title: Representations of diversity in the revised New Zealand PictureBook Collection

authors: Daly, Nicola

subjects: picturebooks

abstract: Collections of children’s literature are used for a range of reasons including preservation, record keeping, and more recently the encouragement of intercultural understanding. Both the signifi- cance of learning about other cultures and the importance of children seeing themselves reflected in the books that they read have been discussed extensively. In 2010, the New Zealand PictureBook Collection (NZPBC) was developed in order to create a resource that reflected New Zealand national identity. In 2015 the NZPBC was revised and this article presents a visual and textual analysis of the diversity present in the sixty books nomi- nated through the lens of critical multicultural analysis, using four variables. Findings indicate considerable diversity is present in the collection in terms of representations of ethnicity and family; less so for representations of disability and languages.

text: Representations of diversity in the revised New Zealand PictureBook Collection Collections of children’s literature are used for a range of reasons including preservation, record keeping, and more recently the encouragement of intercultural understanding. Both the signifi- cance of learning about other cultures and the importance of children seeing themselves reflected in the books that they read have been discussed extensively. In 2010, the New Zealand PictureBook Collection (NZPBC) was developed in order to create a resource that reflected New Zealand national identity. In 2015 the NZPBC was revised and this article presents a visual and textual analysis of the diversity present in the sixty books nomi- nated through the lens of critical multicultural analysis, using four variables. Findings indicate considerable diversity is present in the collection in terms of representations of ethnicity and family; less so for representations of disability and languages.

year: 2017

title: Akoranga whakarei: Learning about inclusion from four kura rumaki

authors: Berryman, Mere

subjects: Special education

abstract: In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

text: Akoranga whakarei: Learning about inclusion from four kura rumaki In 2004 the New Zealand Ministry of Education proposed two research projects to understand how learning, social and cultural outcomes were being promoted for tamariki and rangatahi Māori with special educational needs in both kura auraki (English-medium schools) and kura rumaki (Māori-medium schools). 1hey also wanted to understand how this played out for other whānau members. At the time, a description of the services being promoted for Māori with special education needs acknowledged the philosophy that "tamariki and rangatahi with special needs and their whānau learn effectively through the provision of culturally competent services, which will ensure mana and tikanga are upheld" (Ministry of Education, 2003, p. 56). 
This chapter will briefly describe how this research was undertaken in kura rumaki and then discuss the findings that emerged. Perhaps not surprisingly, it will show that the staff from the kura who participated in this study, as with all of their students and whānau, had a very holistic and inclusive view of educating all tamariki and rangatahi, especially those with identified special education needs. The conclusion will consider some of the implications of these findings for others and propose that these research outcomes maintain relevance in 2014, a decade later.

year: 2015

title: A Comparison of Children’s Books: Picture books versus physically and intellectually adaptive interactive children’s books

authors: Wright, Kristy

subjects: Children's Books

abstract: Children’s book design has a great impact on shared reading practices, interaction and engagement. This study aimed to analyse a comparison of children’s picture books versus children’s interactive, adaptive picture books, in order to discover how physical and intellectual enhancements change the level and types of interaction within a shared reading environment. In turn, the study aimed to provide design solutions for designing effective children’s books in the future. 

The study was undertaken by designing a picture book with an age appropriate narrative and illustrations. The same storyline and design assets were then teamed with physical and intellectual enhancements to create the interactive, adaptive version of the book. The books were designed using a combination of currently accepted frameworks of a ‘successful children’s book’, as well as educational practices that align with the New Zealand Curriculum. Seven families with children aged 4-6 were observed utilising these books in three shared reading sessions over a number of weeks, and their interactions were analysed and compared. 

The results were compared to findings from numerous other researchers whose work centers around effective children’s books, shared reading, and adaption of children’s books.  In addition, by comparing the findings to a background study, many comparisons and common themes could be found between the interactive, adaptive book designed for the study, and interactive books currently on the market. 

Conclusions drawn from the study show that the basic principles of an effective children’s book need to be implemented by all designers in order to ensure engagement and interaction. These include standards of illustration, appropriate text and storyline, moral of story and relation to the child and the real world. In turn, the inclusion of physical and intellectual enhancements within the book promote a greater level of interaction and engagement from the parent and child. However, this is only the case if the enhancements provide meaningful interaction, and have a relevance to the story.  The inclusion of adaptive features within a children’s book - particularly the addition of a ‘goal’ - provides the highest level of interaction from children, prompting higher engagement levels and hence allowing the shared reading session to be more successful and educationally beneficial. 

This thesis provides designers with frameworks to enable the successful design of interactive, adaptive children’s books.

text: A Comparison of Children’s Books: Picture books versus physically and intellectually adaptive interactive children’s books Children’s book design has a great impact on shared reading practices, interaction and engagement. This study aimed to analyse a comparison of children’s picture books versus children’s interactive, adaptive picture books, in order to discover how physical and intellectual enhancements change the level and types of interaction within a shared reading environment. In turn, the study aimed to provide design solutions for designing effective children’s books in the future. 

The study was undertaken by designing a picture book with an age appropriate narrative and illustrations. The same storyline and design assets were then teamed with physical and intellectual enhancements to create the interactive, adaptive version of the book. The books were designed using a combination of currently accepted frameworks of a ‘successful children’s book’, as well as educational practices that align with the New Zealand Curriculum. Seven families with children aged 4-6 were observed utilising these books in three shared reading sessions over a number of weeks, and their interactions were analysed and compared. 

The results were compared to findings from numerous other researchers whose work centers around effective children’s books, shared reading, and adaption of children’s books.  In addition, by comparing the findings to a background study, many comparisons and common themes could be found between the interactive, adaptive book designed for the study, and interactive books currently on the market. 

Conclusions drawn from the study show that the basic principles of an effective children’s book need to be implemented by all designers in order to ensure engagement and interaction. These include standards of illustration, appropriate text and storyline, moral of story and relation to the child and the real world. In turn, the inclusion of physical and intellectual enhancements within the book promote a greater level of interaction and engagement from the parent and child. However, this is only the case if the enhancements provide meaningful interaction, and have a relevance to the story.  The inclusion of adaptive features within a children’s book - particularly the addition of a ‘goal’ - provides the highest level of interaction from children, prompting higher engagement levels and hence allowing the shared reading session to be more successful and educationally beneficial. 

This thesis provides designers with frameworks to enable the successful design of interactive, adaptive children’s books.

year: 2015