Call for IRSCL Board Nominations

The 2019 IRSCL biennial is drawing near, and this means that there will be a new round of elections of executive board members during the general membership meeting in Stockholm. This is to invite you to nominate yourself as either a board member or as president, since Lies Wesseling’s term as president will come to an end in august 2019, and some current board members will step down as well.

To warrant continuity, aspiring board members should have tenure, and some financial support from their home institutions, as they will have to attend the annual board meeting and the biennial conference wherever these take place, so a minimal requirement is that you will have some funding for this.

If you are interested in standing for the board, please send a message to Lies Wesseling (lies.wesseling@maastrictuniversity.nl) with the following information:

  • Board member or president?
  • Name
  • Academic title
  • Institutional affiliation
  • Research expertise
  • Motivation: why do you want to join the board, what would like to achieve?
  • A photograph of yourself

The board will use these data to prepare the slate of nominations. If you want to get an idea of what these look like, please visit the members only section of the IRSCL website.

Submit your nominations by February 1, 2019.

Research Director of the Center for Children’s Books at University of Illinois at Urbana-Champaign

The University of Illinois at Urbana-Champaign
Research Director of the Center for Children’s Books
School of Information Sciences
https://jobs.illinois.edu/faculty-positions/job-details?jobID=103778&job=school-of-information-sciences-research-director-of-the-center-for-children-s-books-103778

The University of Illinois at Urbana-Champaign, School of Information Sciences, invites nominations and applications for the position of Research Director of the Center for Children’s Books. The School of Information Sciences at Illinois is an international leader in graduate education, and is home to world-class faculty, top-tier research, and a Master of Science in Library and Information Science program that is consistently ranked highly by U.S. News & World Report. Its mission is to lead the way in understanding the use of information in science, culture, society, commerce, and the diverse activities of our daily lives—and in doing so, change the world.

The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit http://go.illinois.edu/EEO. To learn more about the University’s commitment to diversity, please visit http://www.inclusiveillinois.illinois.edu.

The Center for Children’s Books (CCB) at the School of Information Sciences supports critical inquiry, professional training, and educational outreach related to youth-focused literature, resources, and librarianship. The Center’s mission is to facilitate the creation and dissemination of exemplary and progressive research and scholarship related to all aspects of children’s and young adult literature; media and resources for young (age 0-18) audiences; youth experience and information use; and youth services librarianship. Formed in 1945 along with its affiliate unit, the journal The Bulletin of the Center for Children’s Books, the Center has established an important role in the iSchool as the leader and supporter of youth-focused research, the host of scholar- and practitioner-focused events, and the home of a 16,000-volume special collection of youth literature.

The CCB seeks a Director with broad intellectual insights, top-tier scholarly credentials and accomplishments, and the leadership and managerial capacity to actualize a bold vision for its future. Reporting to the Associate Dean for Research, and in coordination with the faculty, the School Librarian Program coordinator, and the Editor of the Bulletin of the Center for Children’s Books, the Director will have responsibility for the strategic, programmatic, financial, fundraising, and management operations that support the mission and vision of the CCB and its role within the School of Information Sciences. Outstanding candidates will demonstrate strong commitment and experience in the education of youth and those who work with youth.

Candidates should hold a PhD in library and information science, children’s literature, or a related discipline, and have a distinguished record of teaching, research, and service that would warrant a tenured appointment at the rank of associate professor or full professor in the School.

The Director will:

  • Define and execute a strategic vision for the future by articulating the distinctive needs and opportunities of the CCB;
  • Attract external funding from federal agencies, corporations, foundations, and interested donors to support the Center’s mission and develop relevant partnerships; and,
  • Identify and realize emerging opportunities for new research, programs, and multidisciplinary initiatives that leverage the excellence of the Center and the breadth and strength of the School’s interdisciplinary culture.

The next Director is expected to bring:

  • The intellectual leadership and curiosity to direct a robust research program;
  • An appreciation of the Center’s history and its potential for the future;
  • An understanding of the connections between youth-focused research and professional practice;
  • An approach that sees youth as agents and creators in their own right and partners in research;
  • A boundary-crossing approach to youth experience that spans various disciplines, print and digital media, and physical and virtual spaces;
  • Outstanding communication skills and strong interpersonal skills;
  • A demonstrated commitment to diversity and inclusion;
  • A record of successful grant writing and/or fundraising;
  • An international-level reputation for scholarship and presentations in the field; and
  • Excellence in teaching.

