By Erica Hateley (auth.), Yan Wu, Kerry Mallan, Roderick McGillis (eds.)
(Re)Imagining the area: Children’s Literature’s reaction to altering instances considers how writers of fiction for kids think ‘the world’, now not one common international, yet diversified worlds: imaginary, unusual, ordinary, even big worlds. The chapters during this assortment talk about how fiction for kids engages with the various alterations led to by way of new applied sciences, details literacy, consumerism, migration, politics, assorted relatives constructions, cosmopolitanism, new and outdated monsters. additionally they invite us to contemplate how reminiscence shapes our realizing of the earlier, and the way fiction engages our feelings, our capability to empathise, and our wish to detect, and what the long run may perhaps carry. The individuals deliver varied views from schooling, postcolonial stories, literary feedback, cultural reports, formative years stories, postmodernism, and the social sciences. With a large assurance of texts from varied international locations, and scholarly and energetic discussions, this assortment is itself a testomony to the ability of the human mind's eye and the importance of children’s literature within the schooling of adolescents.
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Extra info for (Re)imagining the World: Children's literature's response to changing times
Au Y. Wu et al. 1007/978-3-642-36760-1_2, © Springer-Verlag Berlin Heidelberg 2013 15 16 A. 1 The ACRL defines information literacy as ‘the skills to be able to locate, evaluate, and effectively use information for any given need’. ‘Information literacy,’ it argues, ‘is a means of personal empowerment. It allows people to verify or refute expert opinion and to become independent seekers of truth’. ‘Ultimately,’ it concludes, ‘information literate people are those who have learned how to learn’.
Even in the overblown universe that Maida controls from the second book onwards, the delights of domestic ownership are constantly reiterated. Here is Maida’s bedroom in the Little House: The room was simple—it held but a big, double, old-fashioned canopied bed; an old-fashioned maple bureau; and an old-fashioned maple desk; a little straight slat-backed chair in front of the desk and a little slat-backed rocker by one of the windows – but it was quaint. In front of the rocker was a cricket as though just ready for little feet.
Formalism, as defined by Hirsch, is the contention that ‘how-to knowledge, skills that are universally applicable to all circumstances of life, is the important thing to be learned’ (p. 11). Clark has expanded Hirsch’s original thesis to contend that formalism is a ‘focus on skills, not knowledge; on rhetoric or style, not content (be that information or ideas); on process, not substance; on ideology, not truth’ (2009, p. 509). In this aggregated set of dichotomies, knowledge is rendered less important than the stylistic vestments in which it is couched.