Teaching Children s Literature provides detailed literary knowledge about the chosen authors and genres alongside clear,

structured guidelines and creative ideas to help teachers, student teachers and classroom assistants make some immensely popular children s books come alive in the classroom. Why do we need to study literature? - Literature is filled with ideas that need to be explored. - Literature helps us to see our world in new ways. It brings us to a deeper understanding of life. Question 1: Should we teach children how to read literature? Think about your own experiences of reading literature. Have educational experiences increased your enjoyment of specific texts? If so, how? If not, why not? Read the following statements and see if you agree or not. Children are naturally capable of taking pleasure in what they read. Readers are made, not born (Chambers, 1983, p. 30). Literature is more experienced than taught (Glazer, 1986, p. 51). Critical analysis of literature somehow destroys pleasure in it. Many people don t focus their teaching of literature on the enhancement of pleasure because they believe that pleasure is private, too dependent on individual tastes and feelings to be taught (Nodelman & Reimer, 2003, p. 32). Literature must be discussed. It is only by discussing with others who have experienced a book that new meaning can be effectively constructed (Bicknell, p. 45). Children need teachers to demonstrate how to enter into and explore the world of literature, just as children learning language need adults who show them how the language functions in the everyday world (Peterson & Eeds, 1990, p. 12). Question 2: What should teachers do to help children read literature? Think about your own experiences of reading literature. Did any of your teachers teach you how to read literature when you were a child? If so, how? Read the following statements and see if you agree or not. Ask children to understand every word written in a text. Ask children to derive meaning from context as they read, Ask children to always read closely and analytically. Allow children to feel free to read against a text. Encourage children to see their reading of literature as a source of questions to think about rather than answers to accept. Ask children to parrot the responses or interpretations of other people, particularly those with authority over them, to prove that they understood the right things about a book they read. Encourage children to have their own ideas about what they read. Encourage children to exchange their viewpoints with others and respect the differences. Provide children with diverse experiences of literature. Help children to read with an awareness of ideological implications, that is, of the ways in which texts represent or misrepresent reality and work to manipulate readers.

The Outline of the History of Children's Literature

Time Period Event Significance
- kept ancient stories alive - Children and adults shared a common literature - set examples for children, for a didactic purpose - created a mixture of realism and fantasy

Classical World - Oral storytelling 500 BCE 400 CE* (note) Middle Ages 476 CE 1400 - Greek and Roman myths and epics - Aesops fables - Religious tales / Biblical stories - Romantic tales / Legends

Renaissance World 1400 1700

- The printing press made it possible to make multiple copies of books - Rise of Educational books * Orbis Sensualism Pictus by John Comenius (1658) - the 1st childrens picture book * New England Primer (1690 -1886) - the most famous early school book - Emergence of Chapbooks (small and cheaply made books containing fairy tales

- promoted mass education

- the emphasis was on spiritual and intellectual development; schooling became important for a Puritan child's upbringing - emphasized giving lessons in proper behavior for boys - helped to keep interest in traditional tales alive during the Puritan Movement

18th and early 19th Centuries 1700 1830

- John Newberys publishing of childrens - first successfully promoted books children's literature designed to entertain children as well as to teach them - Rise of Moralistic Tales - influenced by Rousseaus emphasis on proper moral development; written mostly by women - Revival of Folktales * Tales of Mother Goose by Charles Perrault in France (1697) and translated in English (1729) * Grimms Nursery and Household Tales in Germany (1812) * Hans Christian Andersons Fairy Tales in Denmark (1835) - first written version of folktales

- inspired a flurry of folktales collecting throughout Europe - first modern folktales

The Victorians: Golden Age 1830 1900

- Rise of Modern Fantasy

- more talented writers wrote entertaining stories for children - first childrens masterpiece of * Alices Adventures in Wonderland modern fantasy (breaking the (1865) by Lewis Carroll (England) bonds of didacticism) * The Wonderful Wizard of Oz (1900) - first classic U.S. modern fantasy for children by L. Frank Baum (U.S.) - early important modern picture * The Tale of Peter Rabbit (1901) by storybook in English Beatrix Potter - early family story of great popularity (girls story) - famous classic adventure stories (boys story)