Experience with the following is preferred:

  • Management of grant-funded projects;
  • Professional work with youth as a researcher and/or a practitioner;
  • Knowledge of and appreciation for diverse, historical, and contemporary children’s literature;
  • Work with diverse communities;
  • Supervision of student and professional staff.

This is a full-time, 9-month appointment starting in the fall of 2019; salary will be commensurate with experience.

The iSchool’s academic programs include the top-ranked Master of Science in Library and Information Science and one of the fastest growing programs at the University, the Master of Science in Information Management. In addition, the School offers a Doctor of Philosophy in Library and Information Science, the oldest program of its kind in the nation, an MS in Bioinformatics, a Certificate of Advanced Study, a Certificate of Advanced Study in Digital Libraries, and School Librarian Licensure Program. Plans for an undergraduate degree in information sciences are underway.

As a longstanding innovator in online education, the iSchool offers many programs for students who study from a distance. The total enrollment consists of more than 690 master’s students and nearly 50 doctoral students—including 195 international students—who learn with enthusiasm and contribute to the dynamic intellectual life of the School.

For more information, please visit http://ischool.illinois.edu/.

The university strongly encourages applications from individuals traditionally underrepresented in academia. Review of applications will continue until the position is filled. For full consideration, applications should be received by November 2, 2018. Candidates should provide a curriculum vitae, a letter of interest that addresses the candidate’s vision for the CCB, as well as the applicant’s motivation to apply, and a list of three professional references, including contact information. All requested information must be submitted for your application to be considered.

Interviews may be conducted before the closing date, although no hiring decisions will be made until after the search has closed. For further information regarding application procedures, you may contact Candy Edwards at cledward@illinois.edu.

CFP – Special Issue of IRCL: Instituting, Forgetting, and Remembering: (Post-)Colonial Practices of Child Removal in Children’s Media

Call for Papers
Special Issue of International Research in Children’s Literature
Editors: Lies Wesseling (lies.wesseling@maastrichtuniversity.nl) and Mavis Reimer (m.reimer@uwinnipeg.ca)

The (forcible) relocation and re-education of Indigenous children at the peripheries of empire was a wide-spread form of colonial governance. Children were considered to be more malleable than their adult counterparts, meaning that colonial regimes considered it possible to “take the Indian out of the child,” or to “breed the color out of aboriginals” or to transform Indigenous children up to the points at which they could make themselves useful as local intermediaries between the coloniser and colonised. Thus, Indigenous children have often figured as both targets and tools of Western civilising projects, as a tentative solution to the perennial problem of how to govern vast nations by means of a relatively small number of colonial administrators who, moreover, often lacked in-depth knowledge of the languages and cultures of the nations they were supposed to rule.

As Karen Sánchez-Eppler has argued convincingly in Dependent States, colonial strategies for governing the peripheries of empire and pedagogical regimes for raising metropolitan children were interdependent. Empires were “raised like children” and children were “civilized like savages.” The intimate link between imperial nation and domestic nursery may help to explain why children’s literature and affiliated media such as textbooks have played such a pivotal role in instituting, forgetting, and remembering the systematic instrumentalisation of Indigenous children in (post-)colonial contexts. Educative discourses such as children’s literature and textbooks were bent on piquing metropolitan children’s interest in the colonies in a concerted effort to recruit the next generation of colonial administrators, missionaries, and entrepreneurs. Later, these discourses were complicit in the embarrassed silence in which the colonial past was shrouded after decolonization. At the same time, however, the existence of these discourses and texts also preserved the past and eventually contributed to the disruption of the silence about the “stolen generations,” “lost birds,” deracinés.

This special issue aims to analyze how children’s literature and affiliated media instituted, silenced, and remembered forcible child removal from an international comparative perspective, including but also moving beyond the conventional focus on the former British Commonwealth. Topics may include, but are not limited to, the following issues:

  • How was the relocation and re-education of indigenous children “sold” to metropolitan children?
  • What versions of “family” and “family values” are propagated by children’s media that targets Indigenous children at the peripheries of empire?
  • How did children’s literature and textbooks respond to decolonisation?
  • Have exotic colonial themes, settings, and plot structures vanished from children’s media? If so, when did this occur?
  • When do efforts to re-present and remember child removal through children’s media gain ascendancy over silence and oblivion? How does children’s fiction relate to historiography in this respect?
  • Is the question of the “decolonisation of childhood” still topical? How do contemporary forms of neo-colonialism, post-colonialism, and anti-colonialism impact on the cultural construction of childhood as articulated by children’s media?

