Читать книгу A Companion to Children's Literature - Группа авторов - Страница 10

Nicole B. Adkins is an award-wining playwright, Artistic Associate with YouthPLAYS, and core visiting faculty in the Playwright’s Lab graduate program at Hollins University, Virginia. Co-author of Playwriting and Young Audiences: Collected Wisdom and Practical Advice from the Field, her plays have been produced in schools, museums, and theatres across the United States, as well as in Canada, England, Africa, and China.

Cherie Allan was a lecturer in the Faculty of Education at Queensland University of Technology (QUT), Australia. She taught both graduate and undergraduate children’s and young adult literature and youth popular culture. She is currently a Visiting Fellow at QUT and coordinator of a MEd unit on youth popular culture. Her book, Playing with Picturebooks: Postmodernism and the Postmodernesque (2012), was awarded the International Research Society for Children’s Literature’s (IRSCL) Honor Book Award in 2013.

Thaddeus Andracki is a white settler living and working on land stolen by the United States from the Council of Three Fires – the Odawa, Potawatomi, and Ojibwe Nations. A middle school librarian at the University of Chicago Laboratory Schools, he focuses his research on theoretical and practical aspects of race, gender, sexuality, and indigeneity in children’s and young adult literatures. His work has previously been presented at the Children’s Literature Association conference and appeared in multiple edited collections.

Evelyn Arizpe holds the Chair of Children’s Literature at the School of Education, University of Glasgow, and is co-founder of the Erasmus Mundus Joint Master’s Degree programme, “Children’s Literature, Media and Culture.” She has taught and published widely both nationally and internationally and has co-authored Children Reading Picturebooks: Interpreting Visual Texts (2003/2016) and Visual Journeys through Wordless Narratives (2014). She has also co-edited Children as Readers in Children’s Literature: The Power of Text and the Importance of Reading (2016) and Young People Reading: Empirical Research across International Contexts (2018). Her current research involves children’s literature and the arts in projects on migration, conflict, and peacebuilding.

Elizabeth Bush received a BA degree from Roosevelt University, an MA degree from Governors State University, and an MLS degree from Rosary College (now Dominican University.) She was a librarian within Archdiocese of Chicago for two decades. After reviewing for Booklist she came to the Bulletin, where she has been a reviewer for nearly thirty years. She taught as an adjunct lecturer in the Youth Services program at the iSchool of the University of Illinois at Urbana-Champaign. She has served on the Boston Globe-Horn Book, Robert F. Sibert, Gryphon, and Scott O’Dell Awards Committees.

Mike Cadden is the author of Ursula K. Le Guin Beyond Genre: Fiction for Children and Adults and At Arm’s Length: A Rhetoric Of Character in Children’s and Young Adult Literature. He is a past president of the Children’s Literature Association.

Paula T. Connolly is a professor and is Coordinator of Children’s Literature Programs in the English Department at the University of North Carolina where she teaches courses in children’s literature, culture, and film, including work on Disney films. She has published on Disney’s recreation of Winnie-the-Pooh, including in Walt Disney, From Reader to Storyteller: Essays on the Literary Inspirations (eds. Kathy Merlock Jackson and Mark I. West, 2015).

Rachel Conrad is Professor of Childhood Studies at Hampshire College. She is the author of Time for Childhoods: Young Poets and Questions of Agency (2020), a study of young poets’ shaping of time as an expression of youth agency in the late twentieth- and early twenty-first-century United States. Conrad is also co-editor of Literary Cultures and Twentieth-Century Childhoods (2020), and an editor with the book series “Childhoods: Interdisciplinary Perspectives on Children and Youth” at the University of Massachusetts Press. In The Lion and the Unicorn’s special issue on children’s literature and climate change, she explores contemporary young climate activists’ crafting of time in their nonfiction prose writings as a key component of their activism.

Rachel Falconer is Professor of English Literature at the University of Lausanne. She is author of four monographs, including The Crossover Novel: Contemporary Children’s Fiction and Its Adult Readership (2009), Hell in Contemporary Literature: Western Descent Narratives since 1945 (2007), and Seamus Heaney, Virgil and the Good of Poetry (2022). She has also edited six volumes, including Kathleen Jamie: Essays and Poems on Her Work (2014), and with Madeleine Scherer A Quest for Remembrance: The Underworld in Classical and Modern Literature (2020). She teaches poetry, young adult and contemporary fiction, environmental humanities, and classical reception studies.

