Assistant Professor of Children’s and Young Adult Literature at California State University, Los Angeles

Cal State LA logo

Assistant Professor of Children’s and Young Adult Literature
Starting Date: Fall, 2019

Minimum Qualifications:

1) An earned doctorate (Ph.D.) in English or closely related discipline from an accredited institution (or equivalent) is required; however, applicants nearing completion of the doctorate (ABD) may be considered. For appointment, the doctorate must be completed by the date of appointment (8/19/2019).
2) Evidence of successful teaching at the undergraduate level.
3) Evidence of scholarly activity in the field of Children’s and/or Young Adult Literature.

Preferred Qualifications:

1) Evidence of teaching expertise in Children’s and Young Adult literature
2) Evidence of research in Children’s and Young Adult literature that spans multiple periods and productively intersects with one or more of the following: print culture; genders and sexualities studies; critical studies of race and ethnicity; environmental criticism; and/or English Education.

Duties:

The primary professional responsibilities of instructional faculty members are: teaching, research, scholarship and/or creative activity, and service to the University, profession and to the community. These responsibilities generally include: advising students, participation in campus and system-wide committees, maintaining office hours, working collaboratively and productively with colleagues, and participation in traditional academic functions.

The successful candidate will teach lower-division, upper-division, and graduate courses in the department and will design new courses in their area of expertise.

The successful candidate will be committed to the academic success of all of our students and to an environment that acknowledges, encourages, and celebrates diversity and differences. To this end, the successful candidate will work effectively, respectfully, and collaboratively in diverse, multicultural, and inclusive settings. In addition, the successful candidate will be ready to join faculty, staff, students, and administrators in our University’s shared commitment to the principles of engagement, service, and the public good.

Salary:

Initial salary is commensurate with qualifications and experience.

The University:

California State University, Los Angeles (Cal State LA) is the premier comprehensive public university in the heart of Los Angeles. Cal State LA is ranked number one in the United States for the upward mobility of its students. The University is dedicated to engagement, service, and the public good, offering nationally recognized programs in science, the arts, business, criminal justice, engineering, nursing, education, and the humanities. Founded in 1947, Cal State LA serves more than 28,000 students and more than 240,000 distinguished alumni. A majority of the University’s alumni live in the Los Angeles region, enriching their communities and contributing to the vitality of the local economy. Cal State LA is focused on developing a new bioscience entrepreneurial ecosystem in the Los Angeles and San Gabriel Valley regions through partnerships with local business. To provide increased educational opportunities, Cal State LA recently opened a campus in downtown Los Angeles that offers graduate and undergraduate programs, as well as professional development and certificate programs. The university is home to the critically acclaimed Luckman Fine Arts Complex, Pat Brown Institute for Public Affairs, Hertzberg-Davis Forensic Science Center, Hydrogen Research and Fueling Facility, Billie Jean King Sports Complex and the TV, Film and Media Center.

The College:

The College of Arts & Letters at California State University, Los Angeles, is an engaged, diverse, and creative community committed to nurturing the next generation of humanists and artists and to providing a distinctive liberal arts education to all Cal State LA students.

The College is home to nationally acclaimed undergraduate and graduate programs in the humanities and the visual, media, and performing arts, delivered by an award-winning faculty committed to helping students reach their full potential academically, professionally, creatively, and personally. Our nine departments (Art, Communication Studies, English, Liberal Studies, Modern Languages and Literatures, Music, Philosophy, Television, Film & Media Studies, and Theatre and Dance) include programs that lead to Bachelor and Masters of Arts degrees, Bachelor and Masters of Music degrees, and Masters of Arts and Masters of Fine Arts degrees.

Located in one of the most vibrant and creative cosmopolitan centers of the world, our students have access to renowned venues and a rich variety of scholars, artists, and performers from a host of fields and professions. Our campus boasts one of the most diverse student populations in the country, a fact that helps us to prepare Arts & Letters graduates for successful careers in today’s multicultural environment and global economy.

The Department:

The English Department at California State University, Los Angeles, cultivates students’ imaginations and critical skills through the intensive study of literature and language. Offering programs leading to the Bachelor of Arts and the Master of Arts degrees, the department provides courses that build on the traditional study of British and American literary history while encouraging students to further explore literary theory and criticism, world literatures and transnational critical paradigms, children’s literature, creative writing, rhetoric and composition, interdisciplinary cultural analysis, and the history and structure of the English language. Drawing on the richness of L.A.’s geographical and cultural context, the department equips students to see the study of literature and language as both personally enriching and publicly meaningful within their own communities. Those communities may be defined through the department’s direct engagement with the neighborhoods of East L.A. and the San Gabriel Valley or regarded as a global terrain, in which Oxford connects to Oaxaca and where ideas resonate from ancient Greece and Rome to the contemporary Pacific Rim.

