KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF LIBRARY SCIENCE AND INSTRUCTIONAL TECHNOLOGY
LIB 585 Seminar: Children & Young Adult Literature, 3 s.h., 3 c.h.
Summer Session I - 2007
I.
Course Description
A.
Explores the strategies for using literature and related non-print materials for
children and young adults. Students will examine the broad range of genres and
discuss strategies for incorporating literature into various curricular areas.
B.
II.
Instructor Information:
Dr. Eloise M. Long, 12 Rohrbach Library. Office phone: 610-683-4302; Fax:
610-683-1326; E-mail: long@kutztown.edu
Course Rationale: Librarians and teachers are involved in the selection of materials.
Today, this is complicated by multifaceted curriculum needs, diverse cultural
backgrounds, interests and needs of students, varied teaching and learning methods and
the multiplicity of materials available. It is essential that librarians consider the above and
more when evaluating and selecting materials for inclusion in a school library collection.
III.
Course Objectives/ Student Learning Outcomes
A.
Relationship to Standards (see table)
Course Objectives/ Student Learning Outcomes
PDE
NCATE/
AASL
INTASC
1.
Candidates are knowledgeable about historical and contemporary trends and
multicultural issues in reading material for children and young adults.
IID
1.2
1, 3
2.
Candidates analyze and apply research in literacy and reading in order to
select and recommend diverse materials in formats and at levels that
facilitate the reading process and the development of fluency in readers.
IC.2,
IID
1.2
2
6C
3.
Candidates collaborate with teachers to integrate literature into curriculum.
IA.3,
IC.3
1.2
4, 5, 7, 8,
10
5D
4.
Candidates instill a sense of enjoyment in reading in others that leads to
lifelong reading habits.
IC.1
1.2
5
5.
Candidates utilize information found in professional journals to improve
library practice.
IIIA
3.3
9
2C
6.
Candidates develop and evaluate policies and procedures, such as
challenged materials policies, that support the mission of the school and
address specific needs of the library media program.
IIID
4.2
6, 10
6A, 6E
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E.Long
ISTE
B.
Relationship to Conceptual Framework: This course is congruent with the
conceptual framework of the College of Education, Teacher as Lifelong Learner, and
relates specifically to:
Knowledge:
Conceptual Framework elements
Communication
The candidate will demonstrate appropriate written and verbal communication skills including
articulation, expressive language, voice quality, usage, and grammar.
Interpersonal skills
Through an understanding of bibliotherapy, the candidate will develop a sensitivity to problems on
the home front and a capacity for attention to individual needs.
Skills:
Scholarly inquiry
Educators must know and understand their students, their students’ reading interests and needs, and
current appropriate literature in order to make the best decisions to encourage students in their
reading and to develop reading skills and appreciation for literature
Reflective wisdom
The candidate will develop the knowledge, skills, and dispositions that are required to be a "reflective
practitioner": one who continually studies the thinking of students in the classroom, experiments with
different teaching approaches, and uses this information to improve instructional practice.
Integration of discipline
Using print and non-print materials, the candidate will be able to tie the content area to the real
world.
Dispositions:
Cultural awareness
and acceptance
Multicultural literature and young adult literature appropriate for various cultural groups will be
identified and discussed. Special characteristics of various cultural groups will be identified and
literature that speaks to those characteristics will be reviewed.
Integration of technology
Candidates will use the Internet in searching for author sites and other literature sites. Various class
assignments will be enhanced by using the Internet. Candidates will use Blackboard to react and
discuss various children’s resources, YA novels and literary issues. Candidates will be referred to
various web sites for information
IV.
Assessment
A.
Core Assignment (See Attachment)
B.
A
B
C
V.
