International Companion Encyclopedia Of Children's Literature

The International Companion Encyclopedia answers these questions and provides comprehensive coverage of children's literature from a wide range of perspectives. Over 80 substantial essays by world experts include Iona Opie on the oral tradition, Gillian Avery on family stories and Michael Rosen on audio, TV and other media. The Companion covers a broad range of topics, from the fairy tale to critical theory, from the classics to comics.Structure The Companion is divided into five sections:1) Theory and Critical Approaches 2) Types and Genres3) The Context of Children's Literature4) Applications of Children's Literature5) The World of Children's LiteratureEach essay is followed by references and suggestions for further reading. The volume is fully indexed. Book Cover......Page 1 Half-Title......Page 2 Title......Page 3 Copyright......Page 4 Contents......Page 5 Untitled......Page 521 Editor’s Preface......Page 11 Contributors......Page 12 Acts of Definition......Page 15 Common Themes and Blurred Genres......Page 16 Distinctive Changes......Page 19 Academic Attitudes......Page 23 References......Page 26 Further Reading......Page 27 Part I Theory and Critical Approaches......Page 28 2 Defining Children’s Literature and Childhood......Page 29 References......Page 41 3 History, Culture and Children’s Literature......Page 44 References......Page 50 Introduction......Page 53 Ideology......Page 54 Representation: Gender, Minority Groups, and Bias in the 1970s......Page 55 The Development of Criticism of Children’s Fiction: the Leavisite Paradigm......Page 56 Character and action: structuralist insights......Page 58 The underlying ground of ideological value......Page 59 Circumstances of production......Page 61 Implied Readers and Real Readers......Page 62 Contradictory readings......Page 63 Ideology and Children’s Fiction......Page 65 References......Page 67 5 Linguistics and Stylistics......Page 70 Further Reading......Page 81 A Shift of Critical Perspective......Page 82 Young Readers and Their Books......Page 85 The process of responding......Page 86 Development in reading......Page 89 Types of reader behaviour......Page 91 Culturally oriented studies......Page 92 Text-oriented studies......Page 94 References......Page 96 7 Psychoanalytical Criticism......Page 100 Freudian Criticism......Page 101 Jungian Criticism......Page 102 Karen Horney and Abraham Maslow......Page 104 Melanie Klein and D.W.Winnicott......Page 105 Jacques Lacan: The Return to Freud Through Language......Page 107 Psychoanalytic Theory and the Feminist Critique......Page 108 References......Page 109 Further Reading......Page 111 8 Feminist Criticism: From Sex-Role Stereotyping to Subjectivity......Page 112 Reinterpretation......Page 114 Re-creation......Page 115 Reclaiming......Page 116 Redirection......Page 119 References......Page 121 Further Reading......Page 123 9 Illustration and Picture Books......Page 124 References......Page 134 Further Reading......Page 135 10 A Note on Bibliography......Page 136 References......Page 139 11 Intertextuality......Page 142 Further Reading......Page 148 Part II Types and Genres......Page 149 Origins: from Caxton to Puritanism......Page 150 Publishing for Children: the Early Eighteenth Century......Page 154 John Newbery: 1744–1767......Page 155 Educational Theorists and Children’s Books......Page 156 Fun and Frivolity......Page 159 Further Reading......Page 160 Tales about Fairies and Fairy Tales......Page 162 France......Page 163 Germany......Page 164 Britain......Page 165 Readership......Page 170 Folk-tales......Page 171 References......Page 173 14 Myth and Legend......Page 176 Further Reading......Page 185 15 Playground Rhymes and the Oral Tradition......Page 187 Further Reading......Page 199 ‘Country Rhimes’ or ‘Fingle-fangles’: What is Poetry for Children?......Page 201 ‘Ancient and Wiser Tongues’: Poetry for Children to 1900......Page 203 ‘The Ordinary Rituals of Life’: Poetry for Children in the Twentieth Century......Page 211 Poetry Internationally......Page 215 Further Reading......Page 216 17 Drama......Page 217 Definitions......Page 219 Drama in Children’s Literature......Page 221 From the Beginnings to the Nineteenth Century......Page 222 Peter Pan and After......Page 226 Further Reading......Page 230 18 The Development of Illustrated Texts and Picture Books......Page 231 Further Reading......Page 240 Development......Page 242 The Modern Picture Book: its Makers and Characteristics......Page 244 Further Reading......Page 252 British Children’s Comics: 150 Years of Fun and Thrills......Page 253 American Comics and Comic Books......Page 263 Dime Novels, Pulps and Penny Dreadfuls......Page 269 Further Reading......Page 276 Catechisms and Bibles before 1900......Page 278 Devotional literature before 1800......Page 283 Evangelical writing for children 