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The term of office of the International Research in Children’s Literature Executive Editor expires in 2018. Scholars (normally mid-career or beyond) who would be interested in taking up this positions are invited to contact IRCL Editor Kimberley Reynolds (kim.reynolds@newcastle.ac.uk) to seek further information if so desired. It is an honorary position – IRSCL is not able to offer remuneration – but it is intellectually and professionally rewarding. You will find the description of the roles and duties of the Executive Editor below.
Support the Senior Editor with feedback on submissions and content as required – written notes for Editor
Discuss with Editor content of next issue and order of articles
Receive copy edited and marked up articles from Copy Editor
Receive copy edited and marked up reviews, check copy edit
Check copy edit and mark-up of articles
Confirm Table of Contents with Editor and prepare for typesetter
Confirm end matter with Editor and prepare for typesetter
Prepare Delivery Sheet for Edinburgh University Press
Create a new Dropbox folder under Edinburgh University Press Dropbox heading for relevant issue and upload all text files as Word doc and images as jpeg
Let Edinburgh University Press know that upload is complete
Receive and check all proofs
Receive and take in all acceptable authors’ corrections. Where corrections are not acceptable contact authors and let them know which ones were not taken in and why.
Mark up all corrections and scan relevant proof pages as pdf files
Upload corrected files to Edinburgh University Press Dropbox folder
If you are interested in applying for this position, please provide us with:
A CV, including a list of publications
A brief letter of motivation (1 A4 at the most), stating why you think you are fit for the job
You can address your letter to: Lies.Wesseling@Maastrichtuniversity.nl, before January 5, 2018. The Executive Editor will be selected by the executive board, following the advice of the Editor, Kim Reynolds, and the current Executive Editor, Mark MacLeod.
Northern Bridge Partnership Award PhD Opportunity at Seven Stories
Seven Stories: The National Centre for Children’s Books are delighted to draw your attention to a fully-funded Northern Bridge Partnership Award PhD opportunity which can support outstanding children’s literature studies applicants.
Projects would normally be expected to make substantial use of one or more archival collections at Seven Stories. Seven Stories holds archival material from c.1930 to the present day by over 250 leading authors, illustrators and publishers, from Enid Blyton to Philip Pullman and from Kay Webb to Michael Morpurgo. Proposals on longue durée children’s literature, as well as work focussed on the 20th and 21st centuries are welcomed.
Please see attached for further information. Seven Stories would also welcome Partnership Award applicants with excellent academic credentials to study other aspects of our collection, providing appropriate supervision can be found within the three Northern Bridge universities: Newcastle University, Durham University and Queen’s University Belfast.
The Northern Bridge Doctoral Training Partnership is funded by the AHRC and runs a competitive scheme for fully-funded PhD studentships, together with support for placements and training. Northern Bridge is open to UK and EU applicants and seeks to recruit postgraduate students with outstanding academic backgrounds. Successful applicants would start their studies in autumn 2018.
To express an interest in the Northern Bridge Partnership Award at Seven Stories, please send an completed expression of interest form outlining your proposed research project and a CV to Sarah Rylance, Northern Bridge DTP Administrator: northernbridge.admin@newcastle.ac.uk, by Friday, 20 October, 2017 at 17:00.
Senior Lecturer or Principal Lecturer in Children’s Book Illustration at Anglia Ruskin University
Anglia Ruskin University – Faculty of Arts, Law and Social Sciences
Salary: £38,833 to £56,950 per annum.
Placed on: 6 September 2017
Anglia Ruskin is a vibrant workplace and our University is gaining prominence both nationally and internationally. We have ambitious plans for the future and we are determined that our students and staff will realise their full potential. Our main campuses in the cities of Cambridge, Chelmsford and Peterborough have been transformed with major capital investment. With an annual turnover of over £200m, we are a major force for higher education and one of the largest universities in the East of England.
The Faculty of Arts, Law and Social Sciences is home to first class teaching and research across a wide range of both traditional and contemporary disciplines. All of our courses are committed to the mutual reinforcement of theory and practice, and are grounded in our academics’ innovative and internationally recognised research.