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Grading Policies:
90-100
80-89
70-79
450-500
400-449
350-399
Course Outline
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Session
1
Topics
Introduction to course
9 Course tools/Syllabus
9 Use of selection tools and reviews
9 Children’s Catalog (CC),
9 Middle/Junior High, and Senior High Library Catalogs, Booklist, Horn Book,
School Library Journal, VOYA, CLCD, NoveList, YALSA, ALSC
2
The Child Responds to Literature
9 What value is there in using children’s literature?
9 How does literature support children’s development?
9 How do children respond to literature?
3
The History of Children’s Literature
9 What is the history of children’s literature?
9 When and how did illustrations in children’s books emerge?
9 How has censorship influenced the evolution of children’s literature?
4
Evaluating and Selecting Literature for Children
9 How do teachers select literature for children?
9 How does the author’s use of literary elements influence these selections?
9 How do teachers select multicultural literature?
9 What makes the “conflict” in literature believable?
5
Artists and their Illustrations
9 How do teachers evaluate illustrations in children’s literature?
9 How do artists develop literary elements?
9 What kinds of media are used in children’s literature?
6
Picture Books
9 What kinds of books are considered picture books?
9 How do teachers select picture books?
9 How do teachers use picture books in elementary classrooms?
7
Traditional Literature
9 What kinds of literature are considered traditional?
9 What is storytelling and what value does it provide?
9 How do teachers use traditional literature in the classroom?
9 How does traditional literature reflect cultural characteristics?
8
Poetry
9 What are the characteristics of poetry for children?
9 Who are popular children’s poets?
9 How can teachers encourage children to write their own poetry?
9
Modern Fantasy
9 How do teachers evaluate modern fantasy?
9 What topics make up modern fantasy?
9 How do teachers use science fiction – a particular type of modern fantasy - in
classrooms?
9 How does the author’s characterization allow children to suspend disbelief?
10
Contemporary Realistic Fiction
9 What do teachers need to know about contemporary realistic fiction?
9 What kinds of books make up contemporary realistic fiction?
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9
11
How do teachers use contemporary realistic fiction in the classroom?
Historical Fiction
9 Why do teachers use historical fiction in classrooms?
9 How do teachers select historical fiction?
9 How might teachers use historical fiction in the classroom?
12
Biographies
9 Who are the subjects of biographies for children?
9 How do teachers evaluate biographies?
9 How can biographies motivate children?
13
Informational Books
9 Why do teachers use informational books in the classroom?
9 What topics are most common in informational books?
9 How do teachers use informational books in the classroom?
9 How can websites be used to keep a non-fiction collection current?
14
Award – winning books
9 What are the significant books awards for children and young adults?
9 How can we encourage students to read award winners?
9 Are the reviews consistent with the likes of children/young adults?
15
Final Multimedia Presentations
A.
Other Policies
1.
Accommodations
Any student who has a need for accommodation based on the impact of a
disability should privately contact the Director, Office of Service to Americans
with Disabilities to discuss the specific situation as soon as possible. Contact the
Director at 610-683-4108 in the Stratton Administration Building to coordinate
reasonable accommodations
2.
Academic Honesty
Any acts of academic dishonesty by students, such as plagiarism on written
papers or cheating on exams, threaten to undermine the educational and ethical
goals of the University for its students. Such violations are of the utmost
seriousness. The goal of the following policy and procedures is to promote a
climate of academic honesty for all individuals at the University (The Key, p. 47).
3.
Attendance Policies
Regular class attendance is expected. Students should not be absent from classes
without adequate reason. Excused absences include, but are not limited to, illness,
scheduled university-related activities, death in the family, jury duty, and
impassable roads. Students assume the responsibility for notifying their professors
when they are expecting to be absent from class because of illness, accidents, or
emergencies.
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Each student is expected to contribute to class and online discussions.
Participation consists of asking questions, engaging in small group activities, and
offering comments or examples. Points will be deducted from late assignments
(10% per day).
VI.
Instructional Resources
American Library Association. Publishing Board, and League of Library Commissions. A.L.A. Booklist. 1905-.
Anderson, Nancy A. Elementary Children’s Literature: The Basics for Teachers and Parents. Boston, 2002.
Bader, Barbara. "How the Little House Gave Ground: The Beginnings of Multiculturalism in a New, Black
Children's Literature." Horn Book Magazine 78.6 (2002): 657.
Bang, Molly. Picture This: Perception & Composition. Boston, MA: Little Brown, 1992.
Bang, Molly. Picture This: How Pictures Work. New York: SeaStar, 2000.
Barnford, Rosemary A., and Janice V. Krista. Nonfiction K-8. NY: Scholastic, 2000.
