CFP – L.M. Montgomery and Reading

CFP: L.M. Montgomery and Reading
The L.M. Montgomery Institute’s Thirteenth Biennial Conference
University of Prince Edward Island, 21-24 June 2018

“I am simply a book drunkard. Books have the same irresistible temptation for me that liquor has for its devotee. I cannot withstand them.” –April 4, 1899 (from The Complete Journals of L.M. Montgomery: The P.E.I. years, 1899-1900)

“In spite of this proliferation of approaches to Montgomery, her fictions flourish in their original form. They continue to draw people from all over the world to the island of reading pleasure.” –Elizabeth Waterston, Magic Island: The Fictions of L.M. Montgomery

The 2018 conference invites research that considers “L.M. Montgomery and Reading” in all its forms and possibilities. The allusions in Montgomery’s novels and the richness of her own reading life raise a host of questions about the politics, history, culture, technologies, and practice of reading. In turn, fans and scholars explore what it means to read Montgomery as they continue to visit and revisit her novels and autobiographical work. Her enduring popularity continues to inspire translations and transformations that offer readers new ways to experience Montgomery’s texts.

This conference will also mark the 25th anniversary of the L.M. Montgomery Institute, providing an important opportunity to (re)read and reflect on the past and future of Montgomery scholarship and to explore how the presenters see themselves in a community of international, interdisciplinary, and interrelated readers.

The conference theme inspires topics including:

  • Reading politics and history in and of Montgomery’s works
  • Material cultures and the class implications of reading
  • Influence and intertextuality across texts including explorations of Montgomery’s literary allusions
  • Global experiences of reading classics
  • Literacy in all forms, teaching Montgomery texts, and reading education
  • The neurobiology and neuroscience of reading and the human capacity to read
  • Reading and ways of seeing, reading and visual culture, alternative reading methods
  • Reflections on and readings of Montgomery scholarship
  • Reading in translation, reading personally and culturally, and reading over a lifetime

Please submit 250-300-word proposals and short CVs to the submission form on the LMMI website ( by 15 August 2017. Proposals should not only clearly articulate a strong argument but they should also situate that argument in the context of previous Montgomery scholarship. All proposals are blind reviewed. Proposals for workshops, exhibits, films, and performances are also welcomed. For more information please contact Laura Robinson ( or Emily Woster (

CFP – Calling Dumbledore’s Army: Activist Children’s Literature

CFP for 2018 MLA Panel – Calling Dumbledore’s Army: Activist Children’s Literature

Books can encourage children to question rather than accept the world as it is. Literature for young people can invite them to imagine a world where black lives matter, women’s rights are human rights, poverty does not limit one’s life choices, LGBTQ youth know they are loved, indigenous peoples’ rights are respected, the disabled have equal rights and opportunities, refugees find refuge, and climate change does not imperil life on this planet.

This guaranteed session (sponsored by the Children’s Literature Forum) examines children’s literature as a vehicle for social change. Subjects panelists might consider include (but are not limited to): children as activists, books aligned with social movements, satire or humor as catalyst for change, the repurposing of children’s culture as means of expressing or inspiring adults’ activism. Papers may cover any country or historical period.

The panel will convene at the Modern Language Association Convention in New York, which will be held from January 4 to 7, 2018.

Send 1-page abstract and 2-page CV by March 15, 2017 to Philip Nel

CFP – Pippi to Ripley 4: Sex and Gender in Children’s Literature, Fantasy, Science Fiction, and Comics

Pippi to Ripley 4: Sex and Gender in Children’s Literature, Fantasy, Science Fiction, and Comics
Ithaca College, April 21-22, 2017
Keynote: SAMMUS performs her acclaimed nerdcore hip-hop and talks about race, geekdom, and feminism
Special guest: Breakout YA author LJ Alonge, author of The Blacktop series of YA novels

Pippi to Ripley 4 is an interdisciplinary conference with a focus on women and gender in imaginative fiction. We invite papers devoted to fictional characters in all media, including: comics, films, television, and video games as well as in folklore, mythology, and children’s and young adult literature. This year’s conference includes a special focus on Fan Intersectionality: Race, Gender and Sexuality in Fan Communities.

