"Arthur Rackham was selected as the subject for this study because of the writer's interest in his unique drawings and because of a feeling that others may find of some use a paper which treats of the artist of fairyland. The attempt has been made to assemble from the writings of Rackham's contemporaries and his modern critics representative reviews, opinions and reactions to the illustrations for children's books. Since many of the books Rackham illustrated were reprints, the critics were influenced by previous illustrators and in such writings are found the best comparisons of Rackham's work to that of other artists"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Agnes Gregory, Professor Directing Paper. / Includes bibliographical references (leaves 59-62).

"One modern author-illustrator who has done his work almost exclusively in children's literature is Leo Politi. One of the prominent author-illustrators, he is the recipient of the Caldecott Award for the artist creating the most distinguished American picture book for children published in the United States during the year 1949 and the runner-up for this award in two other years. In an attempt to find out what makes his work outstanding, books he has written and illustrated were read and evaluated to determine the dominant theme and quality of his stories, the style of his illustrations and the degree to which the illustrations and stories are suited to each other. Except for two of the books illustrated by Politi that were not accessible, all the books written by other authors and illustrated by him were studied to determine how well the illustrations fit the purpose and mood of the text. Politi's publications were analyzed to determine how prolific he has been and the nature of his contribution to children's literature"--Introduction. / Typescript. / "August, 1959." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Sciences." / Advisor: Sara K. Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 56-62).

Allow me to introduce you to AN ELEPHANT'S STANDING IN THERE, a whimsical story about an elephant standing in a little boy's bedroom that I wrote for my children many years ago. Though my kids have grown up themselves, I've held on to this tale because of the wonderful memories my family and I shared while reading it together. After stumbling back onto the story roughly a year ago while going through some old things, an idea popped into my head. My daughter, a lovely young lady named Kody, had heard this story many times when she was a young girl. She had also developed an exceptional talent for illustration. I thought to myself, "Wouldn't it be fun if Kody illustrated our story for other families to share?" And that, ladies and gentlemen, is exactly what we've done. From my family to yours, we sincerely hope you enjoy AN ELEPHANT'S STANDING IN THERE, the first in what Kody and I hope will be a long series of stories for children. --Scott / https://dc.etsu.edu/alumni_books/1030/thumbnail.jpg

The purpose of this essay is to examine and compare how womanliness and manliness reveal themselves in different children’s books, mainly focusing on the concept of gender, in both text and images aspects. The questions I have chosen to interrogate are the following: How is the male and female role represented in children's books from a gender perspective, in both images and texts? What gender is generally the main character in children's books? What clothes are the characters wearing in children's books? What kind of occupations do the characters practice in children's books? What kind of qualities or attributes do the characters possess in children's books? When it comes to the selection of the method, I have chosen the use a qualitative method, where I use both a text and image analysis. The essay is based on Hirdman's and Hardning's gender theories and alsow on Nikolajeva's theorie about male and female. During my study I have come to the conclusion that there has been a certain change when it comes to gender in children's books. Among other things, you are now met by male characters who are emotional and do the cleaning work and female characters who work and are independent and courageous. Despite these changes in child-books you can still feel that the male still covers the main role, reflecting society conciousness.

Thesis--Göttingen. / Vita. Includes bibliographical references (p. 695-738).

Thesis (Ph. D.)--University of Oklahoma, 1995. / "UMI number: 9532360." eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Florida State University, 1995. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis--Göttingen. / Vita. Includes bibliographical references (p. 695-738).

The United States is becoming more and more multiracial, but little research attends to multiracial characters in children’s picture books. This research employed a critical content analysis using the lens of critical race theory to examine eight children’s picture books published after 2000. This study sought to answer two questions. First, using a critical race theory lens, what patterns and tensions emerge in the depictions of multiracial characters in children’s picture books? Secondly, how do the depictions of multiracial characters in children’s picture books perpetuate deconstructed conceptualizations of multiracial identity? Common themes that presented themselves in this study were (a) how food is used to represent a multiracial character’s skin color, (b) the similarities and differences of the multiracial characters’ cultures, (c) the multiracial characters’ appearance, specifically their hair and eyes, (d) the affirmations given to and received by the main characters, (e) and love and unity. The analysis is followed by a conclusion for implications for parents, teachers, authors, and publishers.

Problem. This study was conducted to identify the incidence of specific Iranian middle-class social and moral values in the content of children's story books. Four questions were used as research guides: (1) To what extent are Iranian middle-class social and moral values present in the content of the selected story books? (2) To what degree of frequency and level of intensity are the values presented? (3) What additional values, if any, are not presented in the list of the specific values? (4) How do the findings of this study compare with those of a previous study of social and moral values in the textbooks used for the elementary level in Iran? Purpose. The purpose of this study was to gather data related to the presence of specific values from nineteen of the most popular children's story books for ages seven to eleven in Iran. Procedures. In collecting the data, a coding form was used for each of the books, as adopted by Ghandi, in her study. The form consisted of sixteen major Iranian middle-class social and moral values which were selected by six Iranian sociologists. The values were: Marriage, Religion, Country, Family, Authority, Education, Cleanliness, Kindness, Work, Thrift, Honesty, Boy as favored sex, Justice, Charity, Friends, and Hospitality. With the assistance of five Iranian students as coders the validity and reliability of the coding procedures were validated. Findings and Conclusions. There was no balance in the presentation of the sixteen major values in story books. Three values: Honesty, Justice, and Work received strong attention (42%). Two values: Boy as a Favored Sex, and Cleanliness received the lowest attention (2%). Five additional values: Prudence, Cleverness, Conservativeness, Being greatful, and Bravery were identified in the content of the story books. The results of comparing the two studies indicated that three values: Work, Education, and Religion received the major emphases, while the value Boy as a Favored Sex actually was not observed in either study. Implications and Recommendations. The findings may help Iranian children's writers to be aware of the value content in story books and create stories appropriate for young readers' moral development. The findings may help parents, teachers, and librarians and other interested persons in identifying and/or selecting books emphasizing specific social and moral values. The findings may assist the children's writers to follow a consistent pattern in presenting values in story and textbooks. Further studies should be done in the following areas: a study similar to this for ages other than seven to eleven; indepth studies to explore the manner in which social and moral values are internalized by children; studies to compare findings of this study and those story books translated from other languages into Farsi.