We are now seeking to appoint a committed and dedicated academic to lead and teach on our internationally renowned MA course in Children’s Book Illustration, with the opportunity to further develop it in terms of both curriculum and related research. The course, established in 2001, based in the Cambridge School of Art, now recruits students from all over the world, and has strong links to the Children’s Publishing industry. Many of its graduates have gone on to become major names in Children’s Book Illustration.
For an informal discussion, please contact Chris Owen, Head of Cambridge School of Art, at chris.owen@anglia.ac.uk.
Interviews are expected to take place on Monday 9 October.
Assistant Professor in Children’s, Childhood and Youth Studies (Global Youth Cultures) at York University
Position Rank: Full Time Tenure Stream – Assistant Professor
Discipline/Field: Children’s, Childhood and Youth Studies (Global Youth Cultures)
Home Faculty: Liberal Arts & Professional Studies
Position Start Date: July 1, 2018
The Department of Humanities, Faculty of Liberal Arts & Professional Studies, York University, invites applications for a tenure-stream position at the rank of Assistant Professor in Children’s, Childhood and Youth Studies (Global Youth Cultures) to commence July 1, 2018. Applicants must have a PhD in the humanities or a relevant discipline. The program seeks outstanding scholars whose research interests and projects address the lived experiences and cultures of children and/or youth from a multidisciplinary and interdisciplinary perspective. Preference will be given to applicants whose work addresses child and/or youth cultures in a global context. While the candidate’s own research can vary in content, we are seeking scholars whose research and teaching can highlight youth social justice advocacy and community engagement practices. Applicants must demonstrate excellence or the promise of excellence in teaching and scholarly research. Demonstrated expertise in research with children and/or relevant work experience with children and/or youth is a requirement. The successful candidate will be suitable for prompt appointment to the Faculty of Graduate Studies. Pedagogical innovation in high priority areas such as experiential education and technology enhanced learning is an asset.
York University is an Affirmative Action (AA) employer and strongly values diversity, including gender and sexual diversity, within its community. The AA program, which applies to Aboriginal people, visible minorities, people with disabilities, and women, can be found at http://acadjobs.info.yorku.ca/ or by calling the AA office at 416-736-5713. All qualified candidates are encouraged to apply; however, Canadian citizens and permanent residents will be given priority.
Applicants should submit a signed letter of application, a curriculum vitae, a teaching dossier, and a sample of their written work (no longer than 20 pages) and arrange for three confidential letters of recommendation to be sent directly to: Professor Andrea Davis, Chair, Department of Humanities, 206 Vanier College, Faculty of Liberal Arts & Professional Studies, York University, 4700 Keele Street, Toronto, Ontario, Canada, M3J 1P3 or by e-mail to aadavis@yorku.ca (subject line: “Global Youth Cultures”).
Applicants wishing to self-identify can do so by downloading, completing and submitting the forms found at: http://acadjobs.info.yorku.ca/,/a>. Please select the “Affirmative Action” tab under which forms pertaining to Citizenship and AA can be found.
The deadline for applications is November 15, 2017. Salary will be commensurate with qualifications and experience. All York University positions are subject to budgetary approval.
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Astrid Lindgren Foundation Research Grant
Posted on June 22, 2017 by admin
The Astrid Lindgren Foundation “Solkatten” was established in 1986. One of its aims is to ”contribute to the teaching and further education of individuals who are involved in research on children’s culture and are capable of conveying the results of their research to a larger audience.”
For this purpose the Board of Directors has established a grant intended to give researchers – ”primarily from abroad” – the opportunity “to pursue research on Swedish or Nordic literature for children and young adults.” Amounting to SEK 40,000, this grant should cover costs for a research period at the Swedish Institute for Children’s Books in Stockholm, which has a research library with a large collection of theoretical literature on children’s literature (appr. 20 000 items). The Institute will provide study space and reference services and will also arrange for professional contacts with colleagues within the Department of Literature and History of Ideas at the University of Stockholm.
