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Adopting the orphan's God : Christianity and spirituality in nineteenth- and twentieth-century girls' booksWilson, Ashley Nichole January 2015 (has links)
No description available.
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Reading selection as information seeking behavior: A case study with adolescent girls.Reynolds, Stephanie D. 08 1900 (has links)
The aim of this research, Reading Selection as Information Seeking Behavior: A Case Study with Adolescent Girls, was to explore how the experience of reading fiction affects adolescent girls aged 13 through 15, and how that experience changes based upon four activities: journaling, blogging, a personal interview, and a focus group session. Each participant reflects upon works of her own choosing that she had recently read. The data is evaluated using content analysis with the goal of developing a relational analysis tool to be used and tested with future research projects. The goal of this research is to use the insights of the field of bibliotherapy together with the insights of the adolescent girls to provide a higher, more robust model of successful information behavior. That is, relevance is a matter of impact on life rather than just a match of subject heading. This work provides a thick description of a set of real world relevancy judgments. This may serve to illuminate theories and practices for bringing each individual seeker together with appropriate documents. This research offers a new model for relevant information seeking behavior associated with selecting works of essential instructional fiction, as well as a new definition for terminology to describe the results of the therapeutic literary experience. The data from this study, as well as from previous research, suggest that literature (specifically young adult literature) brings the reader to a better understanding of herself and the world around her.
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Analysis of messages in adolescent girls' magazines : CosmoGirl vs. CosmoGirlsChaparro, Lara I., 1977- January 2009 (has links)
In this thesis, I explore and critique the content of the fashion teen magazine CosmoGirl. Through a bricolage of methods, I examine the magazine's representation of teen femininity and compare it to the editor's "pro-feminist" initial goal and intended social role for the publication. / Drawing upon previous studies, and linking my findings to established theories, I analyze the possible relationship between the publication's content and the influence this media genre has on the social development of young women. / My research findings show that CosmoGirl's portrayal of femininity is stereotypical, patriarchal and unrealistic and that such representation perpetuates negative and destructive feelings in young women. / In my discussion, I explore possible reasons for the lack of representation of the editor's goal for the magazine within the magazine's overall discourse. I also discuss the importance of media literacy in education as a means to alter today's media, so its representation of women becomes truthful.
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Boys and girls in the reading club : conversations about gender and reading in an urban elementary schoolMoffatt, Lyndsay Elizabeth 11 1900 (has links)
Recent research has revealed a gender gap in reading attitudes and achievement. Broadly
speaking, when compared with girls, boys display a more negative attitude towards
reading and perform less well on measures of reading achievement. Yet, why boys appear
to have such difficulties with reading and why girls appear to have fewer difficulties with
it has yet to be fully explored. This thesis examines the talk of a group of grade five and
six students at a multi-cultural, multi-lingual, mixed socio-economic urban elementary
school, concerning their ideas of gender normative behaviour, gendered reading practices
and the consequences of non-normative gender performances or gender crossing
behaviour. Using Critical Socio-Cultural theories of literacy and learning and Feminist
Post-Structuralist theories of gender and identity, this year long ethnographic study
reveals that students' investments in their gender identities may help to create and
maintain the gender gap in reading attitudes and achievement. In particular, boys'
investment in maintaining a heteronormative masculine identity may interfere with their
participation in school based print literacy. The implications of these findings for
bridging the gender reading gap are discussed. In addition, this thesis raises questions
about the simplicity of current conceptions of the gender reading gap that depict boys as
victims and girls as victors in school. This thesis adds to research that calls for a more
complex understanding of issues of gender, "race" and class in .contemporary classrooms.
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Bookmarks : girlhood reading that marked us womenArelis, Deanna Lynn, University of Lethbridge. Faculty of Education January 1995 (has links)
This thesis is contained within the frame of a plot diagram, since it is a story about telling stories about stories. The conflict was initiated when it struck me that I had been living unawares inside a contradiction: I called myself a feminist, yet I loved and promoted the "Great Works of Western Literature", a canon reflecting patriarchal metanarratives. This conflict shaped the question, "What does it mean to say that we are gendered by what and how we read as girls?" I looked for clues by re-searching my graduate coursework, amongst the discourses of critical pedagogy, postmodernism, interpretive inquiry, and feminist literary criticism. Translating theory into rising action, I adopted as my approach the memory-work techniques described in Female Sexualization (1987), an exemplary work of feminist research. I formed the BookMarks Collective, comprising an affinity group of six women, including me, who met and responded to the question for five months by writing, critiquing, and rewriting memory-stories about their girlhood reading. The experience of collectivity itself became the story's climax: together we opened the door to a world we would not have discovered alone or lived theoretically. Together we brought to life the belief that change in ourselves preceeds pedagogic change, our conversations having sparked insights about our beliefs and practice that none had come to on her own. Together, we re-read "gendering" as a process within a complex and contradictory constructed reality in which we both act and are acted upon. Together, we recognized the power of collective consciousness-raising to enable us to re-view the textual meanings of our lifestories, allowing us to become conscious agents in their ongoing construction. / viii, 232 leaves ; 29 cm.
