A literatura para a infância trabalha com a imaginação, mas nem sempre com a fantasia, entendida como operar criativo sobre esta. Partindo de tal pressuposição, a tese desenvolve um estudo sobre a literatura contemporânea representada pelos livros ilustrados e procura fundamentar parâmetros para uma leitura da fantasia na produção desses livros, a partir da teoria literária e do design. Para isso investiga também a noção de gramática sugerida pelo escritor italiano Gianni Rodari. Para estabelecer os contornos do conceito de fantasia -- encontrado inicialmente em Bruno Munari (\"Fantasia\", 1977) e Gianni Rodari (\"Gramática da Fantasia\", 1973) -- indaga quais definições em torno da noção emergem da filosofia, da expressão artística, da teoria literária e da tradição narrativa. Com base nos princípios e propostas dos dois autores-inventores, Munari e Rodari, que originaram o interesse pelo tema, o estudo esforçase em configurar um quadro de referências teóricas e analíticas que possibilite definir o objeto em relação à literatura e ao design. Procura, na história do conhecimento e da arte, os marcos que ajudam a identificar os aspectos de estética e linguagem que interessam aos propósitos de criatividade da fantasia e investiga, na teoria literária, os componentes dessa criatividade na construção narrativa. Em seguida, assumindo a noção de projeto, própria do design, como ponto de ligação entre definições de poética identificadas na literatura e o planejamento gráfico, propõe a noção de poética visual como estratégia narrativa dos livros ilustrados e procura estabelecer relações entre projeto e gramática a partir da teoria do design e de estudos sobre a linguagem dos livros ilustrados. Em termos metodológicos, partindo de indagações surgidas anteriormente à sua proposta, da experiência de projeto com livros ilustrados e de uma primeira sistematização de dados, este estudo qualitativo, modalidade de inquérito filosófico e caráter observacional, baseou-se em revisão bibliográfica, pesquisa de campo e dados colhidos a partir de entrevistas semiestruturadas que serviram para ajudar a compreender o estado da arte da literatura contemporânea para a infância. Partindo do pressuposto de que a chave de leitura representada pela fantasia permite observar questões relativas a criação e linguagem, inerentes à expressão (visual) narrativa do gênero, o estudo propõe quatro categorias de análise -- experimentação, transgressão, humor/medo e absurdo -- para uma leitura da fantasia em corpo de obras selecionado da produção contemporânea ocidental, verificando a correspondência com as hipóteses de trabalho do estudo acerca da noção de fantasia e de gramática. Finalmente, os aspectos identificados com base no desenvolvimento analítico indicam como, a partir de determinadas definições, a fantasia pode contribuir: 1) para uma leitura da originalidade narrativa dos livros ilustrados e 2) para servir de instrumento de investigação da criatividade; com isso, confirmando o vigor da proposta munari-rodariana. / Literature for children does work with imagination but less frequently with fantasy, the latter being regarded as a creative intervention on the former. Starting from this premise, the thesis develops a study on contemporary literature as represented by picturebooks and aims at establishing a few parameters for a depiction of fantasy in the production of these books, based on literary theory and design. To this aim, the notion of grammar originally put forward by the Italian writer Gianni Rodari is analysed. In order to establishing the boundaries of the fantasy concept - originally to be found in Bruno Munari (\"Fantasia\", 1977) and in Gianni Rodari (\"Grammatica della Fantasia\", 1973) - the definitions of the concept are examined which emerge from philosophy, artistic expression, literary theory as well as from the narrative tradition. Based on the principles and proposals developed by the two just mentioned authors-inventors, Munari and Rodari, which provoked the original interest in the field, the study tries to build a framework of theoretical and analytical references that might render it possible to define the subject-matter of fantasy in relation to both literature and design. The elements are then searched, through the history of knowledge and the history of art, that may help to single out which aspects of esthetics and language are susceptible of involving the creative objectives of fantasy, and the components of this creative activity in narrative constructions are examined within literary theory. Following this, the design notion of \'project\' is taken as the connecting link between the different definitions of poetics singled out in graphic planning and in the literature, with a view to putting forward a notion of visual poetics as a narrative strategy for picturebooks and relationships are established between project and grammar -- relationships based on design theory as well as on existing studies around a language of picturebooks. From the methodological point of view, the study -- its philosophical approach and observatory character -- originated from previous inquiries; it was then developed through a bibliographical survey, field research and data collected from semi-structured interviews that helped to figure out the state of the art in contemporary literature for infancy. Starting from the premise that, within this type of narrative-visual expression, the interpretative key represented by fantasy allows one to tackle questions concerning both creation and language, the study goes on suggesting four analytical categories - experimentation, transgression, humour/fear, absurdity - for approaching and understanding fantasy in contemporary selected works of Western authors. Finally, the argument is put forward, on the basis of the elements outlined throughout the proposed analysis, that fantasy may contribute 1) to a deciphering of the narrative originality of picturebooks and 2) to providing an instrument for analyzing creativity, thus confirming the robustness of the Munari-Rodarian approach.