1800–1900......Page 284 The twentieth century......Page 288 Further Reading......Page 292 22 Animal Stories......Page 293 References......Page 304 Further Reading......Page 305 23 Real Gardens with Imaginary Toads: Domestic Fantasy......Page 306 Further Reading......Page 313 24 High Fantasy......Page 314 References......Page 323 Further Reading......Page 324 25 Science Fiction......Page 325 References......Page 335 Further Reading......Page 336 Origins of the Adventure Story......Page 337 The Genre......Page 341 New Developments—The Twentieth Century......Page 345 Further Reading......Page 348 27 The Family Story......Page 349 Further Reading......Page 358 28 School Stories......Page 359 Further Reading......Page 369 29 Pony Books......Page 371 References......Page 378 30 Historical Fiction......Page 379 Further Reading......Page 386 31 Books for Younger Readers......Page 388 Birth to Five......Page 389 Five to Seven......Page 390 Seven to Ten......Page 392 Critical Shifts......Page 395 Further Reading......Page 396 32 Teenage Fiction: Realism, Romances, Contemporary Problem Novels......Page 397 Further Reading......Page 406 33 Metafictions and Experimental Work......Page 407 Metafiction and Readers......Page 408 Defining Metafiction......Page 409 Metafictive and Experimental Narrative Techniques......Page 410 Narratorial and authorial intrusions......Page 411 Narrative forms: mystery, fantasy, games and readers......Page 412 Narrative disruptions and discontinuities......Page 413 Mise en abyme and self-reflective devices......Page 414 The linguistic construction of texts and the world......Page 415 Multistranded and polyphonic narratives......Page 416 Conclusions......Page 417 References......Page 418 34 Major Authors’ Work for Children......Page 420 References......Page 430 35 Books Adopted by Children......Page 431 Adoption and the Common Cultural Pool......Page 433 Adoption and Generic Fiction......Page 434 Adoption, Adaptation and Mediation......Page 436 References......Page 440 Further Reading......Page 441 Definitions......Page 442 The fact bank......Page 443 Communicator of experience......Page 444 Criteria......Page 445 Readership......Page 446 The Publishing Context......Page 448 The Critical Context......Page 449 References......Page 450 Introduction......Page 452 Austria......Page 453 Czech and Slovak Republics......Page 454 France......Page 455 Greece......Page 456 The Netherlands......Page 457 Sweden......Page 458 Canada......Page 459 United States......Page 460 Russia......Page 461 Africa......Page 462 China......Page 463 Japan......Page 464 Taiwan......Page 465 Central and South America......Page 466 Part III The Context of Children’s Literature......Page 467 Historical Introduction......Page 468 The Practice of Book Design......Page 470 Reading and Typography......Page 471 The Layout of the Page......Page 474 Jacket and Binding Design......Page 476 References......Page 477 Further Reading......Page 478 39 Children’s Book Publishing in Britain......Page 479 References......Page 483 Further Reading......Page 484 40 Children’s Book Publishing in the USA......Page 485 41 Reviewing and Scholarly Journals......Page 492 Library Publications......Page 494 Educational Publications......Page 496 Critical Journals......Page 498 Recent Journals......Page 500 Australia......Page 501 Some International Journals......Page 502 References......Page 503 Further Reading......Page 504 42 Censorship......Page 505 Further Reading......Page 514 43 Prizes and Prizewinners......Page 515 References......Page 524 Further Reading......Page 525 The Translation Process......Page 526 The History of Translation......Page 529 Issues in Translating for Children......Page 532 References......Page 535 Further Reading......Page 536 45 Radio, Television, Film, Audio and Video......Page 537 Further Reading......Page 545 Co-existing Traditions......Page 546 The Variety of Story......Page 547 The Renewal of Story-telling......Page 548 Preparing to Tell......Page 550 References......Page 551 Further Reading......Page 552 Introduction......Page 553 National......Page 554 Historical......Page 555 Contemporary......Page 556 Genre and Format......Page 557 Academic/Universities and Colleges......Page 558 Research in Special Collections......Page 559 Organisations, Publications......Page 560 Further Reading......Page 561 48 What the Authors Tell Us......Page 562 References......Page 576 Further Reading......Page 577 Part IV Applications of Children’s Literature......Page 578 Texts in Reading Development......Page 579 Story Reading and Early Literacy Pedagogy......Page 583 Talking About Literary Texts and their Meanings in Classrooms......Page 585 References......Page 588 The Research Project: Understanding Teenagers’ Reading......Page 590 A Developmental Model......Page 591 Reading Literature: a Developmental Model......Page 592 Level 1: unreflective interest in