The Board of Directors hereby invite Professors and Research leaders at academic departments to submit nominations for eligible candidates before August 21, 2017. The recipient will be expected to make use of the grant before June 15, 2018.
The nomination should not extend two pages of text and should, besides personalia in the form of name, address etc. contain information on the candidate as to:
academic education, other relevant qualifications and main research interests,
previous research achievements (a separate bibliographical account of academic material and publications should be enclosed but books and other printed material should be submitted only at the request of the jury),
language proficiencies (knowledge of one Scandinavian language is a strong merit),
the aim of the research period in Stockholm,
the approximate time preferred for the utilization of the grant.
The Jury includes representatives of the Foundation, the Swedish Institute for Children’s Books, and the Department of Literature and History of Ideas at the University of Stockholm.
The appointment will be made known before September 15, 2017.
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Call for Editors for Bookbird: A Journal of International Children’s Literature
Posted on June 15, 2017 by admin
Bookbird, Inc., the managing board of IBBY’s journal, Bookbird: A Journal of International Children’s Literature, seeks an editor or editorial team to take over from the current editor whose term of office finishes with the publication of the October 2018 issue. Bookbird is a refereed journal published quarterly by IBBY (The International Board on Books for Young People), and is distributed by the Johns Hopkins University Press.
The International Board on Books for Young People (IBBY) is a non-profit organization which represents an international network of people from all over the world who are committed to bringing books and children together.
The Bookbird editor(s) must have the following qualifications:
An appropriate level of experience in editing a journal or books to publication level.
An understanding of the publishing process and experience in working with copy editors, designers and printers. Previous experience in this area will be a definite advantage.
Evidence of a clearly defined interest in and knowledge of children’s literature in an international context.
An excellent command of the English language and a general ability to work with other languages and writers whose first language is not English. Proficiency in a language other than English will be an advantage.
A degree in an appropriate discipline, e.g. literature, languages, children’s literature, childhood studies, publishing or librarianship.
A sympathetic ability to work with and encourage authors from a wide range of cultures and different educational backgrounds.
Excellent Information Technology skills, in particular related to editing and publishing.
An ability to work within and keep to deadlines.
Commitment to the ideals of IBBY and an understanding of and empathy with the principles guiding the publication of Bookbird.
Have appropriate office/secretarial support.
A willingness to work closely with the board of Bookbird, Inc., the IBBY Executive Committee and the IBBY Secretariat.
Be available to travel internationally to designated meetings of Bookbird, Inc. and the IBBY Executive.
Planning the content of each issue of Bookbird.
Sourcing and commissioning suitable articles.
Liaising with the Bookbird review panel and overseeing the refereeing process for each article.
Working with authors to improve their texts.
Working with the organizations and individuals that produce additional content for the journal, i.e. reviews, ‘Focus IBBY’, etc.
Editing content and overseeing the copyediting and proofreading of articles and dealing with illustrations and permissions.
Liaising with the designer and printer and managing each issue of the journal to print and ensuring that it appears on time.
Working closely with and informing the board of Bookbird, Inc. on editorial-related matters.
Promoting the overarching aims of IBBY through Bookbird.
The editor(s) are required to attend Bookbird, Inc. and IBBY Executive Committee meetings twice yearly in various venues around the world. These are held in March or April at the Bologna Book Fair and possibly in another location later in the year, usually during August or September. There is a modest budget available to cover hotel and travel expenses to these meetings.
The application deadline is 25 August 2017. Application review will begin on 1 September 2017 and the position will be open until filled.
It is expected that the incoming editor(s) will be in place by early 2018 to prepare the first issue of 2019 (January). The contract to edit Bookbird extends for four years subject to an initial period of approval.
This is an excellent opportunity for an ambitious and creative person or persons with a strong interest in international children’s literature to acquire invaluable experience. It is not a full-time job, and a small honorarium is paid. There is a separate budget for design, copyediting and for translation of articles, when necessary. The editor/editors will need to provide their own administrative back-up by way of office facilities and secretarial help. The editor(s) work from their own homes or offices and may be based in any country.
