Cross Continental Readings of Visual Narratives: An analysis of Six Books in the New Zealand PictureBook Collection

This article argues that, by analyzing the ways in which illustrators use certain visual codes, we can learn much about a country's history/culture and demonstrates this by analyzing the visual narratives of six picture books from the New Zealand Picture Book Collection (NZPBC) Emphasis is placed on how the front covers-which introduce both the stories and the new culture to young readers-are used to facilitate cultural understanding by focusing on Intercultural stimuli/cultural exchanges; respecting beliefs/values; observing cultural lifestyles, sharing visual imagery and discussing the interplay between text and imag

Picturebooks and Intercultural Education

A book review of Anne M. Dolan\u27s book "You, Me and Diversity: Picturebooks for Teaching Development and Intercultural Education" published in 2014

The European dimension in picture books

This thesis considers European picture books and how they can be used by trainee teachers in upper primary classrooms. It is divided into two parts. Part One, Chapters 1-4, develops a theoretical rationale for creating picture book material which will both implement a European dimension in education and meet the requirements of the 1995 and 1997 National Curricula for English in England. Chapter One explains the notion of a European dimension in Education; Chapter Two traces European influences on the picture book since the time of Comenius, the first picture book creator; Chapter Three discusses the 'travelability' of picture books plus their role within the learning process; and Chapter Four concludes the 6rst part of the thesis, with a literature review, by drawing the strands of the first three chapters together to create a rationale for using European picture books at Key Stage Two. Part Two, Chapters 5-8, presents the study which was devised to put this rationale into practice for initial teacher training. It establishes the core questions of the thesis; Which books might form a European collection? How can such a collection of picture books facilitate a European dimension in primary education? How can this collection enable trainee teachers to implement a European dimension at Key Stage Two of the National Curriculum for English? Chapter Five outlines the development of the European Picture Book Collection (EPBC); Chapter Six presents a brief overview of semiotic, discourse and text analysis methodologies, suggesting why a Semiotic Text Analysis (STA) is appropriate for this research; Chapter Seven applies the STA to the EPBC; and Chapter Eight explores, through a number of activities, how trainee teachers might use the EPBC materials to implement a European dimension whilst meeting National Curriculum requirements

The Hidden World of Tove Jansson

This is a book report on Tuula Karjalainen\u27s book "Tove Jansson: Work and Love"

A Secret World of the Translation Process

This is a book review of "Translating Children’s Literature". The book was written by Gillian Lathey. This book discusses the work of so many invisible storytellers who make possible the transference of literary works for young children from one culture to another

Reviews

Prikazi knjiga "A Multimodal Analysis of Picture Books for Children: A Systematic Functional Approach" (Arsenio Jesus Moya Guijarro, 2014.), "Once Upon a Time. A Short History of Fairy Tale." (Marina Warner, 2014.), "The Politics of Panem. Challenging Genres" (Sean O. Connors, 2014.), "Children’s Literature (Edinburgh Critical Guides to Literature)" (M.O. Grenby, 2014.), "Reading for Learning: Cognitive Approaches to Children’s Literature" (Maria Nikolajeva, 2014.), "Literatur in Deutsch als Fremdsprache und internationaler Germanistik: Konzepte, Themen, Forschungsperspektiven" (Claus Altmayer, Michel Dobstadt, Renate Reidner, Carmen Schier, 2014.), "The “Evil Child” in Literature, Film and Popular Culture" (Karen J. Renner, 2013.), "Bajke braće Grimm: Psihoanalitičko čitanje" (Marc Girard, 2013.), "Izlet u muzej na mala vrata: prema teoriji slikovnice = A Trip to The Museum Through the “Little Door”: Towards a Theory of Picturebook" (Diana Zalar, Antonija Balić Šimrak, Stjepko Rupčić, 2014.), "Bibliografija. Sabrana djela Ivane Brlić-Mažuranić. Kritičko izdanje" (Vinko Bešić, 2014.).Book reviews of "A Multimodal Analysis of Picture Books for Children: A Systematic Functional Approach" (Arsenio Jesus Moya Guijarro, 2014), "Once Upon a Time. A Short History of Fairy Tale." (Marina Warner, 2014), "The Politics of Panem. Challenging Genres" (Sean O. Connors, 2014), "Children’s Literature (Edinburgh Critical Guides to Literature)" (M.O. Grenby, 2014), "Reading for Learning: Cognitive Approaches to Children’s Literature" (Maria Nikolajeva, 2014), "Literatur in Deutsch als Fremdsprache und internationaler Germanistik: Konzepte, Themen, Forschungsperspektiven" (Claus Altmayer, Michel Dobstadt, Renate Reidner, Carmen Schier, 2014), "The “Evil Child” in Literature, Film and Popular Culture" (Karen J. Renner, 2013), "Bajke braće Grimm: Psihoanalitičko čitanje" (Marc Girard, 2013), "Izlet u muzej na mala vrata: prema teoriji slikovnice = A Trip to The Museum Through the “Little Door”: Towards a Theory of Picturebook" (Diana Zalar, Antonija Balić Šimrak, Stjepko Rupčić, 2014), "Bibliografija. Sabrana djela Ivane Brlić-Mažuranić. Kritičko izdanje" (Vinko Bešić, 2014)