The purpose of this thesis is about children librarians work with reading promotion activities. In this study five children librarians were interviewed. All the children librarians were interviewed through Microsoft team, Skype and Zoom due to the pandemic situation. An interview up to 15 questions were questioned during the interviews with the children librarians. The main research questions for this study is to answer what methods do children's librarians use regarding reading promotion activities? How do children's librarians plan, document and follow up reading promotion activities? How do children's librarians handle challenges that occur in the work to promote reading? In this thesis previous research shows that different methods of promoting reading activities affects small children’s desire to read positively. But there can also be bad consequences during reading activities if children don’t desire to read or have difficulties with speech learning which may affect children’s speech development negatively.

Multiple studies show that growing up with a mentally ill parent affects children in many ways. In recent years many children ́s picturebooks about mental illness have been published, making it an accessible subject for the youngest readers. The aim of this study is to examine how children’s experiences of parental mental illness is described in picturebooks on the topic, and if these books can be helpful in increasing children's sense of coherence. The study is based on an analysis of eight Swedish picturebooks dealing with different types of mental illness directed to children in the age group 3-6 years. The books’ descriptions of children’s experiences of parental mental illness are mapped and the content is analyzed using Antonovsky’s theory Sense of Coherence, SOC. The study shows that children’s experiences of parental mental illness as described in the books, are relatively consistent with descriptions found in interview studies with children with experiences of parental mental illness. Furthermore, the study shows that the picturebooks can be helpful for children with experiences of parental mental illness, especially in combination with the presence of an adult whom the child trusts to talk to. Finally, the study shows that the picturebooks offer answers to children’s frequently asked questions about parental mental illness. / Flertalet studier visar att barn på olika sätt påverkas av att växa upp med en psykiskt sjuk förälder. De senaste åren har flera bilderböcker på ämnet psykisk ohälsa givits ut, vilket gör det till ett ämne som även de yngsta läsarna kommer i kontakt med. Syftet med studien är att undersöka hur barns upplevelser av föräldrars psykiska ohälsa beskrivs i bilderböcker på ämnet, och om böcker av detta slag kan vara en hjälp i att öka barns känsla av sammanhang. Studien bygger på en analys av åtta svenska bilderböcker som berör olika typer av psykisk ohälsa riktade till barn i åldersgruppen 3–6 år. Böckernas beskrivningar av barns upplevelser av föräldrars psykiska ohälsa kartläggs och innehållet analyseras utifrån Antonovskys teori Känsla av Sammanhang, KASAM. Studien visar att bilderböckernas beskrivningar av barnens upplevelser av förälderns psykiska ohälsa stämmer relativt väl med de beskrivningar som återfinns i intervjustudier med barn med erfarenhet av att växa upp med en förälder med psykisk ohälsa. Vidare visar studien att bilderböckerna kan vara en hjälp till barn med egna erfarenheter av att leva med en psykiskt sjuk förälder, speciellt i kombination med att en vuxen finns tillgänglig för samtal med barnet om bokens innehåll. Till sist visar studien att bilderböckerna erbjuder svar på vanliga frågor barn har om föräldrars psykiska ohälsa.

Over 40% of the more than 100 million people displaced worldwide are children (UNHCR, 2023). Multicultural literature is used in classrooms to provide representation to and build empathy for children with diverse backgrounds. Books featuring refugee characters and experiences are increasing. The complexity of identities represented in these books is dominated by common tropes of trauma, helplessness, and a perilous journey. Identity complexities remain neglected in multicultural research. The emerging theory of RefugeeCrit forefronts authentic understanding of refugee experiences and complex identities (Strekalova-Hughes, 2019).This study undertakes a critical content analysis of three refugee-themed children’s books. By applying two critical visual methodologies—in constant conversation with RefugeeCrit—I analyzed how trauma, helplessness, agency, the journey, and anti-essentialized complex identities were represented. These tropes were embedded in the books explicitly and through implied interpretation, but glimpses of complex identities were also shown in original interactions between word and image. The results show the potential of RefugeeCrit to extract problematic representations and the continued importance of critical evaluations of representations in refugee-themed literature.

