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Canepa, Nancy L., editor. The Enchanted Boot: Italian Fairy Tales and Their Tellers. Wayne State UP, 2022
Full text linkThe Enchanted Boot: Italian Fairy Tales and Their Tellers, edited, translated, and introduced by Nancy L. Canepa, is an important contribution to the library of fairy tale anthologies. The introduction establishes the history of fairy tales in Italy, arguing that “the three most significant moments in Italian fairy-tale history occur at pivotal moments of construction, deconstruction, or reconfiguration of national identity” (22). From Baroque and Renaissance Italy to post-war Italy, Canepa effectively elucidates the waxing and waning interest in fairy tales as part of Italy’s literary and national history. Readers more familiar with the French and German fairy tale traditions will be interested to learn that Giambattista Basile’s literary versions of familiar tales such as Cinderella, Sleeping Beauty, Snow White, Rapunzel, and Hansel and Gretel precede Perrault’s and the Grimms’ versions. However, the initial flowering of literary fairy tales during the Italian Renaissance did not create the same sustained creative process that occurred elsewhere in Europe and they have fallen in and out of vogue in the literary tradition, which has contributed to the lack of Italian fairy tales in the canon. The lack of a comprehensive sampling in Italian fairy tales in English has also impacted this reduced presence in the European fairy tale canon. This anthology intends to expand the traditional European canon by reintroducing Italian fairy tales to English-speaking scholars. This accessible anthology features translations of key Italian fairy tales, ranging from the fourteenth to the twenty-first century. Although organized chronologically, Aarne-Thompson-Uther Index (ATU) tale types are identified in the preface to each fairy tale, as well as compiled in an appendix, which assists researchers in navigating this text
Creek Play: A Gateway to STEM and Citizen Science
Full text linkgrew up in the hills of Northwest Arkansas during a time when children were expected to play outside from sunup to sundown. I was lucky enough to live on the top of one of the rolling Ozark Mountains. My backyard was both steep and endless. At the bottom of the mountains were a series of forest creeks fed by free-flowing cataracts after a good rain. These valley brooks were a fertile playground for my older brother, my younger sister, and me. We imagined forest homes on the moss-covered outcrops. We spent hours hiding from the summer sun wading, flipping rocks, catching crawdads, and constructing our knowledge of the creatures that called these seasonal waterways home
Exploring Piaget and Vygotsky: Two sides of the Same Coin
Full text linkThe words, thus the names of Piaget and Vygotsky, elicit strong beliefs, impressions, and thoughts regarding two men who have greatly influenced educators in their understandings of child development as well as impacting educational practices. Interestingly, both were born the same year, 1896. Piaget (1896-1980), was born in Switzerland and lived 84 years, whereas Vygotsky (1896-1934) was born in Russia and lived 37 years. Both were creative and important thinkers in the realm of understanding child development. The individuals, Piaget and Vygotsky, brought meaning to understanding how children cognitively develop
Books: A New Technology?
Full text linkWe don\u27t often do product reviews here, but I thought you might be interested in something I read about in a couple of newspapers recently. It\u27s called the "Built-in Orderly Organized Knowledge" device, better known as a "Book." It\u27s a revolutionary breakthrough in technology; it needs no wires, electric circuits or batteries, and has nothing to be connected or switched on. And you don\u27t need to remember a password to use it
Updates
Full text linkThank you for your continued support of the International Journal of the Whole Child and our commitment to holistic learning and to the development of the whole child. The submission deadline for the Spring 2025 is March 15th. The Spring 2025 issue will be published in May 2025. Thank you again for your continued support. We look forward to seeing you in Spring 2025
Donor Stewardship While Waiting for a Development Officer at the UConn Library
No full textThe University of Connecticut (UConn) Library faced a series of budget cuts in recent years, which resulted in the loss of a dedicated development officer in 2017. Understanding the importance of continuing to build new relationships that could result in donations, and the need to maintain relationships with existing donors, members of the staff took on various development roles in addition to their existing job descriptions. Core development officer activities including monitoring gifts, communicating with donors, and fiscal tracking and reporting, were now dispersed. In addition, active outreach opportunities became a focus: including introducing electronic newsletters on behalf of the library and Archives & Special Collections, event planning, and oversite of donor related projects. Even with the success of individual staff members performing these activities on behalf of the library, more was needed to coordinate, communicate, and lay the groundwork for optimally supporting the reinstatement of a development officer in the future. In response to this dispersed and uncoordinated approach, the dean established the Library Advancement & Donor Stewardship (LADS) group to bring cohesiveness to the work, and to audit and account for the effort involved in development activities. In this article, LADS members share history, recent achievements, future expectations for LADS, and presents a case study for supporting a coordinated development approach.
