Pop-up Books Research Articles

팝업책과 일반평면책에 대한 유아의 읽기 반응 비교

이 연구는 팝업책과 일반 평면그림책에 대한 만 5세 유아들의 읽기 양상을 비교함으로써 그림책 제작방식에 따라 유아의 읽기시간, 흥미, 반응, 이해, 회상에 차이가 있는지 살펴보았다. 연구의 결과는 다음과 같다. 첫째, 유아들은 팝업책과 일반평면책에 대해 모두 높은 수준의, 유사한 정도의 흥미를 보였다. 둘째, 팝업책을 읽은 유아들은 일반평면책을 읽은 유아들에 비해 자발적으로 책을 더 오랫동안 보았고, 그림에 초점을 두는 반응 수준이 더 높았다. 셋째, 일반평면책을 읽은 유아들은 팝업책을 읽은 유아들에 비해 사실적 이해와 회상에서 더 높은 수준을 보였다. 이 연구는 만 5세 유아의 독립적 그림책 읽기에 초점을 맞추어 실제적인 정보를 제공한 점과 두 유형의 책을 읽은 유아들의 읽기 반응을 여러 측면에서 비교하여 팝업책의 특징과 관련된 구체적인 시사점을 도출하였다는 의의를 갖는다. This study examined the differences in young children's reading results to two types of picture books, focusing on the features of pop-up books. Children's reading time, interests, responsiveness, comprehension, and recall were compared for pop-up books and regular books with the same story. The results of this study were as follows. First, young children showed similarly high interests in both versions. Second, children from the pop-up books group read for a longer time, and showed a higher responsiveness level in focusing on the illustrations than their counterparts. Third, children who read regular books displayed better comprehension and recall than children who read pop-up books.

A comparative study of children's concentration performance on picture books: age, gender, and media forms

The reading development of children depends on various sensory stimuli, which help them construct reading contexts and facilitate active learning and exploration. This study uses sensory stimuli provided by picture books using various forms of media to improve children's concentration performance. We employ picture books using four forms of media: conventional picture books, pop-up books, talking books, and e-books. Children in young (Grade 3) and senior elementary school students (Grade 6) are recruited as participants. The NeuroSky MindBand (electroencephalogram) is used as a tool to measure children's concentration. The results indicate that children in Grade 3 express higher concentration and interest than children in Grade 6 in picture books, and the effect of gender is greater than that of grade on the level of concentration invested in the picture book media form and exhibits a significant interaction and effects on children's concentration performance. As a result, we suggest that talking books or e-books, which provide multisensory stimuli, should be selected for elementary school boys. In addition, talking books should be selected for girls in young elementary school students, while conventional books should be used for girls in senior elementary school students to avoid distraction caused by excessive media stimuli.

Generating animated paper pop-ups from the motion of articulated characters

Pop-up books are fascinating books comprised of paper pieces that pop out when opened to form interesting three-dimensional structures. But more than just reproducing 3D shapes, pop-up artists also use the movement of the paper pieces during the opening process to convey motion and produce some form of animation. Similarly, previous automated methods have focused on reproducing the 3D shape of an input mesh. In our work, we focus in recreating motion. We study the movement of the paper pieces of the different mechanisms used in pop-up structures to automatically design animated pop-ups. Our input is an animation file, containing a 3D character with an armature and motion. We map each of the linkage chains to a specific pop-up mechanism based on the type of motion it can produce. We then obtain the initial values of the parameters of the mechanisms, such as lengths and orientations of the patches, based on our formulations and parameter estimation. Subsequently, we utilize simulated annealing to search for a plausible layout from a valid configuration space. Finally, we produce a printable design layout of the animated pop-up.