Applicants are expected to be familiar with Bookbird and with the aims of IBBY.
Interviews for the post are likely to be conducted by Skype or telephone with a follow-up interview in person.
Expressions of interest, including a detailed CV (resumé), a statement about the applicant’s vision for Bookbird and an outline of how the applicant would manage the processes involved in producing the journal are invited from suitably qualified persons. These should be sent by email to:
Valerie Coghlan, President of Bookbird, Inc.: bookbirdpresident@gmail.com
Ellis Vance, Treasurer of Bookbird, Inc.: Executive.Secretary@usbby.org
Evelyn Freeman, Member of the Board of Bookbird, Inc.: freeman.5@osu.edu
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Course Mentor in Children’s Literature at Western Governors University
Posted on May 15, 2017 by admin
Course Mentor, Children’s Literature
Location: WORK FROM HOME, US
Job Category: Faculty, full-time (work from home)
The primary focus of the faculty at WGU is student learning. Because of our unique student-centric, competency-based approach, faculty serve in different roles compared to traditional schools and other online schools.
Course Mentors at WGU function in a professorial role as subject matter experts who assist students as they engage specific sections of the WGU curriculum. The type, length, and intensity of instructional method vary based upon student needs. Course Mentors help students with specific questions that arise and offer specialized instruction on challenging topics. Their primary focus is on bringing WGU courses of study to life through one-to-one or one-to-many forums. Course Mentors do not develop WGU courses, construct tests, or grade assessments independently, but may contribute subject matter expertise to a larger course design effort that includes national directors, instructional designers, program development managers, COS editors, product vendors, assessment/project designers, and others. Course mentor contribution to this team effort reflects the university’s disaggregated model. Their experience and training is specific to the courses they support. They are knowledgeable and can address issues related to a course, learning resource content, or an assessment.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES
Provide expertise in the content area.
Respond to student inquiries about content, course of study, learning resource, or assessment.
Maintain current and active knowledge in the expertise area in order to bring examples and ideas to students.
Communicate professionally, relate well, and share a passion for the content in an effort to motivate a diverse group of students.
Coach students to competency development by asking open-ended questions, brainstorming next steps, and maintaining accountability.
Provide additional resources to students based on content expertise, while maintaining the students’ responsibility for task competency.
Empower students to develop competency by sharing a passion for the subject.
Provide relevant information on student tasks based on feedback from graders.
Monitor and manage a dynamic learning community
Respond to student questions within discussion threads in a timely manner.
Update assessment announcements and live webinar schedule as necessary.
Post university announcements including holidays, unique changes and vacations.
Respond to student questions generated through “Ask a mentor” in the learning community in a timely manner.
Upload and maintain links to recorded webinars (both with audio and as Powerpoints)
Remove inappropriate student posts in a timely manner.
Utilize technology based teaching platforms to aid students in the development of competencies
Bring the course of study to life with engaging live webinars or relevant recorded webinars that enhance expected competencies.
Provide a recorded “Getting Started” session for each course.
Provide a classroom environment conducive to learning and teaching using features in Adobe.
Organize concepts in a logical and understandable sequence, utilizing examples and student interaction to facilitate learning
Utilize innovative teaching techniques in order to meet student needs.
Be proficient using Microsoft Office Suite (Word, Excel, and Powerpoint) to create course deliverables (i.e. presentations, study guides, and spreadsheets).
Provide personalized outreach to at-risk students in a way that fosters development of competencies
Use TaskStream reports to target students who have had a task sent back for revision.
Assist students with the task revision process by clarifying evaluator comments, clarifying task directions, directing students to learning resources, and teaching the skills needed to develop appropriate competency.
Collaborate with student mentors on strategies for supporting individual students.
Used failed first attempts to identify at-risk students.
Provide competency based study plans for students attempting second, third, and fourth attempts.
Promote student success by showing flexibility in style, method, and communication.
Assess individual student needs and provide honest feedback about next steps.
Provide follow up calls or emails to students to summarize conversations.
Establish and maintain office hours for student questions and consultation through phone, email, and IM.