Hannah Field is senior lecturer in Victorian literature at the University of Sussex. She is the author of Playing with the Book: Victorian Movable Picture Books and the Child Reader (2019) and co-editor of Space and Place in Children’s Literature, 1789 to the Present (2015). Along with Kiera Vaclavik, she is currently leading an interdisciplinary research network about childhood, clothing, and creativity.

Macarena García González is Associate Researcher at the Center for Advanced Studies in Educational Justice and Lecturer at the Faculty of Communications of the Pontifical Catholic University of Chile. She holds a PhD in social anthropology and cultural studies from the University of Zurich and an MA in cultural studies from the University of Maastricht. She has the Study of Multicultural Literature (CSCML) since its inception in 2011 and has also served as a selector on the Coretta Scott Kind Book Award Jury and the United States Board on Books for Young People (USBBY)’s Hans Christian Andersen Award Nominating Committee.

Kathy Merlock Jackson is a professor of communication at Virginia Wesleyan University, where she teaches courses in media studies and children’s culture. She is the author of over a hundred articles, chapters, and reviews and has written or edited nine books, four of them on Disney-related topics and one on Mister Rogers’ Neighborhood. She is president of the Popular Culture Association and the former editor of The Journal of American Culture.

Zoe Jaques is Professor of Children’s Literature in the Faculty of Education, Cambridge University, and Dean of Homerton College. She is the author of Children’s Literature and the Posthuman (2015) and co-author of Lewis Carroll’s Alice’s Adventures in Wonderland and Through the Looking-Glass: A Publishing History (2013). She runs an Arts and Humanities Research Council network on children’s literature in US and UK archives and is co-general editor of the Cambridge History of Children’s Literature in three volumes (forthcoming 2023).

Dani Kachorsky is an assistant professor in the Department of Curriculum, Instruction, and Learning Sciences in the College of Education & Human Development at Texas A&M University-Corpus Christi. She is a professor of children’s and adolescent literature as well as literacy. As a researcher, she works to understand multimodal and digital forms of children’s and adolescent literature at the site of production, the site of the text itself, and the site of reception. In particular, she is interested in how different theoretical perspectives can deepen researchers’ understanding of multimodal and digital texts, how readers transact with these texts, and the pedagogical approaches that support the use of these texts in classrooms and other contexts.

Adrienne Kertzer is Professor Emerita, Department of English, University of Calgary. Recipient of the F.E.L. Priestley Prize for “Fugitive Pieces: Listening as a Holocaust Survivor’s Child,” she received the Children’s Literature Association Honor Book Award and the Canadian Jewish Book Award for Scholarship on a Jewish Subject for My Mother’s Voice: Children, Literature, and the Holocaust. Her recent publications include: “‘I remember. Oh, I remember’: Traumatic Memory, Agency, and the American Identity of Holocaust Time Travelers,” in Literary Cultures and Twentieth-Century Childhoods, edited by Rachel Conrad and Brown Kennedy, and “‘One Jew, one half-Jew, a WASP, and an Indian’: Diversity in The View from Saturday,” in Dust Off the Gold Medal: Rediscovering Children’s Literature at the Newbery Centennial, edited by Sara L. Schwebel and Jocelyn Van Tuyl.

Emily J.M. Knox is an associate professor in the School of Information Sciences at the University of Illinois at Urbana-Champaign. Her book, Book Banning in 21st Century America (2015), is the first monograph in the Beta Phi Mu Scholars’ Series. She also recently edited Trigger Warnings: History, Theory Context (2017) and co-edited Foundations of Information Ethics (2019). Her articles have been published in the Library Quarterly, Library and Information Science Research, and the Journal of Intellectual Freedom and Privacy. Emily serves on the boards of the Beta Phi Mu and the National Coalition Against Censorship. Her research interests include information access, intellectual freedom and censorship, information ethics, information policy, and the intersection of print culture and reading practices. She is also a member of the Mapping Information Access research team.

Bettina Kümmerling-Meibauer is a professor in the German Department at the University of Tübingen, Germany. She has been a guest professor at the universities of Växjö, Sweden, and Vienna, Austria. She has written four books and (co)edited 20 volumes in the fields of children’s literature research, literacy studies, picturebook research, and children’s films. Her recent publications are Canon Constitution and Canon Change in Children’s Literature (ed. with Anja Müller, 2017), Maps and Mapping in Children’s Literature (ed. with Nina Goga, 2017), The Routledge Companion to Picturebooks (2018), and Exploring Challenging Picturebooks in Education (ed. with Åse Marie Ommundsen and Gunnar Haaland, 2022).