We particularly welcome transnational comparative approaches.

Abstracts due: 1 March 2019; completed papers 1 September 2019, publication July 2020.

CFP – Edited Collection on Sexuality and Sexual Identities in Literature for Young People

Call for Papers: Edited Collection on Sexuality and Sexual Identities in Literature for Young People

Acknowledging the capacity of literature to reflect and shape significant aspects of human development, this collection of essays takes as its central theme the representation of sexuality and sexual identities in texts for young people. Previous scholarship has established important connections between sexuality and gender, as well as sexuality and queerness, in literature for children and young adults. Investigations have also been made into the way particular genres and individual texts deal with desire, sex and sexuality.

This collection builds upon these individual approaches, while extending out to the analysis of various forms and incarnations of sexuality, across genres, texts and time periods. Keeping sexuality and sexual identities in writing for young people as its core focus, it will include analysis and discussion of representations of heterosexualities, homonormativity, trans subjectivities, asexuality, and the intersections between sexuality and other identity categories such as gender, race and class, across a range of texts and readerships.

We therefore welcome abstracts that revisit historical approaches to the study of childhood/adolescence and sexuality in literature, as well as those that provide contemporary and forward-looking models that take account of current and emerging sexual identities. Similarly, we welcome a wide range of theoretical approaches to this subject matter.

Suggested topics include, but are not limited to:

  • Sex and sexuality in historical literature for children
  • Same-sex desire in young adult fiction from Stonewall to the AIDS era
  • Hetero- and homo-normative families in picture books and junior fiction
  • “Straightness” in junior and/or young adult fiction
  • Queer spaces and queer geographies in writing for young people
  • Trans identities in children’s texts
  • Intersections between sexuality and race, class, gender, ability, age and/or nationality
  • Transnational approaches to sex and sexuality
  • Connections between romance narratives and ideologies around sex and sexuality
  • Religion/religious themes and sexual morality
  • “Post-gay” identities in millennial writing for young people
  • The role of genre in depictions of sex and sexuality for young people

Please submit abstracts of up to 300 words and a biographical note of up to 150 words to Dr Kristine Moruzi (kristine.moruzi@deakin.edu.au) and Dr Paul Venzo (paul.venzo@deakin.edu.au) by December 1, 2018. Full papers of 6000 words will be due by May 1, 2019.

CFP – Harry Potter Studies

Call for Papers
Harry Potter Studies
40th Annual Conference of the Southwest Popular/American Culture Association
Feb 20-23, 2019
Hyatt Regency Hotel & Conference Center
Albuquerque, New Mexico

SWPACA invites scholars to submit papers to the vibrant and diverse Harry Potter Studies Area of the Southwest PCA/ACA conference. The Harry Potter Studies Area is an interdisciplinary/cross-disciplinary field that focuses on both the novel and filmic versions of J.K. Rowling’s work. Papers may address the work as a whole, specific characters, themes, relationships, social and/or cultural implications, individual texts within the series, etc.

Paper and/or panel proposals are welcomed. Any and all types of scholars, including independent scholars, graduate students, non-tenured, tenure-track, tenured and emeritus faculty are encouraged to submit. The Harry Potter Studies Area aims to emphasize a diversity of scholarship opportunities and is open to innovation in approach to research about the Potterverse. Networking among Potter scholars with an eye toward post-conference collaboration and publication is a key goal of the Harry Potter Studies Area.

Papers from the Harry Potter Studies Area presented at conferences since 2012 have been gathered into four (4) published, edited volumes released in 2013, 2014, 2015, and 2016, with two more volumes scheduled to be released in 2019. We are an area committed to publication!

Papers submitted to the Harry Potter Studies Area are eligible for the SWPACA Travel Fellowships and the Richard Tuerk “Out of This World” Paper Award for Science Fiction and Fantasy. Dual submissions to the Area and the awards are highly encouraged. For application information, see http://southwestpca.org/conference/graduate-student-awards/.

Please consider submitting to the official SWPACA journal, entitled Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy. For more information, please visit http://journaldialogue.org.

For individual paper proposals, please submit an abstract of no more than 300 words to the official SWPACA database at http://conference.southwestpca.org/southwestpca/. Please also include a biographical note about each author in lieu of a full CV.

For panel proposals, please feel free to send an initial query email, or to propose the panel directly. Please include all of the information requested for an individual paper proposal for each member of the panel, as well as a working title for the panel and an additional description of no more than 300 words explaining the purpose/theme of the panel.

