras Pendopo” building, where Panji tales carvings are located, was built at Majapahit era, when King Hayam Wuruk reigned. It is about 100 years after fall of Kediri, so the carvings are the closest visualization of Kingdom of Kediri daily life.Visualization of Andhe Andhe Lumut folktale based on original text and Panji tales characters at Penataran Temple Complex has never done before. Panji tales at Penataran Temple itself does not tell Andhe Andhe Lumut version of Panji. This comic design, if done properly can gives a new point of view about Andhe Andhe Lumut and can be the first comic of Andhe Andhe Lumut for adult audience with some historical accuracy.
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Simpson, Alyson. "Teaching with children's literature in initial teacher education: Developing equitable literacy pedagogy through talk about books." Journal of Literary Education, no. 4 (July 31, 2021): 172. http://dx.doi.org/10.7203/jle.4.21028.
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Teaching about children’s literature in pre-service teacher education is quite rare, even though research shows it is crucial for teachers to be good at teaching reading as well as being committed readers (Commeyras et al., 2003; Cremin et al., 2009). Emphasis on the reading process can sideline the importance of talking about quality literature to engage students in reading (Author, 2016). I have positioned the role of talk about books as a core part of our undergraduate degree. In this way, my pre-service teachers are alerted to the potential of the ‘fiction effect’ to improve equitable engagement with reading (Jerrim & Moss, 2019) for all students.
The paper explores how an initial teacher education course in Australia partnered with local schools to create authentic interactions about children’s literature. A dialogic approach to learning (Alexander, 2020) was adopted to teach pre-service teachers to develop equitable literacy pedagogy informed by children's literature. During their education program the pre-service teachers received letters from school children who wrote about their reading preferences. The letters were discussed for evidence of reading habits and new books were sought as recommendations for children to read. Through considering their own reading identities pre-service teachers collectively developed their knowledge about children’s literature as they developed knowledge of literacy pedagogy. The development of habits of noticing (Simpson et al., 2020) through iterative discussion helped the pre-service teachers’ learn about their students, learn from their students, and encouraged them to take a more holistic view of the teaching of reading.
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Thomas-Anttila, Kerry. "[Review of the Sixth International Conference on the Work of Frances Tustin: On Bringing Patients to Life.]." Ata: Journal of Psychotherapy Aotearoa New Zealand 16, no. 1 (October 22, 2012): 113–17. http://dx.doi.org/10.9791/ajpanz.2012.12.
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Frances Tustin (1913-1994) was a British child psychotherapist who trained at the Tavistock Clinic in London and who was an analysand of Wilfred Bion. She is internationally recognised for her work with autistic children and wrote around thirty articles and four books: Autism and Childhood Psychosis (Tustin, 1972), Autistic States in Children (Tustin, 1981), Autistic Barriers in Neurotic Patients (Tustin, 1986), and The Protective Shell in Children and Adults (Tustin, 1990). In 1995, a year after Tustin’s death, the Frances Tustin Memorial Trust was established by Dr Judith Mitrani (see the Frances Tustin Memorial Trust, 2012). The Trust is dedicated to the teaching, expansion and extension of Frances Tustin’s work on the understanding and treatment of autistic spectrum disorders in children, adolescents and adults. This includes the sponsorship of international conferences on Tustin’s work, which have been held in London, UK (2004); Caen, France (2005); Venice, Italy (2006); Berlin, Germany (2007); Tel-Aviv, Israel (2008); and, this year in Sydney, Australia. This Sixth International Conference, entitled On Bringing Patients to Life, was organized by the Trust, in conjunction with the Australian Psychoanalytical Society, the New South Wales Institute of Psychoanalytic Psychotherapy, The Institute of Child and Adolescent Psychoanalytic Psychotherapy, and the Couples and Family Psychoanalytic Psychotherapy Association of Australasia.
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Adam, Helen. "When Authenticity Goes Missing: How Monocultural Children’s Literature Is Silencing the Voices and Contributing to Invisibility of Children from Minority Backgrounds." Education Sciences 11, no. 1 (January 15, 2021): 32. http://dx.doi.org/10.3390/educsci11010032.
