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Contemporary non-fiction picturebooks for children are often fictionalised in one way or another. Many non-fiction picturebooks for children are thus hybrids between fiction and non-fiction but labelled as non-fiction for children and presented to children as non-fiction. Their purpose is to inform and teach, and at the same time entertain and elicit affective responses. To succeed in achieving this dual purpose, this study assumes that designed teaching can create opportunities to separate combined depictions in fictionalised non-fiction. The purpose of this study is to explore children's responses to imaginary constructs in designed reading activities, and to answer what opens up for children when combined depictions in fictionalised non-fiction are separated and made discernible. This is studied in four reading activities with a teacher and six five-year-olds in a preschool setting, reading and discussing picturebooks about dinosaurs and their extinction. The analysis shows that when combined depictions in fictionalised non-fiction are separated by contrast, and thus made discernible as established knowledge and imaginary constructs, this opens up for the children's interpretation, appreciation, and creation of imaginary constructs. [ABSTRACT FROM AUTHOR]

This article considers the current worldwide cancer epidemic as shaped through complex somatechnical intra-actions between the intimately fleshy suffering of individual bodies and structural violence exerted through carcinogenic necrotechnologies such as pesticides. Additionally, it unpacks the epistemologies of ignorance that characterise contemporary cancer imaginaries in the west by reflecting on how they operate through the widespread deployment of warfare metaphors; metaphors that, in the twenty-first century, have morphed into 'war against cancer-as-terror(ist)'- images. United States oncologist Siddhartha Mukherjee's bestselling book, The Emperor of All Maladies: A Biography of Cancer (2011) – also the winner of the Guardian's non-fiction book award – figures as a nodal point for the ways in which mainstream western cancer narratives and biomedical models obscure the links between cancer and what anthropologist-chemist Anastasia Karakasidou calls chemical modernity; that is, the global spread of carcinogens as a consequence of the worldwide racial capitalist transformations of agriculture and production through chemicalisation. Investigating how epistemologies of ignorance work at the levels of cancer biology, cancer treatment, and environmental carcinogenesis, this article at the same time also demonstrates how the somatechnical lens makes it possible to analyse the intertwined operations of violence, power, technologies, and bodies at all of these levels. This analysis is then complemented by a contemplation of the conative vitality of bodily matter that ontologically accounts for the chiasmatic two-way process between techné and soma that is central to a somatechnical understanding of cancerous embodiment. This article also uses autobiographical material to reflect upon the ways in which epistemologies of ignorance and their matching stories of cancer as natural pathology/enemy/doppelgänger/terrorist are nourished at the individual level of experience of cancer patients and their companions and carers. [ABSTRACT FROM AUTHOR]

When he returned to Amsterdam in spring 1945, Otto Frank discovered that not one but two versions of his daughter's diary had survived the Holocaust: the three notebooks of so‐called version A and the revision of that diary on loose sheets of paper, called version B. Other texts also survived, including a notebook Anne titled “Tales and Events from the Secret Annex,” where she collected more than three dozen short pieces of prose. Best known for its “tales,” the book is, in fact, mostly nonfiction, including numerous sketches of annex life. More self‐contained and literary than her diary entries, they show Anne experimenting as a writer. They also show her writing vigorously in the summer of 1943, a period unrepresented in version A since none of that year's diary notebooks survived. Yet, as Anne later wrote, it was “the second half of 1943” when her life changed: when she began “to think, to write.” My goal here is to better fit the “Tales” notebook into the story of Anne's life and work, a project made easier by the recent publication of Anne Frank: The Collected Works, which includes, for the first time in English, all of the author's writing, in one volume, in separate, continuous texts. To read those texts in the order in which she wrote them is to see Anne Frank not just growing as a writer but becoming a writer. The results are of interest not only to scholars of Anne's life and work but to teachers of young readers and writers, for whom Anne Frank has long been a model, if an imperfectly understood one. [ABSTRACT FROM AUTHOR]

Nonfiction has long been left out of the discourse on literacy and little is known about the affective experiences that children seek when they choose to engage with facts via reading and otherwise. We have conducted an interview study in which children of diverse socioeconomic backgrounds in Czechia (N = 20, age 9–11) reflected on the world of facts as a springboard for affective engagement. Bespoke creative props were developed for the study. First, children made collages of their real-world interests and then reflected on the different activities (e.g. reading, viewing, talking, playing) through which they nurture these interests. Second, children engaged in the design of an imaginary nonfiction book on a topic of their choosing, a process that involved laying out a double page, leafing through sample books, and sorting picture cards representing different book design features. We present the interview toolkit and its holistic rationale and offer two contrasting case studies of children whose engagement was characterised respectively by a 'learning' and 'wonder' focus. Their differences showcase the interview toolkit's flexibility for further research and practice and expose the underexplored complexity and diversity of children's nonfiction experience. [ABSTRACT FROM AUTHOR]

