CFP: IRSCL 2021 Congress Aesthetics and Pedagogic Entanglements

Call for Papers

The pedagogical and aesthetic aspects of children’s and young adults’ literature have often been pitted against each other. Yet, if we think of children’s literature as a participatory and mediated practice, the aesthetical and the pedagogical dimensions are no longer opposed to each other. In the last two decades, we have witnessed an ‘educational turn’ in contemporary arts practices, where the emphasis is no longer on the finished aesthetic object, but on the processes and relationships established with the audiences and communities which become part of the art project, a process also facilitated by digital fora. Speaking of children’s literature as a mediated practice questions art’s autonomy and the limits of ‘non-art’; it brings the ‘death of the author’ not only to praise the ‘birth of the reader’ but also to foreground and question the conventions that sustain the artistic.

Since we cannot take children’s cognitive and literacy skills for granted, books tend to be recommended according to specific age ranges, while teachers and other adult figures involved (such as librarians, parents, and other caretakers, the so-called ‘gate-keepers’) try to facilitate an interpretation of the author’s intention. But what if we take the death of the author seriously? Will we still talk about the importance of understanding the text? What if we make children mediators and authors of children’s literature? Who is the ideal child that writes and reads? How is age produced and sustained in these relationships?

Thinking about possible synergies between the pedagogical and the aesthetic in children’s literature brings back questions on reception and (affective) engagement. It also provides us with insights into the entanglements of the publishing industry, the readers/viewers/consumers/users, the authors/artists, the practices of reading/sharing/discussing/reversioning and the new technologies, and at the same time, prompting reflections on our own (biased) academic work in this field.

Delegates will be invited to reflect on the implications of considering children not as ‘adults in the making’, but rather as readers and makers in their own right.

In this conference, we aim to strengthen the ties between children’s literature scholars, literacy and media experts and arts scholars to explore the possibilities of combining and rethinking the hermeneutical methods of the humanities, the experimental and empirical approaches of social sciences and arts-based research, as well as the contemporary anthropological and educational research that questions the essentialized positions of the adult and the child in educational contexts.

In this vein we suggest the following topics, but we also invite other paper and panel topics inspired by the congress’ theme:

Active readers:

  • Creative and collaborative writing by youth and children
  • Intergenerational collaborations
  • The child as ‘prosumer’ of children’s media
  • Reading and writing as playing
  • Children reversioning stories
  • Booktubers, fan-fiction and web-based communities inside and outside the classroom
  • Initiatives in marginalized communities (refugee centers, jails, hospitals)

Research and Practice:

  • Child-led participatory research
  • New materialism approaches to encounters with books
  • New approaches to reader-response
  • Cognitive approaches to aesthetics and pedagogy
  • Intersectional approaches
  • Arts-based methodologies
  • Historical approaches to tensions between te pedagogic and the aesthetic

Ethics and Aesthetics:

  • Ethical-political role of authors in children’s and YA literature
  • Gate-keepers and the “mediator circle” in children’s literature and media
  • The aesthetic and/or pedagogic role of paratexts
  • Representations of children as authors and artists in children’s fiction and media.

See full call for papers for further details.

More information on the Congress, its modality, dates and its main theme is available on our website ( We are looking forward to hosting you in Santiago!

CFP: Yearbook of the German Children’s Literature Society 2021

Children’s and young adult literature and media offer a symphony or polyphony of sounds. The word “sounds” evokes a whole concert of related associations. The term relates to a spectrum of auditory phenomena that encompasses the complex areas of tone/sound, word/language and music as well as noises of all kinds. It also leads to questions of sensory perception(s) as well as to sound art, be it in classical, experimental or popular culture forms. Literary sounds range from the multifarious aspects of the lyrical (poems, lyrics, etc.) to questions of intermedial references in texts; specific sounds and soundtracks are also audible in children’s and young adult media.

But it doesn’t just thrum and throb in young adult novels; sounds are also audible in picturebooks, for example, and political and ideological messages can be transmitted in all medial forms via sound. Narratological aspects are showcased when the voice of the narrator, the childlike tone or the fast beat of a novel are alluded to. Sounds can be interwoven with speech melodies, introduced with foreign-language quotations or underlaid with montaged and collaged noises. The chirping and rustling of nature is depicted via sounds, the (literary, composed) symphony of the big city sets a sound monument to metropolises.