Cross-readings and ecoliteracy in children’s pop-up books

El objetivo de este texto es analizar dos libros pop-up destinados a la infancia, escritos por Anouck Boisrobert y Louis Rigaud, titulados Popville (2009) y Dans la forêt du paresseux [En el bosque del perezoso] publicados por primera vez en 2009 y 2012, con textos de apoyo de la autoría de Joy Sorman y Sophie Strady, respectivamente. Estos libros se publicaron originalmente en Francia, en Hélium Éditions, pero pueden encontrarse ya traducidos en varios países occidentales y en muchos idiomas, incluyendo el catalán, holandés, inglés, francés, alemán, italiano, portugués y castellano. Este artículo analiza el texto verbal de los libros antes citados, así como su elaborado componente visual, construído gracias a una sofisticada ingeniería del papel, con vistas a reflejar la forma en que estas publicaciones alcanzan su objetivo: el desarrollo de la consciencia ecológica de los lectores (Orr, 1992) a través de su implicación en el proceso de la lectura. Esta cuestión parece constituir una de las principales tendencias de la Literatura Infantil en las sociedades occidentales contemporáneas, transcendiendo el papel tradicional y casi omnipresente que la naturaleza desempeña como escenario de narrativas infantiles.

From Pop-Up Books to Shakespeare

Research suggests that experts and beginners use qualitatively different writing processes when given the same text to write. Throughout their writing, experts tend to create a network of executive, structural, and content problems that they continually refine and coordinate as they bring the text to fruition. Novices, in contrast, tend to focus on shallow, singular goals one at a time. This article reviews this research and then suggests instructional models to help talented writers develop this expert writing process across the elementary grade levels.

High speed locomotion for a quadrupedal microrobot

Research over the past several decades has elucidated some of the mechanisms behind high speed, highly efficient, and robust locomotion in insects such as cockroaches. Roboticists have used this information to create biologically inspired machines capable of running, jumping, and climbing robustly over a variety of terrains. To date, little work has been done to develop an at-scale insect-inspired robot capable of similar feats due to challenges in fabrication, actuation, and electronics integration for a centimeter-scale device. This paper addresses these challenges through the design, fabrication, and control of a 1.27 g walking robot, the Harvard Ambulatory MicroRobot (HAMR). The current design is manufactured using a method inspired by pop-up books that enables fast and repeatable assembly of the miniature walking robot. Methods to drive HAMR at low and high speeds are presented, resulting in speeds up to 0.44 m/s (10.1 body lengths per second) and the ability to maneuver and control the robot along desired trajectories.

AR BOOK AS IMMERSIVE READING TOOL FOR ALLOWING THE READER TO BE PART OF THE STORY

Reading is one of the most important skills children develop for acquiring new knowledge and enhancing thinking and memory. Current technologic advances are changing how people interact with books, the availability of computing devices in the form of laptops, smartphones and tablets allow enriched reading experiences through transmedia interactive content. Traditionally, book immersion was accomplished using figures and the reader’s imagination, and their interactivity came with popup books that attracted attention by offering movable 3D objects. Currently, electronic books offer more immersive and interactive form of reading through multimedia content. In terms of immersion augmented reality offers spatial navigation of contents similar to real life environments. The importance of 3D as a tool for offering more information about a specific scenario has been taken place in reading documents, such as interactive PDFs, Apple iBooks, and augmented reality booklets used in training, maintenance, education and games. The goal of this project is to develop an augmented reality book that allows a young reader to navigate the story and shape its development through choices represented by augmented virtual animation over a booklet containing fragments of the story.

Through the Teacher’s Eyes

Digital fabrication consists of manufacturing design technology that is used to facilitate the creation of physical objects. Existing research suggests digital fabrication technology can inspire student creativity and innovation in mathematics and science. However, there is a lack of research that informs teacher education by identifying practical pedagogies to meaningfully integrate digital fabrication into language arts curricula, which this article seeks to achieve. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework of 21st century teacher knowledge, this case study explores one middle school teacher’s yearlong journey as she integrated digital fabrication technology to create pop-up books in an afterschool program with a language arts focus.

