@misc{Masi_Silvia_Disseminating_2022,
 author={Masi, Silvia},
 address={Kielce},
 howpublished={online},
 contents={Spis treści Francesca Bianchi, Silvia Bruti, Gloria C appelli and Elena Manca, Introduction 5 Elena Manca and Cinzia Spinzi, A cross-cultural study of the popularization of environmental issues for a young audience in digital spaces 19 Silvia Bruti, Ecology for children: Examples from popularizing texts in English and Italian 47 Katia Peruzzo, Empowering children: The UN Convention on the Rights of the Child and its English and Italian child-friendly versions 71 Gianmarco Vignozzi, Kids in the House: How the U.S. House of R epresentatives addresses youngsters 97 Silvia Cacchiani, What is Copyright? Communicating specialized knowledge on CBBC 125 Olga Denti and Giuliana Diani, “Hello, my name is Coronavirus”: Popularizing COVID-19 for children and teenagers 151 Jekaterina Nikitina, Popularizing the Covid-19 pandemic to young children online: A case study 181 Silvia Masi, Disseminating knowledge through TED Talks for children 211 Francesca Bianchi and Elena Manca, Rewriting novels for a young audience: A corpus-assisted comparison between two versions of The Da Vinci Code by Dan Brown 239 Judith Turnbull, Popularizing diversity for children in videos on YouTube 259 Gloria Cappelli, Linguistics for children: The intermodal presentation of English grammar metalanguage in materials for young learners 287 Maria Elisa Fina, Popularizing art for children at the MoMA: A multimodal analysis of the audio-delivered pictorial descriptions 319 Annalisa Sezzi, An intergalactic journey to the popularization of modern art in museum-based websites for children 343},
 year={2022},
 publisher={Jan Kochanowski University Press},
 language={angielski},
 abstract={The present contribution focuses on a corpus of TED Talks given by children and/or taken from different TED playlists designed to share ideas with middle and high school students. To what extent are TED talks for children different from other TED talks? Furthermore, do they share similar strategies with other informative literature for children? A qualitative analysis of the verbal code and visuals in the data has indeed confirmed expectations for strategies of popularization via general kid-oriented recontextualization, and more specifically via exemplification, reformulation and analogy, as well as strategies of multimodal engagement through humour. A quantitative analysis and comparison with a corpus of generic TED talks (i.e., not specifically involving children as either speakers or part of the intended audience) has also helped validate and expand on the findings above. Indeed, a clearer understanding of popularizing practices at work in this successful platform may be of help in fostering the development of much valued multimodal literacy skills in the contemporary digital educational scenario addressing the needs of the younger generations.},
 title={Disseminating knowledge through TED Talks for children},
 type={tekst},
 doi={10.25951/9751},
}