In media contexts, too – both in the field of acoustics and in visual media – sounds are of central importance. Hence the relevance of probing the connections between sound and media development as mirrored in all media products and practices for children and young adults.

The open access, peer-reviewed Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung | GKJF (Yearbook of the German Children’s Literature Research Society) 2021 will focus on the theme of Sounds, examining the historical and contemporary dimensions of this complex subject. Contributions to this fifth volume of the Yearbook should address implications of the topic in its various medial forms (narratives, picturebooks, comics, graphic novels, films, television, computer games and apps) from both a theoretical and material perspective.

Contributions may be in German or English. While contributions on German children’s literature and media are particularly welcome, the editors also welcome proposals on other cultural and linguistic areas.

Possible themes and approaches with reference to children’s or young adult literature or media are:

  • Linguistic forms, narrative forms, narratives;
  • Intermediality and materiality;
  • Visual media (especially picturebooks, graphic novels);
  • Interdisciplinary aspects of the sound arts;
  • Acoustic media;
  • Audiovisual media: films, series;
  • Sensory perception, emotional research;
  • Music and singing;
  • Political aspects, ideological implications (e.g. “right-wing rock”);
  • Anthropological issues.

Beyond the focus theme, the Yearbook will publish up to three open contributions – in German or English – on questions of children’s literature and media from a historical or a theoretical perspective; proposals for these contributions are also welcome.


Please submit a proposal of no more than 300 words for a contribution on the focus theme or for an open contribution by 15 September 2020. The proposal should provide a short summary of the questions being addressed, establish theoretical positions and name the main literature to which the contribution will refer. The contribution itself should not exceed 40,000 characters (including spaces, footnotes and bibliography), and should be submitted to the editors as a Word document by 01 March 2021.

Please send your proposal to:

We look forward to receiving your proposal. A style sheet will be sent once your proposal has been accepted. The Yearbook 2021 will be published online in December 2021.

 Jahrbuch der Gesellschaft für Kinder- und Jugendliteraturforschung | GKJF     

Prof. Gabriele von Glasenapp, Universität zu Köln
Prof. Emer O’Sullivan, Leuphana Universität Lüneburg
Prof. Caroline Roeder, PH Ludwigsburg
Prof. Ingrid Tomkowiak, Universität Zürich 


IRSCL Statement on Racial Injustice and Plan for Accountable Action

From the IRSCL Executive Board and the IRSCL Equity and Diversity Committee

In line with the 2017 IRSCL Statement of Principles and its commitment to advocate for the inclusion of underrepresented voices, languages, and cultures, the International Research Society for Children’s Literature (IRSCL) shares the collective and international grief and anger over the death of countless victims of racism and state-sanctioned violence around the world. The conjunction of long-standing economic and racial inequality, national and international histories of racism and violence, and current political tendencies in multiple regions around the world threaten the multicultural values we uphold. The IRSCL affirms its solidarity with scholars, students, writers, and all children, around the world, who are affected by racism, and expresses its support for the millions of protesters in the world who are working to change entrenched systems of inequality. Beyond words of solidarity, we also must translate our commitment to diversity, equity, and inclusion into concrete actions and policies.

As an organization the IRSCL commits to a plan of accountable action that includes but is not limited to the following measures:

  • Promote work by scholars of underrepresented groups while continuing to question power dynamics and privileges present in our academic field.
  • Include an IRSCL Equity and Diversity Committee Highlighted Panel at each IRSCL Congress
  • Ensure the inclusion of issues of equity and diversity in IRSCL Congress keynotes
  • Promote children’s writers and children’s literature reflecting diversity and/or addressing inequalities at the IRSCL Congress
  • Consider and address issues of equity, diversity, and inclusion through the IRSCL Mentoring Program
  • Consider equity and diversity and the value of scholarship on this subject as a significant factor in determining recipients of Awards and Grants
  • Support and promote the work of the IRSCL Equity and Diversity Committee and its stated aims:
  • To recognize and respect the differences that IRSCL members bring to the organization;
  • To create an environment in which all members feel a sense of belonging and acceptance within the IRSCL, especially early career scholars, and where everyone feels safe;
  • To advocate for the inclusion of underrepresented voices, languages and cultures in IRSCL meetings and congress presentations;
  • To promote and expand the study of children’s texts from across the globe;
  • To acknowledge the existence of diverse ways of knowing, being and presenting research.

