Barnboken – Journal of Children's Literature Research
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Estetiken i praktiken: Om relationen mellan estetik och pedagogik vid läsning av Lisen Adbåges Samtidigt som
No full textAesthetics in Practice: About the Relationship Between Aesthetics and Pedagogy When Reading Lisen Adbåge’s Samtidigt som
The purpose of this article is to investigate the relationship between aesthetics and pedagogy by focusing on a picturebook’s aesthetic design and students’ understanding of time as abstraction. The survey uses Lisen Adbåge’s picturebook Samtidigt som (At the Same Time As, 2017), which was read and discussed in three Swedish preschool classes. In the study, the book’s artistic forms of expression are linked to students’ statements about what ”at the same time as” means. The research questions are: a) How does time appear as a phenomenon through the book’s artistic forms of expression? b) What do the children focus on in doublespreads that arouse their interest when they reason about what ”at the same time” means? and c) Is it possible to discern what specifically triggers thoughts about time through the aesthetic design of the book? To answer the research questions, theory for picturebook analysis (Laukka) and play research (Pramling et al.) is used, as well as conversation analysis (Sidnell and Stivers). Through the children’s comments when reading the book aloud to them, it turns out that seven of the 13 doublespreads in the book attract the children’s interest more than the others, and these are the doublespreads that contain an interplay between what happens (”as is”) and may happen (”as if”). Play research’s use of ”as is” and ”as if” is therefore proposed as a starting point for understanding children’s interpretation of a picturebook, that is, as thought play. Also, this implies that aesthetic means are important for developing an understanding of abstractions such as time
Challenging Representations of Sámi Characters in Fiction for Young Readers
No full textAbstract: This study focuses on challenging representations of Sámi characters and cultures in Swedish literary works for young readers: “Bamse möter Stallo” (Bamsy Meets Stállu, 2021), a cartoon intended for pre-literate and young readers, Lilli, Lávre och Saivofolket (Lilli, Lávre and the Sáivu People, 2021), a picturebook, and När vi var samer (When We Were Sámi, 2021), a graphic novel accessible for teenagers. The aim is to map how the Sámi characters and cultures are presented and represented, and by and for whom, using critical race theory. The research questions are: 1) How do verbal and visual elements in the analysed works contribute to the representations of the Sámi characters and cultures? 2) How might the critical race theory framework be relevant in the Swedish-Sámi context? The findings show how authors and illustrators use symmetrical, enhancing, complementary, or counterpointing interplay to pinpoint preconceived notions of Sáminess, inform the readers about historical and contemporary racism, challenge underlying perceptions that privilege Swedishness, and to tell stories and counter stories about Sápmi, the Sámi peoples, and Sámi cultures.
 
”Du behøver bare se dig lidt omkring” : Representasjon av planter i svenske og norske bildebøker fra tidlig 1900-tall
No full text”You only need to look around and see”: Representation of Plants in Swedish and Norwegian Picturebooks from the Early 20th Century
Plants are not only vital to all other life on earth; as parts of settings and narrative frames as well as actors, they also form a frequent literary motif, not least in children’s literature. This article explores how plants are represented in Swedish and Norwegian picturebooks published between 1900 and 1930. Inspired by the emerging field of critical plant studies, it presents a plant-oriented quantitative analysis of 102 books. By examining what plant species and types the corpus contains, and how these botanical motifs are portrayed, the article seeks to nuance tendencies identified in historical accounts of the period. While affirming that both the forest and cultural landscapes are central picturebook topoi in the early 20th century, the survey reveals a remarkably diverse flora. The plant-oriented examination shows that representations of both wild and cultivated plants hold ecocritical potential
David Aitchison, The School Story: Young Adult Narratives in the Age of Neoliberalism
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Barnbiblioteket Saga och den unga läsaren : Retoriska manuskriptpraktiker på en barnboksredaktion
No full textBarnbiblioteket Saga and the Young Reader: The Rhetoric of Editing in Children’s Literature Publishing
In this article, I explore the archive of the publishing company Svensk läraretidnings förlag and the children’s book series Barnbiblioteket Saga (The Children’s Library Saga). Instead of considering the published Saga texts as the products of individual creativity, this article emphasizes the editorial process as an aesthetic-pedagogical function and literary production as an editorial art form. The article addresses two central questions: What editorial practices can be identified in the preserved manuscripts, and what principles guiding the editors can be discerned from these practices? In connection with this, I present two models to describe the publisher’s manuscript practices, which can be employed to gain a broader understanding of the importance of editorial manuscript work in publishing. The archival material shows that the editorial process was continually influenced by a rhetorical audience. To a significant extent, the various stages of manuscript handling were driven by pedagogical concerns and rooted in how children’s needs, interests, and resources were perceived. However, the editorial work was also strongly motivated by aesthetic considerations, which were closely intertwined with the pedagogical aspects
Karen Coats och Gretchen Papazian (red.), Emotion in Texts for Children and Young Adults: Moving Stories
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