Full textAbstract:
The importance of recognising, valuing and respecting a child’s family, culture, language and values is central to socially just education and is increasingly articulated in educational policy worldwide. Inclusive children’s literature can support children’s human rights and contribute to equitable and socially just outcomes for all children. However, evidence suggests many educational settings provide monocultural book collections which are counterproductive to principles of diversity and social justice. Further, that educators’ understandings and beliefs about diversity can contribute to inequitable provision and use of diverse books and to inequitable outcomes of book sharing for many children. This paper reports on a larger study investigating factors and relationships influencing the use of children’s literature to support principles of cultural diversity in the kindergarten rooms of long day care centres. The study was conducted within an ontological perspective of constructivism and an epistemological perspective of interpretivism informed by sociocultural theory. A mixed methods approach was adopted, and convergent design was employed interpret significant relationships and their meanings. Twenty-four educators and 110 children from four long day care centres in Western Australia participated. Data were collected through semi-structured interviews, video-based observations, field notes, document analysis and a book audit. This study firstly identified that current book collections in kindergarten rooms of long day care centres promote mono-cultural viewpoints and ‘othering’ of minority groups through limited access to books portraying inclusive and authentic cultural diversity. Secondly, that educators had limited understandings of the role of literature in acknowledging and valuing diversity and rarely used it to promote principles of diversity, resulting in a practice of “othering” those from minority group backgrounds. The key challenges which emerged from the study concerned beliefs, understanding and confidence of educators about diversity and inclusion, and the impact of these on their approaches to promoting principles of diversity through the use of children’s books. This research contributes to discussion on the value of children’s literature in achieving international principles of diversity. These findings have important social justice implications. The outcomes of this study have implications for educators, policy makers, early childhood organisations and those providing higher education and training for early childhood educators.
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Sundmark, Björn. "The Visual, the Verbal, and the Very Young: A Metacognitive Approach to Picturebooks." Acta Didactica Norge 12, no. 2 (May 29, 2018): 12. http://dx.doi.org/10.5617/adno.5642.
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AbstractThe article draws on recent research into emergent literacy and metacognition, and charts a developmental trajectory from early concept books to picturebooks aimed at children and young teenagers. Methodologically, the study is a research synthesis, where the aim is to systematize current research findings and offer an overview of different types of picturebooks, and how they build literary and metacognitive competence. My thesis is that picturebooks are crucial in that process. The analysis focuses on the metacognitive affordances that can be found in picturebooks directed at different age groups/competence levels. Both the verbal and visual dimensions of the text are analyzed with the help of picturebook and comic book theory (iconotext, sequentiality). The results show that early concept books are surprisingly abstract; they stimulate the child’s aesthetic-affective response by using clear colours and easily discernible shapes. In the next stage, things (nouns) from the child’s close environment are represented. Naming and identifying are crucial activities at this stage. Verb-oriented concept books follow; these typically focus on simple actions from the child’s lifeworld, such as getting dressed, or eating. Next, we find narrative picturebooks, in which the fundamentals of story, plot, and characterization are introduced. Finally, the potential for advanced storytelling is explored with regard to symbolism, irony, and character development.Keywords: picturebooks, early concept books, metacognition, iconotext, narrative picturebooksBilderbokens berättelser: Ett metakognitivt perspektiv på bilderböckerSammanfattningDen här artikeln bygger på nyare forskning om literacyutveckling och metacognition, och kartlägger utvecklingslinjer från tidiga begreppsböcker riktade till spädbarn till bilderböcker som vänder sig till barn och tonåringar. Metodologiskt är arbetet ett forskningssyntes, där målet är att systematisera forskningsrön, erbjuda en ålders- och/eller utvecklingsindelad bilderboksöversikt, samt påvisa hur dessa böcker kan bygga litterär och metakognitiv kompetens. Min tes är att bilderböcker spelar en avgörande roll i den processen. Analysen sätter fokus på de metakognitiva meningserbjudanden som kan återfinnas i olika bilderböcker. Såväl bild och skrift analyseras med hjälp av bilderboks- och serieteori. Resultaten visar att tidiga begreppsböcker är förvånansvärt abstrakta; de syftar främst till at stimulera barnets estetisk-affektiva respons genom användande av klara primärfärger och tydliga kontraster. I nästa skede återges saker och ting (substantiv) från barnets närmiljö. Verb-orienterade bilderböcker följer; dessa visar framför allt aktiviteter som barnet kan känna igen, som att äta, klä sig, eller gå och lägga sig. I nästa steg återfinns berättande bilderböcker. Där hittar vi berättandets grundbegrepp såsom handling, karaktär, konflikt. Till sist, i de mest sofistikerade bilderböckerna hittar vi symbolik, ironi, fördjupad karaktärsteckning och komplex tematik.Nyckelord: bilderböcker, begreppsböcker, metakognition, ikonotext, bilderboksnarrativ
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Kintoko, Kintoko, and Kharisma Safitri Nur Indahsari. "KOMAT BAJA : ALTERNATIF PENINGKATAN MINAT DAN PRESTASI BELAJAR MATEMATIKA ANAK SD DI KAMPUNG BACA TEMUGIRING." Jurnal Terapan Abdimas 5, no. 1 (January 30, 2020): 41. http://dx.doi.org/10.25273/jta.v5i1.5004.