action......Page 593 Level 2: empathising......Page 594 Level 4: reflecting on the significance of events and behaviour......Page 595 erstanding of self and of one’s own reading processes .........Page 596 Teaching Reflexiveness......Page 597 Teaching Adolescents to Question the Text......Page 598 References......Page 599 Further Reading......Page 600 51 Teaching Fiction and Poetry......Page 601 A Reading Community......Page 604 Story-telling......Page 605 Picture Books......Page 606 Teaching Fiction......Page 608 Teaching Poetry......Page 610 References......Page 611 Further Reading......Page 612 52 Teaching Children’s Literature in Higher Education......Page 613 References......Page 620 53 Librarianship......Page 622 The Special Contribution of Children’s Librarians to Children’s Literature......Page 624 The early years......Page 625 Developments After 1964......Page 627 The structure of public library services......Page 628 The value and importance of children’s libraries......Page 629 Library collections and users......Page 630 Library activities......Page 632 Staffing of children’s libraries......Page 634 Library accommodation......Page 635 Library services to children in education......Page 636 School library services......Page 637 References......Page 638 Further Reading......Page 640 54 Bibliotherapy and Psychology......Page 641 The Co-Evolution of Story and Consciousness......Page 642 Bibliotherapy: a Twentieth-century Notion......Page 644 How Stories Affect Individuals......Page 646 Whither Bibliotherapy?......Page 648 References......Page 649 Further Reading......Page 650 55 Publishing for Special Needs......Page 651 Dual Language Signed and Written Text......Page 652 Large Print for Children......Page 653 Picture Books......Page 654 Images of Children......Page 655 Non-Print Books......Page 656 Useful Addresses......Page 657 Part V The World of Children’s Literature......Page 658 56 The World of Children’s Literature: An Introduction......Page 659 Further Reading......Page 668 57 Culture and Developing Countries......Page 669 References......Page 679 Further Reading......Page 680 58 British Children’s Literature: A Historical Overview......Page 682 Landmarks of Fiction......Page 683 Verse with a Purpose......Page 684 Adornment with Cuts......Page 685 Fairy Tale, Fantasy and Adventure......Page 686 Between Two Wars......Page 688 A New Age......Page 689 From Garden to Street......Page 692 References......Page 693 59 Scotland......Page 694 Further Reading......Page 697 60 Wales......Page 698 61 Ireland......Page 701 Further Reading......Page 704 62 The Nordic Countries......Page 705 Denmark......Page 706 Finland......Page 708 Norway......Page 710 Sweden......Page 712 Further Reading......Page 714 Eighteenth and Nineteenth Centuries: From Morality to Entertainment......Page 715 1900–1945: The Republic of Childhood......Page 716 1945–1960: The Revolt against Isolation......Page 717 The 1960s: Further Growth and Consolidation......Page 718 The 1970s: The Great Revolution?......Page 719 After 1980: The Literary Emancipation of Children’s Literature......Page 720 Further Reading......Page 721 From Stereotypes to Real-Life Publishing......Page 723 Training the Mind, Education in Language: Story-Telling to Children......Page 724 The Perspective of a Message Situated between Text and Image......Page 726 Revolution and Romanticism: Literature and Academic Laws......Page 727 The Two Images of France......Page 729 Humour and the Spirit of Childhood of the New Story-Tellers......Page 730 Further Reading......Page 731 65 Spain......Page 732 From the End of the Civil War (1939) to the Present......Page 734 Further Reading......Page 736 66 Portugal......Page 737 Further Reading......Page 740 1 German Children’s Literature from the Eighteenth to the Twentieth Century......Page 741 2 The German Democratic Republic......Page 749 Further Reading......Page 752 68 Switzerland......Page 754 Further Reading......Page 757 69 Austria......Page 758 Further Reading......Page 762 70 Italy......Page 763 Further Reading......Page 766 The Beginnings......Page 767 The Twentieth Century......Page 768 Further Reading......Page 770 72 Russia......Page 771 Further Reading......Page 778 The Czech and Slovak Republics......Page 779 The Former Yugoslavia......Page 781 Hungary......Page 782 Romania......Page 783 Lithuania, Latvia and Estonia......Page 784 Further Reading......Page 785 74 Turkey......Page 786 Further Reading......Page 787 75 Hebrew and Israeli......Page 788 Further Reading......Page 793 76 The Arab World......Page 795 A Note on Iran......Page 798 English-Speaking Africa......Page 800 An unknown world......Page 801 Africa of the Africans......Page 802 West Africa......Page 803 Southern Africa......Page 804 French-Speaking Africa......Page 806 References......Page 809 Further Reading......Page 810 78 The Indian Sub-Continent......Page 811 