Peter C. Kunze is visiting assistant professor of communication at Tulane University. His work examines the industrial dimensions of children’s culture, and his current book project, Staging a Comeback: Broadway, Hollywood, and the Disney Renaissance, traces creative and economic relationships between Broadway and Hollywood in the late twentieth century via the Walt Disney Company. His children’s literature research has appeared in Children’s Literature Association Quarterly, The Lion and the Unicorn, Prizing Children’s Literature: The Cultural Politics of Children’s Book Awards, and The Oxford Handbook of Children’s Film.

Susan Larkin is Professor of English and Associate Vice President for Academic Affairs at Virginia Wesleyan University in Virginia Beach, Virginia. At Virginia Wesleyan, she teaches courses in children’s and adolescent literature, cultural studies, and women’s and gender studies. Her research interests are interdisciplinary and she has published within English studies and cultural studies on Mr. Rogers, Judy Blume, Laura Ingalls Wilder, Walt Disney, and a variety of contemporary women’s memoirs. Her work can be found in journals such as A/b: Auto/Biography Studies, Academic Exchange Quarterly, Children’s Literature Review, and Gender and Sexuality Studies and as part of many edited collections. She earned a BA from Wheaton College in Massachusetts and her MA and PhD from Illinois State University.

Elizabeth Marshall is Associate Professor of Education at Simon Fraser University, where she teaches courses on children’s literature and popular culture. Her interdisciplinary research on representations of childhood within texts for and about the child has appeared in The Lion and the Unicorn, College English, Language Arts, and Women’s Studies Quarterly. She is the author of Graphic Girlhoods: Visualizing Education and Violence (2018) and the co-author (with Leigh Gilmore) of Witnessing Girlhood (2019).

Marianne Martens is Associate Professor at Kent State University’s School of Information. Her research and teaching are international in scope and cover: the interconnected fields of youth services librarianship, literacy development, and children’s publishing; the multiliteracies required to interpret nonlinear, multimodal materials; and issues of digital divide and social justice in young people’s access to information. She uses co-design methodologies for reading research. Martens served as Principal Investigator for the Kent State team on the USAID Strengthening Education in North-East Nigeria States (SENSE) grant, working on supporting reading instruction in Northeast Nigeria. Martens is the author of Publishers, Readers and Digital Engagement: Participatory Forums and Young Adult Publishing (2016) and The Forever Fandom of Harry Potter: Balancing Fan Agency and Corporate Control (2019). Prior to her academic career, Martens worked in children’s publishing in New York. You can read more about her at mariannemartens.org.

Debra Mitts-Smith researches and writes about the wolf in folklore, literature, art, and science for the magazine International Wolf. Her book Picturing the Wolf in Children’s Literature was published in 2010. She has taught children’s literature, young adult literature, and storytelling at the University of Illinois, the University of Minnesota, and Dominican University. She is currently working on a book about cultural history of the wolf.

Emma McGilp is a primary teacher in the Scottish Borders. She has a PhD from the University of Glasgow. Her doctoral research explored the multiliteracies learners developed when translating the verbal and the visual in international picturebooks. As a researcher she has published and presented about the potential of using multilingual picturebooks in the classroom. Research interests include literacies, translated and international children’s literature, reader response, and practitioner enquiry. Current projects include an international partnership with a school in Nepal using digital literacies and coding for a social purpose and reflecting on the affordances of technologies to support global learning and citizenship during the pandemic.

Mary Jeanette Moran is Associate Professor of English at Illinois State University, where she teaches undergraduate and graduate courses on children’s and adolescent literature that focus on issues of ethical and feminist theory, narrative voice, and social justice. Her publications include articles on speculative fiction, Anne of Green Gables, the Judy Bolton mystery series, and feminist emotion in middle-grade family stories. Her current project investigates the intersections between feminist ethics, particularly ethics of care, and fantasy for children and young adults. She is an active member of the Children’s Literature Association, where she has served on several committees, including the Astrid Lindgren Committee and the Grants Committee.

