Children\u27s Books as Cultural Products: A Qualitative Study of Cultural Representation in Hmong and Non-Hmong American Books

This study examined the type of cultural practices and values depicted within Hmong American children’s books in comparison to non-Hmong American children’s books from the United States. The purpose was to explore if prior Hmong traditional practices and values reflective of American individualism would extend to Hmong children’s books. Thirty best-seller children’s books were coded using two checklists, one focused on Hmong traditional practices and the other on American values. Results showed that Hmong traditional practices underscored by Hmong adolescents in prior research somewhat extended to Hmong children’s books. Moreover, in some respects Hmong children’s books displayed similar numbers of American values as did American children’s books. This study expanded the ethnic-racial socialization literature to an understudied population, the Hmong. In addition, the study provides parents and public educators insights into the cultural practices and values presented within Hmong children’s books

Secondary Sources for The Study of Historical Children's Books

published or submitted for publicatio

Readability of texts in secondary school mathematics course books

This study aimed to investigate the readability of the fifth-, sixth, seventh and eighth-grade mathematics course books prepared in deference to the 2017 curriculum and distributed to schools by MEB. This study utilized the descriptive document analysis which is a qualitative research method. Readability of the mathematics course books were subjected to a quantitative analysis by Çetinkaya-Uzun Readability Formula. Addressing the readability levels of the texts in secondary mathematics course books, this study performed analyses of average word and average sentence lengths of the texts in secondary school course books. These analyses showed that there is no linear correlation between grade level and word and sentence length averages. Readability scores and levels of the text in the analyzed secondary school mathematics course books are not in parallel with the grade level. Accordingly, readability scores of information and solution texts in the fifth-grade course book were lower than the scores in other grades' course books whereas readability scores of question texts were lower than the scores in all grades' course books but the eighth-grade course book. Readability levels of the text in the analyzed secondary school mathematics course book were found to be on frustration level and educational level. Course books should also include independent texts with readability scores and level

Shared reading of children's interactive picture books

We report on a study of children and parents shared reading of interactive printed books. We investigated the differences between books with interactive features and books with expressive typography in order to evaluate which features within a book encouraged interaction between the reading participants and the book. 11 parent and child groups took part in the study that involved three observed reading sessions. From our observations we offer suggestions for the development of books and eBooks to encourage shared reading practices

Electronic Study Books and learning style

Attention has been drawn to the concepts of Electronic Books and Electronic Study Books. Several publications have discussed some main ideas (paradigms) for both concepts. For the Electronic Study Book as a learning environment, it is essential to consider individual modes of learning, usually termed 'learning styles'. It is argued that Electronic Study Books should be adaptable in accordance with personal learning styles. Some options will be presented to link 'styles' and 'books'. One such option is a Style Initiating Module which we are currently investigating

An observational study of children interacting with an augmented story book

We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books

E-books at the University of Worcester: a Case Study.

Purpose To describe how an e-books project was set up at the University of Worcester Information and Learning Services with the aim to improve user access to the range of textbook materials available. Methodology/Approach Details of the background and circumstances of the University and the effect of these on the process undertaken by the e-books project group are described. The selection of an e-books provider and subsequent ordering, cataloguing and promotion activities are outlined. Findings This paper outlines the importance of tailoring the approach to e-books acquisition to the individual institution. It is found that authentication is a major issue and that for e-books packages to be successful, technical problems need to be kept to a minimum. Practical Implications Examples to assist others in setting up e-books provision are given. Technical difficulties and the range of titles available are both impediments to providing a full e-books service. Originality/ Value of the Paper E-books appear to provide greater access and flexibility to library users. Information and Learning Services fully intend to extend the range of e-books available to students. This paper looks at the practicalities of setting up and expanding such a service

Exploring Artistic Learning Through the Creation of Tunnel Books

This paper discusses the results of an autoethnographic, arts-based study that explored artistic learning through the creation of tunnel books. The researcher, an art teacher at a private Catholic school, chose the Painted Churches of Schulenburg, TX as the subject of the tunnel books. During the study, the researcher toured four historic churches to obtain information that guided design decisions for the tunnel books. Documentation of the tour was done through photography, video recording, and note taking. Interviews with Katherine Ruffin, book arts professor, and Rand Huebsch, printmaker, book artist, and teacher were conducted to obtain information about construction techniques, materials, and adhesives. Four tunnel books were created. During the process, materials for the tunnel books, media, adhesives, and different assembly approaches were explored. Upon completion, the books were viewed by several individuals who attended the tour of the churches, and Dr. Ann Waltz, Director of the Art School for Children and Young Adults at the University of Houston in Clear Lake, TX. The study was designed to expand artistic learning and gain information that could later be shared with middle school students at St. Clare of Assisi Catholic School. The outcomes revealed new approaches to constructing tunnel books, and applications for new and familiar media. The paper concludes with future plans for the knowledge gained, along with advice for art educators, and the field of art education