As a multicultural, multilingual, and multiethnic research society, we are resolved to stand with so many others in our scholarly community who work daily to ensure that children’s literature research and children’s literature embody our shared commitment to diversity, equity, and social justice, while giving special attention to its impact on children.

As researchers and educators, we are committed to dialogue, reflection, and public engagement. We call upon our members to use their expertise both in the classroom and in public forums to engage in discussions on inequalities and racial justice. Teaching, scholarship, and creative work can be powerful tools in the struggle against racism and the present day calls upon us to use them in this way. It has never been more important to support and expand Black and Africana studies, Postcolonial and Decolonial studies, and Indigenous studies and to teach the literatures born of struggle against racism. We affirm that the IRSCL will redouble its efforts to create a safe, equitable and just community in every place where we live, study, teach and work, beginning in our own organization and field.

Endorsed by:

Executive Board of the International Research Society for Children’s Literature (IRSCL)

Evelyn Arizpe (University of Glasgow, Scotland), IRSCL President

Åsa Warnqvist (Swedish Institute for Children’s Books, Sweden), IRSCL Vice-President and Treasurer

Justyna Deszcz-Tryhubczak (University of Wroclaw, Poland), IRSCL Board, Mentoring Coordinator

Debra Dudek (Edith Cowan University, Australia), IRSCL Board, Membership and Recording Secretary

Macarena García González (Pontificia Universidad Católica de Chile), IRSCL Board, 2021 Congress Convenor

Sara Pankenier Weld (University of California, Santa Barbara, USA), IRSCL Board, Awards and Grants Coordinator

Lies Wesseling (University of Maastricht, the Netherlands), IRSCL Past President, Archivist

Emily Keijzer (University of Winnipeg), IRSCL Administrator

Equity and Diversity Committee of the IRSCL

Vivian Yenika-Agbaw (Pennsylvania State University, USA), Equity and Diversity Committee Chair

Laretta Henderson (University of Wisconsin, Milwaukee, USA), Equity and Diversity Committee Member

Sabeur Mdallel (Institut Supérieur des Sciences Humaines de Tunis, Tunisia), Equity and Diversity Committee Member

Xiaofei Shi (Soochow University, China), Equity and Diversity Committee Member

New issues of IRCL: 13.1 (July 2020) and the Congress special number

Message from IRCL:

Dear members,

We have two new issues of IRCL to share with you: 13.1 (July 2020) and the special number based on the Stockholm Congress theme of Silence and Silencing. Both are available at (tables of contents below). You will no doubt find much of interest in these issues and we encourage you to share the articles and reviews widely with students and colleagues.

We know that for many members life has been thrown into confusion by the coronavirus but perhaps that gives you more opportunities to read these special numbers and in that way stay in touch with colleagues and the discipline. Everyone on the IRCL team sends best wishes and we look forward to a time when we can gather at meetings and conferences face-to-face.


The IRCL team


13.1 TOC 

Editorial: From the Senior Editor
Kimberley Reynolds

Imagining Colonial Environments: Fire in Australian Children’s
Literature, 1841–1910
Michelle J. Smith

Laundering Treasure in Stevenson’s Treasure Island
Suk Koo Rhee

Gaining Harmony: Glocal Subjectivity in Two Indonesian films for Children
Nia Nafisah

New Materialist Openings to Children’s Literature Studies
Macarena García-González and Justyna Deszcz-Tryhubczak

Streams of Consciousness: The Downriver Narrative in Young Adult Fiction
Ada Bieber and Richard Gooding

Representing Turks in Greek Children’s and Young Adult Fiction
Lissi Athanasiou-Krikelis

