State University of New York
School of Education –Fall 2014
LTRC 517: Culturally Diverse Literature for Children and Adolescents
Professor: Starr LaTronica starrbooks@hotmail.com Office: TBD Tel.: 725-9604
Office Hours: By appt. & W 3:30-4:30 Classroom: AB 125
Times: Wed., 4:40-7:10, Sept. 3,10, 17, (no class 9/24) Oct. 1, (online component Oct 8),
15, 22, 29, November 5, 12, (online component 9/19, no class November 26), Dec. 3, 10.
Course Description: This course provides an overview of all genres of literature written
for K-12 students with a focus on cultural diversity. Offered for classroom teachers,
reading teachers and special education teachers who wish to 1) develop an aesthetic and
critical response to literature, 2) increase competence in selecting and evaluating quality
literature, 3) increase knowledge of children's literature as a resource for teaching and
learning, 4) connect children's literature with developing digital technologies. (Fieldwork,
5 hrs. in an area library, classroom &/or doing research for project).
Environment: The class atmosphere will be intellectually stimulating, safe and
respectful. We will honor and respect the opinions and feelings of others. Confidentiality
and professionalism are required.
Accommodations: If you are a student with a disability and need accommodations,
please notify me by the second week of class. You can also contact the Office of
Services for Students with Disabilities (SSD) at 777-2868 (LH-B51). This office makes
recommendations about necessary and appropriate accommodations based on specifically
diagnosed disabilities and treats this information confidentially.
Blackboard & Technology: Course handouts are posted on Blackboard for downloading
& printing http://blackboard.cc.binghamton.edu. You can email classmates and take part
in discussions there. You will need a BU ID to access BB and online journals from the
library. You can print 50 pgs./week free in any campus computer pod.
Academic Honesty: All members of the BU community are responsible to maintain and
foster an atmosphere of academic integrity. This requires that all classroom, laboratory,
and written work for which a person claims credit is in fact that person’s own work. The
annual university Student Handbook publication has detailed information on academic
integrity. BU has a license with Turnitin.com for faculty review of potentially plagiarized
papers and projects. “Students assume responsibility for the content and integrity of the
academic work they submit. Students are in violation of academic honesty if they
incorporate into their written or oral reports any unacknowledged published or
unpublished or oral material from the work of another (plagiarism); or if they use,
request, or give unauthorized assistance in any academic work (cheating).” (SOE
Academic Honesty Policies).
Plagiarism, cheating or unethical behavior such as handing in the same or slightly altered
assignment for two courses will not be tolerated. Incidents of these types will result in a
failing grade for the assignment/s in question, and will have a negative effect on the final
grade. If you have questions about what constitutes plagiarism, go to
http://writingcenter.binghamton.edu/handout.html.
Required Text: None. Students will select a volume of professional reading(s) and
present a synopsis and analysis to the class.
Required subscription to online discussion list:
http://ccbc.education.wisc.edu/ccbcnet/default.asp and twitter thread
#weneeddiversebooks, and http://americanindiansinchildrensliterature.blogspot.com
Required Children’s Books:
These will be supplemented with individual choices that reflect the students’ specialty.
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Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York:
Little Brown.
Atinuke. (2010) Anna Hibiscus. Kane Miller.
Bartoletti, Susan. (2006) Hitler youth. Scholastic.
Curtis, Christopher Paul. (2000) The Watsons go to Birmingham-1963. Random.
Grimes, N. (2001). Bronx masquerade. New York: Dial. (Coretta Scott King
Award).
Look, Lenore. (2009) Alvin Ho: Allergic to girls, school and other scary things.
Random
Nye, Naomi Shihab (2014) The turtle of Oman. Greenwillow.
Ryan, P. (2010). The Dreamer. New York: Scholastic.
Wright, Danielle (2010). My village: Rhymes from around the world. Frances
Lincoln
Yang, Gene Leun. (2007) American born Chinese. First Second. (Printz)
Articles: (*available online from BU Library** & on Blackboard)
*Bisplinghoff, B.S. (2002). Under the wings of writers: A teacher reads to find her way.
The Reading Teacher, 56(3), 242-252.
*Bromley, K. (2012). Smartphones=smarter students: Supplementing classroom reading
with technology. Submitted to The Reading Teacher, January.
*Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. The Reading
Teacher, 53(5), pp. 400-408.
**Craft-Al Hazza, T., & Bucher, K.T. (2008). Building Arab Americans’ cultural identity
and acceptance with children’s literature. The Reading Teacher, 62(3), 210-219.
*Dutro, E. (2002). But that’s a girl’s book! Exploring gender boundaries in children’s
reading practices. The Reading Teacher, 55(4), 376-84.
*Goldstone, B.P. (2002). Whaz up with our books? Changing picture book codes and
teaching implications. The Reading Teacher, 55, 362-9.
