| Issue | Title | |
| No 3 (2020) | Queerizando las Facultades de Educación: una escuela inclusiva es posible | Abstract PDF |
| Guillermo Soler | ||
| No 2 (2019) | Race and Nation in Ella McFadyen’s Pegmen Tales | Abstract PDF |
| Kit Kelen | ||
| No 7 (2023) | Reading and Space: Unveiling Dynamic Interactions | Abstract PDF |
| Maretta Sidiropoulou | ||
| No 7 (2023) | Reading the Texts of the Anthropocene | Abstract PDF |
| Yasemin Yilmaz Yuksek | ||
| No 5 (2021) | Reception of comics revisited. A revision of gender-based reading practices at school. | Abstract PDF |
| Carolin Führer | ||
| No 6 (2022) | Redefining the Margins: Intertextual and Secondary Characters in Children’s historical novels. | Abstract PDF |
| Rosy Triantafyllia Angelaki | ||
| No 1 (2018) | Representation of Greek Mythology in History Textbooks of Greek Primary schools | Abstract Cover PDF |
| Suh Yoon Kim | ||
| No 4 (2021) | Representation of Racial Diversity in Picturebooks in Teacher Education Programs in the Republic of Croatia | Abstract PDF |
| Matea Butković, Ester Vidović | ||
| No 3 (2020) | Socio-cultural Positioning of Age Identities in Picturebooks | Abstract PDF |
| Johari Murray | ||
| No 4 (2021) | Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University | Abstract PDF |
| Jeanette Hoffmann | ||
| No 4 (2021) | Teaching Children’s Literature Online: Co-constructing Stories in a Massive Open Online Course (MOOC) | Abstract PDF |
| Nicola Daly, Dianne Forbes | ||
| No 2 (2019) | Teaching Lyric Poetry: An Approach through Genre | Abstract PDF |
| Marita Paparousi | ||
| No 4 (2021) | Teaching Picturebooks in First Year Literature Courses | Abstract PDF |
| Danielle A. Morris-O’Connor | ||
| No 4 (2021) | Teaching with Children’s Literature in Initial Teacher Education: Developing Equitable Literacy Pedagogy through Talk about Books | Abstract PDF |
| Alyson Simpson | ||
| No 1 (2018) | The Art of “Including Art” in Animation: DreamWorks’ Intertextual Games for All | Abstract Cover PDF |
| Rebeca Cristina López González | ||
| No 6 (2022) | The Depiction of the Loser Teenager in the Film and Television Adaptations of John Green’s Young Adult Novels | Abstract PDF |
| Grammeni-Eleni Pourni | ||
| No 2 (2019) | The dialogic relationship between literary texts and paintings and its application to Literary Education in High School | Abstract PDF |
| Marianna Toutziaraki | ||
| No 1 (2018) | The Perceived Influence of Children’s Literature on Sociocultural Understanding in UK Education | Abstract Cover PDF |
| Branwen Bingle | ||
| No 2 (2019) | The presence of C. P. Cavafy in Greek education: Landmarks and Gaps | Abstract PDF |
| Sotiria Kalasaridou | ||
| No 4 (2021) | The Three Robbers in Three Languages: Exploring a Multilingual Picturebook with Bilingual Student Teachers | Abstract PDF |
| Esa Christine Hartmann, Christine Hélot | ||
| No 1 (2018) | Touching Art: The Art Museum as a Picture Book, and the Picture Book as Art | Abstract Cover PDF |
| Perry Nodelman | ||
| No 1 (2018) | Types of word–image relationships appearing in Polish language textbooks | Abstract Cover PDF |
| Dorota Michułka, Justyna Bajda | ||
| No 7 (2023) | Understanding and Text Properties: Investigating Readers’ Sense-making Processes | Abstract PDF |
| Leonie Kirchhoff, Judith Glaesser | ||
| No 2 (2019) | Young readers and a portuguese sonnet of the 18th century: a viable alliance? A trial in the 2nd Cycle of Basic Education | Abstract PDF |
| Pedro Balaus Custodio | ||
| No 4 (2021) | ‘Once Upon Many Times Little Red Riding Hood’: Introducing Contemporary Children’s Literature to Senior Learners | Abstract PDF |
| Karla Fernández de Gamboa Vázquez, Xabier Etxaniz | ||
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ISSN: 2659-3149