But we also welcome paper proposals on all aspects of female/gender queer representation within an imaginative context, including but not limited to:

  • Young female and queer characters, especially in media for young adults and children (The Hunger Games, Divergent, The Song of the Lioness, His Dark Materials, The Runaways, Power Pack)
  • Women and their place in futuristic or other worlds (Dystopic Fiction, Classic Science Fiction, Fantasy Worlds, Star Trek, Doctor Who, Babylon 5, Firefly)
  • Female and queer protagonists in urban fantasy and paranormal romance (Buffy, Anita Blake, Sookie Stackhouse, Clary Fray)
  • Gender politics after the apocalypse (Revolution, Falling Skies, Oryx and Crake, Y: The Last Man)
  • Teaching imaginative fictive/offering imaginative fiction-based programming at all levels (Buffy-based courses; graphic novel units, YA dystopias, children’s fantasy)
  • Female and queer characters in updated/adapted fairy tales (Once Upon a Time, Hansel and Gretel: Witch Hunters, Snow White and the Huntsman, Grimm)
  • The women of superhero films/television with a special focus on differently abled and gender non-conforming characters (Jessica Jones, Marvel Cinematic Universe, Agents of SHIELD)
  • Female-focused comic book series (Ms. Marvel, Wonder Woman, Pretty Deadly, Rocket Girl)
  • Horrific women and women in horror (American Horror Story, Lamia, Carrie, Mama)
  • Science fiction and reproductive body horror (Alien franchise, Twilight, Bloodchild)
  • Cyberpunk and the redefinition of gender (William Gibson, Neal Stephenson, Charles Stross)

Please send a 300-500 word abstract by February 15, 2017, to Katharine Kittredge, Ithaca College, Department of English,

CFP – Cultural Representations of Transnational Childhoods

Cultural Representations of Transnational Childhoods
Day Seminar 13/5/2017, University of Wroclaw
organized by the Center for Young People’s Literature and Culture and the Center for Postcolonial Studies, Institute of English Studies, the University of Wroclaw in collaboration with the Centre for European Studies, Australian National University

It is assumed in Western culture that children have a natural need for a stable and safe domestic and familial environment (Holloway and Valentine 2000). Yet research reveals that the number of children whose everyday lives have been marked by mobility and risks it entails is increasing substantially (Ní Laoire et al. 2010). Child-centered studies of migration in particular show that children often become actors in the immigration process as they negotiate their identifications with places and cultures. Acknowledging and understanding both children’s agency and their active participation in the mobility of their families, for example as language and cultural brokers, requires a transnational literacy (Spivak 1992, Brydon 2003, Lee 2011) and relying on child-centered critical and pedagogical methodologies aimed at examining the influence of transnationalism on children’s lives (Spivak 1992, Brydon 2003, Lee 2011). Therefore, while substantial attention has been given to these phenomena in sociological studies of childhood, children’s movement across geopolitical borders also needs to be analyzed from a cultural perspective. We invite papers exploring past and contemporary representations of transnational childhoods in literature, film and other media that foreground the mobile nature of children’s lives and thus encourage a reflection on children’s experiences of mobility as an essential factor in their cognitive and emotional development.

Possible areas of interest include:

  • motifs of home and belonging, children’s creation of belonging
  • negotiations of belonging between/across cultures
  • intersections between children’s mobility, gender, class and race
  • children is diasporas
  • inter/intragenerational relationships
  • international and internal migrations
  • (digital) media and identity formation
  • emigration from “new” Europe to “old” Europe
  • ethnic/minority children in communism
  • longing for mobility in situations of restricted access to border-crossing

We welcome abstracts of 300 words before 1 April, 2017. To submit an abstract or for any questions, please email Dr. Justyna Deszcz-Tryhubczak at

The participation in the seminar is free of charge. We offer refreshments and cold lunch.

CFP – Queer(y)ing the World: International LGBTQ+ Literature for Young Readers

CFP: Queer(y)ing the World: International LGBTQ+ Literature for Young Readers

In the past few decades in English-speaking countries, we’ve seen a major increase to the number of children’s and young adult books published featuring LGBTQ+ themes. But what is the situation like in other languages and other cultures?

