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1	Representation of picture books and book reading on children's television: a social semiotic study with implications for early literacy learning
	Zhang, Kunkun. - : Sydney, Australia : Macquarie University, 2017
	Abstract: Theoretical thesis. ; Bibliography: pages 245-274. ; Chapter 1. Introduction -- Chapter 2. Literature review -- Chapter 3. Methodology -- Chapter 4. Theoretical orientation -- Chapter 5. Reading as transmedia resemiotisation -- Chapter 6. Reading aloud as performance and its representation on television programmes for children -- Chapter 7. A multimodal analysis of cohesion during shared reading on television and by mother-child dyads in the home -- Chapter 8. The stated views of mothers, 4 year old children and television producers about television programmes that represent picture-book reading -- Chapter 9. Discussion -- Chapter 10. Conclusion -- References -- Appendices. ; It has frequently been observed that multimedia, including television, have fundamentally reshaped children's literacy practices. To address concerns expressed by some commentators about young children's declining engagement with print-based literature in "the age of the screen", some television programmes have been produced in which picture books are read to the audience. While there are undoubtedly many factors influencing the decisions made by those responsible for creating certain types of television programmes, one reason sometimes cited for the production of such programmes is that they form a type of "public pedagogy" aimed at encouraging book reading between preschool-aged children and their parents. Clearly, there are significant contextual differences between the picture-book reading that occurs in the home between very young children and their parents, and the scripted picture-book reading that is presented by actors on television programmes. Little research has been done, however, on the ways in which television programmes transform (or "resemiotise") the original print-based picture-book text through the employment of various resources such as animation and camera angle, and then re-present it to the viewing audience. Likewise, little is known about whether, and if so how, the practice of adult-child shared reading, as it is scripted, acted and presented on television programmes, resembles the actual reading experiences of young children in the home. This recontextualisation of picture books and the ways they are read to children raises issues surrounding the potential of such programmes to encourage and support shared reading of picture books in the home. If, as is frequently asserted, young children prior to school age are spending a large proportion of their time watching television, it is significant for parents and educators to consider the manner in which television programmes present picture books, in order to critically evaluate the potential benefits and limitations of this type of programme for supporting children's literacy development. ; This study employs social semiotic theory to analyse a range of data that includes picture books, television programmes, and video-recorded parent-child shared readings in the home, or in similar home-like settings. This theoretical orientation provides tools that support a theoretically-grounded, context-sensitive and systematic analysis of semiotic modes such as language, image, animation, and gesture, and their interaction in shared reading as a social practice, which includes elements such as the reader, the child listener, the book they are reading, and the manner in which they interact. ; The study explores the resemiotisation of print-based picture books and book reading on television programmes from three perspectives. Firstly, it analyses the multimodal transformations in a picture book that take place during one episode of a popular children's television programme, Bookaboo. Secondly, it explores reading aloud on television in terms of its performative features, comparing the manner in which that book is read on Bookaboo and on CBeebies Bedtime Stories, with the manner in which nine mothers and 4-to-5-year-old children read together and discuss the picture book in the home or similarly naturalistic environment. This comparison includes a consideration of the manner in which the textual patterns in the picture book itself play a part in shaping the interactions between the mother-child participants, as they read the print-based picture book together. Thirdly, the study investigates the perspectives of those involved in the production of such programmes, and the views of the nine mothers and young children, who are the potential target audience, on television programmes in which picture books are read to the audience. Cutting across each of these perspectives is a consideration of the implications of the television programmes for children's emergent literacy development, based on what is known from previous research. ; The findings will provide parents and educators with evidence to evaluate the potential benefits and limitations of such programmes to support children's emerging literacy development. ; Mode of access: World wide web ; 1 online resource (xiv, 295 pages) colour illustrations
	Keyword: Children -- Books and reading; children's literacy; children's television; Children's television programs; multimodality; picture books; Picture books for children; shared reading; social semiotics; systemic functional linguistics
	URL: http://hdl.handle.net/1959.14/1273599
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2	Speech Equality: A Gendered Analysis of Children’s Television Shows
	Bergen, Rikki N
	In: Anthropology Presentations (2017)
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3	Young People's Literature of Algerian Immigration in France
	Schneider, Anne
	In: CLCWeb: Comparative Literature and Culture (2016)
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4	Mean on the screen: social aggression in programs popular with children
	Martins, Nicole; Wilson, Barbara J.
