Thesis--University of Chicago. / Includes bibliographical references (leaves 328-349).

This thesis seeks to examine the nature of the intertwined networks of print, patronage and religion that existed within and across England and Scotland between 1580 and 1604, through the career of the English printer Robert Waldegrave. Multifaceted and complex, Waldegrave’s career spanned two countries, four decades and numerous controversies. To date scholars have engaged in a teleological narrative of his career, culminating in his involvement with the Marprelate press between April 1588/9. This focus on Waldegrave as a religious radical has coloured accounts of his English business and resulted in his Scottish career being disregarded by many. This thesis adds to the growing body of scholarship concerning printers and the print trade, illustrating the varied role Waldegrave played, both in relation to the texts he produced and within a broader trans-national context of print There are three major thematic areas of enquiry; whether Waldegrave’s characterization by contemporary commentators and subsequent scholars as a Puritan printer is accurate; what his career in Scotland between 1590 and 1603 reveals about the Scottish print trade, and finally the role and significance of the various networks of print, patronage and religion within which he operated in regards to his own career as well as in the broader context of early modern religious and commercial printing. Challenging the reductive interpretation of Waldegrave’s life and career, this thesis places the Marprelate episode within the wider framework of his English and Scottish careers, enabling traditional assumptions about his motivation and autonomy to be questioned and reevaluated. It will be shown that the accepted image of Waldegrave as a committed Puritan printer, developed and disseminated by his representation within the Marprelate tracts was actually a misrepresentation of his position and that the reality was far more nuanced. His choices were informed by commercial concerns and the various needs of the networks of print, patronage and religion within which he worked, which often limited his ability to promote the religious beliefs he held. The study of Waldegrave and his English contemporaries within the Scottish print trade expands our knowledge of the relationship between the print trades of England and Scotland and highlights how intertwined they were during this period. Waldegrave’s Scottish career, and the significance of his complicated relationship with his royal patron, James VI will be established and the wider impact and significance of Waldegrave’s appointment as Royal printer demonstrated. As he worked as a minor jobbing printer, a fugitive on a clandestine press and as the Royal Printer in Scotland Waldegrave is one of a small number of stationers whose career was extremely varied. Through the study of Waldegrave’s unique and multifaceted career it is therefore possible to trace and analyse the complex networks within which he, and his fellow stationers operated during the late-sixteenth century.

ABSTRACT Although immigrants are an integral part of the nation's founding and history, it is unclear how they have been historically portrayed in children's and young adults' American trade books, especially at the turn of the 20th century. This study offers a critical and comparative analysis focusing on the historical evolution, depiction of immigrants, and authors' perspectives of selected trade books written during two peak United States immigration eras (1880-1930 and 1980-2010s). Utilizing a discourse analysis approach, this study examined how first-generation immigrants were portrayed in selected trade books and how various themes and representations may have affected students and the social studies curriculum. After studying 98 books, it was determined that in both peak immigration eras, first-generation immigrants were depicted as inferior to native-born Americans. Although the time period and countries of origin changed, the issues that immigrants faced and the problems they experienced were similar; first-generation immigrants were scorned, harshly criticized, and viewed as inferior not only by Americans, but also by fellow immigrants who were members of other cultures. Overall, the books left out the immigration experience, and were mostly tales of assimilation and mistreatment in the United States. Because children's ideas and understandings of people and cultural groups are formed by what they learn from others and by the media, it is important that books which portray immigrants and their experience provide accurate and meaningful representations of these individuals. Although many of these books reviewed in this study are considered classics and offer an immense amount of valuable information about historical events which can benefit the social studies curriculum, teachers should be wary of serious overt and covert criticism of ethnicities before introducing them in the classroom. There is a need for literature that sends positive messages about accepting those from other countries and that focuses on how first-generation immigrants helped shape America. Teachers should use trade books in the classroom as they can help children read about history. However, new books need to be written about immigrants. Future research should look into effective ways to use the existing body of trade book literature in the classroom, investigate if (and to what degree) trade books were or are used in schools, compare trade books' portrayal of immigrants to that of textbooks' portrayal, and examine how immigrants were portrayed during the time periods (1940-1970) not covered in this study.

Thesis--Aix-Marseille. / Includes indexes. Includes bibliographical references (p. [249]-260).

