Adults choose the books they think are good and appropriate for children. However, it is dangerous when adults consider the implications of ideas about children’s literature by their ideologies, which underlie children. Sometimes, they may think that children have limited understanding and short attention span. As a result, they think children’s ability to respond to literature, with any degree of understanding, is seriously limited (Nodelman & Reimer, 2003). Consequently, they are partly unilateral. In addition, many adults are far more interested in determining what children should not read than what and how they should. Adults have the responsibility of assisting children to understand what they read in an appropriate way. We should explain to them with suitable words, rather than just forbid them to read certain material. This is because children have the right to choose various books, texts, images and select what interests them.
Although adults possess a repertoire of knowledge about literature that might as well be useful in choosing appropriate books for children, we should pay significant attention to how assumptions work to avoid being arbitrary. As Nodelman & Reimer (2003) state, adults should be wary of their own censoriousness. Furthermore, adults’ selection should be based on each child individually.
During the last half of the twentieth century, scholars defined postmodernism as changes in philosophy, literature, art, architecture and music (Pantaleo & Sipe, 2008, p. 1). Additionally, Coles and Hall (cited in Pantaleo & Sipe, 2008), depict postmodernism as changes made in different aspects - in history, society and culture.
Waugh (1984) illustrates that metafiction pushes us away as it says “dont forget what you are reading is an artefact but not real” (cited in Sipe, 2011, p.247). Postmodernism and metafiction include narrative fragmentation, ...Show more