	In: Journal of communication. - Cary, NC : Oxford University Press 62 (2012) 6, 991-1009
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	OLC Linguistik
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5	Mapping the dubbing scene : audiovisual translation in Basque television
	Barambones Zubiria, Josu. - Oxford [u.a.] : Lang, 2012
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	UB Frankfurt Linguistik
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6	Developmental changes in attention and comprehension among children with attention deficit hyperactivity disorder
	Bailey, Ursula L.; Lorch, Elizabeth P.; Milich, Richard...
	In: Child development. - Malden, Ma. [u.a.] : Blackwell 80 (2009) 6, 1842-1855
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7	Subtitling for deaf children on British television
	Zárate, Soledad
	In: The sign language translator and interpreter. - Manchester [u.a.] : St. Jerome Publ. 2 (2008) 1, 15-34
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8	La banda sonora del programa «Rá-Tim-Bum»
	Almeida Duarte, Monica De
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 25, 2, 2005 (Ejemplar dedicado a: Televisión de calidad: Congreso Hispanoluso de Comunicación y Educación. Huelva. 2005 (CD-Rom)) (2005)
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9	La banda sonora del programa «Xuxa no mundo da imaginação»
	Nunes Fernandes, José
	In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 25, 2, 2005 (Ejemplar dedicado a: Televisión de calidad: Congreso Hispanoluso de Comunicación y Educación. Huelva. 2005 (CD-Rom)) (2005)
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10	Bambini spettatori di bambini : dissonanze tra cartoni e spot
	Becchi, Egle; Ferrari, Monica
	In: Ikon. - Milano : Angeli (2003) 46-47, 69-116
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11	La comprensione dei programmi per ragazzi : criteri per la valutazione della qualità cognitiva
	Paoletti, Gisella; Odorico, Chiara; Zidari, Chiara
	In: Ikon. - Milano : Angeli (2003) 46-47, 117-200
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12	Das Erklärstück : ein Spezifikum von Fernsehnachrichten für Kinder
	Gornik, Hildegard
	In: Textstrukturen im Medienwandel. - Frankfurt am Main [u.a.] : Lang (1996), 161-178
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13	Sammelaufnahme (Collective entry)
	Roberts, Kenneth (Mitarb.); Horowitz, Frances Degen (Mitarb.); Donahue, Mavis (Mitarb.)...
	In: Journal of child language. - Cambridge [u.a.] : Cambridge Univ. Press 13 (1986) 2, 191-437
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14	'Motherese' of Mr. Rogers : a description of the dialogue of educational television programs
	Rice, Mabel L.; Haight, Patti L.
	In: Journal of speech and hearing disorders. - Washington, DC : Ass. 51 (1986) 3, 282-287
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15	Male/female language differences and attributional consequences in children's television
	Mulac, Anthony; Bradac, James J.; Mann, Susan Karol
	In: Human communication research. - Cary, NC : Oxford University Press 11 (1985) 4, 481-506
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16	Young children's processing of television : modality differences in the retention of temporal relations
	Hayes, Donald S.; Kelly, Suzanne B.
	In: Journal of experimental child psychology. - Amsterdam : Elsevier 38 (1984) 3, 505-514
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17	How children read television : the levels of the game
	Christenson, Peter G.
	In: Communications in transition. - New York : Praeger (1983), 242-259
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18	Struttura semiologica ed effetti psicologici dei nippocartoons
	Villa, Maria
	In: Ikon. - Milano : Angeli (1983) 6, 13-53
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19	Comprehension and inferences from traditional and nontraditional sex-role portrayals on television
	List, Judith A.; Collins, W. Andrew; Westby, Sally D.
	In: Child development. - Malden, Ma. [u.a.] : Blackwell 54 (1983) 6, 1579-1587
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20	An analysis of verbal language in Saturday morning children's programs
	MacCorkle, Suzanne
	In: Communication quarterly. - Philadelphia, Pa. : Routledge, Taylor & Francis Group 30 (1982) 3, 210-216
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