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<div class="WordSection1"><div class="WordSection1"><p><strong>Abstract</strong><strong>. </strong>The mathematics achievement of Indonesian students, both in national and international levels is not good. One reason, mathematics is considered difficult by most students. In fact, mathematics is very useful for everyday life. Therefore, Mathematics is very necessary for all children including elementary school children in Kampung Baca Temugiring. Kampung Baca Temugiring has quite a number of elementary school children, which reaches 57 children. Even so, these children have obstacles in learning mathematics, especially flat-up material. Because they are located in the suburbs of the Special Region of Yogyakarta, they have obstacles in reading Indonesian books. They are more accustomed to and love to use Javanese. So, they are bored with books in Indonesian. Their boredom was exacerbated by the general circulating books presented with a few pictures. The problem was made worse by the management skills of Kampung Baca Temugiring which were minimal in making supporting media for the learning process. Therefore, komat baja team overcame this by giving steel comates or mathematical comics in Javanese as well as conducting private guidance on making colored comics to the management of Kampung Baca Temugiring. The implementation of the program was carried out through the preparation stage and schedule for making komat baja, confirmation to Kampung Baca Temugiring management, komat baja making, komat baja socialization, approach and implementation of komat baja to Kampung Baca Temugiring Elementary School elementary school children, Analysis and Evaluation, Revision and Improvement, and private guidance to the management of Kampung Baca Temugiring. The results of this program are increasing interest and learning achievement of children as evidenced by children's responses in writing after participating in learning using komat baja and information on the development of children's values before and after learning with komat baja. In addition, this program has improved the management skills of Kampung Baca Temugiring making comic media so that they can continue and develop this program.<strong></strong></p><p><strong>Abstrak</strong><strong>. </strong>Prestasi matematika pelajar Indonesia, baik dalam kancah nasional maupun Internasional belum terbilang baik. Salah satu penyebabnya, matematika dianggap sulit oleh kebanyakan siswa. Padahal, matematika sangat bermanfaat untuk kehidupan sehari-hari. Oleh Karena itu, Matematika sangat diperlukan untuk semua anak termasuk anak SD di Kampung Baca Temugiring. Kampung Baca Temugiring memiliki anak SD binaan cukup banyak, yaitu mencapai 57 anak. Meski demikian, anak anak tersebut memiliki hambatan dalam mempelajari matematika khususnya materi bangun datar. Dikarenakan terletak di daerah pinggiran Daerah Istimewa Yogyakarta, mereka memiliki hambatan dalam membaca buku-buku berbahasa Indonesia. Mereka lebih terbiasa dan senang menggunakan Bahasa jawa. Sehingga, mereka bosan dengan buku-buku berbahasa Indonesia. Rasa bosan mereka diperparah dengan buku-buku yang umum beredar disajikan dengan sedikit gambar. Masalah tersebut diperparah dengan ketrampilan pengurus Kampung Baca Temugiring yang minim dalam membuat media pendukung untuk proses pembelajaran. Oleh karena itu, tim komat baja mengatasi hal tersebut dengan memberikan komat baja atau komik matematika berbahasa jawa serta melakukan bimbingan privat pembuatan komik berwarna kepada pengurus Kampung Baca Temugiring. Pelaksanaan program dilakukan melalui tahap Penyusunan dan jadwal pembuatan komat baja, konfirmasi ke pengurus Kampung Baca Temugiring, Pembuatan komat baja, Sosialisasi komat baja, Pendekatan dan penerapan komat baja kepada anak-anak SD Kampung Baca Temugiring, Analisis dan Evaluasi, Revisi dan Perbaikan, dan bimbingan privat kepada pengurus Kampung Baca Temugiring. Hasil dari program ini adalah meningkatnya minat dan prestasi belajar anak yang dibuktikan dengan tanggapan anak secara tertulis setelah mengikuti pembelajaran menggunakan komat baja serta informasi perkembangan nilai anak sebelum dan sesudah mendapatkan pembelajaran dengan komat baja. Selain itu, program ini telah meningkatkan ketrampilan pengurus Kampung Baca Temugiring dalam membuat media komik sehingga mereka dapat melanjutkan dan mengembangkan program ini.</p></div></div>
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Wilson, Virginia. "Boys are Reading, but their Choices are not Valued by Teachers and Librarians." Evidence Based Library and Information Practice 4, no. 3 (September 21, 2009): 46. http://dx.doi.org/10.18438/b8h91w.