In this essay, I use two literary works from two distinct genres and with two very different narratives - a satirical techno-thriller and a historical non-fiction piece - to show how they can both convey the same bioethical message - donation of human body parts - to their audience. The two books I examine and contrast here are Rebecca Skloot's The Immortal Life of Henrietta Lacks (2010) and Michael Crichton's satirical techno-thriller Next (2006). The main question this article will try to answer is obviously not why The Immortal Life of Henrietta Lacks, a carefully researched nonfiction book, belongs on the list of essential works on bioethics, but rather why Next, a satirical techno-thriller that continuously blurs the boundaries between fact and fiction, belongs on the list as well. [ABSTRACT FROM AUTHOR]

Contemporary writing increasingly emphasizes truth-seeking and creative literacy to adapt to the rapidly changing social needs and cultural environment. The concept of nonfiction writing emphasizes the balance between authenticity and literature, that is, the creative combination of truth-seeking and literary narrative, subjective truth and objective truth. Creative writing, on the other hand, is a creative activity in the form of written expression, which emphasizes that everyone can create and is cross-border in nature. Therefore, we take nonfiction as a method, apply the concept of nonfiction writing to creative writing, analyze the cross-disciplinary drive and cross-disciplinary experiments of the concept of nonfiction writing on creative writing, put forward the implementation strategy of the concept of nonfiction writing in the teaching of creative writing, and provide new perspectives for the development of Chineseization and localization of creative writing. The study will provide new perspectives for the development of Chinese and localized creative writing. [ABSTRACT FROM AUTHOR]

Ding Yan is one of the representative writers of the "post -70s" in China. During the interview, she started from her own literary road. In the early days, she mainly created poetry and novels. In 2010, Ding Yan left Xinjiang and moved to Guangdong. Here she created two representative nonfiction works such as "Factory Girl" and "Factory Boys". She believes that the writer should not have a limit on nim or herself. Although there is a boundary between fiction and nonfiction, they can learn from each other. China's nonfiction writing has just begun, and there are still many areas that can be expanded. From the interview, we can clearly see the growth of the writer, her writing habits, her writing experience, and her understanding and thinking about nonfiction writing. [ABSTRACT FROM AUTHOR]

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The life of Aboriginal people in Australia has been depending on nature since thousands of years ago. The sources of their food are entirely of natural origin. Although they live in a nomadic way, they still maintain and protect the nature around them in order not to damage and become extinct. This research aims to explore ecological literacy (eco-literacy) and local wisdom of Aboriginal people to maintain a mutual symbiosis between man and nature, reflected in a non-fiction book entitled Welcome to My Country written by Laklak Burarrwanga and Family. This is descriptive qualitative research using the ecocriticism approach. The result shows that Australian Aboriginal people have much knowledge of eco-literacy that they apply in everyday life to maintain the sustainability of the ecosystem. Besides, they also have local wisdom they believe will bring good things in their life in terms of protecting their natural environment. [ABSTRACT FROM AUTHOR]

The aim of this study is to diagnose the degree of knowledge and perception of the educational community around the 17 Sustainable Development Goals (SDGs) linked to the development of literary practices that integrate literary experience and social responsibility. The proposal is based on a bibliographic study that, organized based on the 5 central axes of the 2030 Agenda, delimits the treatment of literature in the Primary Education classroom as a transversal tool that enables training, awareness and achievement of the goals set. The work circumscribes a mixed paradigm based on the quantitative method to obtain results that justify the elaboration of a documentary bibliographic study made up mostly of illustrated fiction and non-fiction books. The quantitative tool for data collection is a questionnaire designed to determine the commitment of teachers, educators (school and home) and students of the Bachelor's Degrees in Education (n=112) with respect to the SDGs and their transfer to the classrooms of Primary Education. The results obtained show, on the one hand, the editorial neatness in this area and, on the other, the different perception regarding the assessment of the SDGs within the group studied. [ABSTRACT FROM AUTHOR]

In this research, it is aimed to investigate impact of science activities applied with nonfiction science picture books on 21st century skills of 60-72 months old children. The study was conducted with a total of 58 children, in other words 29 children in the experimental group and 29 children in the control group. In the research, quantitative data were obtained with the 21st century skills scale which as given to children before and after the application, and the obtained data were construed by using statistical analyzes. In the light of the results obtained from the research, it can be observed that applying science acitivities through/via the non-fiction science books positively supported the 21st century skills and their sub-dimension skills such as "learning and innovation", "living and career", and "information-media and technology" skills of the children. [ABSTRACT FROM AUTHOR]

