Patterns in Contemporary Canadian Picture Books: Radical Change in Action
Notice bibliographique
Résumé
This comprehensive qualitative examination of two groups of Canadian picture books, 57 titles published in 2005 and 120 titles published in 2015, offers comparative data that demonstrate patterns related to authors, illustrators, characterization, genres, audiences, and particular elements of Radical Change. Following book collection, content analysis was conducted with a consideration of Dresang’s notion that books for children are evolving with respect to forms and formats, perspectives, and boundaries. Our process for analysis was developed from Berg’s framework of systematic content analysis based on predetermined as well as emerging categories. There is much recent research exploring particular content in children’s literature, supporting the central importance of literature in the classroom and community. Comparative Canadian studies across decades, however, are rare, and are increasingly important as a way to track and describe the changes that are taking place with respect to books for young people. It is interesting that in both 2005 and 2015, picture books tended to feature children as protagonists, with the highest number of books from the 2005 set utilizing the fantasy genre (at 34%) or realistic fiction (at 28%) and the highest number of books from the 2015 set occurring in non-fiction (at 34%, up from 16% in 2005) or fantasy (at 31%). Historical fiction in both years presented comparatively low, at 12% and 3%, respectively.Findings of this study support and extend the notion of Radical Change. The research team noted marked innovations within the 2015 group related to forms and formats, boundaries, and perspectives. Of particular note are the increasing numbers of books that present Indigenous content and perspectives. While many of the changes appearing in Canadian picture books between 2005 and 2015 might be predicted through the standard categories of Radical Change (Dresang, 1999), other findings also emerged that suggest new Radical Change considerations. Continuing to examine children’s literature as artifacts of a culture can illuminate particular aspects of that culture and offer opportunities to engage authors, illustrators, and publishers in filling gaps where particular perspectives or topics are missing. Advocacy is important as children’s literature continues to be a source of tension for what it portrays and presents as well as its missing voices. A knowledge of patterns and trends in relation to available content and resources supports classroom practice as well as encourages classroom research and further explorations of the evolving landscape of children's books.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».