This book provides an introduction to some of the critical theories useful in the study of children's literature. The 14 chapters examine the context, application and relevance to this area of concepts such as feminism, ideology, psychoanalysis and literacy studies.
Language Arts & Disciplines by International Board on Books for Young People
Cybercafes, which are places where Internet access is provided for free, provide the opportunity for people without access to the Internet, or who are traveling, to access Web mail and instant messages, read newspapers, and explore other resources of the Internet. Due to the important role Internet cafes play in facilitating access to information, there is a need for their systems to have well-installed software in order to ensure smooth service delivery. Security and Software for Cybercafes provides relevant theoretical frameworks and current empirical research findings on the security measures and software necessary for cybercafes, offering information technology professionals, scholars, researchers, and educators detailed knowledge and understanding of this innovative and leading-edge issue, both in industrialized and developing countries.
This book offers a historical analysis of key classical translated works for children, such as writings by Hans Christian Andersen and Grimms’ tales. Translations dominate the earliest history of texts written for children in English, and stories translated from other languages have continued to shape its course to the present day. Lathey traces the role of the translator and the impact of translations on the history of English-language children’s literature from the ninth century onwards. Discussions of popular texts in each era reveal fluctuations in the reception of translated children’s texts, as well as instances of cultural mediation by translators and editors. Abridgement, adaptation, and alteration by translators have often been viewed in a negative light, yet a closer examination of historical translators’ prefaces reveals a far more varied picture than that of faceless conduits or wilful censors. From William Caxton’s dedication of his translated History of Jason to young Prince Edward in 1477 (‘to thentent/he may begynne to lerne read Englissh’), to Edgar Taylor’s justification of the first translation into English of Grimms’ tales as a means of promoting children’s imaginations in an age of reason, translators have recorded in prefaces and other writings their didactic, religious, aesthetic, financial, and even political purposes for translating children’s texts.