The Men Who Drew for Boys (and Girls): 101 Forgotten Illustrators of
Children’s Books 1844–1970. Robert J. Kirkpatrick
Dennis Butts

Staging Fairyland: Folklore, Children’s Entertainment, and
Nineteenth-Century Pantomime. Jennifer Schacker
Jennifer Duggan

The Embodied Child: Reading in Children’s Literature and Culture. Eds
Roxanne Harde and Lydia Kokkola
Deborah Thacker

Levi’s eerste kerstfeest. Jeugdverhalen over jodenbekering, 1792–2015.
[Levi’s first Christmas celebration. Children’s stories on Jewish
conversion, 1792–2015.] Ewoud Sanders
Charlotte van Bergen

Literary Studies Deconstructed: A Polemic. Catherine Butler
Gabriel Duckels

Przemiany współczesnej książki popularnonaukowej dla dzieci i
młodzieży (na przykładzie francuskiej oferty wydawniczej). [The
Transformation of the Contemporary Popular Science Book for Children
and Youth (Exemplified by French Publishing Offer)]. Agnieszka Wandel
Natalia Paprocka

Serce Pinokia: Włoska literatura dla dzieci i młodzieży w Polsce w
latach 1945–1989. [Pinocchio’s heart: Italian literature for children
and young adults in Poland, 1945–1989]. Katarzyna Biernacka-Licznar
Ewa Nicewicz-Staszowska

The Courage to Imagine: The Child Hero in Children’s Literature. Roni Natov
Krystyna Zabawa


Congress number TOC

Editorial: Silence and Silencing in Children’s Literature
Elina Druker

Just Listen? Silence, Silencing, and Voice in the Aesthetics, Reception, and Study of Children’s Literature
Vanessa Joosen

Line Breaks, Page Turns, and Gutters: Formal Moments of Silence in Children’s Texts
Karen Coats

‘Unsilencing’ Chinese Indonesians through Children’s Literature
Herdiana Hakim

The Silencing of Children’s Literature Publishing in Hong Kong
Faye Dorcas Yung

The Acoustics of Nonsense in Lewis Carroll’s Alice Tales
Anna Kérchy

‘As Long as I Can Do, I Will Do for Children’: Sindiwe Magona’s Children’s Literature
Renée Schatteman

Israeli Children’s Literature about People with Disabilities
Yaakova Sacerdoti

Children’s Literature and Imaginative Geography. Edited by Aïda Hudson
Nina Goga

The Fabulous Journeys of Alice and Pinocchio: Exploring Their Parallel Worlds. Laura Tosi with Peter Hunt
Fabiana Loparco

Żywioły w literaturze dziecięcej. Ziemia [Elements in children’s literature: earth]. Eds Anna Czabanowska-Wróbel and Krystyna Zabawa
Krzysztof Rybak

Maps and Mapping in Children’s Literature: Landscapes, Seascapes and Cityscapes. Eds Nina Goga and Bettina Kümmerling-Meibauer
Josh Simpson

Wolność i wyobraźnia w literaturze dziecięcej [Freedom and imagination in children’s literature]. Eds Anna Czabanowska-Wróbel and Marta Kotkowska
Karolina Stępień

CFP: Dream-Chasers: Children and Success in Asia

Call for Papers

Dream-Chasers: Children and Success in Asia 

This collection aims to explore how success is conceived for children across Asia. Economic development in the region is re-shaping the way success is understood for children. What does a “successful” child look like? How does childhood agency influence ideas about success? How is success for children represented in literature, cinema, and popular media? In what ways are these images grounded in the historical, political, cultural, theoretical, or philosophical contexts in which they are produced and consumed? While there have been numerous empirically-driven research into conceptualisations of success among young people, how success is defined for children in the texts they consume is an under-researched topic. We seek contributions that examine representations of success for children in Asia.

Possible areas of investigation may include, but are not limited to, the following:

  • How does literacy / education relate to ideas about success for children?
  • Morality and ethics
  • Religion
  • Gender and/or sexuality
  • Race, ethnicity, and/or cultural difference
  • Class
  • Marginality and/or minority status
  • Parental expectations vs children’s desires
  • Juvenile delinquency

Please submit a 300 word abstract, current contact information along with a two-page CV as Word attachments to Sue Chen and Sin Wen Lau to by 15 August 2020. Authors will be notified by 30 September 2020. The deadline for finished essays is 15 February 2021.