Claudia Nelson is Professor Emerita of English at Texas A&M University. She is author or editor of 13 books, most recently Topologies of the Classical World in Children’s Literature: Palimpsests, Maps, and Fractals (2019, co-authored with Anne Morey). She is a past president of the Children’s Literature Association and past editor of the ChLA Quarterly; her work has been recognized with the ChLA Book Award and the ChLA Article Award, as well as with Choice Outstanding Academic Title and Highly Recommended Title designations. With Elisabeth Wesseling and Andrea Mei-Ying Wu, she is currently editing The Routledge Companion to Children’s Literature and Culture.

Gretchen Papazian is a professor of English at Central Michigan University, where she teaches children’s literature, diversity literatures, and American literature. Her publications include a book chapter on Easy Readers (“Reading Reading in the Early Reader” [2017]); as well as articles on picturebooks (“Color Multiculturally” [2018] and “Colorful Feelings” [2020]) and video games (“A Possible Childhood” [2010]); and two edited essay collections (Game on, Hollywood! [with Joseph Michael Sommers] and Emotion in Texts for Children and Young Adults [with Karen Coats forthcoming]). She is also a founding member of Central Michigan University Press’s series Scholarship and Lore: Games for Learning, a publication venue for academic, peer-reviewed games for game-based learning in higher education.

Melanie Ramdarshan Bold is a senior lecturer/associate professor at the University of Glasgow, where she teaches and researches children’s and young adult (YA) literature and book culture. Her research specialism is inclusive youth literature and book culture, with a particular focus on the representation of people of color, and the experiences of authors and readers of color. Melanie has published widely on the topic, alongside numerous publications about contemporary book culture. Her book Inclusive Young Adult Fiction: Authors of Colour in the United Kingdom, 2006–2016, was published in 2019. Melanie’s interest in youth literature and book culture extends beyond academia. She was a judge on the UKYA book prize and the Scottish Teenage Book Prize, and is on the Advisory Boards for the Centre for Literacy in Primary Education (CLPE) Reflecting Realities project, the Pop-up Pathways into Children’s Publishing project, and Literature Alliance Scotland, and works with a number of cultural organizations across the United Kingdom.

Rebecca Rogers is the E. Desmond Lee Professor of Tutorial Education at the University of Missouri–St. Louis. Her research and teaching focus on literacy studies, preparing teachers to be culturally and linguistically responsive, and critical discourse studies.

Ivy Linton Stabell is Associate Professor of English at Iona College in New Rochelle, NY, where she teaches children’s, young adult, and early American literature. Her research centers on nonfiction for and by children; her essays have appeared in Children’s Literature, The Lion and the Unicorn, and several books.

Joseph T. Thomas, Jr. is a poet and scholar of American poetry and children’s literature. He directs the National Center for the Study of Children’s Literature at San Diego State University, where he is a professor of English and comparative literature. Thomas has published numerous essays and two books, Poetry’s Playground (2007) and Strong Measures (2007). He has also co-edited two collections, Prizing Children’s Literature: The Cultural Politics of Children’s Book Awards (2016) and All-of-a-Kind: Remembering June Cummins (2020). You can find Joseph on Twitter @josephsdsu.

Doris Villarreal is an assistant professor of literacy education at the University of Missouri–St. Louis. She has 13 years of bilingual elementary classroom teaching experience in urban public schools. Her experiences as a bilingual elementary teacher in Texas have led to her interests in the improvement and support of educational programs that serve students from diverse cultural and linguistic backgrounds. Her research interests include hybrid language practices in linguistically and culturally diverse teaching contexts with a focus on Latinx children as well as literacy teacher education.

Elizabeth A. Wheeler is Professor of English and founding Director of the Disability Studies Minor at the University of Oregon. Her 2019 book HandiLand: The Crippest Place on Earth analyzes the politics of disability in public space in contemporary British and American young adult and children’s literature. Her scholarship has appeared in The Journal of Literary and Cultural Disability Studies, Children’s Literature Quarterly, Literary Afrofuturism in the Twenty-First Century, Disability Studies and the Environmental Humanities, and Constructing the (M)other: Narratives of Disability, Motherhood, and the Politics of Normal.

Vivian Yenika-Agbaw was Professor of Literature & Literacies at the Pennsylvania State University, University Park, where she taught undergraduate and graduate courses in children’s/adolescent literature in the department of Curriculum and Instruction. She is the author of Representing Africa in Children’s Books: Old and New Ways of Seeing and co-editor of several books, including Children and Deaf Culture in Children’s Literature and Other Modes of Representations (forthcoming).