Picturebooks are an important part of the classroom environment in early childhood education. They open doors to new experiences, nurture students' cultural identities, and invite students to explore connections across cultures. In the United States today, many of the picturebooks that are available to teachers and students in preschool classrooms come from the state curriculum that the school district has implemented. Shifting demographic trends have led many educators to recognize a need for more diversity of literature in classrooms. This study was conducted in response to this growing concern that books should better reflect the cultures and identities of the children who read them, with a particular emphasis on young female children of color. The research question guiding this study is: How do picturebook texts and illustrations in an early childhood curriculum represent the identities of female characters of color as viewed through a critical feminist theoretical lens? To investigate this question, I critically analyzed children's picturebooks from a current early childhood curriculum adopted by the state of Texas, focusing on representations of gender and race. The selected books were analyzed using critical content and critical visual analyses to consider how the text and illustrations together represent female characters of color. Although earlier studies of picturebooks have pointed out a deficit of authentic portrayals of female characters of color, this study found that books in the sample did show some attention to authentic cultural themes including motherhood, action and agency, and subjugated knowledge and culture. However, implications for practice and research included the need for more balanced representation of diverse cultures within the curriculum to better reflect preschool demographics, as well as the need for more classroom instruction on books that give voice and agency to young female children of color as they develop their personal and cultural identities.

La présente recherche porte sur la lecture littéraire dans un contexte d’enseignement primaire et concerne plus précisément les albums jeunesse qui favorisent le développement des habiletés interprétatives. Il s’agit d’une recherche-développement qui comporte trois objectifs. Le premier objectif consiste à développer un outil pour analyser les procédés narratifs des albums jeunesse et y cerner les éléments propices au travail interprétatif. Le second objectif vise à mettre à l’essai l’outil d’analyse afin d’en mesurer la validité et la fidélité, alors que le dernier objectif consiste à élaborer, à l’aide de l’outil développé, un répertoire d’albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire. La méthodologie mise en œuvre afin d’atteindre les trois objectifs a d’abord permis d’analyser les besoins, c’est-à-dire, les finalités et les utilisateurs de l’outil d’analyse, puis d’en concevoir et d’en élaborer une première version, de la mettre à l’essai afin d’en évaluer la validité auprès d’experts, avant d’en produire une deuxième version, d’en évaluer la fidélité à l’aide de codeurs et finalement, d’en produire une troisième puis une quatrième version afin d’élaborer un répertoire d’albums jeunesse québécois propices au travail interprétatif. Bien que la mise à l’essai ne permette pas de conclure de façon tout à fait satisfaisante à propos de l’objectivité des indicateurs de l’outil développé, l’analyse des commentaires des experts permet d’affirmer que les indicateurs de l’outil d’analyse présentent un très haut degré de pertinence, ce qui donne à penser que l’outil développé de même que le répertoire de quinze albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire élaboré, dans le cadre de cette recherche, peuvent s’avérer de premiers outils utiles et pertinents pour le milieu scolaire. / This research paper examines literary reading in the context of primary education and focuses specifically on picturebooks that foster the development of interpretive skills. It gives an account of research and development in which we pursued three objectives. The first objective was to develop a tool to analyse the narrative processes of picturebooks and identify elements conducive to interpretive work; the second aimed to test the analysis tool in order to measure its reliability and validity; and the final objective was to use the tool we developed to put together a collection of Quebec children’s books that favour the development of interpretive skills in primary students. To achieve these three objectives, we adopted a methodology that enabled us to first analyse the needs, namely the users and purposes of the analysis tool, and then to design and develop an initial version. This version was tested with experts to determine its validity. A second version was then produced and its reliability was evaluated using encoders. Lastly, a third and forth version was produced to assemble a collection of Quebec picturebooks conducive to interpretive work. Although our test did not allow us to draw an altogether satisfactory conclusion about the objectivity of the indicators of our analysis tool, an analysis of comments by the experts confirms that the indicators of our analysis tool are highly relevant, which suggests that the tool we developed and the collection of 15 Quebec picturebooks that favour the development of interpretive skills in primary students we assembled may be important and useful tools within a school environment.