"Beating Bullies through Books." Reading Today 22.2 (2004): 44-.
Beland, Robert M., and Terry L. Mills. "Positive Portrayal of Grandparents in Current Children's Literature."
Journal of Family Issues 22.5 (2001): 639-51.
Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York: Alfred
Knopf, 1975.
Black, Susan. "From 9/11 to Katrina: Helping Students Grieve." Education Digest 71.3 (2005): 8-13.
Bradford, Clare. "Playing with Father: Anthony Browne's Picture Books and the Masculine." Children's Literature
in Education 29.2 (1998): 79-96.
Callan, Richard. "Reading + Math = A Perfect Match." Teaching PreK-8 34.4 (2004): 50-1.
Children’s Book Council, Inc. Children’s Books: Awards & Prizes. NY: Children’s Book Council, Inc. Annual.
Cianciolo, Patricia J. Picture Books for Children. 4th ed. Chicago: A.L.A., 1997.
EBSCO Publishing, and ProQuest Information and Learning Company. The Bulletin of the Center for Children's
Books. Baltimore, MD: Johns Hopkins University Press, 1958.
Entenman, Janis, Timothy J. Murnen, and Cindy Hendricks. "Victims, Bullies, and Bystanders in K--3 Literature."
Reading Teacher 59.4 (2005): 352-64.
Forgan, James W. "Using Bibliotherapy to Teach Problem Solving." Intervention in School & Clinic 38.2 (2002):
75.
Freeman, Evelyn B. Global Perspectives in Children’s Literature. Boston, MA: Allyn and Bacon, 2001.
Goodman, Jill Laurie. "Reading Toward Womanhood: The Baby-Sitters Club Books and our Daughters." Tikkun 8.6
(1993): 7.
(Continued in actual syllabus)
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Fieldwork Journal
Overview: The purpose of this assignment is to familiarize the candidate with various award-winning
literature for children and young adults, and to explore the artistic and literary merits of such books.
Rationale: The librarian must be able to recognize, appreciate, and be familiar with a wide range of
quality materials.
Assignment: Field assignment (8 hours)
This can take several forms: Volunteer in the public library, day care, summer school, etc. to read to
children. Take your own children or a friend's or a neighbor's children to the library. Read the same book
with a teen; discuss with a teen, etc. Develop a blog. This requirement is very negotiable in terms of the
form it will take. Write about this experience in a journal format.
In your journal, keep track of your interactions with children/young adults, i.e., reference interviews,
readers’ advisory sessions, or motivational reading events. Include the date, place, and time you spent
with children and books. Write in your journal about your experiences with children; what you did, what
you observed, what you think about, what you might like to share with children. It is not necessary that
you write about every contact you make. Please keep your comments relevant to this class. Write when
something strikes you or something interesting happens. This journal should give me a good picture of
what your experience was about and what part you played.
Journal :
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Target 7-10
Evidence that candidate
strives to instill a sense
of enjoyment in reading
in others that leads to
life-long reading habits
Evidence that candidate
is knowledgeable about
historical and
contemporary trends and
multicultural issues in
reading material for
children and young
adults.
Acceptable 3-6
Candidate models a
personal enjoyment of
reading in order to
promote the habits of lifelong reading
Candidate is aware of
major trends in reading
material for children and
youth.
Unacceptable 0-2
Candidate demonstrates
little or no evidence of
knowledge of the reading
process.
Candidates analyze
and apply research in
literacy and reading in
order to select and
recommend diverse
materials in formats and
at levels that facilitate the
reading process and the
development of fluency
in readers.
Journal entries reflect a
Candidates select
materials in multiple
formats to address the
needs and interests of
diverse young readers
and learners.
Evidence shows lack of
diversity in format, ageappropriateness, or
subject matter
Journal entries reflect
Journal entries reflect no
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Candidate shows little
awareness of reading
material for children and
youth.
E.Long
quality experience.
Candidate spends
required amount of time
in an appropriate
fieldwork setting.
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minimal effort to achieve
a quality experience.
Candidate spends some
time in a mediocre
fieldwork setting.
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effort to achieve a quality
experience. Candidate
spends a limited number
of hours in a fieldwork
setting.
E.Long