Browsing by Subject "children’s literature"

The aim of the thesis is to observe the elements that address both adult and child readers in the 2010 updated Finnish translation of Tove Jansson’s book The Exploits of Moominpappa. On the background of my research I have a conception of the work as an ambivalent text, which, despite its reputation as a children's book, contains content that addresses both the child and adult readerships. I use a qualitative theory-based content analysis in the study of the text. I apply a reading that the text has two implied readerships, "the children" and "the adults". Utilizing the double address theory I examine how this double audience is addressed in the book. The Finnish translation of the book’s original version was published in 1963. However, Jansson wrote a revision version of The Exploits of Moominpappa in 1968. This later version was only translated into Finnish in 2010. The work has been modified in many ways which harmonizes it’s style with other books of the Moomin novel series. Based on the previous studies on the topic, I consider that the original edition is emphasized on addressing mostly the implied child reader. In the thesis I look at the effect that the added content in the revision version has for the double addressing of the work. I also look at the effect of the metafictional and complex narration layers have on double addressing of the work. The additions made to the revision version of The Exploits of Moominpappa bring new psychological elements to complement the original adventurous plot of the book. Descriptions of the characters' thoughts and feelings have been deepened considerably. The additions on the revision version are focused on addressing the adult audience. The work now permits an interpretation of Moominpappa as a bitter family father who yearns after the lost days of his youth. The narration on the two layers is more complex which enables new interpretations for the adult reader. The child reader may have difficulty to understand the complex narrative that utilizes the mise en abyme structure, includes literature theoretical discourse and parody of the obsolete style of the historical memoirs. These can however be seen addressing the adult reader with higher literary competence. Yet thebook has also retained its characteristics that address the children's audience. The increased addressing of the adult readership makes the revision version more double addressing than the original edition.

Former studies have shown that reading fiction has an effect on our opinions and actions and how we view ourselves and other people. Therefore, it is relevant to observe the identity formation of fictional characters also from an educational point of view. The data of this study is from the novel Harry Potter and the Sorcerer’s Stone - the first book in one of the favorite series of the 21st century youth. The objective of this thesis is to describe and analyze the identity trajectory of a Gryffindor boy Neville Longbottom. This study examines the focal interaction moments of Neville’s trajectory. The essential research data was narrowed down to 14 events, which formed a linked pathway. The novel was also read as a whole to examine the world of wizards created by J. K. Rowling and, hence, to understand the context. The interaction events were analyzed by employing the social identity theory by Wortham (2006) and a discourse analysis method (Wortham & Reyes, 2015) based on it. The focus of this research was to analyze the signs of identity that occurred in the characters’ speech and behavior in selected data. The events were observed both separately and as a continuous pathway. The systematic analysis divided Neville’s identity formation in four chronological phases: the definition of the premises and expectations, the growth into a ‘poor member of Gryffindor’, the growth of agency and the recognition of Neville as a Gryffindor. The essential types of identity signs – deictics, reported speech and evaluative signs – referred to in this study oc- curred in every phase of the trajectory. However, the way these signs were used defined the direction Neville’s identity developed towards. In the beginning of the trajectory Neville’s identity was presented as worthless and outside of the group and his own speech placed him in a passive position. Later on Neville used reported speech to build a positive Gryffindor identity. Furthermore, deictics and evaluative signs were used by other charac- ters to recognize him as a Gryffindor. Compassion and encouragement from peers were crucial factors in the change of direction of the trajectory.