Required Documentation:

Please submit the following to the Search Committee Chair at the email address below:
1) A cover letter specifically addressing minimum and preferred qualifications.
2) A curriculum vitae.
3) A list of three professional references.
4) A narrative statement describing your commitment to working effectively with faculty, staff, and students in a multicultural/multiethnic urban campus environment with a substantial population of first-generation students.
5) A University Application for Employment Form

Finalists will be asked to submit
1) Three current letters of recommendation
2) Official transcripts
3) A critical writing sample of app. 15 pages

Employment is contingent upon proof of eligibility to work in the United States.

Application:

Review of applications will begin November 15, 2018, and will continue until the position is filled.

Please address questions to English Department Chair:

Dr. Linda Greenberg
California State University, Los Angeles
Department of English, E&T A604
5151 State University Drive
Los Angeles, CA 90032
Phone: 323-343-4140
E-mail: linda.greenberg@calstatela.edu

Please submit application materials to Department Coordinator Stephanie Lai at Slai8@calstatela.edu. Please type “Children’s/YA Literature Application” in the subject line.

Assistant Professor in Childhood Studies at Rutgers University

Rutgers University logo

Assistant Professor Opening

ASSISTANT PROFESSOR, CHILDHOOD STUDIES. The Department of Childhood Studies, Rutgers University—Camden invites applications for a tenure-track Assistant Professor of Childhood Studies with a start date of September 1, 2019.

Building on the strengths of its established, internationally recognized and interdisciplinary program, the department seeks an outstanding scholar of digital media, children and youth, and childhood. We seek a social scientist who is able to teach courses for both the Department of Childhood Studies as well as for the Digital Studies program. The successful candidate will have a research agenda focused on digital media, childhood, and children and youth. Qualitative and/or quantitative approaches to social research are equally welcome. The disciplinary affiliation of an applicant is of less importance than the quality of her/his research and a demonstrated appreciation for multidisciplinary approaches to the study of children and childhood.

The department aims to build strength in research on under-served populations in both national and international contexts (e.g., exceptional populations, health disparities, early childhood). Candidates are welcome to identify how their work might contribute to this departmental priority. We seek applicants eager to contribute to service roles in the Childhood Studies department, supervise doctoral and M.A. students in Childhood Studies and participate in Digital Studies research initiatives on campus.

Established in 2007 as the first doctoral-granting program in childhood studies in the USA, the Department graduated its first Ph.D. students in May 2013. Childhood Studies offers a robust, multidisciplinary curriculum for BA, MA, and Ph.D. degrees. It enjoys an active faculty and graduate student body whose work often integrates scholarship with social and community engagement. The Rutgers-Camden Digital Studies program offers an interdisciplinary major and minor, drawing on courses and expertise from faculty across the College of Arts and Sciences, and hosts an annual cohort of Digital Studies fellows. Both Childhood Studies and Digital Studies have hosted several major conferences, sponsor an array of lectures and symposia, and annually welcome visiting scholars from around the world. The appointment will be fully within the Department of Childhood Studies.

Rutgers University—Camden, a beautiful, urban campus expanding to accommodate the growth of Southern New Jersey, is located just across the Delaware River from Philadelphia. Part of Rutgers, the State University of New Jersey, Rutgers University—Camden is an Equal Opportunity / Affirmative Action Employer. Qualified applicants will be considered for employment without regard to race, creed, color, religion, sex, sexual orientation, gender identity or expression, national origin, disability status, genetic information, protected veteran status, military service or any other category protected by law. As an institution, we value diversity of background and opinion, and prohibit discrimination or harassment on the basis of any legally protected class in the areas of hiring, recruitment, promotion, transfer, demotion, training, compensation, pay, fringe benefits, layoff, termination or any other terms and conditions of employment.