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A Review of:
McKechnie, Lynne (E.F.). “ ‘Spiderman is not for Babies’ (Peter, 4 Years): The ‘Boys and Reading Problem’ from the Perspective of the Boys Themselves.” The Canadian Journal of Information and Library Science 30.1/2 (2006): 57-67.
Objective – This study looks at what constitutes legitimate reading material for boys and how this material is defined in light of assessed gender differences in reading, and is part of a larger, ongoing research project on the role of public libraries in the development of youth as readers.
Design – Semi-structured, qualitative interviews and book inventories.
Setting – The research originated from the MLIS 566 (Literature for Children and Young Adults) class at the Faculty of Information and Media Studies, University of Western Ontario, London, Ontario, Canada.
Subjects – Forty-three boys, ages four through twelve, were interviewed. Most of the boys lived in Ontario, although a few came from other Canadian provinces.
Methods – Library school students who were registered in a Literature for Children and Young Adults class interviewed children and young adults about their reading and information practice as part of a “Book Ownership Case Study” assignment. The researcher also interviewed children and young adults, for a total of 137 case studies. For the purpose of this article, a data subset for the 43 boys included in the larger project was analyzed. The boys ranged in age from four to twelve years. The mean age was eight and the median age was nine. The theoretical perspective of reader response theory was used to situate the study. This theory has the relationship between the text and the reader as its focus, and it suggests that to understand the reading habits of boys, there needs to be recognition that the experts about their reading are the boys themselves. The interviews, which explored reading preferences and practices, were qualitative, semi-structured, and took thirty minutes to complete. In addition to the interview, each boy’s personal book and information material collection was inventoried. The researcher used a grounded theory approach to analyze the inventory and interview data to pull out themes related to the research questions. Grounded theory “uses a prescribed set of procedures for analyzing data and constructing a theoretical model” from the data (Leedy and Ormrod 154).
Main Results – The collection inventories revealed that all 43 study participants had personal collections of reading materials. The collections ranged from eight volumes to 398 volumes. There was a mean volume total of 108 and a median of 98 books per boy. In addition to books, other materials were in the collections. Video recordings were owned by 36 (83.7%) of the boys, 28 (65.1%) of participants had computer software, 28 (65.1%) owned audio recordings, and 21 (48.8%) of the collections also included magazines.
In the interview data analysis, a number of themes were revealed. All of the boys except one owned fiction. Some genres appeared frequently and were different than the ones found in the inventories taken of the girls in the larger study. Genres in the boys’ collections included fantasy, science fiction, sports stories, and humorous stories. The boys also discussed genres they did not enjoy: classic children’s fiction, such as The Adventures of Robin Hood, love stories, and “books about groups of girls” (61). All but five boys had series books such as Animorphs, Captain Underpants, Redwall, and Magic Treehouse in their collections.
All study participants except for one owned non-fiction titles. When asked what their favourite book was, many of the boys chose a non-fiction title. Holdings included subjects such as “jokes, magic, sports, survival guides, crafts, science, dictionaries, maps, nature, and dinosaurs” (62).
In addition to books, the boys reported owning and reading a wide range of other materials. Comics, manga, magazines, pop-up and other toy books, sticker books, colouring books, puzzle books, and catalogues were among the collection inventories. Only one boy read the newspaper.
Another theme that emerged from the interview data was “gaming as story” (63). The boys who read video game manuals reported reading to learn about the game, and also reading to experience the game’s story. One boy’s enjoyment of the manual and the game came from the narrative found within.
Various reading practices were explored in the interviews. Formats that featured non-linear reading were popular. Illustrations were important. Pragmatic reading, done to support other activities (e.g., Pokeman), was “both useful and pleasurable” (54).
And finally, the issue of what counts as reading emerged from the data. Many boys discounted the reading that “they liked the best as not really being reading” (65). Some of the boys felt that reading novels constituted reading but that the reading of computer manuals or items such as science fair project books was “not really reading” (65). A distinction was made between real books and information books by the boys.