The Barfie handbook of pedagogical and scientific approaches to children's books and intercultural education

BARFIE (Books and Reading for Intercultural Education) is a European thematic network in intercultural education aimed at teachers, librarians, parents, children and school authorities that uses books and other media for children aged 6 to 16. BARFIE was developed in 2002, 2003 and 2004 with funding from the European Union as a Comenius network, involving at its core 14 European countries, with its teaching institutions, schools, libraries, and school authorities, while reaching out to involve schoolchildren, teachers, researchers, publishers and the public in general not only in those countries but all over Europe. BARFIE has developed a collection and catalogue of books for children and young people on intercultural education, which can be consulted at www.barfie.net and in book form. In the collection there are around 10 books from each of 14 European states that are members or partners of the BARFIE network. The books were carefully selected by experts on children’s books and young adult books, librarians, teachers and educators with the aim of developing ideas and concepts for teaching multiculturality, being European, fighting xenophobia and racism, integrating difference and celebrating similarities. Simultaneously, BARFIE developed an online catalogue of projects on intercultural education and children’s fiction, which pools together resources of European projects developed under the European Union framework, such as The Reader’s Corner. European Style Fairy Tales, at www.autopen.com/euro.fairy.shtml; Children’s Polar Library, at www.barnenspolarbibliotek.com/; Communicating tradition and culture across the internet: Traditional Tales at www.eurotales.eril.net; Europe of Tales, at www.europeoftales.net; Netlibris, at www.netlibris.net; and The European Picture Book Collection, at www.ncrcl.ac.uk/epbc/ . BARFIE further developed pedagogical materials to be used in connection with the books in the collection in the form of seminars for teachers on: Global Citizenship; Getting to Know Central European Countries through Their Books; the European Picture Book Collection; Netlibris International; or Art Basics for Children; A Handful of Stories. In order to reach schoolchildren and teachers BARFIE developed teaching packages at European and local levels on: Learning English as a Foreign Language through BARFIE books; Introducing Portuguese and the Portuguese Culture through BARFIE Books; the BARFIE Picture Book Collection, as well as introductory sessions on particular books of the collection for school use. Finally, BARFIE brought together teachers, librarians, and researchers on its three seminars: the first took place in Vienna and was hosted by the Austrian Ministry of Education and the Kinderliteraturhaus in Vienna; the second venue was Bratislava and the BARFIE seminar joined efforts with the Biennial of Illustration in Children’s Literature and IBBY in Slovakia; the third seminar was held in Warsaw and was sponsored by the IBBY section of Poland and the Polish National Library and the Austrian Kinderliteraturhaus. This collection of articles tells you more about BARFIE, its efforts, aims and achievements. It describes work done under BARFIE inspiration and the enthusiasm of teachers who were keen to take the BARFIE books into their schools and thus broaden national curricula into European spaces of communication, exchange and intercultural learning. It offers you pedagogical materials to work from, ideas to take back into libraries and schools, as well as resources to integrate with your teaching and living. The collection of articles also presents scientific and pedagogical frameworks to think about children’s books, reading and interactive learning in contemporary Europe. In the three sections of the collection – Using the Resources of the BARFIE Network (section 1), From Books into Other Media: Reading, Using & Performing, (Section 2), and Children’s Books and Children’s Literature – Research and Position Papers (section 3) there is material for you to use in the classroom, in the library or at home, as well as material to reflect on and to improve your professional practice. This collection does not, however, describe all BARFIE activities. You can find more about these on the BARFIE webpage, at www.barfie.net, through the BARFIE newsletters, as well as through the contact persons in each European country that are on the partner section of the BARFIE webpage. Feel free to use the BARFIE resources and to join our network!Este documento foi elaborado no ãmbito do programa Comenius 3 Network (Comenius contract 90769-CP-1-2001-1-AT-COMENIUS-C3