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\"Inside the Rainbow reprints for the first time in English a unique compendium of Soviet picture books from the 1920 and 1930s--a highpoint in the history of children's literature. In the dark and dangerous world of revolutionary Petrograd, a group of Russian poets and artists, among the greatest of the century, came together to create a new kind of book for children about to enter a Brave New World. ... These artists and writers dreamed of endless possibilities in a new world where children and grown-ups alike would be free from the bitterness of ignorance. For a time, when children's publications still escaped the scourge of state censorship, their books became a last haven for learning, poetic irony, burlesque and laughter. In this book 250 brilliant examples of illustration and design are complemented by some wonderful translations of poems and stories as well as texts from the victims, criminals and witnesses to the Russian revolution\"--Page 4 of cover.

Vorgestellt wird das im Projekt ReaDi entwickelte Online-Training zum sprachförderlichen Vorlesen mit digitalen Bilderbüchern in Laut- und Gebärdensprachen. Es wurde basierend auf bundesweiten Erhebungen konzipiert, evaluiert und kontinuierlich optimiert. ReaDi schließt damit eine Lücke in der inklusiven Sprachbildung für taube, schwerhörige und hörende Kinder. (DIPF/Orig.) This text presents the online training developed by the ReaDi project. The training focuses on language-supportive shared reading using digital picture books in spoken and sign languages. Based on nationwide surveys, it was designed, evaluated, and continuously refined. ReaDi thus fills a gap in inclusive language education for deaf, hard-of-hearing, and hearing children. (DIPF/Orig.)

This article introduces the results of a research survey that involved 443 preschool and classroom teachers. The objective of the investigation was to discover teachers' views on making picture book reading a part of the teaching process, how picture book reading was incorporated, and how a productive visual response to a picture book was designed. The results indicated that the surveyed teachers do consider picture books to be appropriate, not only for very young children, and they had no difficulties selecting an appropriate picture book. Half of the respondents noted that children or students visually expressed their impressions after reading a picture book. The replies also indicated that, as regards picture books within the teaching process, unused potential remains in terms of developing children's visual and multimodal literacy. (DIPF/Orig.).

Picture books discussed with pupils in primary school are considered multimodal texts, as they combine at least two communication codes (verbal and visual). A discussion involving picture books will normally be included in Slovenian language lessons, with pupils focussing mostly on the text. The visual aspect, which equally carries a message, is often neglected. The objective of the present case study that was conducted among fifth-grade primary school pupils in the 2018/19 school year was to explore how a cross-curricular approach to planning and executing the lessons in the Slovenian language and visual art can help pupils learn about the characteristics of the picture book as a multimodal text. We conducted a set of didactic activities entitled Getting to know the picture book, introducing selected picture books to pupils as part of their Slovenian language classes, which resulted in them developing their receptive skills while observing and defining the structure of the texts. In visual art classes, the pupils learned about the visual features of the picture book. As a productive response to the picture book discussed, the pupils were instructed to complete the following tasks: design a cover for their own picture book, design endpapers, illustrate their own poem, and produce their own leporello. The survey involved 21 pupils, a generalist teacher, and a researcher in art didactics. The case study was completed in five weeks. The data were obtained by means of initial and final testing, questionnaires for pupils, and participant observation. (DIPF/Orig.).

An Ecology of the Russian Avant-Garde Picturebook takes a new approach to interpreting 1920s and 1930s picturebooks by prominent Russian writers, artists, and intellectuals by examining them within the ecological environment that, first, made them possible and, then, led to their demise. It argues that naturalistic models of the complex interactions of dynamic systems offer effective tools for understanding the fraught interrelations of art and censorship in the early Soviet period. Through illustrative case studies, it mounts a close analysis of word and image and their synergistic interplay in avant-garde picturebooks, while also recontextualizing them within the ecology of their original environment where extraordinary countervailing forces played out a drama of which these books survive as telling artifacts. Ultimately, it argues that the Russian avant-garde picturebook offers a uniquely illustrative example of literary ecology that sheds light on issues of creativity and censorship, politics and art, more broadly as well.