Dr Shih-Wen Sue Chen is Senior Lecturer in Writing and Literature at Deakin University. She received her PhD in Literature, Screen and Theatre Studies from the Australian National University. Her research focuses on British and Chinese children’s literature and culture from the mid-nineteenth century to the present. She is the author of Children’s Literature and Transnational Knowledge in Modern China: Education, Religion, and Childhood (Palgrave Macmillan, 2019) and Representations of China in British Children’s Fiction, 1851-1911 (Routledge, 2013). Email:

Dr Sin Wen Lau is currently a Senior Lecturer in the Chinese Programme at the University of Otago in New Zealand. She holds a PhD in Anthropology from the Australian National University. Her research interests include the anthropology of China, religion, gender, children and youth. She is the author of Overseas Chinese Christians in Contemporary China (Brill 2020) and co-edited Religion and Mobility in a Globalising Asia (Routledge, 2014). Her work has also been published in The Asian Studies Review, The Australian Journal of Anthropology, The Asia Pacific Journal of Anthropology, and in edited volumes. Email:

CFP: Assembling Common Worlds Conference

Assembling Common Worlds:
An Interdisciplinary Conference on the Environment and Young People’s Literature and Culture
Vancouver Island University, June 11-13, 2021
Nanaimo, British Columbia, Canada

In the past year, we have witnessed continents burning, islands and coastal regions flooding, and increases in extinctions of flora and fauna. While concern over the human impact on the environment has existed for decades, there is a new sense of urgency demanding a cognitive shift to transform our understanding of our place in and impact on the physical world, as well as of our relationships with the other life forms cohabiting the earth. More broadly, Tom Oliver calls for rethinking concepts of identity and the individual (The Self Delusion, 2020). Similarly, Posthumanism provides ways of rethinking the boundaries of the human and nonhuman. Donna Haraway has provided language to understand naturecultures (2003) and emphasized the importance of “staying with the trouble” as we work at making kin with nonhuman others, resisting the Western hierarchical view that values human above other lives (2016). Of especial relevance, then, is openness to multiple ways of knowing the natural world, including Indigenous ways of knowing and Traditional Ecological Knowledge (TEK) (see Nelson and Shilling, eds. 2018).

Specifically regarding children’s culture, Affrica Taylor has noted the importance of “common worlds (or common worlding) as dynamic collectives of humans and more-than-humans, full of unexpected partnerships and comings together, which bring differences to bear on the ways our lives are constituted and lived” (2013, p. 78). Too often those studying young people’s literature and culture work in isolation from those working in environmental humanities, childhood studies focused on children in the Anthropocene, and education for sustainability. Much of the most productive scholarship on these concepts and processes has been interdisciplinary. There is much to be gained in both methodology and understanding by communication and collaboration between literary scholars, educators, environmentalists, philosophers, and scholars of childhood and youth experiences and culture.

Conspicuously missing from this list are children and youth themselves. While there has been ongoing discussion in the Social Sciences and Health and Human Service fields on participatory research involving children and youth (Aldridge 2015; Dickens 2017) since Alderson first drew attention to the absence of their voices (1995), this is only recently emerging in literary studies and other humanities fields (Deszcz-Tryhubczak 2016, 2018, 2019). Since some of the leading ecological activists today are youth, such as Greta Thunberg (Sweden) and Autumn Peltier (Anishinabek Nation), and since children and youth will live the longest with the effects of environmental degradation, their voices must be part of the conversation.

Assembling Common Worlds intends not only to explore traditional disciplinary ways of understanding eco-literacy and eco-activism in children’s and youth literature and culture, but also to bring together scholars and practitioners from a range of fields to find productive opportunities for cooperation and collaboration in tackling the challenges of generating intergenerational dialogue on current environmental concerns. In addition to paper sessions, the conference will also feature a methodological workshop and involvement of child and youth participants.