Encourage a culture of learning that values mutual responsibility and respect, life-long learning and ethics as well as personal and professional development.
Routinely correlate concepts in the learning community with the course of study content.
Collaborate with other professionals within the University to promote a positive atmosphere in a student-focused environment
Use knowledge of assessment to suggest revisions of course of study to product development.
Identify gaps between student needs and existing resources and services; generate creative resolutions.
Communicate with positive regard, respect, and solution- focus with members of other departments.
Maintain knowledge of other departments/services such as Well Connect, Center for Writing Excellence, Career Services, etc. in order to connect students when appropriate.
Serve on university committees and/or task forces to assist in achieving strategic goals.
Engage other departments to solve complex issues students may encounter, outside content.
Maintain appropriate notes and records to document attendance and contact with students; maintain confidentiality, according to law.
Develop and maintain constructive and cooperative working relationships with others.
Be available to assist in training new mentors as needed.
Maintain scholarly and professional expertise through professional development
Maintain subscriptions to professional journals and memberships in professional associations most relevant to one’s area of expertise.
Participate in professional conferences as an attendee and/or as a presenter.
Attend and actively participate in training opportunities provided in online and in person settings.
Maintain the certifications, licenses or other professional credentials that were required for the position at the time of hiring.
Actively seek out opportunities to meet with faculty of other institutions who share your area of expertise.
Balance content delivery with exceptional student service
Provide prompt and courteous service, including keeping all scheduled appointments; in emergencies, give students appropriate and timely notice.
Return all calls or emails within 4 business hours; Provide resolution or update student about progress on resolution of issue within 24 hours.
Facilitate student interaction with other departments or personnel when needed to ensure the students get support and service.
Provide honest feedback and recommendations while listening with an empathetic ear, explaining unwritten rules, acknowledging disappointments, and celebrating triumphs.
Develop a teaching style that is individualized to student needs while also emphasizing real-world application of content.
Work with difficult people in a positive and proactive manner.
Clarify misconceptions by communicating the WGU mission and structure; provide a rationale behind policies.
Perform other duties as assigned
Maintain a non-traditional schedule with a minimum of ten (10) hours per week outside the hours of 9 to 5 (in the employee’s home time zone).
Plan vacation days in advance and collaborate with team members for adequate coverage.
Attend WGU academic meetings on a time table and at a geographic location determined by management, usually twice a year.
Keep up-to-date technically and apply new knowledge to job responsibilities.
Contribute to the wider WGU community by participating in collaboration opportunities, including focus groups and the Mentor Development Community.
Effective mentoring of students with a professional approach and knowledge of the competency based model.
Positive working relationship with student mentors, course mentors and students.
Response time to students and University employees is appropriate and aligned with the University goal.
Maintain reports of student progress ensuring that reports and documents are neat, accurate, and completed timely.
Calls and inquiries are courteously and professionally resolved or referred.
The University’s professional reputation is maintained.
Management is appropriately informed of area activities and of any significant problems.
Success in working on complex projects using a collaborative work model;
Superior writing and technology skills;
Mastery of relevant competencies and topics associated with the assigned COS(s);
Ability to assist and support others;
Subject matter expertise in K-12 Children’s Literature;
Ability to respond quickly and thoroughly to student questions and concerns; and
Travel to and participation in semi-annual academic meetings is required.
Minimum Qualifications Education: A doctorate or terminal degree in the specified content area. Other qualifications and/or licensure may be required for some degree programs.
Experience/Expertise: Experience providing student support and instruction; demonstrated ability to work with struggling or at-risk learners.
Hard/technical skills: Able to utilize phone, email, Internet, instant message, Microsoft office suite, and technology based delivery systems. Soft skills: Leadership; communication; independent self-starter/self-manager; understanding and appreciation of competency-based education; proficiency in oral and written English communication; track record for effective coaching and communication skills within a diverse population; and demonstrated professionalism that displays effective judgment and professional integrity. Other: Able to pass a criminal background check. Must be lawfully employable in the United States either by virtue of citizenship or by permanent residency via a green card.
