The problems under study were the following: 1. To determine the distribution of social and ethnic groups among the characters in books that have been awarded the Newbery and Caldecott Medals, and to analyze the treatment of certain groups. 2. To compare the ethnic distribution of characters in fifteen early Newbery Award books with the ethnic distribution of characters in fifteen recent Newbery Award books. 3. To interpret the findings of this study in the light of the objectives of the elementary school library.

Twenty-four teachers completed questionnaires and demographic data forms to describe the types of books they chose most often, where they got them, how they selected them, and how important they felt it was to expose children to good literature. A criteria sheet was used to describe the types and currency of books in each center. The teachers used a variety of sources to select and obtain books. Most teachers knew how literature aids some aspect of development. Every type of book was represented in all collections, but poetry and wordless picture books were least represented.

This paper introduces the American Library Association’s award (Batchelder) for most outstanding children’s book originally published in a language other than English in a country other than the United States, and subsequently translated into English for publication in the United States, to encourage American publishers, librarians, and booksellers to seek out superior children’s books abroad and to promote communication among the peoples of the world. The purpose of the introduction is to share our philosophy, supported by theory, as to the need for young people to read and respond to intimate, literary, and thematic stories from other cultures and countries in order to develop into empathetic international citizens. Such philosophy relates to the scholarly contentions of Carl Tomlinson, author of “Children’s Books From Other Countries”; Mildred Batchelder, the consummate former director of the American Library Services for Children division of the ALA, after whom the award is named; and Louise Rosenblatt, well-known reader response theorist. Specifically, a discussion of these theorists’ perspectives will reveal sharing Batchelder books, rather than just factual websites or textbook information about the peoples and places on our globe, helps young people build a foundation of international understanding; brings the experiences of young people in other countries to life, revealing “living, breathing” individuals and diminishing stereotypes; and assists in raising awareness as to how each member of the international community may benefit, one from the other. The authors’ method will be to discuss and summarize several significant Batchelder titles, also providing suggestions for curricular, reader-response tie-ins associated with each title, presenting librarians with myriad means by which these treasured books may be shared with young people. The activities suggested will heavily consider Rosenblatt’s “mirror to window” and aesthetic reader response assertions. Hopefully, both librarians and booksellers will become knowledgeable of the award titles and work to collect and stock, respectively, these international treasures in libraries and stores, right along with Newbery and Caldecott titles, hence adopting the role of creating internationally aware readers and citizens within our diverse and multicultural world. The implications of such awareness are significant at both a micro and macro level. First, at the micro level, engaged students, reading about and connecting to “exotic” children from cultures other than their own, will strengthen reading fluency and language arts skills. The distinctive, differing styles and points-of-view in these texts will assist in the understanding of literary elements, while also, on a human rather than textbook level, disclosing major world issues of both the past and present. Additionally, the internationalization of curricula will be enhanced if librarians are aware of the proposed methods. At the macro level, the titles serve to nurture the value of international understanding and respect amongst peoples of the world, develop humane and supportive world citizens, and confirm humanity’s universal experiences, overshadowing differences and conflicts.

The study investigated the nature of the portrayal of aged characters in children's novels which won Children's Book Council of Australia's awards in the period from 1946 to 1985. By means of content analysis, the demographic, personal and behavioural characteristics of aged characters were identified on a thirty-four item checklist. From these characteristics a portrayal score was derived to represent the extent of variation in the depiction of aged characters in the novels examined. Analysis of variance tests indicated that the level of variation in portrayal scores was significantly related to the position of importance of aged characters in novels. The portrayal of aged characters did not vary according either to the approach to story adopted in Australian award-winning novels, or to the period in which the award was granted. It seems that although aged characters taken as a whole in the novels studied display the variety of characteristics attributed to aged people in the literature of gerontology, individually many of these aged characters are depicted in a somewhat limited way. There is evidence to suggest that aged characters in Australian award-winning children's novels do not adequately reflect the demographic characteristics of aged people in the Australian population. In terms of range of social settings in which they are depicted is restricted. So too, is the range of behaviours in which they engage. This rather limited depiction of aged characters means that readers of Australian award-winning children's novels are presented with a restricted and unrealistic view of the aged and of the condition of being aged. If children's novels serve as one of the socialisation agents for young people, then the limited portrayal of aged characters presented in those novels may be a cause for concern, especially as there are few indications that the depiction of aged characters generally in more recent award-winning novels has become more varied and realistic.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Studiens syfte är att undersöka reproduktionen av genus i barnböcker utifrån hur bilderböckers karaktärer framställs i text och bild samt vilka konsekvenser detta kan få i förskolans arbete med att bryta stereotypa könsmönster och roller. Tre av barnens favoritböcker valdes ut för studien från en tre- till fyraårsavdelning. Genom en bild- och textanalys har en tolkning gjorts utifrån ett teoretiskt ramverk med stereotypiskt kvinnliga respektive manliga egenskaper, attribut och aktiviteter. I resultatet framkommer att alla tre analyserade böcker reproducerar en stereotyp bild av genus men med en möjlighet till flera fria tolkningar av både text och bild.

