| Summary: | 碩士 === 臺東師範學院 === 兒童文學研究所 === 88 === With economic development and increasingly paying attention to education, children’s reading has become our focus. However, we do not know very much about the role of chief editor in children’s books. In order to bring you more ideas about it, this research used the media’s method to analyze the children book chief editor’s role-playing in four aspects─level and background, professional training, behavior, and role expectation.
The research sampled 35 publishing companies in children books in Taiwan and used questionnaire as the sampling tool. After interviews and analyzing, the conclusion is following:
1. Level and background: The children book chief editors are mainly female, born in Taiwan, and married with children. The average age is 45.72. They were almost graduated from colleges and graduate schools and majored in Chinese. Some have educational background. In the experiencing careers, most of them worked as text editor and part as teacher. Generally speaking, the children book chief editors are different from other people in media. They are close to the teacher in characteristics.
2. Professional training: In the position of the children book chief editor, most of them did not take the official career training. Their expertise is mainly accumulated from the practical working, including editing and planning. In our society, their work is not easy to be replaced, although some other people are able to do it. The experiences of the children book chief editor are very special and important. In the terms of the function of medium, obviously the educational function is emphasized. In the publishing requirement, in their thoughts, evaluating quality is more important than emphasizing on sales in the market. As to the content of children books, traditional frames and taboos are gradually cracking down.
3. Behavior: The majority of the children book chief editor’s work is publishing planning, choosing books, editing, controlling the publishing procedures, and coordinating with authors and staff in the company. There are many elements influencing their work. In personal elements, the most important is their social experiences. In the elements of the interior organization, the infra-members give the children book chief editors more influences. Generally speaking, the children book chief editors own the power of the authorization and controlling the procedures of editing. On the other hand, in the elements from outside, the authors of children books affect the children book chief editor most. As to the influences of the social environment to the children book chief editors, children’s reactions take the first place, then their parents’, and then the teachers’. Above the described elements, professional clubs and professional periodic also give a lot of influences through the information and personal relationship. Among the children book chief editors’ good friends, some are in the same industry, some are authors, and some are teachers.
4. Role expectation: The research discovered that the ability that the children book chief editors most emphasize is the direction of publishing and the understanding of children. Second is the publishing planning and career ethic. In role expectation, the children book chief editor’s communicating ability is put in the quite important place. We can take it to contrast the ability of influencing the other people. The more influence on them the children book chief editors give, the more emphasized their ability of communicating is.
|
|---|