Magical tales: myth, legend and enchantment in children's books

A faun carrying an umbrella; a hobbit who lives in a hole; a mysterious name - Lyra; an ill-treated schoolboy with a scar and a secret. Children's fantasy books often begin with resonant images. However, they also begin in an author's reading practices. How do children's authors incorporate myths and legends into their work? And how do myths and legends change as a result? In this richly illustrated collection of essays a team of academic experts trace the magical tales from Norse myth, Arthurian legend and medieval literature which have inspired the finest writers for children, including C.S. Lewis, J.R.R. Tolkien and Alan Garner. Drawing on collections of manuscripts and rare books in the Bodleian Library, additional chapters put the spotlight on spell books, grimoires and books that do magic, as well as exploring stunning examples of pop-up books, harlequinades and concertina panoramas from the Opie Collection of Children's Literature. Other writers under discussion include children's authors of the Victorian era, such as George MacDonald, Rudyard Kipling and E. Nesbit, and twentieth-century writers Susan Cooper, Diana Wynne Jones and Philip Pullman. Through wide-ranging analysis these essays show how literature and tales from the Middle Ages and earlier still have been reinterpreted for each generation and continue to have a profound impact on writers of fantasy books for children today.

Charlotte Steiner

Charlotte Steiner Zlata Fuss Phillips (bio) Click for larger view View full resolution Charlotte Steiner (1898–1981), author and illustrator of children’s books, published more than seventy books between 1939 and 1972 in the USA. She both wrote and illustrated most of them, and she illustrated the texts of other authors. Her books demonstrate remarkable insight into the psyche of the children for whom she created wonderful stories. Her first Doubleday title, Lulu, published in 1939, consists of exquisite drawings of a young girl, Lulu, sitting on a chair and drawing a picture of a dog. The dog comes to life and becomes her companion, eating a meal with Lulu, going to the pond with her, and catching fish with her. When Lulu does not succeed in catching a fish, she cries and the dog comforts her, and tries to catch a fish in order to console her. It succeeds, and both Lulu and the dog happily walk back home. The only text is on the first page, giving the name of Lulu and her adventures, and on the end page announcing the end of the story. This moving story, told only with simple, repetitive drawings of Lulu, in white overalls with “Lulu” embroidered on the bib, the dog, and simple objects, captures perfectly the egocentric imagination of preschoolers then and always. Knowing her intended audience and creating books that appealed to them is the keystone of her entire opus. Charlotte Klein was born on November 17, 1898 in Nový Bydžov, Bohemia, Czechoslovakia. In 1911, she moved with her parents, Adele and Bernard Klein, and her older brother Ernst, to Vienna. By the age of ten, Charlotte was fluent in Czech, German, English and French. She subsequently studied in Prague, Vienna, and Paris. In 1922 she married Friedrich Steiner, a businessman, in Vienna. For a period of time they lived in Berlin, until Hitler’s rise to power in 1933. Charlotte’s family of origin was Jewish; Friedrich [End Page 76] was Protestant. It was for her sake they left Germany, and later Austria. After living in mid-1930s Vienna, they travelled in the fall of 1938 to Naples, Italy. After obtaining immigration visas in Naples, Charlotte and Friedrich sailed with the ship “Roma” to New York City, arriving on October 7th. Cousins of Charlotte, who lived in Brooklyn, sponsored their immigration passage, according to the list of alien passengers at the port of arrival. In December, 1938, she applied for US citizenship. While working at Brownie’s Blockprints, Inc. in New York City in 1939, she applied for a social security number—the same year she began to write and illustrate children’s books. In 1944 Charlotte, became a US citizen. By this time Doubleday, Doran & Co., one of the biggest US publishing companies at the time, had already published half a dozen of Charlotte’s children’s books. Charlotte’s career as an author and illustrator of children’s books began at an opportune time as the demand for children’s books, especially picture books, increased dramatically during the 1940’s. Many mothers of young children worked in war industry centers (for example, Rosie the Riveter) during the period, and their children attended nursery schools. With the money they earned, mothers could afford to buy books for their children. This increased demand for nursery books led Charlotte and her publishers to produce children’s books in special formats: pull-out books, pop-up books, cloth books, accordion books, mail-me books, and toy theater books. For example, she created the toy theater book, Charlotte Steiner’s Story Book Theater (1944), a proscenium, and six booklets, “Little Black Sambo,” “Red Riding Hood,” “Hansel and Gretel,” “Snow White,” “The Gingerbread Man,” and “The Three Bears,” each in pictorial wrappers packaged in a box covered with illustrations. Click for larger view View full resolution Charlotte branched out into different styles and content in her later books, using rhyme in Let Her Dance (1969), or playing off the intrusion of television into every day life in Timmy Needs a Thinking Cap (1961). Timmy wants to win a live donkey, as advertised in a promotion he sees on television. He needs...