Syftet med denna kvalitativa forskningsstudie är att analysera hur genus framställs i några utvalda bilderböcker som har djur och icke-mänskliga karaktärer. En bakgrund till genomförandet av studien är läroplanen för förskolans (2018, s. 7) skrivningar om att motverka könsmönster bland barnen i förskolan. I denna studie skildras hur genus synliggörs genom att undersöka hur flickor och pojkars egenskaper framställs, hur traditionella könsroller skildras eller utmanas, och om det finns detaljer i bilderboken som synliggör eller bryter könsstereotyper. Studien grundas på en text- och bildanalys där framförallt Nikolajevas (2017) egenskapsschema är centralt och har vidgats med Josefson (2005), Davies (2003) och Connells (2009) arbeten. Vår teoretiska utgångspunkt i analysen är Hirdmans (2001) teori om genuskontraktet och isärhållande-principen. Studiens resultat visar att traditionella egenskaper för hur flickor och pojkar förväntas vara skildras i majoriteten av de valda bilderböckerna. Vidare visar analysen att stora delar av samtliga bilderböcker synliggör traditionella könsroller. Detaljer som synliggör könsstereotyper är karaktärernas namn och attribut. En slutsats som vi drar av studiens bilderböcker är att de kan bidra till ett förstärkt genusskapande genom att visa traditionella egenskaper, könsroller och könsstereotyper. Ytterligare en slutsats för delar av studiens bilderböcker är att egenskaper, könsroller och könsstereotyper utmanas, men i liten skala. I analysen har vi dock funnit aspekter som den tidigare forskningen inte har belyst.

Sammanfattning: Nationella folkhälsokommittén menar att kultur är hälsofrämjande, och då i synnerhet för utsatta grupper. Folkhälsokommittén menar att kulturella aktiviteter så som läsning av böcker betyder mycket för den känslomässiga och den intellektuella utvecklingen. Barn som lever i dysfunktionella miljöer av olika slag behöver hjälp i sin bearbetning av svåra situationer på olika sätt. Kanske kan kultur och då främst litteratur här vara till hjälp för barnen. Syftet med studien är att studera vad barnböcker har för betydelse i socialt arbete med utsatta barn och hur olika verksamheter arbetar med barnboken som verktyg. De tre frågor som studien ämnar besvara är: Hur arbetar olika verksamheter med barnböcker i behandling av barn som har upplevt svåra situationer? Vad har läsning av barnböcker av olika slag för betydelse för barnet och dess utveckling? Vad är viktigt i innehållet i en barnbok? För att svara på dessa frågor har vi gjort en litteraturstudie av böcker och vetenskapliga artiklar som vi har bedömt som relevanta för syftet liksom intervjuer med personal inom verksamheter som arbetar med barn och som använder böcker som en del av arbetet. Resultatet av undersökningen visar att barnböcker är en del i arbetet med utsatta barn. I studien framkommer begreppet biblioterapi som relevant då det innebär läsning av böcker i behandlingsarbete. Det finns emellertid inga tydliga riktlinjer kring hur detta arbete ska vara utformat och begreppet biblioterapi är inget vedertaget begrepp i Sverige. Läsning av barnböcker kan göra vardagssituationer begripliga för barnet, hjälpa dem att bearbeta svåra upplevelser och hitta lösningar på problem. Åsikterna går isär vad gäller innehållet i böckerna, men gemensamt är vikten av att berättelsen förmedlar hopp. / Abstract: The National Public Health Committee of Sweden argues that culture is good for the health, and especially for vulnerable groups. The committee argues that cultural activities, such as reading books, play a significant role in the emotional and intellectual development of a child. Children living in dysfunctional environments need help in processing the difficult situations in different ways. Perhaps culture, and mainly literature, can be helpful in this process. The aim of this study is to see what children’s books can mean in social work with exposed children and how different organisations can use children’s books as a tool. The questions which the study is aiming to answer are: How are different organisations working with children’s books in treatment of children who have experienced difficult situations? What importance does the reading of different children’s books play for the children’s development? What is important in the contents of the books? To answer these questions, we have made a literature study of books and scientific articles that we have evaluated as relevant for the aim of the study. We have also conducted interviews with people active in the field who are working with children’s literature as part of their work. In the study, the concept bibliotherapy - the use of books for treatment purposes - has emerged as significant. Bibliotherapy is not well-recognized in a Swedish context and there are no clear guidelines about how the integration of books in social work should be designed. Reading of children’s books can make everyday situations comprehensible for the child, as well as help children process difficult situations and find solutions to their problems. The perspectives differ regarding the story told in the books, but what they have in common is that the story should convey hope.

