时光的裹挟与挽留——从图画书的叙事艺术论图画书的时间化特征

图画书中的时间是一种独立的个体存在,时间化是图画书的重要特征。在作品叙事过程中,情节设置、空间位移等方式推动了图画书的时间进程,细节、意蕴、画面效果等方式延滞了图画书的阅读时间。这种叙事特点增强了图画书的张力,提供给读者更广阔的理解想象空间。推动与挽留是各种叙事因素作用于图画书独立时间段的方式,使图画书叙事具有独特的审美价值和接受效果。     

Selecting picture books featuring characters with autism spectrum disorder: recommendations for teachers

We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a picture book for young children, (b) the main character had ASD, (c) the book was not a skill-building book for children with ASD, and (d) the book received more positive than negative reviews from readers on Amazon. We evaluated books for visual and literary content and accurate portrayal of ASD characteristics. We then showed books to special education professionals, general-education teachers, and education professors for their input. Through this review process, nine books were identified as appropriate for read-alouds in early childhood classrooms. We also contacted authors of select books to gather information on their experience with ASD. Overall, we found that the characteristics of books we selected featuring characters with ASD were different from the characteristics of children's literature typically used for class read-alouds. We therefore present recommendations for teachers to use when selecting children's books featuring characters with ASD.     

Do Worlds Have Corners? When Children’s Picture Books Invite Philosophical Questions

In this article, we want to present and analyse the picture book The World has no Corners (2006/1999) by the Norwegian author and illustrator Svein Nyhus. The book represents a new trend in Norwegian picture books for children by inviting the readers into a world of thinking and wondering about existential topics such as life and death, growing up and getting old, God, children’s relationship to nature, etc. The picture book does not give clear answers to the questions that are raised, but has a potential for exploratory dialogues between child and adult readers. In our analyses of verbal text and images—and the relation between these—we build on social semiotic theory by Halliday, Kress and van Leeuwen, reception theory by Eco and Iser, and aesthetic theory represented by Dewey and Rorty. Through analyses of some selected spreads, we want to show both the framework keeping the readers inside the text, and the indeterminacies inviting the readers to wonder and speculate about the questions raised. We also want to draw attention towards a special way of co-reading of the spreads. Compared with the process of reading picture books where the adults often confirm or correct the child readers’ way of putting their interpretation into spoken language, the co-reading between children and adults in this picture book seems to be rather existential and poetic as well as democratic. We will shed light upon this reading process, as we consider it as a way of the readers fortifying themselves into the world.     

A comparative study of children's concentration performance on picture books: age,gender, and media forms

The reading development of children depends on various sensory stimuli, which help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's concentration performance. We employ picture books using four forms of media: conventional picture books, pop-up books, talking books, and e-books. Children in young (Grade 3) and senior elementary school students (Grade 6) are recruited as participants. The NeuroSky MindBand (electroencephalogram) is used as a tool to measure children's concentration. The results indicate that children in Grade 3 express higher concentration and interest than children in Grade 6 in picture books, and the effect of gender is greater than that of grade on the level of concentration invested in the picture book media form and exhibits a significant interaction and effects on children's concentration performance. As a result, we suggest that talking books or e-books, which provide multisensory stimuli, should be selected for elementary school boys. In addition, talking books should be selected for girls in young elementary school students, while conventional books should be used for girls in senior elementary school students to avoid distraction caused by excessive media stimuli.     

Red in Tooth and Claw? Images of Nature in Modern Picture Books

This article questions whether the mediated experience provided by picture books contributes toward or hinders a realistic and appropriate appreciation of the natural world. Based on an examination of 1,074 books, it argues that picture book makers typically transform and domesticate animals and their habitats in ways that provide readers with highly misleading images and impressions. The article examines a few exceptional books that give an accurate and sensitive account of the animal kingdom and the natural environment, and argues that many more are needed.     