The Use of Augmented Reality Pop-Up Book to Increase Motivation in English Language Learning For National Primary School

This research study describes the use of Augmented Reality (AR) as an emerging form of experience in which the real world is enhanced by computer-generated content. AR pop-up books for instance will help students bridge the gap between the digital and physical world. Students are able to use the AR pop-up book as the primary interface, changing perspective or direction by moving the book through their webcam where a marker detection which is a two-dimensional patterns to carry information that are attached to the book page. AR technology is adopted in this research study because it has the potential to motivate and support students in English language learning. In learning a second language, research has established that it is utmost important that students receive maximum support in terms of supportive and conducive learning environment. The AR pop-up book is developed using ZooBurst tool and the design is incorporated with a problem solving approach which is Keller's ARCS model: Attention, Relevance, Confidence, and Satisfaction. The development process is enhanced using Keller's ARCS model of motivational design. The result of the study is obtained from observations of Year One primary school students using the AR pop-up book and followed by semi-structured interview.

Christmas in the Mouse House by M. Kneen

Kneen, Maggie. Christmas in the Mouse House. Somerville, Massachusetts: Templar Books, 2011. Print. This delightful pop-up and lift-the-flap book will entertain adults and children alike. English children’s author and illustrator, Maggie Kneen, who is also an architectural and archaeological illustrator, creates nostalgic images of the perfect family Christmas. The Mouse family lives in what might be a Colonial-era house. Mama Mouse wears long dresses and aprons and Papa Mouse has a knee-length red frock coat and a cravat. Mama Mouse cooks over an open fireplace with a tea kettle hanging on a hook. Upstairs, Nanny, in a pink candy-stripe dress and white servant’s cap, puts baby to bed in canopied cradle. It is Christmas Eve and Mama and Papa have hidden all of the Christmas decorations. Readers help all the little mice find them by lifting the flaps. Christmas decorations are behind the clock, in a pot on the shelf, in cabinets and even outside in a bird’s next. During the course of their search, the little mice also collect toys that would make good ornaments and even make some of their own ornaments. Every pair of pages shows a different room in the house, each with several flaps. Every other room scene has a pop-up. The last pop-up shows the whole Mouse family dancing around the decorated Christmas tree, which everyone agrees is “the most beautiful Christmas tree they’ve ever seen.” The reading level of this book is too high for the age 3-6 target audience. However, it is the kind of book that adults read to small children. Like all pop-up books this volume will succumb to wear and tear, but will be much loved. Highly recommended. Recommendation: 4 out of 4 starsReviewer: Sandy CampbellSandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

Activity and Agency in Historical “Playable Media”

This article examines examples of English movable books produced for and created by children from the seventeenth to nineteenth centuries as interactive media. I analyze the interactive design of flap books, slat books, and mechanical books in comparison to contemporary pop-up books. By adapting ideas associated with digital media and applying them back I time, I analyze the design of the movable books in light of their child reader-viewer-players or interactors. By comparing early understandings of interactivity, notably of John Locke, with those of contemporary theorists, I demonstrate how a hierarchical perception of activity and agency occurred. Ultimately, I suggest how we may be able to rethink our valuation of the terms.

