• Journal of the Korean Society for Library and Information Science
• /
• v.52 no.1
• /
• pp.35-63
• /
• 2018

Korean picture books have been recognized for their value as cultural products in the international publication markets. As results of analysis of publishing situation of Korea picture books that have been introduced in the inside and outside of the country, knowledge information picture books for education are mainly exported to China, and picture books of traditional culture and books about Korean emotions to Japan and France. Specially in France, fantasy picture books in various genres and themes, and picture books with various attempts expanded the boundary to children's literature have been introduced. Based on this situation, Korean Libraries can discuss and present their roles and extensional plans of picture books as reading contents and also fine cultural contents in other country.

• Journal of the Korean Home Economics Association
• /
• v.46 no.9
• /
• pp.71-85
• /
• 2008

This study examined the effects of a picture book literature education program in order to assess preschool children's recognition of and attitude towards picture books. The subjects were 56 five-year-old children, 30 of whom allocated to the experimental group and 26 to the control group. The literature education program lasted for 14 weeks. The control group children participated on the national early childhood education curriculum. Children were interviewed about their concepts, preferences, and attitudes towards picture books. The results indicated that compared to control group, children who participated in this program developed enhanced and richer concepts of picture books, displayed specific preferences, and put forward clearer reasons for their preference. ANCOVA result showed significant overall differences between the two groups. Children who participated in the ptrgram displayed more voluntary and active reading and applied the contents of the picture books to their real life situations.

• Journal of the Korean Society for Library and Information Science
• /
• v.51 no.1
• /
• pp.175-199
• /
• 2017

Children's literature has a significant impact on children's intelligence and emotional development. The interest in children's literature is increasingly growing with the expectation of the award winning books and the educational values of children's books. Although the interest has brought about a quantitative increase in the domestic children's books, it has difficulty selecting high-quality children's books among various books. In such an environment, the Children's Literature Award will provide an authoritative source of choice, which will help guide the selection of quality books to those who want to read children's books. In addition to this trend, the library should check the status of winning works and incorporate them into new collection development policies. The purpose of this study is to present the direction of the library book development policy of the public library. For this purpose, 10 public libraries in Seoul, Korea were selected and analyzed quantitatively and qualitatively through the collection status of the children's literature winning books, loan status, turnover, Bonn's use Factor, and Trueswell's 80/20 rule. Based on the results of this analysis, we would like to suggest some issues to be reflected in library development policy of the future.

• Journal of Information Technology Applications and Management
• /
• v.29 no.1
• /
• pp.47-57
• /
• 2022

The purpose of this study is to analyze the current status of augmented reality picture books, which have been steadily developed since 2010, as a genre of electronic picture books, and to reveal how children's immersion in augmented reality picture books differs from paper picture books. To this end, 30 augmented reality picture books on the market were analyzed according to genre, life theme, implementation method, and augmented reality scene ratio. As a result of the study, it was found that the genre of picture books was in the order of information fairy tales, daily fairy tales, and historical fairy tales, and there were no traditional or fantasy fairy tales. Animals and plants accounted for about half of the life topics, and in some cases, there were only a few or no other life topics. In the augmented reality implementation scene, it consisted of only one page in the early days, but all pages are now possible to implement augmented reality due to technology development, production cost reduction, and improved hardware performance of smartphones. It was found that the augmented reality implementation method used CD-ROM in the early days, but gradually became possible to implement using only mobile phones and tablets that were easy for readers to access. In addition, after presenting four picture books to eight 5-year-old infants, the immersion time was measured and the immersion behavior was observed. As a result, augmented reality picture books showed higher immersion[immersion time, immersion behavior] than paper picture books, but compared by literature genre, life fairy tales were higher in paper picture books and natural fairy tales in augmented reality picture books. It was higher when presenting augmented reality picture books after presenting paper picture books according to the order of presentation of picture book types. The results of this study suggest that more diverse life topics and augmented reality picture books in the genre of children's literature should be developed to increase the utilization of augmented reality picture books. In addition, considering that there are differences in immersion between types, literary genres, and reading experience [presentation order], it is expected to increase the educational effect by using picture books complementarily.

• Hwankyungkyoyuk
• /
• v.18 no.2 s.27
• /
• pp.44-54
• /
• 2005

The emphasis in environmental education for children should be on awareness, appreciation, and sensory experiences. By offering children opportunities to experience the elements of nature that surround them, teachers elevate children's comfort level and familiarity with the natural world. But many children have little contact with nature, because of urban living, hurried schedules, TV's attraction, and the low value most schools place on outdoor activities. So, teachers have to expand the real out-of-door experiences into the classroom by sharing and making accessible books focusing on nature and the natural environment. Namely, quality children's literature is an excellent vehicle for extending a particular experience or introducing new ones. Building on outdoor experiences through stories encourages children to explore more deeply what they have observed and experienced-concepts are reinforced, new knowledge gained, vicarious experiences provided. There are three-fold classification of environmentalism, especially environmental ethics, and three-aspects of the history in children's literature. The analytical results of this study are as follow. The environmental ideology in elementary Korean textbooks varies from 'egocentrism-didacticism' to 'ecocentrism-fantasy'. This finding has implication for selecting children's books and teaching environmental contents in elementary school. Therefore teachers and parents need to get ready to receive ecocriticism.

