All over the world, translated books make up a significant part of children’s literature. Therefore, studying the linguistic structure and features of these books, and also the factors based on which children, their parents, and Children’s Books Council approve of a book, is essential. One of the most crucial linguistic aspects of children’s books translation is choosing the appropriate set of vocabulary since the translator is supposed to select proper equivalents from kids’ limited vocabulary to facilitate conveying the content and hence, their comprehension of the book. The current research is mainly concerned with how different these word choice methods are through the framework of natural morphology theory as well as how successfully translators have managed to select the proper set of vocabulary using this theory. concerning the aim, this is applied research involving mixed methods. The data were extracted from PLDB. The inferential statistics findings indicated that the principles of natural morphology (iconicity, transparency, binarity, and word length), no significant difference was observed between the words in authored versus translated books, Although, based on descriptive statistics, authored books have a more natural rate in the parameters of iconicity and word length. Thus the results indicate that overall, the translators & authors of children’s books have successfully managed to select the right set of vocabulary.

The present research aims at the evaluation of the validity، coverage and quality of the children and adolescents reference books that has been published since 1385 to 1390 in Iran. This applied research was developed by the method of quantitative content analysis. The research population consisted of 216 special reference books for children and adolescents. For data collection we used a researcher-made checklist based on the analysis of related literature. Validity of the checklist confirmed by related experts. Among 216 reference books، 150 titles were encyclopedias، 33 dictionaries، 8 bibliographies، 18 reedy reference books and 7 titles were geographical references. Based on the results، most of the reference books didn’t have the expected criterions mentioned in checklist. Further، compound authored-translated books held better measure، except the reference books published in the 1390s، considering that only 6 percent of the total titles of books were compound authored-translated books. Originality/Value: besides the formulation of a checklist for evolution of special reference books for childes and adolescents، we evaluated the validity، coverage and quality of the books. Results of the evaluation could be used as a basis for collection development of special reference books of childes in public libraries

Examining subject trends of LIS Persian books published in Iran from 1994-2008. a checklist was used to collect data. Population includes 472 book titles in the field of Library and information science between 1994 and 2008. National Library OPAC was searched to identify these books. Publishers'' website of Khaneh-yeh Ketab and the section of academic publications were consulted to ensure full coverage. Most LIS publications in the country during those years are originally written in Persian. In 2005، however، the majority consisted of translated titles. M. H Dayani and A Shokoohi were the most proliferating author and translator، correspondingly. Cataloging and classification made 9. 6% of all publications originally written in Persian. Reference and information services were the two subject areas that received highest number of translated titles (13. 8%).

A lot of the identity of any sciences depends on the texts it has produced in the past; but without a critical and integrated reading of these texts, it is not possible to get a clear picture of this identity, to avoid duplication and perversion, and to achieve synergy. The purpose of this paper was to identify the conceptual trends of educational management science in Iran, based on the survey of the production texts in this knowledge. The methodological approach of this research was a qualitative type of comparative and critical thematic bibliography. The research population was all the books indexed in the National Library of Iran during the last 60 years with the main and direct keywords of educational management, educational leadership and school management. After four stages of targeted screening, 28 books (16 authored books and 12 translated books) were singled out as research samples. Then, according to the tradition of bibliographic studies, after reading and critically taking notes from sample books, data, categorization and analysis, the main concepts were inferred. Concepts were also regularly validated using expert opinions. The results showed that in the written texts, a kind of absolute dominance of “management and abstract organization” in the approach to educational management knowledge in Iran has prevailed; but in translated texts, the science of educational management is closer to the real world of “schooling”. The findinds also demonstrate that in the authorial texts related to educational management science in Iran, due to the lack of a coherent conceptual framework within the discipline, discrediting and confusion in this science have become commonly widespread.

