This book is about the implications of novels for young readers that tell their stories by alternating between different narrative lines focused on different characters. It asks: if you make sense of fiction by identifying with one main character, how do you handle two or more of them? Do novels with alternating narratives diverge from longstanding conventions and represent a significant change in literature for young readers? If not, how do these novels manage to operate within the parameters of those conventions? This book considers answers to these questions by means of a series of close readings that explore the structural, educational and ideological implications of a variety of American, British, Canadian and Australian novels for children and for young adults.

A gripping wilderness adventure and survival story It was getting colder. Johnny pulled the fur-lined hood of his parka over his head and walked towards his own cabin with the sound of snow crunching beneath his boots. "He should be back tomorrow," he thought, as a star raced across the sky just below the North Star. "He should be back tomorrow for sure." Seventeen-year-old Johnny Least-Weasel knows that his grandfather Albert is a stubborn old man and won't stop checking his own traplines even though other men his age stopped doing so years ago. But Albert Least-Weasel has been running traplines in the Alaskan wilderness alone for the past sixty years. Nothing has ever gone wrong on the trail he knows so well. When Albert doesn't come back from checking his traps, with the temperature steadily plummeting, Johnny must decide quickly whether to trust his grandfather or his own instincts. Written in alternating chapters that relate the parallel stories of Johnny and his grandfather, John Smelcer's The Trap poignantly addresses the hardships of life in the far north, suggesting that the most dangerous traps need not be made of steel.

Challenging dominant discourses in the field of early childhood education, this book provides an accessible introduction to some of the alternative narratives and diverse perspectives that are increasingly to be heard in this field, as well as discussing the importance of paradigm, politics and ethics. Peter Moss draws on material published in the groundbreaking Contesting Early Childhood series to introduce readers to thinking that questions the mainstream approach to early childhood education and to offer rich examples to illustrate how this thinking is being put to work in practice. Key topics addressed include: dominant discourses in today’s early childhood education – and what is meant by ‘dominant discourse’ why politics and ethics are the starting points for early childhood education Reggio Emilia as an example of an alternative narrative the relevance to early childhood education of thinkers such as Michel Foucault and Gilles Deleuze and of theoretical positions such as posthumanism. An enlightening read for students and practitioners, as well as policymakers, academics and parents, this book is intended for anyone who wants to think more about early childhood education and delve deeper into new perspectives and debates in this field.

The New York Times bestselling author takes a riveting new direction with this richly textured, multi-layered novel of friendship, murder, revenge, and class conflict set in an upper-crust English school—as enthralling and haunting as Ian McKewan’s Atonement and Patricia Highsmith’s The Talented Mr. Ripley Audere, agere, auferre. To dare, to strive, to conquer. For generations, elite young men have attended St. Oswald’s School for Boys, groomed for success by the likes of Roy Straitley, the eccentric classics teacher who has been a revered fixture for more than 30 years. But this year, things are different. Suits, paperwork, and Information Technology rule the world, and Straitley is reluctantly contemplating retirement. He is joined in this, his 99th, term by five new faculty members, including one who—unknown to Straitley and everyone else—holds intimate and dangerous knowledge of St. Ozzie’s ways and secrets, it’s comforts and conceits. Harboring dark ties to the school’s past, this young teacher has arrived with one terrible goal: Destroy St. Oswald’s. As the new term gets underway, a number of incidents befall students and faculty alike. Beginning as small annoyances—a lost pen, a misplaced coffee mug—they soon escalate to the life threatening. With the school unraveling, only Straitley stands in the way of St. Ozzie’s ruin. But the old man faces a formidable opponent—a master player with a strategy that has been meticulously planned to the final move. A harrowing tale of cat and mouse told in alternating voices, this riveting, hypnotically atmospheric novel showcases Joanne Harris’s astonishing storytelling talent as never before.

Looking at and listening to picture and story books is a ubiquitous activity, frequently enjoyed by many young children and their parents. Well before children can read for themselves they are able to learn from books. Looking at and listening to books increases children’s general knowledge, understanding about the world and promotes language acquisition. This collection of papers demonstrates the breadth of information pre-reading children learn from books and increases our understanding of the social and cognitive mechanisms that support this learning. Our hope is that this Research Topic/eBook will be useful for researchers as well as educational practitioners and parents who are interested in optimizing children’s learning.

Thanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education. The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.

Part two of the literary sci-fi thriller follows a boy and a girl who are caught in a warring town where thoughts can be heard – and secrets are never safe. Reaching the end of their flight in The Knife of Never Letting Go, Todd and Viola did not find healing and hope in Haven. They found instead their worst enemy, Mayor Prentiss, waiting to welcome them to New Prentisstown. There they are forced into separate lives: Todd to prison, and Viola to a house of healing where her wounds are treated. Soon Viola is swept into the ruthless activities of the Answer, while Todd faces impossible choices when forced to join the mayor’s oppressive new regime. In alternating narratives the two struggle to reconcile their own dubious actions with their deepest beliefs. Torn by confusion and compromise, suspicion and betrayal, can their trust in each other possibly survive?