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Boys and girls in the reading club : conversations about gender and reading in an urban elementary schoolMoffatt, Lyndsay Elizabeth 11 1900 (has links)
Recent research has revealed a gender gap in reading attitudes and achievement. Broadly
speaking, when compared with girls, boys display a more negative attitude towards
reading and perform less well on measures of reading achievement. Yet, why boys appear
to have such difficulties with reading and why girls appear to have fewer difficulties with
it has yet to be fully explored. This thesis examines the talk of a group of grade five and
six students at a multi-cultural, multi-lingual, mixed socio-economic urban elementary
school, concerning their ideas of gender normative behaviour, gendered reading practices
and the consequences of non-normative gender performances or gender crossing
behaviour. Using Critical Socio-Cultural theories of literacy and learning and Feminist
Post-Structuralist theories of gender and identity, this year long ethnographic study
reveals that students' investments in their gender identities may help to create and
maintain the gender gap in reading attitudes and achievement. In particular, boys'
investment in maintaining a heteronormative masculine identity may interfere with their
participation in school based print literacy. The implications of these findings for
bridging the gender reading gap are discussed. In addition, this thesis raises questions
about the simplicity of current conceptions of the gender reading gap that depict boys as
victims and girls as victors in school. This thesis adds to research that calls for a more
complex understanding of issues of gender, "race" and class in .contemporary classrooms. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
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Analysis of messages in adolescent girls' magazines : CosmoGirl vs. CosmoGirlsChaparro, Lara I., 1977- January 2009 (has links)
No description available.
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Fria flickor före Pippi : Ester Blenda Nordström och Karin Michaëlis – Astrid Lindgrens föregångareWahlström, Eva January 2011 (has links)
The dissertation takes as a point of departure that 1945 is usually mentioned as a start for a new type of Swedish children’s literature. In the majority of handbooks in and reviews of the history of Swedish children’s literature this is repeated as a fact. A reason for this is that three famous authors of children’s literature in Swedish all had their breakthrough this year: Lennart Hellsing, Tove Jansson and Astrid Lindgren. They are regarded as the most important examples of the new type of children’s literature. Especially Astrid Lindgren’s Pippi Långstrump [Pippi Longstocking] has been seen as a symbol for the free child and for the revolt against the adult world and the stiff rules of etiquette. At the same time as 1945 has been assigned as the birth date for a new children’s literature the general view of the preceding period, between the two world wars, has been that it was stagnant and uninteresting. In this study, the hypothesis was that the new did not emerge from an empty space. After extensive reading of children’s literature from the time between the wars it was discovered that there were new tendencies in this literature similar to those ascribed to the literature from the period after 1945. A more detailed analysis was performed comparing Astrid Lindgren’s Pippi Långstrump with works by the Swedish author Ester Blenda Nordström and the Danish author Karin Michaëlis’. The results show that the children’s literature produced between the wars was much more complex than previously stated and has several characteristics similar to the literature produced after 1945. As a consequence it seems necessary to modify the notion of 1945 as the definite starting point for the modern Swedish children’s book. A comparative analysis of the three authors is used as verification in the thesis. The analysis use among others the theories of Bachtin about the “popular laugh culture” and shows that the main characters in the books by Nordström and Michaëlis to the same extent as Pippi Långstrump illustrates the norm-breaking and independent child. The similarities between the work of Astrid Lindgren and Nordström and Michaëlis are obvious in terms of content as well as in expressions and type of language. The main focus in this dissertation is a textual analysis against a background of social context analysis. The conclusions state that there clearly were predecessors to the work of Astrid Lindgren. To simply state that 1945 was the year when the modern children’s book was born thus no longer seems relevant. / <p>Akademisk avhandling för avläggande av filosofie doktorsexamen i litteraturvetenskap vid Göteborgs universitet, som med tillstånd av</p><p>humanistiska fakultetsnämnden kommer att offentligen försvaras fredagen den 27 maj 2011, kl. 10 i Lilla Hörsalen, Humanisten, Renströmsgatan 6, Göteborg</p>
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Adolescent Female Identity Development and Its Portrayal in Select Contemporary Young Adult FictionE. Reavis 2004 November 1900 (has links)
This study describes a content analysis of six contemporary young adult fiction novels. Adolescence is a time of great change, particularly for girls. It is during this time that female adolescents develop their voice and identity. As literature reflects the reader’s world, it also affects in part how female adolescents perceive their identity. Latent content analysis was used to code eight variables to determine if select contemporary young adult fiction novels appropriately describe the development of identity among adolescent females. All of the novels included in the study provided sufficient evidence of accurate portrayal of female adolescent identity development, by having examples of at least four out of eight variables, with most having examples of seven out of eight variables.
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