"The librarian helps Owen defeat the legendary Inkfoot"--Title page verso.

An inky beast attacks the library and bookshelves of a small mountain town. The Librarian and the Specialist must track the monster down before it obliterates every book in its sludgy path.

Tzadok had planned to quit his career in archaeology and pursue religious studies full time. Instead he finds himself leading an Antarctic expedition exploring the vast frozen continent after its partition. With Enki, a Jewish Eskimo, as guide of their multi-ethnic team, they survive the dangers of the harsh trek across the mile-thick ice cap into a hidden canyon, and discover the Temple of Hashem.

Poetry. "Mary Rising Higgins displays exquisite command of tensions in the contemporary languages we hear, speak, and read. Her poetry reflects the most intimate motions of the mind in surprising tangencies of phrases and images from the media as readily as from the lexicon of intense meditation. She considers what to expect and continually offers what is wonderfully unexpected" - Phyllis Hoge Thompson. "In poem after poem Higgins accumulates words, notations, sensations, objects, with a specificity that makes us consider them as hard-edged artifacts.self and the world ultimately collapse into the same dispersed essence" - Charles Alexander.

Literacies, Literature and Learning: Reading Classrooms Differently attends to pressing questions in literacy education, such as the poor quality of many children’s experiences as readers, routine disregard for their thinking and the degrading impact of narrow skills measurement and comparison. This cutting-edge book moves beyond social, psychological and scientific categories that focus on individualistic and linear notions of the knowing subject; of progress and development; and of child as less than fully human. It adopts a posthumanist framework to explore new perspectives for teaching, learning and research. Authors from diverse disciplines and continents have collaborated to interrogate the colonising characteristics of humanism and to imagine a different – more just - reading of a literacy classroom. Questions of de/colonisation are tackled through the exploration of both education and research practices that seek to de-centre the human and include the more than human. Inspired by an example of high quality children’s literature, playful philosophical teaching and the power of the material, the authors show how the chapters diffract with one another, thereby opening up radical possibilities for a different doing of childhood. The book hopes to help transform adult-child relationships in schools and universities. As such, it should be of great interest to academics, researchers and postgraduate students in the areas of literacy, philosophy, law, education, the wider social sciences, the arts, health sciences and architecture. It should also be essential reading for teacher educators and practitioners around the world.

Reprint of the original, first published in 1875. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.