Abstract
Books for children and young adults are an important medium in the process of socialization. Through reading books, children assimilate language as well as literary and aesthetic experiences; they talk about their reception of literature, share their thoughts on books, and try to express their emotions. The
sphere of literature and books, which is present in the family life, at school, in the library, and in many social situations and educational institutions creates various opportunities to participate in culture. The category of texts for young readers (as the so-called ‘fourth literature’) (Cieślikowski 1985) is a natural part of literary culture and social literary communication or, more broadly, refers clearly to research on social function of literature. Various social groups are involved in promoting reading, including librarians, publishers, educators, teachers, and parents. At the academic level, research on literature and books for children and young adults is conducted by literary scholars as well as educators, psychologists, sociologists, and art historians. This multitude of views on children’s literature stimulates interdisciplinary studies, with particular emphasis on the theory and practice of reception, as well as encourages exploration of the real experiences with literature by the young reader.