In this edited collection, we aim to explore LGBTQ+ literature for young readers around the world, particularly beyond the English-speaking countries/cultures. By LGBTQ+, we include: lesbian, gay, bisexual, trans*, queer, kink, intersex, non-monogamy, and more. We are interested in the intersection of literature, history, and politics, and we hope the various chapters will explore topics such as but not limited to:

  • How are sexualities and gender identities depicted in writing and illustration for younger readers? How are queer families and the construction of queer families portrayed?
  • How is this depiction influenced by the way the culture in question views queer identities?
  • What is the connection between LGBTQ+ rights and literature for children and young adults?
  • Who is writing this work and why?
  • Which companies are publishing the works?
  • What genres are these texts?
  • How do words and images interact in these books, if relevant?
  • How do LGBTQ+ identities intersect with other aspects of identity, including but not limited to ‘race’/ethnicity, dis/ability, class background, size, religion, and so on?
  • Are these works getting translated to other languages or are they themselves translations?
  • Are there different types of works being written by different groups within the cultures/countries?
  • What is the response of young readers (and parents, teachers, and other older readers) to the books?
  • How do libraries and library workers engage with these works?
  • How has the literature changed over time?
  • What sort of work remains to be done in this field?

Please submit an abstract of 300-500 words by 30 April 2017. We will reply with an acceptance or rejection of the abstract and feedback in the early summer and we anticipate that the due date for the submission of complete articles will be at the end of 2017. Articles will be 5000-7000 words, unless otherwise agreed upon. Guidance on style and referencing will be offered in due course. Abstracts and chapters should be in English, and any quotes in other languages should be translated as necessary.

Please contact Dr B.J. Epstein at and Dr Liz Chapman at with questions or to submit abstracts.

CFP – Translation Studies and Children’s Literature: Current Topics and Future Perspectives

Since the publication of pioneering works by Göte Klingberg, Riitta Oittinen and Zohar Shavit in the 1970s and 1980s, the translation of children’s literature has attracted the attention of many scholars in various fields. On 19 and 20 October 2017, KU Leuven and the University of Antwerp (Belgium) will organise an interdisciplinary conference on Translation Studies and Children’s Literature that aims to investigate the intersection between translation studies and children’s literature studies, offer a state of the art of current trends in the study of children’s literature in translation, and consider future perspectives for this field. How can the concepts, methods and topics used to study children’s literature contribute to the field of Translation Studies? What research questions are opened up by studying children’s books from a Translation Studies perspective? And what potential avenues have only recently been opened up, or remain as yet uncovered? The conference will take place on the occasion of the academic retirement of Prof. dr. Jan Van Coillie (University of Leuven), a pioneer in this area of study.

We welcome proposals on topics relating to promising lines of research integrating Translation Studies and Children’s Literature Studies, including:

  • globalisation/localisation/glocalisation (including English as a lingua franca)
  • ideological shifts in the translation process
  • ethical aspects of translating children’s literature
  • the reception of translated children’s books
  • the role of institutions and mediators (translators, publishers, agents, critics etc.)
  • intermedial translation (including digital picturebooks)
  • the benefits of applying literary approaches such as digital humanities or cognitive sciences to the study of children’s literature in translation
  • new impulses from established approaches such as stylistics, memory studies, genetic criticism or reception studies

The conference will be held in Brussels (19 October 2017) and Antwerp (20 October 2017) and will be preceded by a master class on translating Children’s Literature (for Dutch-speaking students) on 18 October 2017 in Brussels. The working language of the conference will be English although simultaneous interpreting can be provided upon request (please indicate in your proposal).

Keynote speakers are:
Gillian Lathey (University of Roehampton London, UK)
Cecilia Alvstad (University of Oslo, Norway)
Emer O’Sullivan (University of Lüneburg, Germany)
Jan Van Coillie (University of Leuven, Belgium)

Please send your proposals (300 words) by March 15, 2017 to We will give notice by April 30, 2017.


CFP – Any Signs of Childness? Peter Hollindale’s Signs of Childness in Children’s Books (1997), 20 Years On

Any Signs of Childness? Peter Hollindale’s Signs of Childness in Children’s Books (1997), 20 Years On
Day Symposium, 05/05/2017
Department of Education, University of York (UK) – H/G21, The Eynns Room

I wish to argue here that childness is the distinguishing property of a text in children’s literature, setting it apart from other literature as a genre, and it is also the property that the child brings to the reading of a text.

