The aim of the article is to compare Małgorzata Musierowicz’s statements regarding the motives behind establishing and managing her official website (musierowicz.com.pl), published on the site itself, with the author's reflections on her only autobiographical book: Tym razem serio. Opowieści prawdziwe (1994). The first part of the article presents excerpts from blog entries and accompanying comments published by Musierowicz on her official website, in which she discusses the reasons for launching the site and identifies it as a reliable source of information about the author of the Jeżycjada series and her work. The second part explores Musierowicz's critical remarks on her autobiography, which she considers too concise and superficial. The analysis of these statements aims to demonstrate how a writer can shape their image both online and offline, and construct an extraliterary archive that constitutes a valuable resource for researchers of authors’ lives and literary output.

The interpretation of I. D. Górewicz’s books Borek i bogowie Słowian and Borek i legen­darne początki Polski presented in the article is an attempt to highlight the multilayered content within these interesting and noteworthy works intended for young readers. The author’s approach to Slavic themes deserves recognition, particularly for his commitment to maintaining consistency with historiographical, archaeological, and scholarly sources. By applying the framework from Antoni Smuszkiewicz’s Retoryka współczesnej polskiej powieści historycznej dla dzieci i młodzieży, this analysis underscores the merits of these books and positions them as a significant educational project. Transported alongside the protagonist into the Slavic past, the reader is able to experience both a sense of adventure and a deeper engagement with psychological themes.

This article is dedicated to the German writer Ruth Storm (1905–1993), born in Katowice, whose literary work is situated within the context of the multicultural heritage of Upper and Lower Silesia and Vertreibungsliteratur (expellee literature). Special focus is given to the lesser-known part of her oeuvre: literature for children and young adults-especially her novel Glück muss man haben. Abenteuer zweier Freunde (1992). The study explores how Storm transforms personal experiences of displacement and trauma into a literary coming-of-age narrative, with a central theme of human–animal relationships. The text is analyzed through the lens of children’s literature and animal studies, highlighting the emotional, educational, and ethical dimensions of Storm’s work. The article also reflects on Storm’s marginal presence in the literary Silesian cultural memory and her absence from German-language children’s literature.

The bidirectional coexistence water’s of semantic implications as both “flow” and “resistance” reveals the antinomic nature of aquatic symbolism in children’s poetry. By examining selected poems by Józef Ratajczak, Jerzy Ficowski, and Danuta Wawiłow, this study offers a comprehensive analysis of the semantic tension surrounding water (more precisely streams, seas, or metonymically—drops, puddles, rain) – positioned between its therapeutic and corruptive potential, freedom and constraint, carefreeness and anxiety, knowledge and mystery, loss and epiphany. Concurrently, water emerges as a metaphorical equivalent for the dynamism and spontaneity of the child’s imagination, shaping the “fluid” boundaries between reality and fantasy. Drawing on the theoretical frameworks of Gaston Bachelard and Gilbert Durand, the article highlights the transgressive nature of aquatic imagery, which resists rigid semantic dichotomies.

The river, as a current of the unconscious expressing the complexity of the psyche, is embodied in symbolic images found both in fairy tales and in Chinese landscape art. In Chinese landscape painting, which conveys the philosophical message of the Tao, water is always present alongside seven other elements, together forming the unity of all things. In folk tales, it guides protagonists through the process of individuation, helping them to mature inwardly and find their place in reality. Literature and art speak of the benevolent quality of water, the archetypal mother who carries one through the most difficult experiences. Therefore, meditating on the images preserved in fairy tale traditions should become for us what contemplating the landscape and Taoist philosophy is for people of the East.

This study presents the image of river(s) in children’s poetry, focusing primarily on volumes published in the 1970s and 1980s. Despite their age, these texts remain popular through their ongoing presence in educational contexts, including online resources. The article briefly outlines the linguistic image of the river, and then analyses its representation in stanzas addressed to young readers. In these poems, the river is depicted in two ways. First, within its natural environment, the river appears as a being that accompanies humans, behaving and feeling like them, while remaining integrated with its surroundings, it captivates with its beauty. The second image does not depart from this anthropomorphic and aesthetic vision; however, the river (most often the Vistula) additionally functions as a cultureme, connecting humans with their country and nation. These characteristics also provide an answer to the titular question: in children’s poems, rivers are portrayed as persons – embedded in the vast web of life.