Results 51 to 60 of about 3,738 (149)
Censorship as Placemaking: Untangling Knots of Access, Protection, and Moral Panic
Reading Research Quarterly, Volume 60, Issue 3, July/September 2025.ABSTRACT In recent years, there has been a dramatic increase in the number of book challenges in educational contexts in the United States. Books representing sexual and gender diversity have been particularly targeted, as have books by and about people of color.
Ryan Schey, Mollie V. Blackburn
wiley +1 more source
Reading Research Quarterly, Volume 60, Issue 3, July/September 2025.ABSTRACT Since 2016, children's biography has undergone an extraordinary revival. Yet, despite biography's surge in popularity, little is known about children's engagement with the genre. Drawing on data from online interviews and reading sessions gathered in 2020, this article provides insight into how a group of children (N = 8, age 7–10) in the ...
Louise Couceiro
wiley +1 more source
Countering Censorship of Queer Picturebooks Through Disorientation and Epistemic Responsibility
Reading Research Quarterly, Volume 60, Issue 3, July/September 2025.ABSTRACT In this paper, we examine patterns in the censoring of sexuality and gender identity in children's literature over recent decades to inform our analysis of current challenges to and bans of queer picturebooks. To do so, we supplement critical content analysis (CCA) methodology with a genealogical approach to more fully contextualize censoring ...
Caroline T. Clark +2 more
wiley +1 more source
Remixing Global Book Hour: Informing Thoughtful Responses to Changing Literacy Contexts
The Reading Teacher, Volume 78, Issue 6, Page 456-463, May/June 2025.ABSTRACT We explore the concept of remixing existing literacy programs instead of replacing them in light of calls for changes emerging from local, national, and international conversations about literacy research and practice. We explain the evolution of a long‐standing community and school literacy program in which pre‐service teachers conduct ...
Jennifer Sharples Reichenberg +3 more
wiley +1 more source
Relations texte-image-son dans la traduction vers le polonais des albums pour enfants d’Hervé Tullet
Między Oryginałem a PrzekłademTEXT-IMAGE-SOUND RELATIONSHIPS IN POLISH TRANSLATIONS OF HERVE TULLET’S PICTUREBOOKS Picturebooks are a multimodal space in which text, images and sound merge to create a unique reading experience.
Natalia Mikicin
doaj +1 more source
Studies in Arts and Humanities, 2019 In 2012 the Italian branch of the International Board on Books for Young People (IBBY) established a library on Lampedusa Island, Italy for the use of local children but also for the many refugee children arriving there from Africa and the Middle East ...
Alexander Kouker
doaj +2 more sources
Literacy, Volume 59, Issue 2, Page 185-198, May 2025.Abstract Drawing is an ideal technique to understand children's responses to fictional narratives, including digital ones. In this case, a gamified narrative with augmented reality (AR), based on a picturebook, was designed and used in an intervention in 8 Early Childhood Education classrooms (N = 113), aimed at enhancing their literary competence ...
María del Rosario Neira‐Piñeiro +4 more
wiley +1 more source
, 2018 This chapter outlines the influence of postmodernism on picturebooks and provides a brief history of their development. It discusses a number of characteristics common to the genre and offers a range of examples from a sample of well-known postmodern ...
Allan, Cherie
core
Towards a Cognitive Theory of Picturebooks
, 2013 Growing scholarly interest in picturebooks requires a sound theoretical basis. While various seminal approaches to picturebook theory exist, the fundamental relatedness of picturebooks to the cognitive development of children has not been focused so far.
Kümmerling-Meibauer, Bettina +5 more
core +1 more source
The Reading Teacher, Volume 78, Issue 4, Page 236-242, January/February 2025.Abstract This Teaching and Learning Guide highlights how early childhood teachers can support emotional intelligence and inferential comprehension by drawing children's attention to characters' feelings and by asking students to notice evidence from the illustrations and text.
Robin Griffith +3 more
wiley +1 more source