Conference conveners welcome proposals for 20-minute papers or 90-minute panels on any of the following topics:

  • Making kin between human and non-human in children’s or youth’s literature and culture;
  • More-than-human worlds in children’s or youth’s literature and culture;
  • Eco-literacy in children’s or youth literature and culture;
  • Imagining the Post-Anthropocene;
  • The evolving capacity of eco-criticisms to address environmental change;
  • Indigenous knowledge or TEK in children’s or youth’s literature and culture;
  • Regeneration of connections between children or youth and nature;
  • The role of children or youth in food security;
  • Young people’s eco-citizenship and/or eco-activism;
  • Interdisciplinary theoretical frameworks for understanding children in and of nature;
  • Intergenerational creative and/or cultural projects addressing environmental issues;
  • Participatory research with children or youth on literary or cultural expressions of eco-literacy and/or eco-activism;
  • Children’s and youth’s creativity is/as response to the current environmental crisis.

Proposals of 250 words and brief biographies are due June 29, 2020. This early deadline is to facilitate applications for grant monies.

The conveners hope to offer some travel support for graduate students and under employed scholars.
The conveners also plan to publish an edited collection of selected papers from the conference.

Please send proposals and brief biographies to Terri Doughty ( and Janet Grafton (

CFP: Non-Fiction Renaissance Due to the Climate Crisis?


Non-fiction renaissance due to the climate crisis?

Nordic Journal of Childlit Aesthetics is an international open access journal. The aim of the journal is to develop cross-disciplinary discussions on children’s literature and its interaction with other art forms.

We are currently inviting contributions to a discussion on the status and development of non-fiction for children and young adults.

The UN’s focus on the 17 sustainable development goals that all countries should achieve within 2030 has encouraged a vast range of activities. International climate conferences are inspiring local ones. Children are eager to participate. School strikes have spread worldwide. Thus, the interest in knowledge about the global climate and global ecosystems has reached a new level. Non-fiction for children ought to be a suitable source for such information, hence the questions: Has the climate crisis given rise to an increased production of non-fiction texts for children and young adults? What are the aesthetics of texts aimed to meet children’s need for knowledge?

In non-fiction books, the readers are often encouraged to perform learning activities. Digital media may offer interactive opportunities for participation. Thus, another question: Does a potential non-fiction renaissance take place in paper books or in digital media, such as enriched e-books, computer and application games, rather than in paper books? If so, how does the change of media influence the aesthetics?

Nordic Journal of Childlit Aesthetics is seeking articles discussing these questions.

We hereby invite submission of articles on themes related to non-fiction, such as, but not limited to, the following:

  • How, and to what degree, do non-fiction texts pay heed to the current political situation? What is the pedagogical approach in such texts?
  • Non-fiction for children today is venturing at a definition. What is it, what does it aim to do, and how?
  • Is children’s increased political activity and interest influencing non-fiction publications in number and form?
  • Non-fiction’s subjects: Are they new, or a slight twist on the old? Has the scientific level, target group and literary form developed accordingly?
  • Visual and verbal presentation styles: Do they adapt to traditional children’s literature, or to the documentary, or are they indebted to other influences? What are non-fiction aesthetics today?
  • In what media is non-fiction developing? In paper book, comics, picturebook, enriched e-books, literary computer games, picturebook applications, etc.

Submit your article or your idea for an article as an email attachment to by 1 September 2020.

Do not include any contact information in the article itself. Please send the title of the article and a brief presentation of the author in a separate file.

Nordic Journal of Childlit Aesthetics accepts articles in Norwegian, Danish, Swedish and English. The journal uses double-blind review and publishes articles continuously.

The journal is designated scientific level 1 in NSD (Norway and Sweden), the Danish Ministry of Higher Education and Science’s Authorization list for serials (Denmark), and in Publication Forum (Finland).

For more information, see



Position Posting: Special Collections Librarian for the Arne Nixon Center

Special Collections Librarian at the Henry Madden Library, Arne Nixon Center, California State University.