Preferred Qualifications Experience working with adult learners and distance learning environments preferred; experience with APA formatting preferred.
K-12 Children’s Literature Experience
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University Lecturer in English and Children’s Literature at University of Cambridge
Posted on March 7, 2017 by admin
The Faculty of Education in central Cambridge seeks to appoint a University Lecturer in English and Children’s Literature from 1 October 2017. The successful candidate will engage fully in research and teaching activities in this field and is expected to make an immediate contribution. He/she will be expected to contribute to strengthening the international profile of research within the Faculty. Teaching duties will include teaching and supervision of undergraduate, postgraduate and doctoral students. This post offers an opportunity for a research-active educator to join a leading national and international centre for educational research, teacher development, and the study of education.
Candidates will hold a doctorate in a relevant field. They will have a record of internationally excellent research in their field. Contributions to excellence in research will be through peer-reviewed publications and other activities of a kind and quality that meet international standards as assessed in national research assessment exercises.
Candidates will normally have relevant experience of working with postgraduate students, including contributing to Masters programmes and supervising PhD students.
Please also see the further particulars for this post.
To apply online for this vacancy, please click on the Apply. This will route you to the University’s Web Recruitment System, where you will need to register an account (if you have not already) and log in before completing the online application form.
Informal enquiries may be addressed to Professor Geoff Hayward (gfh22@cam.ac.uk).
We hope to hold interviews on 8 and 9 May 2017.
Please quote reference JR11375 on your application and in any correspondence about this vacancy.
The University values diversity and is committed to equality of opportunity.
The University has a responsibility to ensure that all employees are eligible to live and work in the UK.
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Lecturer in Children’s Literature at Newcastle University
Posted on February 21, 2017 by admin
Lecturer in Children’s Literature
Newcastle University – Faculty of Humanities and Social Sciences – English Lit, Language & Linguistics
Location: Newcastle Upon Tyne
Salary: £33,943 to £52,793 per annum
Placed on: 16 February 2017
Closes: 16 March 2017
The School of English Literature, Language & Linguistics wishes to appoint a Lecturer in Children’s Literature. Applicants may be specialists in literature for children in English without regard to period, region or mode. You will have experience in teaching children’s literature to students across a range of modules and a publications record in children’s literature with the potential to make a significant contribution to research within the Children’s Literature Unit.
Experience in research and/or teaching centred around archival materials is desirable. You will also have the capacity to support the ongoing development of the School’s highly successful partnership with Seven Stories: The National Centre for Children’s Books.
Informal enquiries can be made to Dr James Annesley, Head of School, James.Annesley@Newcastle.ac.uk or Professor Matthew Grenby, Matthew.Grenby@Newcastle.ac.uk.
The University holds a silver Athena SWAN award in recognition of our good employment practices for the advancement of gender equality. The University also holds the HR Excellence in Research award for our work to support the career development of our researchers, and is a member of the Euraxess initiative supporting researchers in Europe.
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Tenure-Track Faculty in Children’s Literature at Middle Tennessee State University
Posted on November 17, 2016 by admin
Job Title: English, Children’s Literature, Tenure-Track Faculty
University Expectations: Excellence in teaching, research/creative activities, and service is expected for all positions. MTSU seeks candidates committed to using integrative technologies in teaching.
Required Education: PhD in English, with a specialization in children’s and young adult literature by August 1, 2017
The Department of English at Middle Tennessee State University invites applications for a tenure-track faculty position as a specialist in Children’s and Young Adult Literature (#123055) at the rank of Assistant or Associate Professor. Start date for this position is August 1, 2017.
Candidates should be committed to undergraduate instruction, but can expect opportunities for graduate teaching and program development as well.
Successful candidates will have a strong record of teaching, an active research agenda, and commitment to service. Candidates with expertise in children’s media, childhood studies, and multicultural, global, and/or postcolonial studies will receive special consideration as will candidates familiar with current technology-related pedagogy, including online teaching.
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IRSCL Book Award 2022- Applications open
Open Position: Assistant Professor in Global/Transnational Children’s Literature and Childhood Studies