PdF:AJ3303 Children's and Young Adult Lit - Course Information

AJ3303 Children's and Young Adult Literature

Extent and Intensity

0/2/0. 5 credit(s). Type of Completion: zk (examination).

Teacher(s)

Mgr. Lucie Podroužková, Ph.D. (seminar tutor)

Guaranteed by

Mgr. Lucie Podroužková, Ph.D.
Department of English Language and Literature – Faculty of Education
Contact Person: Jana Popelková
Supplier department: Department of English Language and Literature – Faculty of Education

Timetable of Seminar Groups

AJ3303/Kombi01: Fri 21. 9. 8:00–9:50 učebna 57, Fri 12. 10. 8:00–9:50 učebna 57, Fri 26. 10. 8:00–9:50 učebna 57, Fri 9. 11. 8:00–9:50 učebna 57, Fri 23. 11. 8:00–9:50 učebna 57, Fri 7. 12. 8:00–9:50 učebna 57, L. Podroužková
AJ3303/Kombi02: Fri 5. 10. 8:00–9:50 učebna 57, Fri 19. 10. 8:00–9:50 učebna 57, Fri 2. 11. 8:00–9:50 učebna 57, Fri 16. 11. 8:00–9:50 učebna 57, Fri 30. 11. 8:00–9:50 učebna 57, Fri 14. 12. 8:00–9:50 učebna 57, L. Podroužková
AJ3303/Prez03: Tue 8:00–9:50 učebna 53, L. Podroužková

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

there are 9 fields of study the course is directly associated with, display

Course objectives

This course is a general introduction into the literature for children and young adults but rather than presenting a historical overview, the seminars are organized thematically, with respect to topics and issues revelant for pupils and students, and delivered via activities directly applicable in the classroom. The goals of the course are to:
- introduce and acquaint students with the general concept of literature for children and young adults and an overview of British and American highlights;
- to tap into the students´reading histories and to address them as teachers as well as (potential) parents;
- to develop reading and other competencies and skills seminal for the 21st century;
- to address personal and social issues via reading;
- to model modern teaching methods and attitudes (project work, experiential learning and other);
- to promote and sustain life-long learning through fostering reading habits;
- to grasp literature for children and young adults as an instrument of a developing citizenship and a transgenerational and transnational dialogue;
- to present literature for children as a tool to fostering creativity and imagination;
- to model the concept of shared reading;
- to implement the theory of extensive reading according to Stephen Krashen.

Learning outcomes

At the end of the course, students will be able to: a) identify key genres and works representing Anglo-Saxon literature for children and young adults; b) recognize the educational potential of literature for children and young adults; c) acquire methods and techniques of using literature for children and young adults in the classroom; d) will have read a number of samples of children´s literature and YAL and one YAL novel in full.

Syllabus

• Course schedule: 1. Introduction to the course, course guidelines and requirements; 2. Exploring storybooks; 3. Topic-based learning: school. 4. Issue-based learning: recognizing a difference. 5. Poetry in the classroom. 6. Visual aspect of literature for children and YAL. 7. Challenging stereotypes. 8. Evaluating books for classroom purposes. 9. Interviews