Please submit all questions to Dr. Christopher Bell (cbell3@uccs.edu), chair of the Harry Potter Studies Area. All proposals must be submitted to the database by November 1, 2018. Proposals sent to the chair via email will be returned and you will be asked to submit via the database. Information on the SWPACA and the conference can be accessed at http://southwestpca.org/.

CFP – Female Authors of Modernist Children’s Literature in Central Europe

Call for Chapters
Female Authors of Modernist Children’s Literature in Central Europe
Editors: Milena Mileva Blazić (University of Ljubljana), Yevheniia Kanchura (Zhytomyr State Technological University), and Alicja Fidowicz (Jagiellonian University)

Modernism was a cultural period that brought a lot of changes in society, art, and literature. Scientific and social progress, new ideas in psychology and pedagogy, emancipation of women, and other significant changes had a large influence on all literature, including children’s literature. Our project is to look at modernism in children’s literature of Central Europe, which was a multicultural region with different types of literary works.

We invite papers including the following topics:

  • Modernist tendencies in the writings of female authors from Austria, Bosnia and Hercegovina, Croatia, Czechia, Hungary, Lithuania, Poland, Serbia, Slovakia, Slovenia, Ukraine (years 1880-1930)
  • Beginnings of new trends in children’s literature created by female authors at the end of the 19th century and beginning of the 20th
  • Biographical contexts of writings for children created by female authors
  • Reception of female authors’ writings in modernist Central Europe
  • Writings of women from national and religious minorities (Jewish, Muslim, Protestant…)
  • Contemporary reception of modernist female children’s authors

Please send your papers to: modernist.female2018@gmail.com by 1 July 2019. Before sending your paper, please contact us for editorial information.

IRSCL Mentoring Programme 2019

IRSCL invites young children’s literature researchers (including undergraduate students and recent PhD graduates) to apply and benefit from the mentors’ expertise and guidance related to:

  • Teaching/Curriculum development
  • Article/book publication
  • Job market
  • Conference presentation skills
  • Networking
  • Grant applications

We are initially offering 20 mentee places, which we will try to allocate by matching the mentees’ needs with the mentors’ expertise. Once we have matched the mentors and mentees, we will ask them to negotiate the means of communication and time commitments. We hope that the mentors and mentees are able to begin their collaboration at the beginning of February 2019.

If you are interested in participating in the program as a mentee, please fill in and submit the online application form by 21 December, 2018. You have to be a member of the IRSCL to participate in the programme.

Please email Justyna Deszcz-Tryhubczak at justyna.deszcz@gmail.com if you have any questions.

CFP – Special Issue of Dzieciństwo: Literatura i Kultura: Film and TV Series Adaptations of Children’s and Youth Literature in the 21st Century

Film and TV Series Adaptations of Children’s and Youth Literature in the 21st Century

Since the beginning of the twenty-first century, we have been observing the increase in the popularity of film and TV series adaptations of children’s and youth literature. It was in 2001 that such productions were made as Harry Potter and the Philosopher’s Stone by Chris Columbus – screen adaptation of the first part of the famous J. K. Rowling’s heptalogy, The Princess Diaries by Gary Marshall based on the Meg Cabot book, or Shrek by Andrew Adamson and Vicky Jenson inspired by a book by William Steig under the same title.

We would also like to devote the first issue of the journal Dzieciństwo: Literatura i Kultura to consideration on the 21st century trend of adaptation of children’s literature – both film and TV series, presented on cinema and television screens and on streaming platforms (such as Netflix). What are the transformations of childhood constructs relative to literary prototypes? What tendencies are visible in film and TV series adaptations understood as reinterpretations of pre-text books? What literary works are the modern adapters most willing to use and what could be the reasons for their choices? Who is the hypothetical recipient of contemporary film and TV series adaptations?

We invite you to look at contemporary adaptations of both the classics of literature for young audiences and newer works; Polish and foreign texts. When presenting the analyzes of films and TV series, we would like to remind of their often forgotten – for example under the influence of adaptation – literary prototypes. We are interested in case studies as well as cross-sectional studies.

