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From: Cappiello, Maryann <mcappiel_at_lesley.edu>
Date: Thu, 20 Sep 2012 14:10:13 +0000
I've taken to starting my survey course in children's literature by reading aloud We are in a Book, It's a Book! and then conclude with The Monster at the End of This Book in both print and iPad app forms. I use the books as a framing device, to initiate our discussion of a definition of children's literature. We are in Book and It's a Book ask the child reader to conside r what a book is and what you can "do" with it as author and reader, co-con structors of the text. But metafiction is certainly not new new, which is w hy I love to show the 1972 Golden Book, with Grover asking the reader to al so participate in the world of the book. The picture app version of the boo k is one of the best apps that I've confronted, adopting the strongest elem ents of the book, including keeping those "pages" along the borders of the screen, to maintain that world of the book, while also asking the child rea der/viewer to construct a new level of meaning with the interactive feature s and modalities of the digital text. Thi s can lead to all sorts of discuss ions, as far-ranging as the ways in which "technology" in the form of a cam era constructs the wordless fantasy narrative in Flotsam to the influence of hypertext links from the web on text structures and access features in nonfiction picture books.
Not exactly on the question at hand, but another way into the conversation about how books operate in the digital world and how the digital world oper ates within the world of print that works with children and adults.
Mary Ann Cappiello, Ed.D. Associate Professor Language & Literacy Division Coordinator, Collaborative Internship Partnership Graduate School of Education Lesley University
www.classroombookshelf.blogspot.com
Office Phone: (617) 349-8603 Office Location: 2-054 University Hall
Mailing Address: 29 Everett Street Cambridge, MA 02138
Received on Thu 20 Sep 2012 02:10:13 PM CDT
Date: Thu, 20 Sep 2012 14:10:13 +0000
I've taken to starting my survey course in children's literature by reading aloud We are in a Book, It's a Book! and then conclude with The Monster at the End of This Book in both print and iPad app forms. I use the books as a framing device, to initiate our discussion of a definition of children's literature. We are in Book and It's a Book ask the child reader to conside r what a book is and what you can "do" with it as author and reader, co-con structors of the text. But metafiction is certainly not new new, which is w hy I love to show the 1972 Golden Book, with Grover asking the reader to al so participate in the world of the book. The picture app version of the boo k is one of the best apps that I've confronted, adopting the strongest elem ents of the book, including keeping those "pages" along the borders of the screen, to maintain that world of the book, while also asking the child rea der/viewer to construct a new level of meaning with the interactive feature s and modalities of the digital text. Thi s can lead to all sorts of discuss ions, as far-ranging as the ways in which "technology" in the form of a cam era constructs the wordless fantasy narrative in Flotsam to the influence of hypertext links from the web on text structures and access features in nonfiction picture books.
Not exactly on the question at hand, but another way into the conversation about how books operate in the digital world and how the digital world oper ates within the world of print that works with children and adults.
Mary Ann Cappiello, Ed.D. Associate Professor Language & Literacy Division Coordinator, Collaborative Internship Partnership Graduate School of Education Lesley University
www.classroombookshelf.blogspot.com
Office Phone: (617) 349-8603 Office Location: 2-054 University Hall
Mailing Address: 29 Everett Street Cambridge, MA 02138
Received on Thu 20 Sep 2012 02:10:13 PM CDT
