LEADER 03512nam 22005174a 450 001 9910972024303321 005 20200520144314.0 010 $a1-282-16180-6 010 $a9786612161803 010 $a90-272-9729-0 024 7 $a10.1075/sin.2 035 $a(CKB)1000000000554657 035 $a(OCoLC)70769114 035 $a(CaPaEBR)ebrary10022314 035 $a(DE-B1597)720300 035 $a(DE-B1597)9789027297297 035 $a(MiAaPQ)EBC622296 035 $a(EXLCZ)991000000000554657 100 $a20020510d2002 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aChildren's literature as communication $ethe ChiLPA Project /$fedited by Roger D. Sell 205 $a1st ed. 210 $aAmsterdam ;$aPhiladelphia, PA $cJohn Benjamins Pub.$dc2002 215 $a1 online resource (364 p.) 225 1 $aStudies in narrative,$x1568-2706 ;$vv. 2 311 08$a1-58811-258-6 311 08$a90-272-2642-3 320 $aIncludes bibliographical references and index. 327 $aChildren's Literature as Communication -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Members of the ChiLPA Project, Åbo Akademi University -- Introduction -- Part I: Initiating -- Chapter 1: Orality and literacy -- Chapter 2: Orality and literacy, continued -- Chapter 3: Intertextualities -- Chapter 4: Intertextualities, continued -- Chapter 5: The verbal and the visual -- Part II: Negotiating -- Chapter 6: Growing up -- Chapter 7: Childhood -- Chapter 8: Child-power? -- Chapter 9: Gender and beyond -- Chapter 10: Politics -- Chapter 11: The unspeakable -- Part III: Responding -- Chapter 12: Early immersion reading -- Chapter 13: Reader-learners -- Chapter 14: Primary-level EFL -- Chapter 15: Secondary-level EFL -- Chapter 16: Bilingualism, stories, new technology -- Index. 330 $aIn this book, members of the ChiLPA Project explore the children's literature of several different cultures, ranging from ancient India, nineteenth century Russia, and the Soviet Union, to twentieth century Britain, America, Australia, Sweden, and Finland. The research covers not only the form and content of books for children, but also their potential social functions, especially within education. These two perspectives are brought together within a theory of children's literature as one among other forms of communication, an approach that sees the role of literary scholars, critics and teachers as one of mediation. Part I deals with the way children's writers and picturebook-makers draw on a culture's available resources of orality, literacy, intertextuality, and image. Part II examines their negotiation of major issues such as the child adult distinction, gender, politics, and the Holocaust. Part III discusses children's books as used within language education programmes, with particular attention to young readers' pragmatic processing of differences between the context of writing and their own context of reading. 410 0$aStudies in narrative ;$vv. 2. 606 $aChildren's literature$xHistory and criticism 615 0$aChildren's literature$xHistory and criticism. 676 $a809/.89282 701 $aSell$b Roger D$0454878 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910972024303321 996 $aChildren's literature as communication$94347059 997 $aUNINA