Mediation and Children&#039;s Reading

Anne Marie Hagen

doi:10.5771/9781611463279

Summary

This collection of essays explores the cultural significance of children’s reading by analyzing a series of Anglo-American case studies from the eighteenth century to the present. Marked by historical continuity and technological change, children’s reading proves to be a phenomenon with broad influence, one that shapes both the development of individual readers and wider social values. The essays in this volume capture such complexity by invoking the conception of “mediation” to approach children’s reading as a site of interaction among individual people, material texts, and institutional networks. Featuring a range of scholarly perspectives from the disciplines of literature, education, graphic design, and library and information science, this collection uncovers both the intricacies and wider stakes of children’s reading. The books, public programs, and archives that focus explicitly on children’s interests and needs are powerful arenas that give expression to the key ideological investments of a culture.

Search publication

Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-61146-326-2
ISBN-Online: 978-1-61146-327-9
Publisher: Lexington, Lanham
Language: English
Pages: 258
Product type: Edited Book

1. Contents No access
1. Mediation As Response to Methodological Issues No access
2. New Directions: Mediations and Children’s Reading No access
3. Notes No access
1. 1. Freedom to Read Alone No access
  2. Freedom to Choose What to Read No access
  3. Freedom to Interpret What Is Read No access
  4. Conclusions No access
  5. Notes No access
2. 1. Learning through Reading No access
  2. Controlling Knowledge: Systems and Reading Lists No access
  3. Time to Learn No access
  4. Conclusion No access
  5. Notes No access
1. 1. Book Collecting and Children’s Literature No access
  2. Mediation in the Archives No access
  3. Children’s Literature and the Archive No access
  4. Notes No access
2. 1. Approach and Methods No access
  2. Literacy and the Home Learning Environment No access
  3. Inequalities in the Home Learning Environment No access
  4. The Bookbug Program No access
  5. Bookbug as Mediator No access
  6. What Should Children Read? No access
  7. How Children and Their Families Should Read No access
  8. The Mediating Effects of Bookbug in Practice No access
  9. Bookbug as Mediator: Limits and Challenges No access
  10. Conclusion No access
  11. Notes No access
1. 1. Information Books for Children No access
  2. Designing Information Books for Children No access
  3. The Prevalence of Monochrome No access
  4. Raising the Importance of the Visual and the Everyday No access
  5. Using the Double-Page Spread and More Color No access
  6. Typography No access
  7. Concluding Remarks No access
  8. Notes No access
2. 1. Parents as Mediators No access
  2. Reading Alone No access
  3. Reading Together No access
  4. Words and Pictures—or Pictures and Words? No access
  5. Picturebooks, Metafiction, and Their Affordances No access
  6. Metafiction No access
  7. The Study: Methodology and Methods No access
  8. The Picturebooks No access
  9. Conclusion No access
  10. Notes No access
1. 1. The Legacy of Historical Perceptions of Reading No access
  2. “Bibliophilic Picturebooks” No access
  3. Picturebook Affordances No access
  4. The Book as Material Object No access
  5. Reading as Physical Performance No access
  6. The Spaces for the Social and Affective Act of Reading No access
  7. Book Culture vs. Popular and Digital Culture No access
  8. Intertextual Knowledge No access
  9. From Personal Pleasure to Social Transformation: The Consequences of Reading No access
  10. Notes No access
2. 1. Notes No access
Bibliography No access Pages 225 - 248
Index No access Pages 249 - 254
About the Authors No access Pages 255 - 258