• Journal of English Language & Literature
• /
• v.56 no.3
• /
• pp.501-517
• /
• 2010

This paper examines the British imperialism found in Edith Nesbit's fantasy stories by looking at the function of magic and of the hierarchical relationships seen in the books. Although Edith Nesbit is relatively unknown in Korea, she is widely recognized as having had a great influence on the 20th century British literary world, and is also well-known for her political position as a socialist. Nesbit's fantasy books are commonly differentiated from other Victorian children's books written before her in that she created realistic and liberal children characters and rejected the adult didactic tone. While Nesbit's books have been recognized as revolutionary and being distinguished from other Victorian children's books, I suggest that the ideas found in her fantasy novels largely include the dominant Victorian message of British imperialism. This imperial ideology is delivered by the logic of magic and the multilateral hierarchies. The two magic creatures (The Psammead and the Phoenix) and the two magic items from an Oriental background (the Carpet and the Amulet) all have a magic power to grant people's wishes, wholeheartedly exercising their power and knowledge for the sake of the British characters. While the magic agents serve to fulfill the children's wishes, the children aim to please their parents and to benefit their family, showing layered hierarchies among the characters. Also, there is a hierarchical distinction between the magic items and the magic creatures in that the magic items have no voice to express themselves but only serve and obey the British children. The foreign characters that the children encounter in their adventures also cooperate with the British characters to help them to fulfill their goals. In short, magic frees the children from the adult-centered world but ultimately their free adventures serve their parents and other adults, and represent the ideals and hierarchical concepts of British imperialism. Thus, Nesbit's position as a modern writer seems to be ambiguous, switching between modern characterization and style, and the old Victorian imperial messages that also exist in her fantasy novels.

• Journal of English Language & Literature
• /
• v.57 no.6
• /
• pp.1111-1130
• /
• 2011

Reading postmodern texts certainly situates readers in roles different from the ones we have been used to. Recently, postmodern metafiction forms a significant body of children's literature that is intended to challenge and transform the conventions of books in the digital age. While many studies have been done as to how child readers have capabilities to appreciate and interpret postmodern metafiction picture books, few studies on teachers and preservice teachers' reactions are not readily available. The role of teachers and preservice teachers are crucial for child readers to have access to affluent reading resources. This study discusses how preservice teachers read and respond to postmodern metafiction picture books using a deconstructive approach by means of binary opposites. Data was collected with 14 preservice teachers as to their likes/dislikes, reading levels, and reading paths about postmodern metafiction picture books. Expected pedagogical implications for literacy and language education were requested to address in their reading diaries and response papers. With their likes/ dislikes, since binary opposites always imply the hierarchy of power and value, the likes is apparently more valued and appreciated over their dislikes. This differentiated values are discussed in more detail with three recurring themes-Education, Morals and Behavior, and Tradition. With reading levels, there seems to be a gap existing between the authors' implied reader and literary critics' and the preservice teachers' ideal readers for the postmodern metafiction picture books. Although many studies have already revealed young readers' capability of appreciating postmodern metafiction, it depends a lot more on the teachers and preservice teachers whether children's right to have access to affluent literacy resources is respected or not. Preservice teachers' awareness of the potential of postmodern metafiction will work as an initial step to bring and realize the new reading path and new literacies in classrooms. By challenging metanarratives of children's literature, preservice teachers' readings of postmodern picture books reveals potentials to raise different reading paths and develop new literacies and other educational implications.

• Korean Journal of Child Studies
• /
• v.35 no.4
• /
• pp.249-262
• /
• 2014

This study investigated differences in children's story comprehension as they related to the types of reading media. The participants comprised 62 four-years-olds from two child-care centers located in a middle-income region of Seoul and Gyeonggi Province. In order to control the experience effect, newly developed stories published into two formats of reading media (paperback books and electronic books) were provided to the participants. The results indicated that there were no significant differences in children's story comprehension depending on the types of reading media. Paperback book readers and electronic book readers did not show any significant difference in story comprehension, which consists of recall, recognition and reasoning tasks. As literature pertaining to children's usage of electronic books is limited, the present study offers guidelines for the development of children's reading media and may serve as a useful resource for future studies.

• English Language & Literature Teaching
• /
• v.8 no.1
• /
• pp.55-68
• /
• 2002

Since the introduction of literature in reading and writing during the 1970s, considerable research has attempted to determine whether literature has significantly positive effects upon enhancement of reading proficiency. It is said that literature extends our knowledge of the world. Through books, we can experience other people's thoughts, experiences, and ideas (Frye, 1964). This paper explored the role of children's literature for the teaching of reading through the literature-based instruction. It focused on why and how children's literature serves as an important context for enhancing learner's reading proficiency of English. It also discussed the authentic use of literature-based strategies for practical classroom use, and suggested the future directions for research toward the literature-based instruction in the domain of reading comprehension.

• International Journal of Knowledge Content Development & Technology
• /
• v.2 no.2
• /
• pp.47-56
• /
• 2012

This study analyzes gender bias in children's informational books about science and science careers to determine how these early resources are affecting the disparity between males and females in science and engineering fields. The study focused on the number of male and female scientists both in pictures and text, and how much space was devoted to discussion of scientists of each gender. Overall, the findings of the study show that only 18% of the pictured scientists were female as well as only 16% of the scientists discussed in the text. These numbers are below current industry data that puts the number of females working in science and engineering fields at 26%.