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Dianne Tkach, MLS, email@example.com
This course is designed as a survey of the context and the literary merit of children’s (CH) and young adult (YA) literature, that is, books written for and read by readers from ages K-17. Our emphasis will be on literature that is both interesting and of literary merit, as well as diverse in its genre, characters, cultures represented, and readers to whom it appeals. The class will emphasize two strands: reading and teaching. The three main areas covered will be the principles and processes of written, visual, and spoken literacy, reader’s advisory, and presenting “books” to children and young adults.
Tomlimson, Carl & Lynch-Brown, Carol, Essentials of Children’s Literature, 7th ed., 2009, MA: Allyn and Bacon, Inc. Brown, Jean & Stephens, Elaine, Teaching Young Adult Literature: Sharing the Connection, 1994CA: Wadsworth. Winthrop, Elizabeth, Counting on Grace
Other required reading will be announced and will depend on choices each topic or genre group makes. Other choices will be yours. Children’s books are available in libraries, used bookstores, bookstores, and school libraries. You will be responsible for finding your own copies.
Other Books (Optional)
Silvey, Anita, Children’s Books and Their Creators, 1995, NY: Houghton Mifflin. Silvey, Anita, The Essential Guide to Children’s Books and Their Creators, 2002, NY: Houghton Mifflin. Silvey, Anita, 100 Best Books for Children, 2004, NY: Houghton Mifflin Hit List: Frequently Challenged books for Children and Hit List: Frequently Challenged books for Young Adults, IL, Office of Intellectual Freedom, ALA Sutherland, Zena, Children and Books, 9th ed., 1997, NY: Longman Littlejohn, Carol, Talk That Book: Booktalks to Promote Reading, 1999, OH: Linworth Nilson, Alleen P., Donelson, Kenneth L., Literature for Today’s Young Adults, 7th ed., 2004, NY: Longman Plus additional articles & handouts provided during the course.
Written work: All written work must be submitted on the date it
is due; late work will result in a lower grade. Papers and assignments must be word-processed, double-spaced and proofread/edited. Assessment will be based on clarity of expression, evidence of reflection, development, support and justification of position or ideas, and appropriate writing mechanics (grammar, punctuation, spelling, language usage). You may snail mail or email your work. Hard copies of work must be dated and signed by you.
Class Participation: 10 points-- Students should be involved in class discussions, group work, writing assignments, all things that contribute to the development of a classroom community and the on-going life of the classroom community.
Community Project: 15 points-- Students are required to observe
a program in their community focusing on CH or YA literature. Examples: observe a story time or book talk at a public library; arrange to observe something connected with a community event (i.e. tie in with the YMCA or a children’s club); visit a classroom during literacy time; listen to a YA librarian get teens excited about books. Do not use your own school or things you may have already done. I want you to have a different experience. Do this before our first meeting on May 30 and come prepared to discuss the experience (successes/challenges you observed). A write up of this experience will be due on June 3, but it can be handed in on May 30 as well if you have it completed. Making arrangements, planning and implementing the event, and writing it up will count as class hours. Write up should be no more than two pages. Not everyone is keen about being observed, so if you get a negative reaction, pursue something else. If you get stuck let me know.
Online Discussion: 15 points -- You will be expected to regularly
write responses to questions posed, selections from the text, and the discussion questions.
Project: 30 points -- Choose a project that interests you and will
help you to integrate CH or YA literature into a program or curriculum. No more than 5 or less than 3 pages (including bibliography). Email your topic to me before you start this project. Some suggestions: Do an in-depth study of one author’s works. Why did you choose this author; what impact does he/she have on readers; is the author still relevant or dated? Chose a controversial topic in CH or YA literature (i.e. homosexuality, birth control, teen suicide, teens and drugs) and discuss it in full.
Read at least 6 articles over length of course on a topic that interests you, e.g. book banning, controversial content, alternative literature (e.g. the graphic novel), collection development. What stood out for you? How will you relate this to your own teaching or work? Use journals, educational resources, web sties, and conference presentations. Develop, support and justify your position. Plan a unit around some form of CH/YA literature, e.g. fairy tales. Organize by theme, issue, topic, author, genre, or elements of literature. For YA see Brown and Stephens, Ch. 5 for more information. The project must include: age, instructional objectives, rationale, goals from the Vermont Framework of Standards, knowledge promoted by the activity (what will children/YAs learn), your expectations of audience responses.
Annotated Bibliographies: 15 points -- Develop an annotated
bibliography (may be connected with your final project) of 15 entries of CH/YA literature. Five books from each (CH/YA) area will be required for all; the remaining 5 can be your choice and from either CH, YA, or a combination. I will have a handout at our first meeting of sample annotations.
Booktalks/Storytimes: 15 points -- Give a YA presentation, i.e.
book talk or talks to convince us to read books of your choice, OR present a children’s program (story time). The class will be your students. Feel free to use props, music, whatever you want or need. You will be given 10 – 15 minutes of class time for the presentation.
Self-Evaluation (optional hand-in/non-graded – we will offer some
of these thoughts on the last day if you are willing to share) – Write a short summary of your learning and growth during the course. What was significant for you? How have you changed since
experiencing something read/viewed/discussed in this class? What do you think your role will be in promoting CH/YA literature and its ideas and concepts? Policies
1. If assignments are late, points will be deducted and no paper or review will be accepted more than 2 weeks past the due date. No technology excuses are permitted; plan ahead! 2. Attendance is required for all classes; tardiness and absences will most likely affect your grade negatively. If you must miss class, please try to let me know in advance, and be sure to get class notes and contact classmates about group work. If you must miss a class, please synthesize
readings for that class and class notes (obtained from a classmate) in a two page paper. This paper is due within two weeks of your absence and will not be accepted after that. No absences accepted for May 30 and June 27.
3. Changes in the syllabus may be made during the semester. 4. Learning differences can be accommodated if I am notified in advance and a satisfactory plan agreed upon. 5. Academic integrity is fully supported and applied by UVM. Plagiarism is strictly prohibited. All of your work, including reviews must be your own and your signature and/or posting of work reflects this.
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