Rare books as historical objects: a case study of the Elmer E. Rasmuson Library rare books collection

Thesis (M.S.) University of Alaska Fairbanks, 2015Once upon a time all the books in the Arctic were rare books, incomparable treasures to the men and women who carried them around the world. Few of these tangible remnants of the past have managed to survive the ravages of time, preserved in libraries and special collections. This thesis analyzes the over 22,000-item rare book collection of the Elmer E. Rasmuson Library at the University of Alaska Fairbanks, the largest collection of rare books in the State of Alaska and one of the largest polar regions collections in the world. Content, chronology, authorship, design, and relevance to northern and polar history were a few of the criteria used to evaluate the collection. Twenty items of particular value to the study of Alaskan history were selected and studied in depth. The collection not only reflects the social, political and economic development of Alaska, but also the interests, personalities and expertise of collectors and authors, including works owned or written by key individuals in Alaska history, such as Hieromonk Gideon, Ivan Veniaminov, Ivan Pan’kov, Iakov Netsvietov, Kiril Khlebnikov, Hubert Howe Bancroft, George Davidson, Hudson Stuck, Sheldon Jackson, James Wickersham, Charles Bunnell, Alfred H. Brooks and others. Accident and happenstance also played a role in filling the shelves. There are more mysteries than answers—why some of these particular works resisted hundreds of years of neglect, cold, flood, and fire can never be known. While some books have no marks, no identifiable owners or traceable past, the provenance of others makes them unique. Sometimes the story behind the story is the story.Chapter 1: Rare Books Studies: Methodological Discussion -- 1.1 Historical Research Based on Libraries -- 1.2 Research Statement -- 1.3 Description of the Data – The Elmer E. Rasmuson Library Rare Books Collection -- 1.4 Defining Rare Books and Their Roles in Library Collections -- 1.5 Structure of a Book -- 1.6 Book Materials -- 1.7 Methodological Conclusion -- Chapter 2: The Book in Alaska -- 2.1 Arctic and Antarctic Books as Travelers -- 2.2 Arctic and Antarctic Libraries as Travelers: Ship Publishing, Ship Libraries -- 2.3 First Books in Alaska -- 2.4 Nikolai Rezanov’s View of the Enlightenment -- 2.5 The Kodiak Library -- 2.6 The Sitka Library -- 2.7 The Sitka Museum -- 2.8 Ivan Veniaminov: Language Studies and the Sitka Seminary -- 2.9 Educated “Americans”: The Case of Ivan Pan’kov -- 2.10 RAC Officials and Missionaries: The Necessity of Bilingual Communication -- 2.11 The Educational Backgrounds of Russian American Governors -- 2.12 Conclusion -- Chapter 3: Missionaries, Prospectors, and Collectors -- 3.1 Early American Era: The Battle of School Books -- 3.2 American-Era Missionaries: Books, Reading, Literacy -- 3.3 Gold Rushes in Alaska and the Yukon: Illusion and Ephemera -- 3.4 Missionary Periodicals at the Time of the Alaska Gold Rushes -- 3.5 Periodicals Exchanges, Reading Rooms and Libraries during the Late Nineteenth – Early Twentieth Century -- 3.6 Collectors of Alaskana and Alaskan Collectors of Rarities -- 3.6.1 The Challenges of Rare Book Collecting in Alaska -- 3.6.2 The Bancroft Library -- 3.6.3 The George Davidson Library -- 3.6.4 The James Wickersham Library -- 3.6.5 The Clarence L. Andrews Library -- 3.6.6 Valerian Lada-Mocarski Library -- 3.6.7 Women in Book Collecting: Laura K. Lada-Mocarski -- 3.7 Conclusion -- Chapter 4: Rare Books as Historical Objects, Elmer E. Rasmuson Library Rare Books Collection -- 4.1 History of the Elmer E. Rasmuson Library and Its Rare Books Collection -- 4.2 Study of the Rare Books Sample, Elmer E. Rasmuson Library Rare Book Collection -- 4.2.1 Books in Russian Published before 1867 -- 4.2.2 Books in English Published before 1867 -- 4.2.3 Books in English Published after 1867 -- 4.2.4 Books in Alaska Native Languages Published after 1867 -- 4.2.5 Nineteenth-Century Missionary Literature -- 4.2.6 Nineteenth-Century Writings by U.S. Government Officials -- 4.2.7 Nineteenth-Century U.S. Exploration Literature -- 4.2.8 Twentieth-Century U.S. Exploration Literature -- 4.2.9 Gold Rush Literature -- 4.2.10 Twentieth-Century Business Literature -- 4.2.11 Late Nineteenth-Early Twentieth Century Periodicals -- 4.2.12 World War II Literature -- 4.2.13 Rare Books Sample: Summary -- Conclusion -- Literature cited