论绘本的性质与特征

作为一种新的文学艺术形式的绘本具有特殊的性质和特征。大部分绘本将儿童预设为主要读者,反映和表现儿童生活与心理,成人绘本内容形式的儿童化,令绘本普遍具有鲜明的儿童性;绘本作为图文合一的艺术整体,以简明之文和形象之图协同讲解故事,在具象与抽象、表象与意象的矛盾统一中呈现丰富性和多义性;具有思想艺术独创性的绘本,同时为读者预留了广阔的阅读理解空间,让绘本的阅读具有开放互动的特质。     

Networking around The Waterhole and other tales: the importance of relationships among texts for reading and related instruction

This article explores ways in which children's picture books form networks of relationships, and their implications for readers and classroom teachers. In this exploration, reading is seen to involve making connections within and beyond the text at hand. These connections, evoked differently across readers, shape readers' interpretations of text. Many possible meanings may arise from just one text, reinforcing the idea that no single correct meaning resides in a text. This article demonstrates tools for exploring textual connections with readers, and the value of such explorations for opening‐up reader interpretations of a text.     

游戏与绘本教学结合提高幼儿教育实效性探讨

游戏与绘本教学相结合,可以采用角色扮演游戏、区域游戏和亲子游戏等形式,引导幼儿演绎绘本,激发幼儿学习兴趣,调动幼儿学习的积极性,帮助幼儿养成阅读绘本的良好习惯,让绘本成为幼儿积累知识、获得人生感悟、学习语言的桥梁。文章结合教学实践,对游戏与绘本教学相结合提高幼儿教育实效进行探讨。     

现代图书管理集成系统中的异型书排架方法——以MEUNETS为例

针对异型书开本或装帧形式特殊,与普通图书统一排架不利于图书管理,另行排架不利于读者查找的问题,提出了给图书加贴辅助书标,并在现代图书管理集成系统中添加辅助书标信息的方案,可有效保护图书,有利于管理人员排架、上架,解决了异型书与普通图书分别摆放时读者按索书号找书困难的问题。     

‘Girls can like boy toys’: junior primary school children's understandings of feminist picture books

Few studies have examined children's understandings of feminist picture books, and thus their potential usefulness for disrupting dominant discourses and providing alternate storylines. This article draws on research conducted in Australia with a class of 6- and 7-year-olds, examining students’ responses to four feminist picture books. The students provided diverse responses to the books, at times reflecting what I viewed as the (feminist) messages of the books and sometimes picking up on other themes or (re)interpreting them as supporting dominant gender discourses. The challenges to understanding the books in straightforward ways related both to the books themselves as well as the gender discourses available to the students. This article argues that there are three key challenges to the feminist potential of these books: a reliance on categories of ‘girl’ and ‘boy’, children's lack of identification with book characters, and the influence of intertextual knowledge.     

论“图画故事书”是原创图画书的习惯性称谓

图画故事书是具有明确儿童读者意识的现代儿童文学形式,图画故事书的创作者们所秉持的理念与现代图画书理念是相通的。当代儿童文学研究者所秉持的图画故事书的理念也有与现代图画书非常接近的地方。中国儿童文学历史上一些十分优秀、有特色、有创意的原创图画故事书作品也印证了可以把＂图画故事＂看成是中国儿童文学现代自觉之后对图画书的习惯性称谓的想法。因此,可以认为图画故事书是中国儿童文学现代自觉之后,对图画书的习惯性称谓。     

“Seeing the Light”: A Cognitive Approach to the Metaphorical in Picture Books

Picture books, as both sophisticated aesthetic objects and literary texts, provide the ideal site for critically examining how values and ideology are transmitted to children. How the child reader might be affected by the process of reading a picture book—that is, how he or she might be moved emotionally and potentially gain new insights about the world—is of interest to scholars and educators alike. This article draws upon cognitive literary theory as a conceptual frame through which to explore the cognitive and emotional affect that reading may have upon children. “Reader response” and “cultural criticism” are approaches to literature that seek to understand how readers interact with texts. Cognitive theory, when applied to literature, builds on these discourses by focusing on why reading fiction might cause the brain to produce emotional and cognitive responses in readers. As metaphors are a feature of language and of thought, a study of the metaphorical in picture books aptly lends itself to the theoretical framework offered by cognitive literary theory. Drawing on examples from four picture books produced for children, broadly correlating to different developmental stages, this article examines the role of metaphor in encouraging skills in decoding and creative thinking. Talking to children about visual metaphor or metaphorical expression introduces them to a feature of language and thought that provides a conceptual frame for richer understanding and expression of ideas. Examining how the metaphorical operates in picture books thus takes us a step closer to understanding how the process of reading affects children and enriches their lives.     