Conclusions – The researcher explored what has been labelled as the “problem” of boys reading in this paper. She found that the 43 boys in this study are reading, but what they are reading has been undervalued by society and by the boys themselves. Collection inventories found a large number of non-fiction books, computer magazines, comic books, graphic novels, and role-playing game manuals—items not necessarily privileged by libraries, schools, or even by the boys themselves. The researcher suggests that “part of the ‘boys and reading problem’ then lies in what we count as reading” (66). By keeping what boys are actually reading in mind when it comes to collection development and library programming, children’s librarians can “play a central role in legitimizing the reading practices of boys” (66).
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Adam, Helen, Caroline Barratt-Pugh, and Yvonne Haig. "Book Collections in Long Day Care: Do they Reflect Racial Diversity?" Australasian Journal of Early Childhood 42, no. 2 (June 2017): 88–96. http://dx.doi.org/10.23965/ajec.42.2.11.
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CHILDREN'S LITERATURE IS IMPORTANT because it nurtures emotional, social, creative and cognitive development, and gives children opportunities to appreciate and respond to diversity. In particular, literature that portrays racial and cultural diversity is a powerful means of promoting understanding of others while affirming individual identity. However, the limited number of studies about the nature and use of literature that reflects diversity in early childhood settings prompted this study, which investigates the nature of book collections in five long day care centres in the metropolitan region of Perth, Western Australia, with a specific focus on the extent to which they reflect racial diversity. Qualitative data was drawn from an audit of the children's book collections (2377 books) across each of the five centres. The findings revealed a lack of representation of racial diversity in those collections and where racial diversity was portrayed, non-dominant cultures were commonly misrepresented through stereotypical images often portraying outdated perspectives.
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Chang, Philip H., Antonella Barrios, Jamie Heffernan, Angela Rabbitts, and Caroline Jedlicka. "613Pediatric Burn Bibliotherapy - An Initial Assessment of Novels About Young Burn Survivors and Their Collective Experiences." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S160. http://dx.doi.org/10.1093/jbcr/irab032.263.
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Abstract Introduction Bibliotherapy is the use of books as a therapeutic intervention for structuring interaction between facilitator and participant based on the mutual sharing of literature. Bibliotherapy has been utilized to address childhood teasing, healthy lifestyles in children, and eating disorders. With the dramatic improvements in survival of burn patients over the past decades, biographies and novels featuring pediatric burn survivors have emerged. These patients often face significant barriers in accessing psychosocial support. Our team hypothesized that bibliotherapy could benefit pediatric burn patients. In order to test this hypothesis, as a first step, our team conducted an assessment of the available burn survivor literature. Methods WorldCat book database was queried using the terms “Burn Patient Fiction” (45 results) and “Burn Patient Biography” (53 results). The authors identified 12 books out of these 98 results likely to be appropriate for adolescent and teenage burn patients based on the brief summaries. The 12 books were then read by the research team and analyzed for burn patient demographics and relevant clinical data when available. Simple descriptive statistics were utilized for numerical data Results Out of 12 books read, 5 were biographies & 7 fictional novels. Protagonists mean age at time of injury was 8.7±5.1 years (range 2–16), with 5 males and 7 females. Average injury size was 57±21% TBSA (range: 14–85). 10 of 12 protagonists suffered facial burns; 7 of 12 suffered hand burns. Oral health/dental issues were described in 4 of 12 books. Geographically, these English language novels spanned Australia (1), Canada 92), and the U.S. (9). Average page length was 237±88 pages (range: 64–372). In 11 of 12 books, mechanism of injury involved flame from car accidents (2), house fires (4), and campfires (2). With regards to sources of positive support during the recovery phase, family was the most commonly cited source (11 novels) followed by friends (10), spiritual/religious support (5), sports (3), burn survivor groups (3), hospital psychiatrists (3), and performing arts (2). Appropriate audience group for most books were teenagers (11) with 5 books deemed also appropriate for adults (only 1 book judged appropriate only for adults), and 2 books appropriate for adolescents. Conclusions Several novels and biographies with pediatric burn survivor protagonists have been written over the past 20 years. Commonalities across these books include flame burn etiology, relatively large TBSA, and burn injuries to visible body areas (face and hand). Family and friends were the most common emotional support for these protagonists. Most books were appropriate for teenagers.
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Bidaud, Samuel. "Proust et Hergé : de quelques points communs entre À la recherche du temps perdu et Les Aventures de Tintin." Interlitteraria 23, no. 1 (August 5, 2018): 173–88. http://dx.doi.org/10.12697/il.2018.23.1.18.