Twenty years ago, Peter Hollindale coined the term “childness” to qualify, or rather evoke, the particular feel of those discourses which express with unique intensity something of the quality of being a child in a certain place and time. Childness, Hollindale argued, is not a static property; always situated, it occurs through reading events, and signals a successful exchange between text and young reader.

This compelling but also elusive concept, although very often mentioned in children’s literature studies, has arguably been underused; children’s literature theorists have not engaged with that text as much as with Hollindale’s other celebrated work, Ideology and the Children’s Book (1988). Yet the “I know it when I see it” dimension of childness continues to condense much of the seduction and frustration of children’s literature as an object of study. In this symposium, we welcome scholarly contributions that reread, update, reevaluate, rethink, or trace the legacy of, Hollindale’s concept in the light of two decades of children’s literature theory and criticism. Suggested topics include, but are not limited to:

  • Childness and contemporary children’s literature theory
  • Childness and exchange: “kinship” and “difference” models; generational gaps and “cultural time-gaps”; adult-child relationships; childness and “adultness”
  • The reading event: potential uses of “childness” in empirical work
  • Childness and sociological, political and intersectional approaches to children’s literature
  • Childness beyond children’s literature: childhood studies, education, sociology and philosophy of childhood; general literary theory
  • Childness beyond children’s books: multimedia, film, cultural and material productions

We welcome abstracts of 300 words from researchers and postgraduates before February 5, 2017. To submit an abstract or for any questions, please email

CFP – Special Issue of Children’s Readings: The 1917 Revolution and Children’s Literature

Call for Papers
Children’s Readings 12
1917 год и детская литература – The 1917 Revolution and Children’s Literature
Issue Publication: October 2017
Issue Editors: Sara Pankenier Weld and Svetlana Maslinskaia
Journal website:

We propose to dedicate issue 12 of Children’s Readings [Detskie chteniia] to the centennial of the 1917 Revolution.

Samuil Marshak formulated the widely accepted conception of Soviet children’s literature: “One cannot live only on one’s legacy, however great it might have been. We must ourselves create our present and future – a new literature, which fully reflects our time and even glimpses further into the future.” Marshak repeatedly spoke about new authors, new themes, new protagonists – about the new “big literature for the young.” Such a contrast-based history of children’s literature, clearly divided into a “then and now” demarcated by the events of the year 1917, has been reproduced uncritically during the course of the entire Soviet (and post-Soviet) period in domestic and foreign research and textbooks for higher education.

A “pre-revolutionary” and “post-revolutionary” periodization proves typical in the structure of histories of Russian children’s literature in the 20th century: the 1918 article by Kormchy styles itself as a Rubicon between old and new literatures and the post-revolutionary body of “progressive” children’s writers is construed as a team of like-minded confederates: “Gorky + Chukovsky + Marshak’s editorship.” On the whole, literary production for children in the second half of the 1910s-1920s is described in terms of an opposition to tradition, the overcoming of old themes and genres, a rupture in individual artistic practice, and so on.

In our view, this view demands further scrutiny. Of course, it is impossible to deny the fact that, after the revolution, the set of authors changed, publishers and editions appeared and disappeared, some works were forbidden, while each year some were reissued, new illustrators arrived, the range of literary themes and plots was renewed, new types of protagonists emerged, and so on. However, it is not clear in which ways and when there occurred (and if there did really occur?) a break between pre-Soviet and Soviet periods in the historical development of children’s literature. Did it primarily pertain to the organization of the literary process or did it alter the very character of literary texts? Is it possible to speak of stages in the development of Russian children’s literature or does a stage-based approach simplify the historical picture of its development?