The problem areas we propose are:

  • Adaptations of multi-volume novels – both complete (e.g. Harry Potter, Hunger Games), and incomplete (e.g. His Dark Materials, Eragon, The Chronicles of Narnia, Percy Jackson); here especially the hypothetical reasons for the lack of continuation
  • New adaptations of the classics against previous adaptations (e.g. The Jungle Book from 2016 versus The Jungle Book from 1967)
  • Adaptations of contemporary fantasy literature (e.g. A Monster Calls, Coraline) and literary realism (e.g. Wonder, The Fault in Our Stars)
  • TV series adaptations of the era of streaming platforms (e.g. Anne, Lemony Snicket’s A Series of Unfortunate Events)
  • Adaptations of the latest Polish children’s and youth literature – film (e.g. Za niebieskimi drzwiami, Felix, Net i Nika oraz teoretycznie możliwa katastrofa) and TV series (e.g. Kacperiada, Pamiętnik Florki)
  • Adaptations more popular than their book source material (e.g. Shrek, How to Train Your Dragon)
  • Expansion of the source material (e.g. Where the Wild Things Are, Le Petit Prince – are those still adaptations?)
  • Biographical films about the creators of children’s and youth literature (e.g. Finding Neverland, Saving Mr. Banks, Goodbye Christopher Robin) and their relationship with the phenomenon of adaptation

We also invite you to send texts that are not related to the theme of the issue to the Varia and Reviews sections.

The deadline for submitting articles: November 30, 2018

Website: http://www.journals.polon.uw.edu.pl/index.php/dlk
Email: redakcja.dlk@uw.edu.pl

CFP – Postmodern Writing, Artistic Orientation and Literary Tradition: Studies on Tonke Dragt’s Children’s Books and Their Media Adaptations

Call for Papers

From 30 September to 2 October 2019, The University of Siegen organizes in cooperation with Tilburg University a conference on “Postmodern Writing, Artistic Orientation and Literary Tradition. Studies on Tonke Dragt’s Children’s Books and Their Media Adaptations.”

For more than 50 years Tonke Dragt has been one of the most popular children’s authors in the Netherlands. In Germany, her two best-known books Der Brief für den König (A Letter to the King) and Das Geheimnis des siebten Weges (The Song of Seven) have become bestsellers. Time and time again, these two together with some of her further children’s books have been adapted to other media, such as films, audiobooks, and games. At the moment, Netflix is planning to adapt A Letter to the King into a TV series. Dragt’s novels have also been adapted for educational purposes.

While Dragt’s novels enjoy a tremendous popularity, her work has been widely neglected in academia. Both intermedial and interdisciplinary approaches to her work as well as specific literary-theoretical and historical perspectives on Dragt’s oeuvre are still a rare occurrence in the academic landscape. This conference aims at changing this situation and wants to provide a good foundation for future research.

Together with authors such as Paul Biegel, Otfried Preuβler, Michael Ende, and James Krüss, Tonke Dragt belongs to a generation of children’s book authors who did not follow the 1970s trend of realistic, problem-oriented children’s literature. Instead, they created adventurous and fantastic worlds in their literary texts, which addressed fundamental existentialist questions. In the same vein as the above mentioned authors, Dragt gains her inspiration from folk- and fairy tales, as well as from classic world literatures. Riddled with well-known quotations and references from these literatures, Dragt’s stories invite young readers to go on a literary treasure hunt. This postmodern aspect of her work, reminiscent of Michael Ende’s books, also offers new perspectives on German literatures of this time period. Particularly interesting for children’s literature research are also both her illustrations and the collages she orchestrates of her own work as well as those of other authors.

Contributions in German, English or Dutch could address, but are not restricted to the following topics:

  • Biographical aspects
  • Tonke Dragt’s position in Dutch children’s literature
  • Genres in Dragt’s oeuvre
  • Analysis of Dragt’s books from critical perspectives such as ecocriticism, postcolonialism, comparative literature, narratology and translation studies
  • Interdisciplinary studies of Dragt’s illustrations of her own work and that of others
  • Media adaptations of Dragt’s work (film, television, audiobooks, games)
  • Adaptations of Dragt’s books for educational purposes
  • Dragt’s books in the discussion about the difference between popularity and canonicity

Abstracts (ca. 300 words) and a short academic biography should be sent before 30 November 2018 to the organizing committee: Dr. Jana Mikota, Siegen University, email: Mikota@germanistik.uni-siegen.de; Erik Dietrich, Siegen University, email: erik-dietrich@gmx.de; Prof.dr. Helma van Lierop-Debrauwer, Tilburg University, email: h.vanlierop@tilburguniversity.edu.

Travel expenses will be reimbursed provided that we get third-party funding for the conference. On the occasion of the author’s ninetieth birthday, we expect to publish a book with conference papers in the series Kinder- und Jugendliteratur intermedial (scheduled for 2020).