The training of critical readers in multimodal environments is an imperative in the digital and information society. Within this framework, recent research has highlighted the value of the non-fiction picture book, as its discursive keys reveal a curious and active model reader in the construction of knowledge. Following the active pedagogical approach demanded by the European Higher Education Area, a training experience focused on the approach to non-fiction picture books was promoted with the participation of 45 students of the Primary Education Teaching Degree of the University of Zaragoza. The main objective of the research linked to this experience was to find out how the creation of booktrailers could modify the students’ conception of this type of work. The analysis of the data shows an iterative and reflexive reading of the book in question thanks to the discursive characteristics imposed by the booktrailer in the process of digital rewriting of the work. In relation to this in-depth reading, the comparison of the pre- and post-experience reflections shows a transformation in the conception of children’s non-fiction works by the participating pupils [ABSTRACT FROM AUTHOR]

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Copyright of Linguistische Treffen in Wrocław is the property of Oficyna Wydawnicza ATUT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Signa is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

I offer reflections on the late Charles Bosk's book proposal as a trade book, focusing specifically on different genres in nonfiction trade publishing, and the different approaches to evidence in sociology and journalism. [ABSTRACT FROM AUTHOR]

Text social information includes the cognitive processes and social communication skills that support real or hypothetical human thought or interaction. The current measure of text social information is genre. However, genre is a limited measure because of poor operationalization, limited specificity, and overlap with structural and linguistic differences. The purpose of this study was to develop an automated text analysis approach to measure text social information in children's picture books beyond genre. Studies 1 and 2 found convergent and divergent validity for several measures that captured text social information with these measures being significantly higher in children's fiction compared to nonfiction books and not correlated with other structural and linguistic text measures. Study 3 found two components of text social information, based on a principal component analysis. These two components captured a general socialness factor (i.e., theory of mind, emotions, and social relationships) and pragmatics/conversation. Study 4 provides preliminary evidence for the predictive validity of the text social information measures. Together, this study provides an initial set of continuous measures for measuring text social information that can begin to advance the field in determining how text social information impacts comprehension and social cognition. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of teaching children to recognize bias and perspective in written works. Topics discussed include the prevalence of false information on the internet, the challenges faced by English Language Learners and Chinese students in media literacy, and effective teaching methods such as lateral reading and curriculum development by organizations like American Association of School Librarians.

This article examines the Japanese wartime discourse on the construction of Greater East Asia as an instrument of racialization by looking at the writings of Ibuse Masuji, Jinbo Kotaro, and Nakajima Kenzo; Japanese writers and literary critics who served with the military propaganda unit in Singapore under Japanese rule (1942--1945). The nonfiction writings on Japanese language education by Nakajima and Jinbo and the interethnic romance written by Ibuse each take part in multilayered modes of racialization -- (in)visibilization, infantilization, re-ethnicization, and feminization. I argue that these different modes of racialization collectively provide the language and content for the narcissistic fantasy of the Greater East Asia Co-Prosperity Sphere, thereby displacing the brutal reality of Japanese occupation. [ABSTRACT FROM AUTHOR]

I offer reflections on the late Charles Bosk's book proposal as a trade book, focusing specifically on different genres in nonfiction trade publishing, and the different approaches to evidence in sociology and journalism. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article focuses on author's encounter with Sid, who captivates the narrator on a crowded dance floor at the Limelight by dancing in an endlessly flowing silver and gold tube dress. Topics discussed include their mysterious connection and subsequent introduction to an exclusive club within the club where Sid expresses disbelief over someone's departure.

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article explores the thematic connection between Wordsworth's concern about thoughtless carelessness and David Foster Wallace's observation of cultural desperation in the late 20th century. It argues for reading Wallace through the lens of the sublime, examining the overlap between the Romantic and postmodern sublime in Wallace's nonfiction, focusing on two seminal essays and emphasizing the integration of these concepts into discussions of Wallace's literary journalism and sincerity.