증강현실 기반의 초등과학교육 콘텐츠 제작

최근 유비쿼터스 컴퓨팅 기술발달과 더불어 새로운 기술을 적용한 다양한 매체들이 개발되고 있다. 특히, 증강현실(Augmented Reality) 기술은 3차원 입체영상을 통해 현실감 있는 정보를 제공하고, 학습자의 직접적인 조작활동을 통하여 학습자들에게 새로운 학습 경험을 확장시킬 수 있는 교육매체로 높은 관심을 받고 있다. 이와 같이 증강현실이 주목을 받고 있는 가장 큰 이유는 기존의 교육 매체들과 달리 증강현실은 사용자가 실제 사물의 모습을 보면서 그것에 추가적으로 디지털화된 정보를 제공해 줄 수 있다는 독특한 학습정보의 제시방법 때문이다. 본 논문에서는 증강현실을 이용한 교육용 콘텐츠의 국내외 개발사례를 바탕으로 증강현실의 교육적 효과를 극대화 시킬 수 있는 방법인 Pop-up book 활용 및 멀티증강 디지로그북을 제안하고 최근 빠른 속도로 보급되고 있는 스마트폰용 어플리케이션으로 개발하여 사용자들이 보다 쉽게 증강현실 교육용 콘텐츠를 사용할 수 있도록 하였다. Technological development, a diverse range of media adapting to new technology has been developing. Augmented Reality Technology provides realistic information through the stereoscopic 3D images and it has been riding a wave of learner interest as an educational media which can broaden their learning experience through direct operating activity. The biggest reason why the Augmented Reality has gained such attention is because of its unique way of suggesting learning information that unlike the existing educational media, the Augmented Reality provides additional digitalized information while its users are looking at the actual object. Based on the domestic and foreign cases of development for educational contents using the Augmented Reality Technology, this thesis suggests the utilization of Pop-up books and multi-augmented Digilog Books that are ways to maximize the educational effects of the Augmented Reality. Through the development of smartphone applications that are propagating lately at a rapid rate, users can now use the Augmented Reality educational contents in a way that is easier than ever.

Pop-up book MEMS

We present a design methodology and manufacturing process for the construction of articulated three-dimensional microstructures with features on the micron to centimeter scale. Flexure mechanisms and assembly folds result from the bulk machining and lamination of alternating rigid and compliant layers, similar to rigid-flex printed circuit board construction. Pop-up books and other forms of paper engineering inspire designs consisting of one complex part with a single assembly degree of freedom. Like an unopened pop-up book, mechanism links reside on multiple interconnected layers, reducing interference and allowing folding mechanisms of greater complexity than achievable with a single folding layer. Machined layers are aligned using dowel pins and bonded in parallel. Using mechanical alignment that persists during bonding allows device layers to be anisotropically pre-strained, a feature we exploit to create self-assembling structures. These methods and three example devices are presented.

A geometric study of v-style pop-ups

Pop-up books are a fascinating form of paper art with intriguing geometric properties. In this paper, we present a systematic study of a simple but common class of pop-ups consisting of patches falling into four parallel groups, which we call v-style pop-ups. We give sufficient conditions for a v-style paper structure to be pop-uppable. That is, it can be closed flat while maintaining the rigidity of the patches, the closing and opening do not need extra force besides holding two patches and are free of intersections, and the closed paper is contained within the page border. These conditions allow us to identify novel mechanisms for making pop-ups. Based on the theory and mechanisms, we developed an interactive tool for designing v-style pop-ups and an automated construction algorithm from a given geometry, both of which guaranteeing the pop-uppability of the results.

Pop Into My Place: An Exploration of the Narrative and Physical Space in Jan Pieńkowski’s Haunted House

Discussions of children’s literature frequently neglect the pop-up. This universally popular type of book is often considered ephemeral and insubstantial, although some titles have managed to attain popularity and critical recognition, elevating the form to iconic status. One of the most acclaimed and lasting titles in contemporary pop-up books is Jan Pienkowski’s Haunted House. Gothic themes have always been popular with pop-up book originators, especially as the form lends itself perfectly to concepts of transformation, but a close reading of this particular title is ideally suited to the investigation of place and space. Everything is carefully designed to draw the reader in. The familiar experience of arriving in a strange house is a concept even the youngest child can relate to, while the text poses questions and, even in its title, establishes the potential for surprise. Each turn of the page delivers this as each pop-up unfolds and demands reaction from the reader, linking narrative place and space with actual three dimensional place and space. Using Pienkowski’s Haunted House as a focus, this article argues for a revaluation of the pop-up form.

Chemical pop‐up books: How some devices build themselves

Chemical pop‐up books: How some devices build themselves

Evocative Books: Books That Inspire Personal Response and Engagement

The authors review numerous children's books that encourage reader interaction and response, including pop-up books, books that invite interactive reading aloud, books with evocative illustrations, funny books, and those that generate emotional response. A conversation with author Kevin Henkes is also featured, along with reflections from authors Lisa Yee and Robert Sabuda.

Reviews & Resources

We have reviewed another varied range of books for you this month: baby books, pop-up picture books, an information-rich special needs book… Happy reading!