KUTZTOWN UNIVERSTY
Department of Elementary Education
ELU 548 Contemporary Themes in Children’s Adolescent Literature
COURSE DESCRIPTION
Through research, discussion, and critical evaluation, students focus on contemporary themes and
issues in books for children and young people. Themes are determined early in the course;
relevant books are examined and compared; workable standards for evaluating books are
pursued; and techniques for applying themes to classroom situations are developed. 3 s.h. 3 c.h.
RATIONALE
The most common accepted approach to the study of children’s literature, i.e., examining
different literary categories (genre) of books, provides the student with an overview of the field
and assists the reader in developing a set of literary criteria for use in selecting and using
children’s books in general. This course offers a second approach to the study of children’s
literature, that of examining books in light of how they treat contemporary social problems and
conditions and how they treat contemporary social problems and conditions and how they
influence young readers’ minds. So that we can attempt to construct suitable bases for attitudes
and behavior, a critical issues approach should be included in the repertoire of courses in
children’s literature available to graduate students and in-service teachers who teach in
elementary and middle classrooms.
OBJECTIVES
As a result of readings, discussion, analysis, and research of contemporary themes in children’s
books, the student is expected to:
1.
2.
3.
4.
Become more knowledgeable about the scope and value of children’s books in all phases
of the elementary curriculum.
Become thoroughly familiar with a number of children’s books pertaining to the themes
and issues covered in the course. These themes may include sibling relations, divorce,
death, old age, war, human sexuality, the treatment of minorities, gender roles in society,
the treatment of individuals with special needs, the treatment of the physically and
mentally challenged, human rights, globalism, etc.
Develop criteria for evaluating the children’s books and for judging the accuracy of the
authors’ works.
Compile an annotated bibliography of children’s books according to contemporary
themes included in the course and in relation to the age and type of children of interest to
the individual student.
5.
Examine and analyze the practice of bibliotherapy and its use in the classroom.
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6.
7.
Organize special projects and develop techniques by which themes can be presented
effectively to children.
Implement at least one project pertaining to a contemporary theme with children in a
classroom setting and analyze the results of the experience.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to the course objectives
will be based upon a subset of the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Participation in classroom projects, book discussions and literature circles to be assessed
through a checklist, rubric and/or anecdotal records.
Write a brief report about a visit to a children’s bookstore and/or children’s section of a
bookstore
Write response papers reflecting on contemporary themes and trends in literature based
on assigned articles.
Read and respond to a variety of assigned and self-selected books on pertinent themes.
Present a booktalk using a creative strategy on a multicultural novel.
Oral and written presentation of a contemporary theme implemented into the classroom
setting: establish theme, rationale, description of project, student data, analysis of student
responses and conclusions.
Create a text set of books that reflect a self-selected pertinent theme implemented into the
classroom setting.
Compile an annotated bibliography on a self-selected pertinent theme.
Written tests.
COURSE OUTLINE
The following is a tentative outline of broad topics:
I.
Introduction
A.
An Overview of the Course
B.
An Overview of the Historical Development of Children’s Literature
C.
Children and Adolescents: Their Needs and Their Books
II.
Analyzing the Quality of Children’s Books; Criteria for Evaluating
A.
Character
B.
Plot
C.
Setting
D.
Theme
E.
Point of View
F.
Style
G.
Tone
H.
Format
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III.
Contemporary Themes in Children’s and adolescent Literature: An Exploration of
Children’s Books and Current Research Findings on Each Theme
A.
Self Esteem/Understanding the Self/Peer relationships
B.
Family Life, Situations, Problems
1.
Cooperation/Love/Change/Adaptation
2.
Sibling Rivalry
3.
Divorce/Separation
4.
Managing/Facing Responsibility
5.
Adoption/Foster Care
6.
Abuse
C.
Human Sexuality
D.
Gender Roles
E.
Heritage/Cultural Diversity
1.
Native American Heritage
2.
Afro-American Heritage
3.
Hispanic Heritage
4.
Other Heritage groups
F.
Old Age
G.
Death
H.
Special Needs/The Human Condition
I.
Conflict/War
J.
The physical Environment/Global Concerns
IV.
Using Literature in the Classroom
A.
Perspectives on Bibliotherapy and Censorship
B.
Creative Techniques for Sharing and Reviewing Books
C.
Using the Focus Unit to Enhance Children’s Responses to Literature
D.
Using Literature Across the Curriculum
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Instructional Resources
Bodart, Joni. (2002). Radical reads: 101 young adult novels on the edge.
Rowman and Little Field.
__________. (1992). Booktalk! 4: Selections from the booktalker for all ages and
audiences. New York: H.W. Wilson.
__________. (1996). Booktalking the award winners: Young adult retrospective
Volume. New York: H. W. Wilson.
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Press, 1984.
Brinkley, E. H. (1999). Caught off guard: Teachers rethinking censorship and
controversy. Boston: Allyn & Bacon.
Carpenter, Humphrey, and Maria Prichard. (1999). The Oxford companion to children’s
literature. New York: Oxford University Press.