Gill, S. (2010). What teachers need to know about new non-fiction. The Reading
Teacher, 63(4), 260-269.
Gritter, K. (2011). Promoting lively literature discussion. The Reading Teacher, 64 (6),
445-450.
Groenke, S. & Youngquist, M. (2011). Are we post-modern yet? Reading Monster with
21st century 9th graders. Journal of Adolescent & Adult Literacy, 54 (7), 505-514.
Hassett, D. & Curwood, J. (2009). Theories and practices of multimodal education: The
instructional dynamics of picture books and primary classrooms. The Reading
Teacher, 63(4), 270-282.
*Lancia, P.J. (1997). Literary borrowing: The effects of literature on children’s writing.
The Reading Teacher, 50(6), 470-475.
**Leu,D.J., Castek, J., Henry, L.A., Coiro, J., & McMullan, M. (2004). The lessons
children teach us:
Integrating children’s literature and the new literacies of the internet. The Reading
Teacher.
McCall, A. L. (2010). Teaching powerful social studies ideas through literature circles.
The Social
Studies, 101(4), 152-159.
*McElveen, S.A., & Dierking, C.C. (2001). Children’s books as models to teach writing.
The Reading Teacher, 54 (4), 362-64.
*Meltzer, M. (2002). A voice for justice. Language Arts, 79(5), 438-441.
Mills, H., & Jennings, L. (2011). Talking about talk: Reclaiming the value and power of
literature circles. The Reading Teacher,64 (8), 590-598.
**Ohlsen, B. (2007). Comics return to kids stuff in new graphic novels. Bookpage.
(www.bookpage.com)
**Poniewizik, J. (2007). “The end of fairytales? How Shrek and friends have changed
children’s stories”
Time, May 21, 2007,
*Rice, D. (2002). Using trade books in teaching elementary science: Facts and fallacies.
The Reading Teacher, 55 (6), 552-64.
**Rosenblatt, L. (1991). Literature SOS! Language Arts, 68, 444-8.
*Roser, N., & Klein, S. (2002). Fostering thought, talk and inquiry: Linking literature and
social studies. The Reading Teacher, 55(5), 416-26.
**Soalt, J. (2005). Bringing together fictional and information texts to build
comprehension. The Reading Teacher, 680-83.
**Wolsey T.D. (2004). Literature discussion in cyberspace: Young adolescents using
threaded discussion groups to talk about books. Reading Online, 27(4), Jan/Feb.
**Wutx, J.A., & Wedick, L. (2005). Bookmatch: Scaffolding book selection for
independent reading. The
Reading Teacher.
*Yopp, R.H., & Yopp, H.K. (2000). Sharing informational text with young children. The
Reading Teacher, 53(5), pp. 410-423.
Websites:
Bookwink - website with videos of booktalks. www.bookwink.com
American Library Association- www.ala.org
IRA website- teaching ideas and lesson plans- www.readwritethink.org
American Psychological Association- (APA) Guidelines - http://www.apastyle.org/
Journals:
School Library Journal, The Reading Teacher, Journal of Adolescent and Adult Literacy,
Teaching Exceptional Children, English Journal, Language Arts
Course Goals:
1. Develop an aesthetic, efferent and critical response to culturally diverse picture
books, fiction and nonfiction materials for children and youth.
2. Build competence in evaluating literary elements and writing style, as well as the art
and media used in picture book illustrations.
3. Understand the theory and practice of response, discussion, and collaboration by
experiencing various methods (literature circles, book clubs, buddy journals, online
discussions, etc.)
4. Understand issues of censorship, stereotyping and bias.
5. Explore applications of literature from diverse perspectives for use across the
curriculum.
6. Collaborate to present a project that deepens and synthesizes understanding of a topic
or issue related to children and/or young adult readers and their literature.
Your Goals:
1.
2.
3.
Assignments:
1. Class Participation & Written Responses (includes ongoing communication with
child/teen regarding reading) (20%). Participation in discussions of each required
book in class and responding to readings online. Oral & written contributions should
show knowledge of content, interpretation, and critical reflection. Oral sharing and
attendance is essential. We will often work in groups both in class and online.
2. Author or Series Study (10%). With a partner, read and analyze books or a series
that explores or features a diverse culture. Share in class October 15. Include:
* Background on author/books & website info
* Book topics, titles, genre, age level/s
* Curriculum connections & why books are of interest to students
3. Jackdaw (5%)- Read Sharpe article “Jackdaws” and introduce a new book with a
jackdaw. Gather 3-4 artifacts that convey the book’s essence. Include one thing you have
created (poem, artwork, graphic organizer, character journal entry, etc.) Share Oct 22nd.
4. Booktalk (10%). Compare a fiction and a nonfiction book on the same topic. What
are the strengths /drawbacks of each, potential benefits and questions they raise?