This volume discusses the 'book crisis' in anglophone Africa, paying particular attention to Kenya, Nigeria and Zimbabwe. It reviews the history of publishing, economic and cultural aspects of the crisis, its impact on authors and the nature of the readership.. / Dieser Band behandelt die 'Buch-Krise' im englischsprachigen Afrika mit besonderem Bezug auf Kenia, Nigeria und Simbabwe. Er betrachtet die Geschichte der Verlagswesens, der Wirtschaft und der kulturellen Aspekte der Krise, ihre Auswirkung auf Autoren und die Besonderheiten der Leser.

De nos jours, différentes ressources littéraires de vulgarisation scientifique (VS), notamment la littérature jeunesse, sont utilisées pour aborder des contenus scientifiques en classe de primaire. Sans tenter de se substituer aux manuels scolaires, ces outils d’éducation non formels proposent différents textes narratifs et informatifs qui présentent des concepts scientifiques. En plus de développer la curiosité scientifique, la littérature jeunesse propose souvent des textes scientifiques d’une grande qualité. Néanmoins, son utilisation n’est pas exempte de difficultés. Notamment, ce type de littérature présente parfois des concepts erronés entraînant le développement de fausses conceptions. Afin d’accompagner les vulgarisateurs scientifiques dans l’élaboration de ressources de VS adaptées aux conceptions alternatives des jeunes lecteurs, et ultimement les amener à remettre en question leurs idées préconçues, nous avons identifié un dispositif didactique conçu essentiellement pour le travail en classe : le texte de réfutation. Pour tenter d’amener un changement conceptuel chez les élèves, ce texte énonce d’abord une conception alternative, puis la réfute, pour ensuite présenter l’explication scientifique du phénomène décrit. Pour donner suite à l’analyse de trois textes de réfutation, nous avons été à même d’identifier certains concepts qui sont au cœur de ce dispositif didactique, notamment la carte conceptuelle, les niveaux de formulation et la transposition didactique. Inspiré par ces concepts, nous avons élaboré un modèle didactique de VS ayant pour but d’accompagner pas à pas un vulgarisateur scientifique dans la conception de ressources adaptées au public de jeunes lecteurs. Le modèle Design Experiment nous a permis de mettre à l’essai et de bonifier cette version provisoire du modèle didactique de VS, grâce à la participation de deux vulgarisateurs scientifiques qui ont chacun élaboré deux textes de vulgarisation scientifique : l’un, des textes narratifs et l’autre, des textes informatifs, pour une cohorte de 83 élèves de cinquième année du primaire. Les sujets abordés dans ces textes sont le requin blanc, le béluga, et les muscles et l’entraînement. Pour que nous puissions étudier l’évolution des conceptions des élèves, chacun d’eux a répondu à un prétest et un posttest, et certains élèves ont également été sollicités pour participer à des entrevues de groupe avec les vulgarisateurs. Cette recherche a permis de réunir la didactique et la VS. Les vulgarisateurs ont pu mesurer la pertinence de prendre en compte les conceptions alternatives des jeunes lecteurs, tirer profit du texte de réfutation et adapter le niveau de formulation de leurs textes. / Nowadays, different literary resources of popular science, including children's literature, are used to address the scientific content in elementary classrooms. Without trying to replace textbooks, these non-formal educational tools offer different narrative and informative texts that present demonstrations of science. In addition to developing scientific curiosity, children's trade books propose scientific texts of high quality. However, these texts would not be without some level of weakness. In particular, they sometimes present erroneous concepts leading to misconceptions. To support the science writers in the popular science resource development suited to alternative conceptions of young learners, and ultimately to get them to change these conceptions, we identified a didactic text designed primarily for classroom work called refutation text. To promote conceptual change, the text first sets out an alternative design, refutes the alternative conception, and then presents scientific explanation. After the analysis of three refutation texts, we were able to identify some didactic concepts at the heart of this text pattern; the concept map, the learner’s knowledge level, and didactic transposition. Inspired by these concepts, we have developed a didactic model of popular science to accompany a science writer, step by step, in the design of appropriate resources for young readers. The Design Experiment model has allowed us to test and improve this experimental model of popular science through the participation of two science writers who each developed two popular science texts. One writer composed two narrative texts, another wrote two informative texts for a group of 83 students in fifth grade. Topics covered in these texts were white sharks, beluga whales, and muscles and training. To study the evolution of student conception, each answered pre-test and post-test questions and some students were also asked to participate in group interviews with the science writers. This research brought together didactics and popular science. Science writers were able to measure the relevance of taking into account the views of young readers’ conceptions, the use of refutation text, and the adaptation of the texts to learner’s knowledge level.