Assistant/Associate Librarian

Anticipated starting salary: $86,000 annually

The Henry Madden Library seeks a highly motivated, creative and forward-thinking Special Collections Librarian for the Arne Nixon Center for the Study of Children’s Literature, who will curate the collection and bring it to its full potential as a research collection. This is a full-time, tenure-track librarian faculty position. The successful candidate will collaborate with teaching faculty from multiple disciplines (for example, Art and Design, Art history, English, Creative Writing, and History) to develop high-impact classroom practices and library instruction sessions that advance the University’s goal of excellence in teaching, learning and innovation. Experience with applications to textual analysis, creative writing, illustration, and the history of children’s literature (especially as it relates to racial and ethnic diversity, foreign language materials, LGBTQ+ issues and social justice) is highly desirable. The ANC Librarian serves as an ambassador from the Library to the University and the larger community, finding a balance between the academic purpose of the ANC while using its collections and programs to build relationships in the community to support and expand the Center. The ANC Librarian is an active participant in the shared governance of the library and in the academic life of campus. The successful candidate will be a fully integrated member of the library faculty and will be expected to meet all of the requirements for retention, tenure and promotion, including service to the campus and the community. Tenure-track librarians receive an official probationary plan, mentoring and funding. Specific assignments are dependent on departmental needs and the background of the individual.


Required Education (from an accredited institution or foreign equivalent.):
1. An earned M.I.L.S (or equivalent) from an American Library Association-accredited institution or program recognized by the American Library Association as an international equivalent.

Required Experience

  1. Three to five years professional experience as a special collections librarian.
  2. Minimum of one year of professional experience providing research, reference and instruction support in an academic or research environment.
  3. Minimum of one year of professional experience managing the daily activities of a unit or department.
  4. Minimum of two years of successful supervisory experience.
  5. Demonstrated curatorial, organizational and planning skills with excellent attention to detail.
  6. Demonstrated ability to work effectively, both independently and in cooperation with faculty, staff, and students from diverse racial, ethnic, cultural, and socioeconomic backgrounds regardless of age, gender, marital status, religion, sexual orientation or disabilities.
  7. Excellent verbal and written communication skills.

Preferred Experience

  1. Demonstrated understanding of children’s literature research and research trends in the field.
  2. Demonstrated facility and successful experience with current and emerging technology as it applies to collection management, outreach, and instruction.
  3. Experience creating or maintaining a collection development policy for a multifaceted collection.
  4. Experience working with digital collections.
  5. Experience with overseeing, planning and preparing department or collection budgets.
  6. Experience in developing working partnerships with diverse academic departments and campus units and organizations.
  7. Demonstrated ability to build community relationships and increase support for the Center.
  8. Experience with planning, organizing and executing successful events.
  9. Experience designing and setting up exhibits.
  10. Experience with grants and private fundraising.
  11. Experience with working with an advisory board or friends group.
  12. Experience with copyright issues and advanced research assistance.
  13. Excellent presentation skills.
  14. Experience with assessment tools and methods.
  15. Foreign language ability.

Application Procedures

For best consideration, apply by May 25, 2020.  This position vacancy remains open until filled.  Apply online at and attach the following:

  1. Letter of interest or cover letter specifically addressing all elements of required experience. Please also address any of the preferred qualifications you may have.
  2. Current curriculum vitae.
  3. Names and contact information of three professional references
  4. Statement addressing your commitment to working with faculty, staff, and students from diverse racial, ethnic, cultural, and socioeconomic backgrounds.
  5. Philosophy on community engagement and donor relations.
  6. List of past publications or professional creative activities or a statement of research interests and potential publications, projects or presentations.

Candidates invited for an on-campus visit must submit by mail/e-mail within the designated deadline. The Search Chair will send information and requests for these items.

  1. Three current letters of recommendation (dated within 12 months of full consideration date.)
  2. Official transcripts.