This study aims to investigate strategies for discussing and communicating the climate crisis to children using illustrations and other visual elements in children's books. Children worry about the climate, are consumers themselves, have opportunities to influence and children are future decision makers. Illustrated children's books are important for informing and engaging children in the climate issue. A total of nine illustrations in three children's books available in Swedish bookstores have been analyzed through semiotic analysis. They differ both in terms of how healthy and diseased nature is portrayed, who bears the responsibility for change, what needs to be done. Commitment to the climate issue is achieved through understanding that there are things that are important to preserve and that there is an opportunity to influence. Further studies are needed to analyze how best to communicate the climate issue with children.

Thesis (MPhil)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: This thesis is an exploratory study into the feasibility of the use of wordless picture books with the aim to develop a culture of and love for reading within the South African context, as approached from my viewpoint as an illustrator. Despite a growing body of literature that advocates the use of wordless picture books in educational and literacy development, not much research exists on their use within the South African context exists. Additionally, there are few locally published wordless picture books available in South Africa, with the market being dominated by American and European imports. Those that do exist locally lack variety and are largely labelled as educational. In addition, South Africa has a very low general reading rate, with reading and books being viewed as synonymous with an academic activity or obligation. Further, children are not encouraged to read for enjoyment at home, as their parents often do not have a reading culture of their own. Although educational books can be used in the home for joint reading, the use of books that are created for ‘strictly educational purposes’ leads to a risk of losing the magic of reading purely for enjoyment. A risk that runs parallel with this is the perpetuation of this negative view of reading in general. The inherent characteristics of wordless picture books serve as motivating factors that could contribute to developing a more positive attitude to books in general, and as such, foster a culture of reading that parents can transfer to their children. Through a semiotic and narratological analysis of wordless picture books, as well as a conceptualisation of the medium in my practical work, I debate the strengths of the medium as applied to the South African context. An empirical study forms part of this research in an effort to understand better how these books would function in joint reading between a child and their parent or primary caregiver. My fundamental argument is that the creation, production and use of this genre of picture books should be considered more favourably, and warrant further investigation within the South African context. / AFRIKAANSE OPSOMMING: Hierdie verhandeling is ‘n ondersoekende uitvoerbaarheidstudie oor die gebruik van boeke sonder woorde om ‘n kultuur van en liefde vir lees in die Suid-Afrikaanse konteks te ontwikkel ,soos gesien vanuit my uitgangspunt as illustreerder. Ten spyte van ‘n groter wordende omvang van literatuur wat die gebruik van boeke sonder woorde in opvoedkundige- en geletterdheidsontwikkeling voorstaan, bestaan daar weinig navorsing oor hul gebruik in die Suid-Afrikaanse konteks. Daarbenewens is daar min boeke sonder woorde wat plaaslik uitgegee word en word dié mark deur invoere uit Amerika en Europa oorheers. Dit wat wel plaaslik beskikbaar is, toon ‘n gebrek aan verskeidenheid en word meestal as opvoedkundig beskou. Verder het Suid-Afrika ‘n baie lae algemene leesgeneigtheid waar lees en boeke as sinoniem met ‘n akademiese aktiwiteit of verpligting beskou word. Voorts word kinders tuis nie aangemoedig om vir die genot daarvan te lees nie, omdat hul ouers dikwels self nie ‘n leeskultuur handhaaf nie. Hoewel opvoedkundige boeke tuis vir gesamentlike lees gebruik kan word, skep die benutting van boeke van ‘n ‘suiwer opvoedkundige aard’ die risko dat lees bloot vir die genot daarvan, verlore mag gaan. ‘n Risiko wat gelyktydig hiermee ontstaan, is die voortsetting van ‘n negatiewe siening oor lees. Boeke sonder woorde beskik oor inherente eieskappe wat as motivering vir lees dien en sodoende ‘n positiewer ingesteldheid teenoor boeke in die algemeen ontwikkel. Hierdeur kan ‘n kultuur van lees gekweek word wat ouers weer aan hul kinders kan oordra . Deur middel van semiotieke en narratologiese ontleding van boeke sonder woorde, sowel as ‘n konseptualisering van hierdie medium in my praktiese werk, beredeneer ek die sterkpunte van die medium soos toegepas binne die Suid-Afrikaanse opset. ‘n Empiriese studie vorm deel van die navorsing ten einde ‘n beter begrip te kry oor die benutting van dié boeke in gesamentlike lees tussen die kind en sy/haar ouer of primêre versorger. My grondliggende argument is dat die skepping, produksie en gebruik van hierdie genre van prentboeke sonder woorde gunstiger oorweeg behoort te word en verdere ondersoek binne die Suid-Afrikaanse konteks regverdig.