Why/how might you use them together? Share in class and write a 2 pg. reflection using
APA style. Sign up in advance & share Oct 29th.
5. Presentation of Professional Literature (5%). Read, prepare and present a volume
of professional writing on a related topic.Sign up to share Oct.1st or Oct.15th.
6. Use Technology/Digital Media (15%) due November 12. With a partner, use
Glogster, Animoto, imovie or Museum Box, or other program/app to create a digital
book trailer or poster to enhance the reading of a new multi-cultural picturebook.
7. Project (30%)– Graphic organizer & references due Oct. 29 (5 pts). With 3-4
others, pose a question you have about children’s literature and gather information to
find an answer. This can be a classroom or library action research project (work with
children and/or teachers, e.g., make a movie, podcasts, film/book comparison, art
project, virtual literature discussion group, review and compare online literary
resources). Share in a presentation with class, and a 5-6 pg. paper using APA style
throughout. Use content specific headings or for example: “Introduction/Question,
Theory & Research, Procedure/Implementation, Results, Discussion, Implications.”
We will use a rubric and peer feedback to evaluate your project.
Possible Topics: (Your choice—Please get my OK before proceeding)
Web Quest
Book Club (start one in a school)
Family literacy practices
Common Core Standards and Literature
Gender influences in reading choices
Graphic novels and/or non-fiction
Writing and Mentor Texts (Children’s literature)
Enhanced audio books and/or e-books
Literature based instruction for a specific grade or subject area
E- readers- impact on children’s reading (CF library has 6 NOOKS)
Reading Workshop
Folktales across diverse cultures
Movie/TV adaptations of children’s literature
Sign up to present December 3 or 10 (or before).
8. Grades: 95-100 A, 90-94 A-, 86-89 B+, 83-85 B, 80-82 B-, 76-79 C+,73-75 C, 70-72
C-, - 69 F.
(To be fair to everyone, points will be deducted for late work. No late work accepted
after 2 wks.)
 2 pts. deducted for work turned in after due date (up to I wk. late)’
 4 pts. deducted for work turned in after one week late
 5 pts. deducted for work that does not reflect standard grammar, spelling, and
APA style.
 10 pts. deducted from course grade for an unexcused absence.
Class Schedule
Day/Time
1- 9/3
Reading/Discussion
Book to Share
-Intro/Syllabus
-Examination of sample books
-Distribute articles
-View TED talk and discuss
2- 9/10 - Read materials distributed
9/3 and discuss.
3- 9/17 Look up Caldecott criteria on
Bring in two
www.ala.org/alsc
Caldecott winners
Participate in Award procedure
410/1
5- 10/8
(online)
Assignments Due
Make contact for scaffolded lit.
discussion.
Follow an author on Twitter
Get a library card
Subscribe to CCBC-net
Choose professional book for review
Communication to and from Lit.
Partner
Read and discuss:
-Alvin Ho: Allergic…
-Anna Hibiscus
-Turtle of Oman
-Lit Circle Discussions
Bring an example of
another book series
and provide a brief
introduction
Professional books presentation.
Communication to and from Lit.
Partner
Discussion of challenges to
materials/Intellectual Freedom
http://www.ala.org/offices/oif
Read and discuss
Absolutely True Diary of a
Part Time Indian
Read another
challenged book
from the ALA list
and explain reasons
for its controversy
and explore its
merits via online
discussion.
Communication to and from Lit.
Partner
6- 10/15
Read and discuss:
Bronx Masquerade, The
Dreamer and My Village
7- 10/22
-Hitler Youth or Port Chicago
50
Bring in to examples
of non-fiction for
your grade level
-Share Jackdaws
Communication to and from Lit.
Partner
8- 10/29
-American Born Chinese
-The Watsons Go to
Birmingham-1963
-Read and bring
another graphic
novel (may be
fiction, nonfiction or
beginning reader)
-Graphic Organizer, plan & reference
due for project
-Share Booktalks
Bring questions
regarding the
creative process
Communication to and from Lit.
Partner
11- 11/5
Special author guest.
Author/series studies presented
Communication to and from Lit.
Partner
Professional books presented.
Communication to and from Lit.
Partner
Creative presentation of a picture boo
1211/12
Humor discussion/activity
Focus on final projects
Bring in 2 books you Communication to and from Lit.
think are funny!
Partner
Multi-media projects due
13- 11/19
(online)
Explore research/stats on
www.ala.org/additup
Investigate potential
community partnerships.
Develop an
idea/strategy for
family literacy
www.familyreading.
org
and post online.
Online discussion of
posts/partnerships.
Dec. 3 &
Dec.10
Project Sharing
Course Evaluation
Final communication to and from Lit.
Partner due
Report on Twitter
- Paper & Presentations
- Course Evaluation