Developing the concept of ‘otherness’ is intertwined with the concept of an authorstrated book; an authorstrated book falls into the category of applied art. Concepts are incorporeal, but they emerge in corporeal things; the emergence in authorstrated books takes place through the visual organization and creating semantic layers in a visual frame. What changes into meaning in an authorstrated book happens via created picture or visual organization and the process takes place as following; the illustration operation is performed like a process, but the addressee sees the result in an authorstrated book. As a result, semantic layers are read through the reader’s read in the possible world or in an authorstrated book and every authorstrated book is deemed as a new world which is an open window for the reader. Apart from sense of vision, as authorstrated book is also sensory-perceptual, it can engage other addressee’s senses. We are aimed at knowing the role of visual organization in the interaction process which is subject to sense and perception. Because in every discourse process, sensible factor serves as a go-between for inside and outside. The relation between subjects and interactional objects is a kind in which reception is done through senses, put the object in a situation where the object faces the otherness and put them on the way to meaning-making. In this relation, the modal states of body between subjects and objects are intertwined, via the presence of all senses beside each other and with each other and through this way, the subject’s phenomenological perception of the world is formed. To achieve this goal, we select an authorstrated book ‘The Red Tree’ by Shaun Tan on the grounds that based on of the aforementioned view, the subject in the book constantly faces sensory spaces which makes his perception encounter problems. This picture book includes two visual and written systems and discourse in this book in the visual text which provokes directly the subject’s sensitivity and when picture is accompanied by written form, the way of reading undergoes fluctuation and the reading process undergoes changes which depend on the subject or the addressee of the work. The question of the article is as following: on the basis of the semiotic and sensory-perceptual process, what factors is reading or meaning-making in visual system of an authorstrated book subject to? This article through bibliographical sources, documentary, descriptive and comparative method utilizes semiotic analysis. In this regard, discourse systems are focused especially a sensible discourse system in which the simultaneous presence of subject and object and sensory-perceptual process between them are highly important, for objects are considered physical reality and have the capability to have a meaning because of sensory features which are discovered by subjects. However, subjects are redefined on the basis of their place and ability; in this kind of discourse, we face an interactional system where the presence of each side causes feeling or reaction in both sides. Regardless of dynamic feature, this relation is predicated on interactional encounter, that is, what two sides feel at interaction. The way of presence or act of each side engaged in interaction causes a feeling in the other side leading to the reaction or the act of the actor. Having analyzed the aforementioned book, we realized that interactional or sensible method caused that the historical, mythological, imaginary and philosophical understanding of the addressee which accompany this discourse method and their perception is built on it.
Of which the addressee does not have any idea (the essence of combined and imaginary elements) can be developed as a part of phenomenological understanding through a sensory-perceptual process taking place via turning the pages of the book. The other point is that in the narrative structure of the book, some elements are fixed in all frames by the authorstrator in order for the subject to be able to keep the theme of the narration on the basis of it. For example, both the chief character (the little girl) who or the red leave acted and reacted in terms of the events. Having studied some frames of the book, we found out that this authorstrated book was aimed at revealing conscious processes and the authorstrator’s lived experience and also revealing reader-agent’s unconscious processes and the processes of empowering him; the authorstrator presents a powerful invitation through sensory-perceptual process and even provides an explanation in which the subject is involved in its meaning-making; The authorstrator aims to explain and through this way, he uses a variety of variants for meaning-making to create his own possible world and, in better words, the addressee can find mental signified variants through signs in the authorstrator’s illustration. The authorstrator does illustrate fragments through components such as breaking frames or different frames which create single narrative frames; frames which have the capability for being read in the structure of the book and which also allow the addressee to get started to read the book from each page as he/she wishes.
In fact, in this authorstrated book and based on the view or semiotic method and a sensory-perceptual process, the addressee’s sense is influenced by co-presence with the otherness who makes the addressee’s impression problematic. In the process of our analysis, on the basis of the interactional or emotional structure and regarding the point that authorstrated books are heavily predicated on senses, especially vision, it can be claimed that authorstratingdepends on components including, not thinking one-line, communal individuality, multiculturalism and decentralization. It can be said that: 1. An authorstratoror an illustration philosopher chooses one way from different discourses. He/She finds novel orders via illustrated discourses and discoursal and cultural change. 2. Identity and individuality are the subject’s other poles which discourse situations provide it (the subject) with. Semantic components in authorstrated books show that how the subject was divided into pieces and was decentralized; the subject had a variety of identities depending on discourses which the subject belonged to. The subject is indeterminate. However, there is a likelihood that the subject develops identities in a special situation in which the object cracks and is never completely present. As a result, its identity is fluid. 4. Semantic components showed that in such an illustration, one “ego” developed which was not “ego”-oriented anymore; this novel “ego” can escape the grip of being solely an subject and in doing so, is able to create interaction, and become meaningful by the presence of the other one. 5. The study of the semantic components showed that the subject or the addressee gained a new experience every time he/she read or saw the book and this new experience means new identity development and a new discourse.
In “The Red Tree”, an authorstrated book, surrealistic aspects are seen more than other aspects. Also, a host of techniques in the illustration performance are deconstructive: the existence of these components in illustration or text aesthetics cannot be assessed without taking thought, ideology, and social and cultural issues into consideration and representation in illustration is not an exception and it can be expressed through every style or visual expression, especially Realism, Surrealism and Symbolism. 2. We concluded that the authorstrator’s encounter with authorstrated books as an illustration philosopher in the realm of the illustration language took place with visual sensitivity proving that the authorstrator escaped the flaws rooting from certain isms and in this way, the authorstrator considered no limits to express and utilize methods. 3. We concluded that in the study of an artwork, (authorstrating) there was nothing as a visual text which was absolutely controlled by the authorstrator and his/her govern came to an end somewhere (idea or performance) in the visual text.