Cullinan, Bernice E., and Lee Galda. (1998). Literature and the child. New York: Wadsworth
Pub..
Dresang, E. (1999). Radical change. New York: The H. W. Wilson Co.
Dreyer, Sharon S. (1992). The bookfinder -- A guide to children’s literature: About interests
and concerns of youth ages 2-18. Circle Pines, MN: American Guidance Service, Inc.
Friedberg, J.B. (1992). Portraying persons with disabilities: An annotated bibliography of
nonfiction for children and teenagers. New Providence, NJ: R.R. Bowker.
Gangi, J. M. (2004). Encountering children’s literature: An arts approach. Boston, MA:
Pearson.
Gates, Pamela S., Steffel, Susan B., and Molson, Francis J. (2003). Fantasy literature for
children and young adults. New York: Scarecrow Press.
Gillespie, John T and Barr, Catherine. (2004). Best books for Middle School and Junior High
readers: Grades 6-9. Libraries Unlimited.
___________. (2003). Best books for children supplement to the seventh edition: Preschool
through grade 6. Libraries Unlimited.
Gillespie, John T. (2001). Best books for children: Preschool through grade 6. Libraries
Unlimited.
Glazer, Joan I. (2004). Literature for young children. Boston, MA: Pearson Higher Ed.
Hopkins, Lee Bennett. (1998). Pass the poetry, please! New York: Trophy
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Collins.
Hopkins, Lee Bennett.,and Alcom, Steven. (2000). My America: A poetry atlas of The United
States. New York: Simon and Schuster Children’s Publishing.
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bibliography. Metuchen, NJ: Scarecrow Press.
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literature in the elementary school. (Eighth edition). New York: McGrawHill.
Jwed, Rosann, and Rizzo, Margaret. (2004). Building character through multicultural literature.
New York: Scarecrow.
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Kennedy, Day Ann M., Stella S. Spangler, and Mary Ann Vanderwerf. (1990). Science and
technology in fact and fiction: A guide to children’s books. R.R. Bowker. ISBN 0-83522708-1.
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people, places, and things. Penguin. ISBN 0-14-046830-7.
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world around them. New York: Scholastic.
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Chicago, IL: American Library Association.
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books. (Sixth edition). Greenwood Imprint.
Lipson, Eden Ross. (2000). The New York Times parent’s guide to the best books for children.
(Third edition). Three Rivers Press.
Lurie, A. (2000). Don’t tell the grown-ups: Subversive children’s literature. Boston: Little
Brown.
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Allyn & Bacon
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__________. (1986). Twenty tellable tales: Audience participation for the beginning
storyteller. Illus. by Roxane Murphy. H.W. Wilson. ISBN 0-8242-0719-X.
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Mahwah, NJ: Lawrence Erlbaum.
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York: Garland.
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edition). Boston, MA: Pearson Ed. Inc.
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children’s literature . (Sixth edition). New York: Princeton University Press.
Norton, Donna E. (2000). Through the eyes of many children: Multicultural children’s
literature. New York: Princeton University Press.
Paul, Lissa. (1998). Reading otherways. Portland, ME.
Roberts, Patricia L. (2004). Family values through children’s literature and activities, grades 46. New York: Scarecrow Press.
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Wilson.
Rudman, Masha Kabakow. (1995). Children’s literature: An issues approach. (Third edition).
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York: Longman Publishers.
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Mifflin Company.
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Simmons, J. S., and Dresang, E. T. (2001). School censorship in the 21st century: A guide for
teachers and school library media specialists. Newark, DE: International Reading
Association.
Sinclair, Patti K. (1992). E for environment: An annotated bibliography of children’s books
with environmental themes. New Providence, NJ: R.R. Bowker.
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New York: Teachers College Press, Columbia University.
__________. (2003). Give them poetry: A guide for sharing poetry with children K-8. New
York: Teachers College Press, Columbia University.
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College Press, Columbia University.
Stan, Susan. (2002). The world through children’s books. New York: Scarecrow Press.
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Urbana, IL: National Council of Teachers of English.
Sullivan, Edward T. (1999). The Holocaust in literature for youth. New York: Scarecrow
Press.
__________. (2004). Appalachian literature for youth. New York: Scarecrow Press.
Sutherland, Z. (1997). Children and books. (Ninth edition). Addison Wesley.
Thomas, Rebecca L. (1993). Primaryplots: A book talk guide for use with readers ages 4-8.
Libraries Unlimited.
_________. (1996). Connecting cultures: A guide to multicultural literature for children.
Libraries Unlimited.
Tomlison, C. M. (1998). Children’s books from other countries. New York: Scarecrow Press.
Trelease, Jim. (2001). The new read-aloud handbook. (Fifth edition). New York: Penguin.
Walter, V., and Gross, M. (1996). HIV/AIDS information for children: A guide to issues and
information. New York: H. W. Wilson.
Wilkin, B.T. (1993). Survival themes in fiction for children and young people. New York:
Scarecrow Press.
Zvirin, Stehanie. (1996). The best years of their lives: A resource guide for teenagers in crisis.
Chicago, IL: American Library Association.
Revised 8/2005
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