La présente recherche porte sur la lecture littéraire dans un contexte d’enseignement primaire et concerne plus précisément les albums jeunesse qui favorisent le développement des habiletés interprétatives. Il s’agit d’une recherche-développement qui comporte trois objectifs. Le premier objectif consiste à développer un outil pour analyser les procédés narratifs des albums jeunesse et y cerner les éléments propices au travail interprétatif. Le second objectif vise à mettre à l’essai l’outil d’analyse afin d’en mesurer la validité et la fidélité, alors que le dernier objectif consiste à élaborer, à l’aide de l’outil développé, un répertoire d’albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire. La méthodologie mise en œuvre afin d’atteindre les trois objectifs a d’abord permis d’analyser les besoins, c’est-à-dire, les finalités et les utilisateurs de l’outil d’analyse, puis d’en concevoir et d’en élaborer une première version, de la mettre à l’essai afin d’en évaluer la validité auprès d’experts, avant d’en produire une deuxième version, d’en évaluer la fidélité à l’aide de codeurs et finalement, d’en produire une troisième puis une quatrième version afin d’élaborer un répertoire d’albums jeunesse québécois propices au travail interprétatif. Bien que la mise à l’essai ne permette pas de conclure de façon tout à fait satisfaisante à propos de l’objectivité des indicateurs de l’outil développé, l’analyse des commentaires des experts permet d’affirmer que les indicateurs de l’outil d’analyse présentent un très haut degré de pertinence, ce qui donne à penser que l’outil développé de même que le répertoire de quinze albums jeunesse québécois susceptibles de favoriser le développement des habiletés interprétatives des élèves du primaire élaboré, dans le cadre de cette recherche, peuvent s’avérer de premiers outils utiles et pertinents pour le milieu scolaire. / This research paper examines literary reading in the context of primary education and focuses specifically on picturebooks that foster the development of interpretive skills. It gives an account of research and development in which we pursued three objectives. The first objective was to develop a tool to analyse the narrative processes of picturebooks and identify elements conducive to interpretive work; the second aimed to test the analysis tool in order to measure its reliability and validity; and the final objective was to use the tool we developed to put together a collection of Quebec children’s books that favour the development of interpretive skills in primary students. To achieve these three objectives, we adopted a methodology that enabled us to first analyse the needs, namely the users and purposes of the analysis tool, and then to design and develop an initial version. This version was tested with experts to determine its validity. A second version was then produced and its reliability was evaluated using encoders. Lastly, a third and forth version was produced to assemble a collection of Quebec picturebooks conducive to interpretive work. Although our test did not allow us to draw an altogether satisfactory conclusion about the objectivity of the indicators of our analysis tool, an analysis of comments by the experts confirms that the indicators of our analysis tool are highly relevant, which suggests that the tool we developed and the collection of 15 Quebec picturebooks that favour the development of interpretive skills in primary students we assembled may be important and useful tools within a school environment.

No description available.

La thèse, construite sur des fonds d’archives inédits et de nombreux entretiens, porte sur les collections éditoriales d’albums pour enfants depuis les années 1960. Elle montre comment s'articulent et s’affrontent création et édition afin de proposer une réflexion sur la création éditoriale. Après un rappel des formes historiques, une cartographie des modèles de collections d’albums depuis les années 1960 est mise au jour. Loin d’être des lieux neutres, les collections font l’objet de contestations au tournant des années 1960-1970. La thèse analyse comment, dans de nouveaux contextes, les positions des différents acteurs des collections, auteurs, illustrateurs, directeurs de collection, éditeurs, se déplacent, et étudie les tensions de leurs interactions. Le dépouillement des archives de la Charte créée par les auteurs et illustrateurs, permet de mettre au jour leurs aspirations et combats. L’analyse du parcours éditorial de F. Ruy-Vidal montre les difficultés à introduire l’innovation éditoriale. La recherche sur les conditions de possibilité de la créativité éditoriale se poursuit au travers de trois modèles de fonctionnements innovants : le studio Delpire (ou : comment l’œil éditorial se forme-t-il et quelles sont les fonctions de l’équipe éditoriale ?) ; les collections du Rouergue dirigées par O. Douzou (quels sont les apports pour la créativité éditoriale d’un directeur de collection également auteur et illustrateur ?) ; et les éditions contemporaines Magnani (ou : peut-on sortir de la séparation collections pour enfants/collections pour adultes ?). En conclusion, une synthèse cherche à construire des outils d’analyse théorique de la créativité éditoriale. / This thesis deals with French children’s picture book series since the 1960s. It highlights the difficulties to bridge creation and edition while providing an analysis of editorial creativity. After mentionning historical models of children’s series, we describe the evolution of series models (chapter 1 and 2). We show that this evolution was not without challenges. In the 60s and 70s, some authors and illustrators were craving for more legitimacy (chapter 3). At the same period, Ruy Vidal’s editorial career as publisher and editor allows us to discover the difficulties to introduce editorial innovations (chapter 4). It is then necessary to study the editorial conditions for creativity (chapter 5, 6, 7) through the examples of « Studio Delpire » (we wonder about his editorial « eye » and about the creative function of the editorial team), O. Douzou (Rouergue) (the question here is : what does an author-illustrator-editor provide ?), J. Magnani, a contemporary publisher (who tries to go beyond the frontier between children’s and adult’s books). All in all, these elements will help us discover ways to think of and analyze editorial creativity. The thesis is based on unexplored archives and numerous interviews with actors of the children’s picture books field.