Applicants must have earned the Ph.D. in Childhood Studies, Education, Sociology, Anthropology, Public Policy, Geography, Communications, Health Sciences or a related field before beginning employment at Rutgers University. The duties of the assistant professorship include: engaging in an active research program; supervising MA and Ph.D. students; teaching four courses per year (typically including one graduate seminar per academic year) in the area of Childhood Studies, two of which will meet the requirements of Digital Studies courses; and participating fully in the life of the department in service and other capacities. Candidates may learn about the campus and the Department of Childhood Studies at http://childhood.camden.rutgers.edu/, the Digital Studies program at http://digitalstudies.camden.rutgers.edu/, and by contacting the Childhood Studies Department Chair, Dr. Daniel Cook (dtcook@camden.rutgers.edu).

Interested applicants should send: a current CV; a cover letter indicating the ways in which the applicant’s research adds to the Department of Childhood Studies’ strengths and focusing on how teaching and research may enhance a multidisciplinary program; three letters of recommendation; and an example of published scholarship. All parts of the application must be submitted electronically; no paper applications can be processed. For full consideration, applications should be received by November 6, 2018. Interested candidates should apply online at http://jobs.rutgers.edu/postings/75121.

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

Center for Children's Books U of Illinois

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

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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

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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

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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

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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.

CFP – Media, Technology and New Generations: Representing Millennial Generation and Generation Z

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CFP: Media, Technology and New Generations: Representing Millennial Generation and Generation Z
Editors: Ahmet Atay (College of Wooster) and Mary Z. Ashlock (University of Louisville)

Even though the millennial generation, and now Generation Z, are two of the most educated and technologically savvy generations in U.S. history, compared with other generations, how they are, particularly millennials, are depicted in the media has not been widely studied (see, among others, Rose Kundanis and Paula Poindexter). For example, unlike previous generations, millennials are widely criticized for being self-centered, lacking curiosity and involvement in politics, mindlessly following cultural and fashion trends, and being victims of the consumer culture, as perpetuated by media outlets. We argue that while millennials are technologically savvy, capable of using different electronic devices and digital platforms, they often do not critically examine either the social and economic impact of these technologies or the ways they are individually affected by them. Furthermore, we argue that they do not critically examine the political and cultural implications of their heavy media and technology usage and how various cultural groups are represented in mediated texts. As a result, they often lack critical media analysis techniques to evaluate their media usage and the messages embedded in mediated texts. These characteristics of millennials are often depicted in various television shows, films, and news, and other aspect of popular culture, advertising and fashion. Therefore, the ways in which millennials are represented in media can determine how they are perceived by the previous generations. These representations can also shape the nature of the future generations, because millennials can function as role models for them. Therefore, studying these representations is crucial. Similarly, as technological “natives,” members of the Generation Z are also born into digital (and consumer) culture where most of their experiences, including education, dating, and shopping are digitalized.

Hence, the main goal of this book is to examine millennials and the members of Generation Z in the context of media and visual culture. In order to do so, we have to consider three interrelated areas: the ways millennials and Generation Z are presented in media, media and popular culture forms products designed for these two generations, and also media and popular culture forms products designed by millennials. The examination of millennial generation and Generation Z and their cultures would be incomplete without understanding these areas.

This book has several interrelated goals:

  1. Examining representations of millennial generation and Generation Z in media and visual culture.
  2. Examining media and visual culture texts produced by the members of the Generation Z and millennial generation.
  3. Theorizing media in the context of millennial culture and Generation Z.
  4. Bridging the gap between media and youth/generations studies by looking at mediated representation of the millennial culture as well as the culture of Generation Z.
  5. Taking a cultural studies perspective to explore the mediated and visual aspects of the millennial culture and the culture of Generation Z.

Topics may include but not limited to:

  1. Millennial and Generation Z generations and the role and issues of new media
  2. Different ways of understanding the mediated millennial culture and Generation Z whose members are culturally diverse and complicated
  3. Media and films about Generation Z and millennials
  4. Media and films about Generation Z and millennials
  5. Digitalization of millennials and Generation Z
  6. The political economy of generations
  7. Culturally diverse mediated and digitalized millennial and Generation Z experiences

Abstracts are due by November 20, 2018, with a word length of no more than 500 words, along with pertinent references, contact information, and a short biographic blurb of 300 words. Full-length manuscripts are due on March 15, 2019, with a word length of no more than 5,000-7,000 words and in APA style, including references, endnotes, and so forth. The project is currently under contract with Lexington Books. Please mail your abstracts as Word documents to Ahmet Atay (aatay@wooster.edu) for an initial review.

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

CFP - DLK Film and TV Series Adaptations

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