Bringing together leading scholars and teacher educators from across the world, from Europe and the USA to Asia, this book presents the latest research and new perspectives into the uses of children's literature in second language teaching for children and young adults. Children's Literature in Second Language Education covers such topics as extensive reading, creative writing in the language classroom, the use of picturebooks and graphic novels in second language teaching and the potential of children's literature in promoting intercultural education. The focus throughout the book is on creative approaches to language teaching, from early years through to young adult learners, making this book an essential read for those studying or embarking on second language teaching at all levels.

Taking Picture Books Seriously: What can we learn about philosophy through children's books?This warm and charming volume casts a spell on adult readers as it unveils the surprisingly profound philosophical wisdom contained in children's picture books, from Dr Seuss's Sneetches to William Steig's Shrek!.

Wonderfully Wordless: The 500 Most Recommended Graphic Novels and Picture Books is the first comprehensive best book guide to wordless picture books (and nearly wordless picture books). It is an indispensable resource for parents and teachers who love graphic storytelling or who recognize the value of these exceptional books in working with different types of students, particularly preschool, English as a Second Language (ESL), and special needs, and creative writers. Every age group will benefit from Wonderfully Wordless, from babies and toddlers encountering their first books, to elementary age children captivated by the popular fantasy and adventure themes, to teenagers attracted to graphic novels because of their more intense content and comic book format. Even adults who are not yet readers will benefit from this uniquely authoritative resource because it will provide a bridge to literacy and give them books that they can immediately share with their children

In this paper, the two authors showcase the results of a research survey on the role of illustrations in the interpretation of literary texts. The survey sample included students of primary education and preschool education, who were given the poem Ucenjak (Scholar) by Niko Grafenauer and asked to answer questions regarding the character's personality and appearance, the literary space, and other factors. The first group of interviewees was given the poem illustrated by Lidija Osterc and the other the same poem illustrated by Marjan Mancek. The results showed that the illustration had a significant impact on the message conveyed by the poem, particularly when the illustrator added the context by representing the character's environment (which was not explicitly given in the text). Furthermore, the results showed the need for the comprehensive reading of an illustrated text, given that it is the interaction between the verbal and the visual that provides vital information necessary for the reader to understand the message of the dedicated literary work. (DIPF/Orig.).

Brown Gold is a compelling history and analysis of African-American children's picturebooks from the mid-nineteenth century to the present. At the turn of the nineteenth century, good children's books about black life were hard to find — if, indeed, young black readers and their parents could even gain entry into the bookstores and libraries. But today, in the \"Golden Age\" of African-American children's picturebooks, one can find a wealth of titles ranging from Happy to be Nappy to Black is Brown is Tan . In this book, Michelle Martin explores how the genre has evolved from problematic early works such as Epaminondas that were rooted in minstrelsy and stereotype, through the civil rights movement, and onward to contemporary celebrations of blackness. She demonstrates the cultural importance of contemporary favorites through keen historical analysis — scrutinizing the longevity and proliferation of the Coontown series and Ten Little Niggers books, for example — that makes clear how few picturebooks existed in which black children could see themselves and their people positively represented even up until the 1960s. Martin also explores how children's authors and illustrators have addressed major issues in black life and history including racism, the civil rights movement, black feminism, major historical figures, religion, and slavery. Brown Gold adds new depth to the reader's understanding of African-American literature and culture, and illuminates how the round, dynamic characters in these children's novels, novellas, and picturebooks can put a face on the past, a face with which many contemporary readers can identify. Michelle H. Martin is Assistant Professor of English at Clemson University. She is coeditor of Sexual Pedagogies: Sex Education in Britain, Australia, and America, 1879-2000 . Chapter 1: \"Hey, Who's the Kid with the Green Umbrella?\": Re-evaluating the Black-a-Moor and Little Black Sambo Chapter 2: Children's Picture Books and the Civil Rights Movement Chapter 3: Three Decades of Strong Women: the Coretta Scott King Awards Chapter 4: From Margin to Center: African-American Illustrators at Work Chapter 5: Historical America through the Eyes of the Black Child Chapter 6: \"Everybody Say Amen\": Signifying and Postmodern African-American Picture Books Chapter 7: \"Just Build me a Cabin in the Corner of Glory Land\": Bridges to Heaven in African-American Picturebooks Chapter 8: \"They stole my Name\": Historical Fiction and the Slave Narrative