L’objectif général de cette recherche de développement vise à évaluer à l’aide d’une grille de critères didactiques développée si les albums disponibles dans la collection de la didacthèque de l’Université de Montréal répondent aux besoins liés à la didactique du français des étudiants au baccalauréat en enseignement primaire et éducation préscolaire. Puisque la poursuite de cet objectif général se fait par l’entremise d’un objet développé, soit une grille d’évaluation des albums composés de critères didactiques, afin de suivre les quatre phases de développement d’un objet, trois objectifs spécifiques sont déployés. Le premier objectif spécifique sert à dégager les critères propres à la didactique du français à considérer pour évaluer les albums dans les didacthèques. Des entrevues semi-dirigées avec des enseignantes expertes dans l’utilisation des livres jeunesse (n=7) et des chargées de cours en didactique du français (n=5) ont permis d’analyser les besoins pour le développement de la grille d’évaluation, ce qui correspond à la première phase d’une recherche de développement. Le deuxième objectif spécifique vise à élaborer la grille d’évaluation des albums basée sur des critères propres à la didactique du français. Cela est effectué dans un mouvement itératif, entre les deuxième et troisième phases de la recherche de développement, soit celle qui concerne la conception de l’objet et celle qui en permet l’évaluation. Par conséquent, six grilles sont passées par différentes phases d’évaluation et de conception, dans un mouvement de va-et-vient. La sixième version, mise à l’essai sur la collection d’albums de la didacthèque de l’Université de Montréal, correspond à la quatrième phase d’une recherche de développement. Elle est en accord avec le troisième objectif spécifique qui est de mettre à l’essai la grille d’évaluation développée basée sur des critères didactiques sur une collection d’albums d’une didacthèque. Les résultats de notre mise à l’essai et les résultats obtenus par notre grille nous amènent à constater avec nuance l’adéquation entre les albums disponibles et la communauté servie par la didacthèque, et plus précisément les étudiants au baccalauréat en enseignement primaire et éducation préscolaire. Cependant, il semble que la désuétude observée des titres de l’échantillon peut avoir une incidence sur d’autres critères évalués. / The main purpose of this designed-based research (DBR) is to assess with a developed criteria grid whether the picturebooks available in the collection of the Université de Montréal Curriculum materials center (CMC) meet the needs related to the teaching and learning of French of undergraduate students in Preschool and Elementary Education program. Since the pursuit of this general purpose is done through an object developed in a DBR, which is an evaluation grid for picturebooks composed of criteria useful for teaching and learning of French, the three specific purposes follow the four phases of that type of research. The first purpose serves to identify convenient criteria to the teaching and learning of French to be considered in order to assess the picturebooks in a CMC. Semi-structured interviews with primary teachers who are experts in the use of children’s books (n=7) and instructors in teaching and learning of French (n=5) made it possible to analyze the needs for the development of the evaluation grid, which corresponds to the first phase of a DBR. The second specific purpose is to develop the picturebooks evaluation grid based on criteria relating to the teaching and learning of French. This is done in a iterative movement, between the second and the third phases of a DBR. Those phases are related to the design of the object and his evaluation. As a result, six grids went through those different phases of design and evaluation, back and forth. The sixth version, tested on the picturebooks collection of the Université de Montréal CMC, corresponds to the fourth phase of a DBR. This phase is consistent with the third specific purpose, which is to use the developed criteria grid to assess a picturebooks collection of a CMC (n=175) using the evaluation grid based on criteria useful for teaching and learning of French. The results obtained by our grid lead us to note with nuance the adequacy between the available picturebooks and the community served by the CMC, and more specifically undergraduate students in Preschool and Elementary Education program. However, it appears that the observed obsolescence of the sample may have an impact on other observed criteria.