India......Page 812 English......Page 813 Hindi......Page 814 Bengali......Page 815 Marathi......Page 816 Malayalam......Page 817 Urdu......Page 818 Bangladesh......Page 819 Nepal......Page 820 Pakistan......Page 822 Sri Lanka......Page 823 Further Reading......Page 824 79 The Far East......Page 826 Mongolia......Page 827 Malaysia......Page 828 Singapore......Page 829 Thailand......Page 830 Korea......Page 831 Further Reading......Page 832 Socio-Cultural Life of Children in Relation to Literature......Page 833 Post Imperial China and Children’s Literature......Page 835 Children’s Literature from 1949......Page 837 Further Reading......Page 838 Meiji Era: 1868–1911......Page 840 Taisho Era: 1912–1926......Page 841 Realistic fiction......Page 842 Fantasy and imagination......Page 843 Further Reading......Page 845 Aboriginal Narratives......Page 846 The Development of Colonial Publishing......Page 847 A Continent-Wide Market......Page 849 Contemporary Developments......Page 852 References......Page 855 83 New Zealand......Page 858 Further Reading......Page 864 Background......Page 865 Fiction......Page 866 Illustrated Texts......Page 868 Native myths, legends and stories......Page 869 Poetry......Page 870 French-Speaking Canada......Page 871 Further Reading......Page 873 Before 1800......Page 874 A National and Secular Literature (1800–1865)......Page 876 The Golden Age (1865–1914)......Page 879 The Modern Period (after 1914)......Page 881 Further Reading......Page 884 86 Central and South America and the Caribbean......Page 885 Argentina......Page 887 Brazil......Page 888 Cuba......Page 890 Venezuela......Page 892 The West Indies......Page 893 Further Reading......Page 895 Index......Page 896 Defining Children's Literature And Childhood -- History, Culture And Children's Literature -- Ideology -- Linguistics And Stylistics -- Reader-response Criticism -- Psychoanalytical Criticism -- Feminist Criticism: From Sex-role Stereotyping To Subjectivity -- Illustration And Picture Books -- A Note On Bibliography -- Intertextuality -- Early Texts Used By Children -- Fairy Tales And Folk-tales -- Myth And Legend -- Playground Rhymes And The Oral Tradition -- Poetry For Children -- Drama -- The Development Of Illustrated Texts And Picture Books -- The Modern Picture Book -- Popular Literature: Comics, Dime Novels, Pulps And Penny Dreadfuls -- Religious Writing For Children -- Catechistical, Devotional And Biblical Writing -- Moral And Religious Writing -- Animal Stories -- Real Gardens With Imaginary Toads: Domestic Fantasy -- High Fantasy -- Science Fiction -- Shaping Boyhood: Empire Builders And Adventurers -- The Family Story -- School Stories -- Pony Books --^ Historical Fiction -- Books For Younger Readers -- Teenage Fiction: Realism, Romances, Contemporary Problem Novels -- Metafictions And Experimental Work -- Major Authors' Work For Children -- Books Adopted By Children -- Information Books -- Children's Magazines -- Children's Book Design -- Children's Book Publishing In Britain -- Children's Book Publishing In The Usa -- Reviewing And Scholarly Journals -- Censorship -- Prizes And Prizewinners -- Translation -- Radio, Television, Film, Audio And Video -- Story-telling -- Libraries And Research Collections -- What The Authors Tell Us -- Reading And Literacy -- Teenagers Reading: Developmental Stages Of Reading Literature -- Teaching Fiction And Poetry -- Teaching Children's Literature In Higher Education -- Librarianship -- Bibliotherapy And Psychology -- Publishing For Special Needs -- The World Of Children's Literature: An Introduction -- Culture And Developing Countries -- British Children's Literature: A Historical Overview --^ Scotland -- Wales -- Ireland -- The Nordic Countries -- The Netherlands -- France -- Spain -- Portugal -- Germany -- German Children's Literature From The Eighteenth To The Twentieth Century -- The German Democratic Republic -- Switzerland -- Austria -- Italy -- Greece -- Russia -- Eastern Europe -- Turkey -- Hebrew And Israeli -- The Arab World -- Africa -- English-speaking Africa -- French-speaking Africa -- The Indian Sub-continent -- The Far East -- China -- Japan -- Australia -- New Zealand -- Canada -- English-speaking Canada -- French-speaking Canada -- Children's Literature In The Usa: A Historical Overview -- Central And South America And The Caribbean. Edited By Peter Hunt ; Associate Editor, Sheila Ray. Includes Bibliographical References And Index. The International Companion Encyclopedia answers these questions and provides comprehensive coverage of children's literature from a wide range of perspectives. Over 80 substantial essays by world experts include Iona Opie on the oral tradition, Gillian Avery on family stories and Michael Rosen on audio, TV and other media. The Companion covers a broad range of topics, from the fairy tale to critical theory, from the classics to comics. -- Amazon.com