- Rise of Realistic Stories * Little Women (1868) by Louisa May Alcott (U.S) * Treasure Island (1881) by Robert Louis Stevenson (England) 20th Century - Emergence of some of the most notable fantasy writers of children's literature * Winnie-the-Pooh (1926) by A. A. Milne (England) - Popularity of the publication of Picture Storybooks - Popularity of Fantasy stories and series books * The Lion, the Witch and the Wardrobe (1950) and sequels by C. - early classic quest adventure S. Lewis for children * Charlotte's Web (1952) by E. B. - early classic personified toy animal story

White

- classis U.S. animal fantasy

- Rise of New Realism (after World War - a franker and more open II) approach to subjects in children's books - A variety of world cultures presented in children's books - the field of children's literature has grown worldwide; heroes came in all colors - Emergence of awards for children's books (the earliest one was Newbery - promoted the writing of great works of children's literature Medal in 1922, U.S.) - Study of children's literature began in the last quarter of the 20th century

- raised the status of children's literature and promoted the publishing of children's books

What is ICT? You see the letters ICT everywhere - particularly in education. But what does it mean? Read our brief introduction to this important and fast-changing subject. ICT is an acronym that stands for Information Communications Tecnology However, apart from explaining an acronym, there is not a universally accepted defininition of ICT? Why? Because the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis. Its difficult to keep up with the changes - they happen so fast. Lets focus on the three words behind ICT:

- INFORMATION - COMMUNICATIONS - TECHNOLOGY

A good way to think about ICT is to consider all the uses of digital technology that already exist to help individuals, businesses and organisations use information.

ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. For example, personal computers, digital television,
email, robots. So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data. Importantly, it is also concerned with the way these different uses can work with each other. In business, ICT is often categorised into two broad types of product: (1) The traditional computer-based technologies (things you can typically do on a personal computer or using computers at home or at work); and (2) The more recent, and fast-growing range of digital communication technologies (which allow people and organisations to communicate and share information digitally) Let's take a brief look at these two categories to demonstrate the kinds of products and ideas that are covered by ICT:

Traditional Computer Based Technologies

These types of ICT include:

Application Word processing Spreadsheets Database software Presentation software Desktop publishing

Use
E.g. Microsoft Word: Write letters, reports etc E.g. Microsoft Excel; Analyse financial information; calculations; create forecasting models etc E.g. Oracle, Microsoft SQL Server, Access; Managing data in many forms, from basic lists (e.g. customer contacts through to complex material (e.g. catalogue) E.g. Microsoft PowerPoint; make presentations, either directly using a computer screen or data projector. Publish in digital format via email or over the Internet E.g. Adobe Indesign, Quark Express, Microsoft Publisher; produce newsletters, magazines and other complex documents.

Standard Office Applications - Main Examples

Graphics software E.g Adobe Photoshop and Illustrator; Macromedia Freehand and Fireworks; create
and edit images such as logos, drawings or pictures for use in DTP, web sites or other publications

Specialist Applications - Examples (there are many!) Accounting package

E.g. Sage, Oracle; Manage an organisation's accounts including revenues/sales, purchases, bank accounts etc. A wide range of systems is available ranging from basic packages suitable for small businesses through to sophisticated ones aimed at multinational companies. Computer Aided Design (CAD) is the use of computers to assist the design process. Specialised CAD programs exist for many types of design: architectural, engineering, electronics, roadways Software that allows businesses to better understand their customers by collecting and analysing data on them such as their product preferences, buying habits etc. Often linked to software applications that run call centres and loyalty cards for example.

Computer Aided Design Customer Relations Management (CRM)

Traditional Computer Based Technologies The C part of ICT refers to the communication of data by electronic means, usually over some distance. This is often achieved via networks of sending and receiving equipment, wires and satellite
links. The technologies involved in communication tend to be complex. You certainly don't need to understand them for your ICT course. However, there are aspects of digital communications that you needs to be aware of. These relate primarily to the types of network and the ways of connecting to the Internet. Let's look at these two briefly (further revision notes provide much more detail to support your study).