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Proust and Hergé: on some similarities between À la Recherche du temps perdu and Les Aventures de Tintin. Part I. Marcel Proust and Hergé seem to have nothing in common. Their works are indeed very different: they do not belong to the same genre, nor treat the same themes or have the same public. What parallel could be established between À la Recherche du temps perdu (In Search of Lost Time), which revolutionized the genre of the novel, and Les Aventures de Tintin (The Adventures of Tintin), a series of comic albums apparently intended only for children? A closer study reveals however that Proust and Hergé, beyond what one could think at first sight, share deep similarities on wh ich this article, published in two parts, will focus. First of all, À la Recherche du temps perdu as well as Les Aventures de Tintin rest on the creation of a specific world, which can be characterized by Balzac’s principle of returning characters and by the importance of the imaginary of space (Proust’s rêveries about the names of places, Hergé’s fictitious geography). Moreover, Proust and Hergé’s characters have a very singular language and linguistic features which can be identified easily (let us think of Dr. Cottard’s puns, of Odette’s anglicisms, etc. in Proust, o r of Captain Haddock’s insults or Dupond and Dupont’s slips of the tongue in Hergé). Eventually, Proust and Hergé both develop a reflection on time which gives rise to a singular temporality in their books, and more precisely a reflection on lost and regained time, with two opposite situations and therefore two opposite conceptions for each of the authors. This first part of our study focuses on the principle of returning characters adopted by Proust and Hergé, on their imaginary of space and on the language of their characters, while the second part, which will be published in the next issue of Interlitteraria, will be devoted to the problematics of time.
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Saltmarsh, Sue, and Anna North. "Economy's Gaze: Childhood, Motherhood and ‘Exemplary Ordinariness' in Popular Parenting Magazines." Global Studies of Childhood 1, no. 4 (January 1, 2011): 314–20. http://dx.doi.org/10.2304/gsch.2011.1.4.314.
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Images of children and representations of childhood experience are ubiquitous in contemporary popular culture. Books, films, television shows, advertisements, magazines, posters, computer games, websites – to name but a few examples – construct and reiterate multiple ways through which childhood is to be understood and undergone, regulated and recuperated, managed and maintained. In this article, the authors consider how one textual form, that of popular magazines, constructs childhood as an economic category ideally characterised by what they term ‘exemplary ordinariness’. The article analyses magazine cover images from Australia, the United States and Canada, and argues that images and written text together oblige parents to ensure that normative childhood experience is secured through exemplary parenting practices. Further, the authors argue that parents – and in particular, mothers – are incited to performatively produce their own exemplary ordinariness through attention to their own personal beauty, individual accomplishment and parenting practices. Their argument is informed by visual and cultural theories, and underpinned by the view that economic discourse formulates a gaze to which both childhood and parenthood are subjected. This is not to imply a reification of ‘the economy’, but rather it is to acknowledge the constitutive force of economic discourse and to interrogate its prominence in the images, rhetorics and practices of everyday life.
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Ardini, Anandayu Suri. "Indigenous in Jackie French’s Perspective as a White Author: Unsettling Narratives in Australian Children’s Book." J-Lalite: Journal of English Studies 1, no. 2 (December 29, 2020): 149. http://dx.doi.org/10.20884/1.jes.2020.1.2.3571.
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How Australian children perceived the image of Indigenous from their readings is highly influenced by the authors. As many Australian children’s books are written by White authors, it is important to reveal whether their past and cultural background manifest in the image they built for Indigeneity. This study aims to reveal how Jackie French, a white Australian children’s book author, portrayed Indigenous characters and environment in her novels and to find out whether French creates a shift of the images as a form of her tendency to the major culture in Australia. The data were significant textual units from Nanberry Black Brother White novel and were analyzed using Bradford's post-colonial theory of unsettling narrative. The result of this study shows that French deliver a varying degree of Eurocentric mindset in portraying indigenous characters and characterization. It implies that French, as a White-Australian writer still possibly has a colonial mentality who, deliberately or not, positions the Indigenous characters as Others through the focalization of both Non-Indigenous and Indigenous characters themselves. For instance, in Nanberry Black Brother White, it appears that French try to justify whiteness as more civilized and a better race through Nanberry’s point of view as an Indigenous child character. It implies that the process of depicting Nanberry, the representation of Aborigines, in the novel is actually a justification for establishing an Eurocentric mindset through the character’s narratives, and therefore creates unsettling narratives.