Committee Information

Search Chair: Tammy Lau
Henry Madden Library

For full job vacancy announcement, please visit:

CFP: Detskie chtenia (Children’s Readings: Studies in Children’s Literature)

Issue no. 18 of the journal Detskie chtenia (Children’s Readings: Studies in Children’s Literature).
Detskie chtenia no. 18 is to be devoted to the study of poetry for children. The research focus will be the issues associated with the dynamics of the semantics and pragmatics of poetry for children:

  • How has the content of poetry addressed to children changed over time?
  • How have poets resolved aesthetic and educational issues?
  • What freedoms did children’s poets have, and what limitations did addressing children impose on their work?
  • What requirements for children’s poetry were put forward by pedagogues, and how did poets obey or evade these requirements?
  • What place and role does poetry for children have in the national history of literature and in intercultural dialogue?
  • In the oeuvre of a given author, how does the poetics of poetry for children differ from that of poetry intended for an adult audience?
  • How is adult poetry used in a children’s audience?

We propose reflecting on the following topics:

  • the development of children’s poetry and changes in literary styles;
  • genre and thematic preferences of poets who write for children;
  • children’s poetry in the service of ideology;
  • the historical poetics of poetry for children;
  • the rhythm, meter, and stanza structure of poetry for children;
  • linguistic aspects of the analysis of children’s verse;
  • translations of foreign language poetry for children;
  • discussions of verse for children in the history of Russian and foreign pedagogical and literary criticism;
  • the typology of the creative trajectories of children’s poets;
  • poetry genres for children, and the evolution thereof;
  • applied poetry for children: calendar poems, the poetry of children’s matinees, etc.;
  • the poetry-writing by children.

We invite you to participate, and ask that you please inform colleagues who may be interested in these issues.
In addition to articles on the issues listed above, we also welcome the submission of materials to the journal’s “Reviews” and “Conferences” sections.

To visit the magazine’s website, please click here.

For information on the formatting requirements for articles, please click here.

Article length: up to 8 000 words
The deadline to submit articles is August 1, 2020.
The final version of the article, after passing a double review, should be submitted by October 1.
The issue will come out in December 2020.
Please submit articles proposed for publication to the editorial board’s e-mail address:
We invite you to contribute.

CFP: Children’s Literature and Bildung Processes in the Age of Digitalization and Political Concern

Children’s Literature and Bildung Processes  in the Age of Digitalization and Political Concern

Nordic Journal of Childlit Aesthetics is an international open access journal. The aim of the journal is to develop cross-disciplinary discussions on children’s literature and its interaction with other art forms.

We are currently inviting contributions to a discussion on bildung processes.

This recurring research subject connects to changing views on the complex nature of the functions and aesthetics of literature for children and young adults. A renewed focus on bildung is called for by a multitude of new impulses, mainly the digital media development and recent demands on a political literary agenda.

Digitalization’s immense influence on children’s literature is visible in the increased visual and digital text forms with various demands on reader participation. Examples of the political agenda range from an outspoken critique of the lack of multicultural representation in children’s literature to ecocritical literary theory, which has recently inspired a vast number of literary analyses. The political trend is institutionalized at the governmental level in the white paper The Power of Culture Meld. St. 8 (2018–2019) Report to the Storting (Norwegian Parliament), which states that art and culture for children are expected to provide cultural formation and prepare children for participation in democratic, social and economic processes. Still, the value of children’s literature is measured through its aesthetic quality.

How do these mixed expectations influence the current understanding of what children’s literature should be and do? How are aesthetical, digital, ethical and political issues negotiated within the texts that they are constituted by?

Nordic Journal of Childlit Aesthetics are seeking articles on the following topics:

  • What tools characterize children’s literature in different media, and how do they affect the reader?
  • How and to what degree do bildung processes define children’s literature? What constitutes the bildung processes today? How do literary bildung structures relate to contemporary trends?
  • Whose experiences are presented in children’s literature? How? Who has a voice? How is reader and author identity formed? How do the identity processes relate to bildung processes?
  • (How) is the idea of literature’s bildung processes compatible with aesthetic quality and artistic freedom?

Articles exploring related topics may also be of interest.

Submit your article or your idea for an article as an email attachment to by 1 May 2020.

Do not include any contact information in the article itself. Please send the title of the article and a brief presentation of the author in a separate file.

Nordic Journal of Childlit Aesthetics accepts articles in Norwegian, Danish, Swedish and English. The journal uses double-blind review and publishes articles continuously. The journal is designated scientific level 1 in NSD.

For more information, see