Juvenile delinquency (comic books) : Hearings before the Subcommittee to Investigate Juvenile Delinquency of the /

Robert C. Hendrickson, chairman of the subcommittee.

Using children's picture books and process drama to develop students' critical literacy responses

This workshop introduces a range of process drama activities to develop students' critical literacy responses. Whilst children's picture books and process drama strategies have not traditionally been seen as sophisticated resources and strategies for developing students' critical literacy responses, this workshop shows teaching strategies that can be used in language instruction in primary classrooms with diverse student groups. The teaching activities include ‘attribute lists’, ‘sculptures’ and ‘freeze frames’.

Quarterly catalogue of school and children's books: among which are those adapted to monitorial instruction as well as the most approved and popular works, in common use. October, 1826.

At head of title: Wait, Greene, & Co.'s school bookstore ...

Children's books in England & America in the seventeenth century : a history and checklist, together with The young Christian's library, the first printed catalogue of books for children.

The young Christian's library is a facsimile reproduction of the Bodleian Library copy of the original ed. published in 1710.

Treasured thoughts, gleaned from the fields of literature. Designed for the use of schools, homes, reading cirlces, young people's societies, and for private study of choice literature, with a list of the best books for children and young people. By Frank V. Irish.

Mode of access: Internet.

Empathy : narrative empathy and children's literature

The term empathy has only existed in English for a little over a hundred years, but the idea of feeling with another person is an old one. Because of its perceived connection to moral behaviour, empathy and its development are of great interest to educators, policy makers, psychologists, and philosophers. Reading children���s literature is often considered important for developing (among other things) children���s ethical and empathic understandings of society and its people. However, claims as to the impact of reading on readers’ ability to become more empathic, tolerant, and better people are divided. While many readers may attribute positive influences that authors and texts have had on shaping their attitudes and actions, there is no guarantee that a desirable affective and cognitive response will follow the reading experience. The complexity of readers and texts refuses to be reduced to simple universal statements about the capacity of narrative empathy to create a particular kind of empathic reader or person: fiction that engages a reader with the emotional plight of a character does not necessarily translate into actions in the real world towards people who are similarly suffering, marginalized, or victimized. This chapter asks: Does children���s literature foster empathy? There are two implicit features of this question: one concerns narrative empathy; the other concerns empathic reader response. The discussion will focus on how a selection of ‘multicultural’ picture books attempts to create narrative empathy by focussing on cultural and spatial differences.

Critical linguistics in the early years : exploring functions of language through sophisticated picture books and process drama strategies

In this chapter we describe a critical fairytales unit taught to 4.5 to 5.5 year olds in a context of intensifying pressure to raise literacy achievement. The unit was infused with lessons on reinterpreted fairytales followed by process drama activities built around a sophisticated picture book, Beware of the Bears (MacDonald, 2004). The latter entailed a text analytic approach to critical literacy derived from systemic functional linguistics (Halliday, 1978; Halliday & Matthiessen, 2004). This approach provides a way of analysing how words and discourse are used to represent the world in a particular way and shape reader relations with the author in a particular field (Janks, 2010).

Picture Books and Beyond

Picture books and beyond examines a wide selection of picture books, graphics novels, films, e-picture books and apps that reflects the diversity of these evolving cultural artefacts, and their opportunities for education and delight. Picture books and beyond aligns closely with the goals and directions of the Australian Curriculum: English, and considers the potential of texts for enabling students to respond critically and creatively. It also highlights links to other curricula, general capabilities, and cross-curriculum priorities.

Analysis of the mismatch between school furniture and children

The characteristics of school furniture are strongly associated with back and neck pain, referred by school-aged children. In Portugal, about 60% of the adolescents involved in a recent study reported having felt back pain at least once in the last three months. The aim of this study was to compare furniture sizes of the 2 types indicated for primary schools, within 9 schools, with the anthropometric characteristics of Portuguese students, in order to evaluate the mismatch between them. The sample consisted of 432 volunteer students. Regarding the methodology, 5 anthropometric measures were gathered, as well as 5 dimensions from the school furniture. For the evaluation of classroom furniture, a (mis)match criterion equation was defined. Results indicated that there is a significant mismatch between furniture dimensions and the anthropometric characteristics of the students.

Between the panels: How anti-Black racism has recycled myths of the Black body in comic books

Anti-Black racism continues to be a widespread problem, and as such deserves investigation and elimination. As Jackson (2006) says; “There is a hyperawareness…of the negative inscriptions associated with the Black masculine body as criminal, angry and incapacitated.” (2) To continue the study of the changing face of racism, the researcher must be well equipped with a contemporary methodology which is adaptable and exploratory. Due to the malleability of racism, research into its elimination must make inroads to areas that have heretofore been neglected and overlooked by traditional academic study. This project achieves a unique perspective by undertaking a theoretical exploration of racist stereotypes and motifs in the world of mass produced superhero comic books, a genre of comics which has neither yet been thoroughly investigated for the use of racist stereotypes nor been the focus of anti-racist scholarship.

African language books for children: issues for authors

Growing interest in bilingual education in sub-Saharan Africa has highlighted an urgent need for reading material in African languages. In this paper, we focus on authors, one of several groups of stakeholders with responsibility for meeting this demand. We address three main issues: the nature and extent of African language publishing for children; the challenges for authors; and the available support. Our analysis is based on interviews and focus group discussions with publishers, authors, translators, educationalists, and representatives of book promotion organisations from nine African countries and documentary data on children's books in African languages in South Africa. Although there is evidence of a growing interest in producing books in local languages, the number of titles is constrained by funding. The challenges for authors include the need to understand the ingredients for successful children's books and for the sensitivity necessary to negotiate the linguistic challenges associated with a newly emergent genre in African languages. Support, in the form of competitions and workshops, relies on external funding and expertise and offers only temporary solutions. We finish with suggestions for more sustainable ways forward.