The main goal of this research was a comparison of written stories in Persian and translated stories based on problem solving stages and the characteristics of problem solvers. The stories in this study consist of 10 written story books in Persian and 10 translated story books published between 1380-1385 which were selected by Children's Book Council of Iran. These stories were analyzed using the method of deductive qualitative content analysis according to the Dewey's problem-solving stages and Griffin's characteristics of problem solvers. The findings showed that, in translated stories, the "data collection stage" and in written stories, "check solutions" had the highest frequency. And "problem definition", "formulation of the result" and "evaluation" in both groups of books were lower. Also, results showed that the "consequential thinking characteristic" in translated stories and "persistence characteristic" in written stories were observed to a greater extent, and "prior knowledge" and "considering the viewpoints" in both groups were lower. On the whole, translated story books included more problem-solving stages and the characteristics of problem solvers components than written stories. It may be said that the translated books were richer than written story books. Another result was that both groups of the discussed stories possess the majority of problem-solving stages and characteristics of problem solvers.

Story has a very critical role in the formation of critical thinking skills. The purpose of the prison research is to explore the potential benefits of normal stories in the formation and promotion of critical thinking skills in children. The present research has utilized content analysis method to explore the extent and components of critical thinking skills in the view of Richard Paul in stories authored for children at the age range of “C” (10-12 years) all of which were published during 1961 -2006 and listed as appropriate books in the Council of Children’s Books. The results indicate that the components of implications and consequences, information, data, evidence, experience, purpose, moral reasoning capabilities are in a better position than other components. The weakest components are assumptions, confidence in thinking, opinions and inferences, and interpretations. Also, most of the successive growth of stories in terms of critical thinking components has occurred in the late works and in the eighties, regardless of the cross-sectional growth of the forties.

This research tries to find out the extent to which critical thinking elements are seen in children and young adult's fictions regarding the mentor's viewpoints of Intellectual Development of Children and Young Adults (IIDCYA). This is a survey study. The population consists of 8 fictions. A checklist is used by 48 mentors of IIDCYA in Khuzestan to identify critical thinking elements in the books. According to the mentor's viewpoints, the critical thinking elements are not the same in the books. Children literature is not only aimed to amuse but also has pedagogical purposes. Training thinking skills must be also considered in children books.

Studying women’s role through literary genres through literary genres in Iranian children's and young adult's books during recent century This research is intended to study women’s role in Iranian children's and young adult's which have been written in recent century. These stories have been written during January 2000 to January 2008. The considered method in this research is based on content analysis. Since sex of writers, translators and illustrators should be recognized in considered literary genres of books.Findings show that during nine considered years in this study, 14475 books have been published for the first time in Iran. Studying 963 books by systematic sampling showed that through 633 written books, 264 books (41.7%) have been written by women. More over through 329 translated books, 177 books (53.7%) have been translated by women. On the other hand 197 books (31.6%) have been illustrated by women. Findings shows that through three considered hypothesis, only the first one have been confirmed which shows that there is meaningful relation between literary genres and writer’s sex.