Internal networks
Usually referred to as a local area network (LAN), this involves linking a number of hardware items (input and output devices plus computer processing) together within an office or building. The aim of a LAN is to be able to share hardware facilities such as printers or scanners, software applications and data. This type of network is invaluable in the office environment where colleagues need to have access to common data or programmes.

External networks
Often you need to communicate with someone outside your internal network, in this case you will need to be part of a Wide Area Network (WAN). The Internet is the ultimate WAN - it is a vast network of networks.

ICT in a Broader Context

Your ICT course will almost certainly cover the above examples of ICT in action, perhaps focusing on the use of key applications such as spreadsheets, databases, presentation, graphics and web design software. It will also consider the following important topics that deal with the way ICT is used and managed in an organisation: - The nature of information (the "I" in ICT); this covers topics such as the meaning and value of information; how information is controlled; the limitations of ICT; legal considerations - Management of information - this covers how data is captured, verified and stored for effective use; the manipulation, processing and distribution of information; keeping information secure; designing networks to share information - Information systems strategy - this considers how ICT can be used within a business or organisation as part of achieving goals and objectives As you can see, ICT is a broad and fast-changing subject. We hope our free study materials (revision notes, quizzes, presentations etc) will help you master IT!

Non-formal education in the Philippines Non-formal education in the Philippines (NFE) is designed to help out-of-school youth (OSY) and adults (OSA) who are unable to attend formal education due to economic, social and geographical limitations in developing literacy and employable and productive skills. Courses usually last for six to ten months and are mainly skills oriented.

Objective
Non-formal education concentrates on the acquisition of skills necessary for employability and competitiveness in the labour market. The availability of non-formal education expands educational access to more citizens representing a variety of demographic characteristics, socioeconomic origins, and general interests. In effect, the non-formal subsystem makes education available to a very large number of Filipinos who would otherwise not have an opportunity to participate in any educational opportunities. The non-formal education programs focus on the following thrusts:
y y y

the promotion of literacy programs for the attainment of basic skills that include numeracy and functional literacy and which are basic needs for every individual; the development of livelihood skills which manifest in the individual specific competencies that prepare, improve, and enhance employability and economic productivity; the expansion of certification and equivalency programs, which are administered by the formal education subsystem, into the non-formal sector.

NFE A&E System

The Non-Formal Education - Accreditation and Equivalency (NFE A&E) System is envisioned to those Filipinos who are unable to avail of the formal school system or who have dropped out of formal school elementary and secondary education The NFE A&E test offers OSY, OSA, functional illiterates, unemployed people, elementary and secondary education drop-outs, and industrial workers the possibility of certification. The NFE A&E test is a standardized paper- and pencil-based test featuring multiple-choice questions based on the expected learning outcomes articulated in the five learning strands of the NFE A&E Curriculum framework:
y y y y y

Communication skills: ability to read and write and to apply these skills in solving problems of daily living and accessing new information and opportunities in order to lead a better life Problem solving and critical thinking: skills conducive to reading calendars, counting change, reading road signs with numbers, and so on Sustainable use of resources/productivity Development of self and sense of community Expanding one's world vision: Filipinos are part of global community

What is Educational Technology?

also called Learning Technology the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological Processes and resources. includes other systems used in the process of developing human capability

OBJECTIVES Educational Technology 1 served:

To orient the learner to the pervasiveness of educational technology To lend familiarization on how educational technology can be utilized as the media for the avenues teaching-learning process in the school To uplift the learner to human learning through the use of technology To impart skills in planning, designing, using and evaluating the technology-enriched teaching learning process To acquaint learners on basic aspects of community education, functions of the school media center To introduce the learner to what is recognized as the third revolution in education the COMPUTER. OBJECTIVES

THEORIES & PRACTICES The three main theoretical schools or philosophical frameworks in the educational technology literature: Behaviorism 2. Cognitivism 3. Constructivism