Taking a Page from the Fundraiser’s Book: What Liaison Librarians Can Learn from Major Gift Officers
Full text linkThis article suggests that liaison librarians in academic libraries can adopt relationship management tools and systems traditionally used by major gift officers in order to make their work more efficient and impactful. A brief literature review first highlights similarities in the skill sets and functions of liaison librarians and major gift officers and then explores business practices that librarians have previously suggested integrating into academic libraries–namely, customer relationship management and relationship marketing. The author, a former major gift officer and current academic librarian, then proposes specific tools and techniques that liaison librarians can use even without library-wide relationship management systems and proposes multiple ways to scale these tools to fit a librarian’s circumstances
Mould, Tom and Rae Nell Vaughn, editors. Choctaw Tales: Stories from the Firekeepers. UP of Mississippi, 2025
Full text linkThe Pearl River—a natural feature that, along with the Nanih Waiya mound in Central Mississippi, prominently features in Choctaw storytelling—straddles the border of Louisiana and Mississippi. At the same time as I was reading Choctaw Tales: Stories from the Firekeepers, I drove over a wide and high bridge that straddles the southernmost part of the Pearl River, surrounded by meadows and marshes, and envisioned the history behind this waterway. Several Choctaw stories collected in this volume, including “Manlike Creature,” a tale about a benign humanoid “with a tail,” have the northern portions of the Pearl River, near Jackson, serve as their setting (137). The stories in the volume foreground the sacred Nanih Waiya mound, the place where Choctaw creation myth says the tribe began. Several such stories, including “The Little People in Nanih Waiya Cave” and “Doors in Nanih Waiya Cave,” center on an individual, whether a grandfather or uncle recalled in the story or otherwise, who encounters a parallel world or the infamous “little people” who live in the mound (152-53)
About I19
Full text linkThe Incredible Nineteenth Century: Science Fiction, Fantasy, and Fairy Tale (I19) seeks to publish the finest scholarship on the century that was, in many ways, the time period in which the modern genres of science fiction and fantasy began, and in which the academic study of fairy tale and folklore has its roots. I19 interprets “the nineteenth century” broadly, using the dates of “The Long Nineteenth Century”—roughly, from the beginning of the French Revolution to the end of World War I—but even these dates are just notable historical markers as they approximately coincide with Romanticism and Modernism, respectively. Scholarship on works from the eighteenth century that anticipated or influenced writers in the nineteenth century or ways in which nineteenth-century literature influenced later authors both fall within the interests of this journal. I19 also publishes scholarship on Neo-Victorianism, Steam Punk, or any other contemporary genres that react to the time periods contained within The Long Nineteenth Century. Genres such as horror and mystery, though not strictly within the realms of the fantastic, are also welcome, due to their close affinity with science fiction and fantasy. Scholarship on early film is also welcome. Additionally, I19 is dedicated to maintaining a scope that is both multicultural and global, and we encourages submissions on works from marginalized communities and from around the world.In addition to literary scholarship, I19 also publishes works on pedagogy. These pieces may be personal reflections, strategies on course design, innovative assignment sheets with commentary, or anything else that educators teaching nineteenth-century literature may find useful.
Finally, I19 maintains robust Book Reviews and Media Reviews sections. Book reviews cover a wide array of recent scholarly works, and media reviews cover film, television, video games, and any other form of mass media.
Queries and submissions may be sent to [email protected]. We accept submissions on a rolling basis, and there are no author fees. Generative AI may not be used to produce text