Baby Bear or Mrs Bear? Young English Bengali‐speaking children's responses to narrative picture books at school

This article presents findings from a one‐year study of several Bengali‐speaking children aged 5–6 years, in their first year of the English school system. The investigation centres on exploration of the children's responses, principally to the visual text, of a selection of narrative picture books used in their school. The aim was to collect children's responses to characters and visual features, and to see what narratives the children made from the picture books. The children, some of whom were relatively experienced viewers and narrators of picture‐book stories, produced varied responses to character and décor. The article suggests that the books formed a bridge between the known and the culturally unfamiliar, giving the children access to an understanding of scenes from types of homes other than their own. The author asserts the need to welcome children's versions of stories and their interpretation of pictures, and to allow them the opportunity to re‐read picture books many times.     

Children with autism and picture books: extending the reading experiences of autistic learners of primary age

Autistic learners master visual and spatial abilities; they use visual language to organise, understand and give meaning to the world. Although they might struggle with verbal skills, they have an associative way of thinking. Taking into consideration the characteristics of seven autistic pupils, the aim of this paper was to identify the potential of picture books in relation to autistic readers in order to explain why picture books can be supportive tools for improving verbal and social communication skills. The findings, based on a qualitative case study and a reader response framework, show that picture books help children with autism develop social and communication skills as well as foster imagination. Their written outcomes clearly showed children's need to tell stories.     

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.     

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.     

How Can Children be Taught to Read Differently? Bill's New Frock and the 'Hidden Curriculum'

ABSTRACT There has been a great deal written about the theories of the interaction between readers and books. This article is an attempt to continue the debate. It includes a brief survey of the literature feminist theories of reading. The main focus of the article is based on classroom observations of a class of 10-11 year-olds reading and discussing the book Bill's New Frock by Anne Fine. The opinions expressed by the children appear to confirm the view that girls and boys are treated differently. The reading and discussion of the book raised awareness of these differences. The question raised is: How can children be taught to read 'differently'?     

细节·巧思·主题及其他——关于原创图画书创作的几点初步思考

画面细节构成了图画书的艺术肌理,其最重要的艺术面貌正是通过画面细节的呈现而得以完成。图画书构思之巧,在于它要充分运用画面的可视性特征来进行充满奇想和机趣的艺术构思,同时文学灵感与文学语言运用上的创意,也可为图画书带来天然的妙趣。图画书的主题表现是作品价值实现的必然体现。在图画书中,图画和文字之间不是简单的对应,而是彼此呼应、交错,形成一种张力：更简洁、更丰富的叙事可能和空间。     

Cetacean Frustration: The Representation of Whales and Dolphins in Picture Books for Young Children

To enable children to develop towards becoming part of the solution to environmental problems, it is essential that they are given the opportunity to become familiar with the natural world from early childhood. Familiarity is required to develop understanding of, care for and, ultimately, action in terms of protecting the natural world. As adult-led reading of picture books is a common form of indirect exposure to the natural world for young children, this study examines the biological accuracy of the representation of whales and dolphins in the images and text of picture books. Of the total of 116 books examined, 74 (63.8?%) had errors in the representation of cetaceans in the images and/or text. Errors were identified in both fictional (mean?=?8.0 errors/book, SD?=?11.1, n?=?55) and non-fictional (mean?=?2.3 errors/book, SD?=?4.9, n?=?61) books. The potential impact of the errors is discussed, and suggestions are made as to how the impact could be reduced and how the biological accuracy of picture books could be improved.