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This book documents the findings of a one-year research project engaging the children's publishing sector for feedback on reading trends and digital publishing in picture-book genres.
List of contents
1. Introduction 2. How Children Read 3. Picture-Book Publishing in the Digital Era 4. Conclusion
About the author
Katherine Day is a Lecturer in Publishing Practice at the University of Melbourne. She has extensive experience in the industry, having worked first as an editor at Penguin and then as a freelance editor for some of Australia’s most respected publishers. Her research interests include editorial practice and author–publisher negotiations. Her latest book, Publishing Contracts and the Post Negotiation Space (2023 Routledge) explores author contracts and power relations between authors and publishers.
Summary
During the COVID-19 pandemic lockdowns, children’s media use increased (Mesce et al. 2021) while a decrease in print-book reading was observed (Nolan et al. 2022). An increase in tablet use suggests that when children were reading, it was mostly online in the form of ePub3 pdf files for illustrated works and prescribed school texts, while smartphone use was linked to apps and games. (Susilowati et al. 2021) For many years now, children’s publishers have experimented with digital picture-book formats but have regarded the genre as not suitable for digitisation.
This book documents the findings of a one-year research project engaging the children’s publishing sector for feedback on reading trends and digital publishing in picture-book genres. The research assesses the plight of picture books in the current climate and considers how picture-book publishers cater to diverse readerships and new reading platforms post Covid-19 lockdowns and into the digital age.
Written by an academic and editor with over 15 years industry experience, this book offers a nuanced response to children’s picture book publishing and reception for librarians, teachers, publishers and international scholars in the fields of publishing studies, library studies, early childhood studies, early education and childhood psychology.