Literature

• Critical content analysis of children's and young adult literature : reframing perspective. Edited by Holly Johnson - Janelle Mathis - Kathy G. Short. First published. and London: Routledge, Taylor & Francis Group, 2017, ix, 206. ISBN 9781138120099. info
• Reading like a girlnarrative intimacy in contemporary American young adult literature. Edited by Sara K. Day. Jackson: University Press of Mississippi, 2013, ix, 240 p. ISBN 9781621039600. info
• PŘIBYLOVÁ, Irena. Canadian Young Adult Literature and Czech readers. In 11th annual meeting of Czech and Slovak Canadianists. 2011. info
• Contemporary children's literature and film : engaging with theory. Edited by Kerry Mallan - Clare Bradford. 1st publ. Basinstoke: Palgrave Macmillan, 2011, viii, 188. ISBN 9780230231504. info
• ANDERSON, Nancy A. Elementary children's literature : infancy through age 13. 3rd ed. Boston: Allyn & Bacon, 2010, xvii, 385. ISBN 9780137151431. info
• Historical dictionary of children's literature. Edited by Emer O'Sullivan. Lanham, MD: Scarecrow Press, 2010, xxix, 341. ISBN 0810874962. info
• Telling children's stories : narrative theory and children's literature. Edited by Mike Cadden. Lincoln: University of Nebraska Press, 2010, xxv, 317. ISBN 9780803215689. info
• CART, Michael. Young adult literature : from romance to realism. Chicago: American Library Association, 2010, ix, 242. ISBN 9780838910450. info
• Young adult literature and adolescent identity across cultures and classrooms : contexts for the literary lives of teens. Edited by Janet Alsup. London: Routledge, 2010, ix, 225. ISBN 9780415876995. info
• Young adult literature and culture. Edited by Harry Edwin Eiss. Newcastle upon Tyne, U.K.: Cambridge Scholars Pub., 2009, ix, 176 p. ISBN 9781443807326. info
• Growing and knowinga selection guide for children's literature. Edited by Mary Trim. Mèunchen: K.G. Saur, 2004, xxvi, 253. ISBN 3598115814. info
• FORGAN, James W. Teaching problem solving through children's literature. Illustrated by David Tripp. Westport: Teacher Ideas Press, 2003, ix, 197. ISBN 1563089815. info
• HUNT, Peter. An introduction to children's literature. Oxford: Oxford University Press, 1994, viii, 241. ISBN 9780192892430. info
• A garland from the golden age : an anthology of children's literature from 1850 to 1900. Edited by Patricia Demers. Toronto: Oxford University Press, 1983, xiv, 508. ISBN 0195404149. info
• From instruction to delight : an anthology of Children's literature to 1850. Edited by Patricia Demers - Gordon Moyles. Toronto: Oxford University Press, 1982, xii, 310. ISBN 9780195403848. info

Teaching methods

Reading, discussing and analyzing selected texts. Learning centres and activities.

Assessment methods

Continuous assessment: * 80% attendance (you can miss 1 class) and active classwork (class activities, discussions) * weekly tasks (preparation for each class, debriefing) * action research on reading: Option 1: research on students reading preferences Option 2: research on students reading habits or reading history Option 3: school library research Option 4: research into topics students feel strongly about and/or attitudes they hold The research needs to follow basic rules of pedagogical research and a report will be written detailing the procedures, stages and results. The report is due in the last class (Week 5) * worksheets and other class materials: there will be a worksheet or activity sheet for every lesson. Students are expected to complete its preparatory part before the class and summary and feedback section after each class. Your work will be monitored periodically throughout the semester. Summative assessment:: * worksheet portfolio (simply a collection of your worksheets and class materials) *1 book to read: please select an item from the following list: Sherman Alexie: The Absolutely True Diary of a Part-Time Indian. 2007. Jay Asher: 13 Reason’s Why, 2011 Malorie Blackman. Noughts and Crosses. 2001. Martha Brooks: True Confessions of a Heartless Girl, 2002 Sandra Cisneros: The House on Mango Street, 1984 Robert Cormier: The Chocolate War, 1974, I am the Cheese, 1977 Sharon Creech: Heartbeat, 2005 Sarah Crossan: The Weight of Water, 2013 Roddy Doyle. Paddy Clark Ha Ha Ha. 1995. Debby Dahl Edwardson: My Name Is Not Easy, 2013 Mark Haddon. The Curious Incident of the Dog in the Night-time. 2003. Neil Gaiman. Neverwhere. 1996. Coraline. 2002. Gish Jen. Mona in the Promised Land. 1997. Stephenie Meyer. Twilight. 2006. Michael Paver. Chronicles of Ancient Darkness. 2004. Novel series. Jodi Picault. My Sister´s Keeper. 2004. Connie Rose Potter. Imani All Mine. 1999. Wendy Phillips: Fishtailing, 2010 Terry Pratchett: The Carpet People, 1992. Phillip Pullman: His Dark Materials, 1995-2000. Rob Reger and Jessica Gruner. Emily the Strange, the Lost Days. 2009. Raziel Reid: When Everything Feels Like Movies, 2014 Benjamin Alire Saenz: Aristotle and Dante Discover the Secrets of the Universe, 2013 Jacqueline Woodson: Brown Girl Dreaming, 2014 Benjamin Zephaniah. Refugee Boy. 2001, Teacher’ Dead, 2007 These books are available in the library. Alternatives choices are possible but must be consulted with the teacher.

Language of instruction

English

Further Comments

Study Materials
The course is taught annually.

Teacher's information

http://moodlinka.ics.muni.cz/course/view.php?id=2714

• Enrolment Statistics (Autumn 2018, recent)
  
• Permalink: https://is.muni.cz/course/ped/autumn2018/AJ3303