We invite you to consider the following questions:

  1. Did a rupture in literary tradition occur in the year 1917? If it did occur, then how was it manifest and in what way did it proceed? Is it possible to propose a model not based on conflict for the changes occurring in children’s literature in the 1910s and 1920s?
  2. What did critics of the 1920s mean when they spoke of pre-revolutionary traditions in children’s literature? What, in your view, might be considered innovative in children’s literature of the 1920s and 1930s, and what might appear to be a development of the pre-revolutionary period?
  3. Did any forgotten experiments in children’s literature from the beginning of the 1910s reappear under new historical circumstances? Was it, in fact, principally new forms that were being put forward?
  4. How did modernism and the avant-garde figure in children’s literature of the 1910s-1920s? Was the revolution a reason for the gradual crowding out of modernism in the 1920s? What were the reasons for the fate of the avant-garde in Soviet children’s literature?
  5. Is it possible to consider the period of the 1920s-1930s a time of degradation/launching of children’s literature?
  6. What were the historical trajectories of work by children’s writers and illustrators beginning in the pre-revolutionary period and then continuing “under the Soviets” or in the “emigration”?
  7. How has children’s literature developed in other countries with similar historical situations of revolutionary upheaval? Is it possible to identify some common patterns?

Formatting guidelines for articles:
The proposed length of the articles is between 6,000 and 8,000 words including the bibliography.
Language of your submission: English or Russian.
The deadline for submission is June 1, 2017.

Your inquiries and submissions should be directed to the following address:

CFP – National Latino Children’s Literature Conference

The University of Alabama School of Library and Information Studies and The University of Texas at San Antonio is pleased to announce the 2017 National Latino Children’s Literature Conference to be held in San Antonio, TX on March 23-25, 2017. The National Latino Children’s Literature Conference was created for the purpose of promoting high-quality children’s and young adult books about the Latino cultures and to offer a forum for librarians, educators, researchers, and students to openly discuss strategies for meeting the informational, educational, and literacy needs of Latino children and their families (Naidoo, 2014).

Request for Proposals: In keeping with the recurring conference theme “Connecting Cultures & Celebrating Cuentos,” we invite program proposals that contribute to and extend existing knowledge in the following areas: Latino children’s and young adult literature, literacy development within bilingual education, Latino family literacy, Latino cultural literacy, library services to Latino children and their families, literacy programs utilizing Latino children’s literature, educational needs of Latino children, educational opportunities and collaborations, Latino children’s responses to culturally-responsive literature, social influences of children’s media on Latino youth, extra-curricular biliteracy programs in schools and libraries, and critical perspectives on children’s literature for and about Latinos.

Presentations may be empirical or provide a demonstration of practical applications of Latino children’s literature for current or pre-service librarians and educators. The National Latino Children’s Literature Conference is both a research and practitioner conference and all proposals go through a peer review process. There are two options for presentations.

(A) Program Proposals (Paper presentations, hands-on, workshop ideas): To submit your program proposal, please provide the following information in the following order:

  1. The title of your paper/workshop/presentation;
  2. 250 word (maximum) abstract of your presentation along with the program title;
  3. Indicate the language [English or Spanish]
  4. The name of the program organizer;
  5. The names of all presenters and their affiliations along with their preferred contact phone, email, and address;
  6. Your preferred presentation day (Thursday, Friday, Saturday or Either)
  7. Please email this information to conference co-chair Dr. Howard L. Smith at
  8. Please write “Program Proposal” in your subject heading.

(B) Poster Proposals: Posters can be a presentation of research  or  practical suggestions for teachers, librarians, and other educators. To submit your poster proposal, please provide the following information in the following order:

  1. The title of your poster;
  2. Indicate the language of your poster discussion [English or Spanish]
  3. A 200 word (maximum) abstract of your poster;
  4. The subject of your poster (e.g., Literature/Media Studies, Programs & Services in Libraries, Educational & Literacy Strategies, Exemplary Programs
  5. Your name and affiliation; your preferred contact phone, email, and address;
  6. Your preferred presentation day (Thursday, Friday, Saturday or Either)
  7. Please email this information to conference co-chair Dr. Howard L. Smith at
  8. Please write “Program Proposal” in your subject heading.
  9. Easels will be provided for posters and additional information about poster size will be provided with the acceptance letters.

The deadline for proposal submissions is midnight January 15, 2017  with notification of acceptance on or before January 31, 2017.

Need more information on the conference? Contact Conference Co-Chair Dr. Howard L. Smith at (Please write “Conference” in the Subject Line).