"All Is Leaf: Essays and Transformations" by John T. Price is a collection of literary nonfiction essays that explore various topics such as personal experiences, nature writing, and philosophical and ethical concerns. Price's writing style incorporates extended metaphors, hypothetical situations, and literary allusions, making his work both informative and entertaining. The book also includes essays on the writer and writing of nonfiction, as well as a powerful essay that evokes empathy through the lens of his father's law career. While there are some instances where Price may overdo certain ideas and the nature writing is limited, "All Is Leaf" is a rewarding read for those interested in literary nonfiction. [Extracted from the article]

This study examines the availability of LGBTQ Spanish language nonfiction books among selected university libraries along the United States–Mexico border to measure access to materials for readers and researchers and identify what resources selectors might use to inform purchases. This study utilizes 37 titles and seven libraries for a comparison of holdings. It seeks to expand the body of knowledge available regarding LGBTQ literature while establishing a baseline regarding the availability of LGBTQ Spanish-language materials in academic libraries. [ABSTRACT FROM AUTHOR]

The paper presents a reading of Helen Macdonald's non-fiction book H Is for Hawk, that focuses on the adoption of the temporal perspective of a predator (the instantaneousness of the attack and capture of the prey) instead of the typically human way of addressing the temporality spreading over a past, a present, and a future (memory, mourning, anxiety). Rethinking the inherited cultural practice of keeping and taming goshawks, the British writer narrates the process of mental merging with the female goshawk she trains. Through her engagement as an austringer (keeper of hawks), she also questions such categories as gender, class, and nationality. In parallel to her own experience, she reads the personal story of yet another transgressive austringer, the homosexual author T. H. White. This double line of vital/textual experience deconstructs the dominant cultural stance of heterosexual masculinity and sketches a peculiar queertopia. [ABSTRACT FROM AUTHOR]

With decades of newspaper reporting behind him, the author took a mid-life pivot to teaching that started as a high school substitute. He describes how a student's question about life in the eighties triggers a flashback to a day that gave his life meaning and direction after a chance encounter with a group of troublemakers. They offer him a nonfiction book about a band that seemed like they were from another world. As a result, the author grew wiser that day and decided he would try to change the world as a journalist, writing about people and places that needed discovery. The story proves inspiration can come from the most unlikely place— and all it takes is one book or one song for life to change course. [ABSTRACT FROM AUTHOR]

Doctoral programs in the fine arts, instead of coming up with their own ways of doing things, tend to adopt standards from the humanities, which themselves tend to adopt standards from science. Because of being preoccupied with trying to look like other disciplines, artistic thinking within artistic doctorates gets suppressed. But if we look into science directly and not through this second-hand approach, we can find aspects of scientific thinking that are closer to art than to the humanities. In this paper, I give examples of artistic thinking in the work of various scientists and mathematicians: a non-fiction book that uses fiction (Douglas Hofstadter's book Gödel, Escher, Bach), a linguistic analysis that concludes with a story (Livia Polanyi's book Telling the American Story), scientific lectures with unusual formal aspects (Roger Penrose's "VJing" of multiple layers of foils through an overhead projector, David Deutsch's Lectures on Quantum Computation), and a collective hiding behind a fictional mathematician (Nicolas Bourbaki). I also briefly introduce the problem of verbal overshadowing and the effects it may have on the creative process in art. [ABSTRACT FROM AUTHOR]

Copyright of Librarium: Zeitschrift der Schweizerischen Bibliophilen-Gesellschaft is the property of Schweizerische Bibliophilen-Gesellschaft and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A literary criticism of the book "Tell Me How It Ends and Lost Children Archive" by Valeria Luiselli explores the complexity of the narrative of Latinx children in the U.S.-Latin America immigration crisis. The article examines the significance of the term Latinx, which encompasses the Latinx immigrant child and symbolizes the evolving critical border studies.

The article focuses on the features of Essays section of the journal Academy of Management Learning & Education (AMLE). It sattes that clear framing than a descriptive or technique-focused way is an important element of the AMLE approach as a theory-driven journal. It erefrs to key characteristics of an AMLE essay inclduing composition based on the in-depth development of one specific idea, reflection of the authors' personal opinions and a call for action. It presnets some exaples on essyas submitted earlie for publication.

This paper analyzes Domènec Guansé's critical attention to travel literature in Catalan newspapers, which experiences a major revival from middle 1920's to the beginning of the Spanish Civil War. The introduction of that genre in Catalan literature is part of a wider context encouraging all ways of cultural modernity, such as magazines or non-fiction books. Guansé looks in detail at the most outstanding works by Nicolau M. Rubió i Tudurí, Enric Blanco and specially Aurora Bertrana. Her Paradisos oceànics is a milestone in travel books, both for its quality and documentary value and for non-literary issues: primarily the writer's female condition (paradigm of the new cultural role that women have to play) and the cosmopolitanism that it adds to literary circles. [ABSTRACT FROM AUTHOR]