- Paperback / softback, 204 pages, 234 mm x 156 mm
- 17 Aug 2018
- Trentham Books
The International Board on Books for Young People (IBBY) presents a collection by scholars of children's literature about outstanding story and picture books that explore issues of identity, belonging and empathy in many parts of the world. The books discussed are as original and exciting in form as they are in content, developing children's literacies while widening their horizons. The Foreword is by Wally De Donker, IBBY President, and the book features Cao Wenxuan's acceptance speech for the Hans Christian Andersen Award 2016, in which he likens children's books to 'another form of housebuilding'.
Nicola Daly is senior lecturer in Education, University of Waikato
Libby Limbrick is former head of the School of Arts, Languages and Literacy, University of Auckland.
Pam Dix is chair of the Akili Trust, Kenya, and has been chair of the UK section of IBBY since 2014.
CONTENTS: Foreword, by Wally De Doncker; 1. Introduction, by Libby Limbrick and Nicola Daly; 2. 2016 Hans Christian Andersen Award Address: ‘Literature: Another form of house building’, by Cao Wenxuan; PART 1: The ways in which children’s literature can enhance intercultural understanding; 3. Australian picture books: Homes in the world for some or all? by Robin Morrow; 4. Within and beyond the blue horizon: Creating local and global identity through reading: A perspective from Samoa in the South Pacific, by Emma Kruse Vaai; 5. Complicated identities: A consideration of Allen Say’s picture books, by Patricia Bloem and Rika Hanamitsu; 6. Navigation to safety: Exploring a human rights focus in the curriculum as a pedagogical tool for developing empathy and validating refugee children’s experiences, by Trish Brooking; 7. ‘I know that you think that I feel …’: Theory of mind, empathy and picture books, by Joanne M. Purcell; PART 2: How is children’s literature being used to enhance intercultural understanding? 8. Emotional literacy through metafictive picture books: A cognitive exploration with emerging bilingual readers reading Emily Gravett, by Soumi Dey; 9. Tū ana, tau ana! Māori literacies in the modern age, by Elisa Duder; 10. Encouraging intercultural understanding through talk and play: Children’s engagement with global literature, by María V. Acevedo and Kathy G. Short; 11. ‘I can read this, Miss! it’s my language!’: Reflections on a multilingual reading programme in Flanders, by Eva Devos; 12. Story by story: Nurturing multilingual reading and writing in South Africa, by Carole Bloch; Index.
'A truly international gem of children's literature scholarship! Its range and depth capture the complexity of children's literature and its role in negotiating hybrid identities, mediating intercultural understanding, and nurturing children's need for literal and literary homes.'
'A stimulating international collection of essays which explore the ways in which story, identity, culture, heritage and language come together in the literary and visual spaces offered by children’s literature, as well as the impact that interaction in and through these spaces can have on readers. Taken together, the concepts, issues and approaches discussed in the chapters create a rich and multi-layered picture which illuminates and confirms the significant role that children’s literature can play in developing intercultural understanding. Examples from a diverse range of contexts show how a thoughtful use of the tools provided by multiliteracies and multilingualism can guide readers towards a more positive view of themselves and others, a view which is perhaps even more essential for the current younger generations of readers than for any generation before them.'
'Children's Literature in a Multiliterate World is a timely and valuable resource for librarians, teachers, scholars, and anyone with a serious interest in international children's books. Its 12 chapters testify to the power of books to help children better understand themselves and others in our ever-shrinking world. Authors also explore the roles of home languages and culturally appropriate literature in helping children become fully literate, and vividly illustrate how experiences with global books promote intercultural understanding, and lead to the development of empathy.'