Department of Teaching and Leadership
College of Education
Pittsburg State University
Preparing Competent, Committed, Caring Professionals
Spring 2012
Course Number: READ 834-98
Title: Advanced Children’s & Young Adult
Literature
Credit Hours: 3
Course Time: Online Course
Instructor: Susan Knell, PhD
Office Phone: 620-235-4506
Office: 112H Hughes Hall
Office Hours: By Appointment
E-mail: sknell@pittstate.edu
HOW TO ACCESS COURSE INFORMATION ON ANGEL
1. Log on to www.pittstate.edu and click on ANGEL
2. Type in the following information:
Name: PSU ID Number (all 7 digits)
Password: Last four digits of your social security number
3. Click on READ 834-98
4. Announcements – Watch for updated information
5. Lessons – You will find all assignments and documents under the Lesson tab
Candidates may contact Gorilla Geeks Help Center at 109 Whitesitt, 620-235-4600 or
geeks@pittstate.edu with questions. Please do not email Dr. Knell with technical issues.
Also note that all emails to Dr. Knell or classmates must be sent through Angel. It is
important that you check your email through Angel often for announcements, additional
information , etc.
I. COURSE DESCRIPTION
Books and other print media for encouragement of reading, history, traditions, current themes
and trends; strategies for promoting enjoyment of reading; techniques for assessing reading
interests and selecting materials
II. PREREQUISITES – None
III. PURPOSE OF THE COURSE
1. The graduate reading program is designed to develop in educators a greater understanding of
and competence in teaching literacy; a strong commitment to students who are developing
literacy skills; and a caring environment in which students can learn.
2. The purpose of the course is to provide background in and the study of children's and
adolescent literature, both current and classic; to learn strategies for teaching through the use of
good literature; and to learn techniques for assessing reading interests and selecting materials.
IV. COURSE OBJECTIVES
Teaching Standards for Kansas Educators
Reading Specialist: Early Childhood through Late Adolescence/Adulthood; PreK-12
Standard # 1
The reading specialist demonstrates understanding of theories concerning literacy
development.
Standard #2
The reading specialist demonstrates a knowledge base for reading.
Standard #5
The reading specialist demonstrates understanding of the literacy environment in relation
to reading development.
V. REQUIRED TEXTS
Hancock, Marjorie R. A Celebration of Literature and Response: Children, Books, and Teachers
in K-8 Classrooms. 3rd Edition, NJ: Prentice Hall. ISBN# 0-13-110902-2
Lesesne, Teri. Making the Match: The Right Book for the Right Reader at the Right Time
Grades 4-12, Stenhouse Publishers, ISBN# 1-57110-381-3
VI. REQUIREMENTS AND EVALUATION
A. ATTENDANCE
This is a web-based course; therefore, candidates will be doing all readings and assignments
individually. Candidates are encouraged to e-mail other classmates regularly for discussions,
questions, etc. Late work will receive a 25% grade reduction. No work will be accepted after
May 4. Because of speed variations of e-mail servers, it is to the candidate’s advantage to e-mail
early in order to avoid technical problems. All assignments, unless otherwise stated, are to be
submitted to the appropriate digital drop box no later than 11:30 p.m. on the due date. It is also
the candidate’s responsibility to learn and understand the components of Angel. For any issues
involving the operation of Angel you are to contact the Gorilla Geeks for assistance.
B. ACADEMIC HONESTY
Candidates are expected to follow the PSU Academic Honesty Policy, which speaks to unethical
acts associated with coursework or grades. The policy lists specifically, but is not limited to, the
following:

giving or receiving unauthorized aid on examinations, preparation of notebooks,
papers, and other assignments:


handing in the same work for more than one course without instructor permission;
plagiarism (examples of plagiarism will be discussed in class)Full text of the policy
can be found in the PSU University Catalogue. Violations of the policy will be
presented by course instructor to the University Academic Honesty Committee for
review and action.
If the instructor finds evidence of cheating of any kind, such as plagiarism (copying from
internet or other sources), copying work from other candidates, etc. the candidate will be
notified of the charge and will be immediately dropped from the class. For more
information on Academic Integrity, Important dates, Financial Assistance, etc., go to:
http://www.pittstate.edu/dotAsset/c76cfbbd-c6ad-4bcf-b89f-60d322b880f6.pdf
C. ACTIVITIES
Homepage Update – 20 Points
Due: Fri. Jan. 20
Note: If you’ve already done this for another course, it will automatically be there.
However, if you want to update your personal profile, you can do that.
Please follow these instructions to update your Home Page:
Click on "Preferences" from the left sidebar > "Personal Information" > type in the
following information in the appropriate boxes and then submit:
A. About Me: Share any personal/professional information that will help us get to know
you.
C. Upload a picture of yourself
To view other's homepages, click on the "Communicate" tab, and click on "Course
Roster"
Note: If you have any technical problems uploading your photo, you are to contact the
Gorilla Geeks for technical assistance.
YOUNG ADULT BOOK READINGS & READER RESPONSES
Due: Monday, Feb. 20
Read through the Lesesne book (I predict you'll really enjoy this book!) and chapters 1 &
2 (Hancock book) on Rosenblatt's Reader Response Theory.
Candidates will read four young adult books based on the following criteria. Each book
must be a winner or runner-up of a recognized young adult award, such as the Alex
Awards, Best Books for Young Adults, or the Michael Printz Award
(www.ala.org/yalsa/booklists/index.html), and be published no earlier than 2000. These
books need to be ones not previously read by you. These books are ones that middle
schoolers and high schoolers would choose to read. These books would NOT be
appropriate for elementary aged readers. Please choose books from the above listed
awards only.
Prepare a document for each book that includes:
 a picture of each book. (May be copied from sites such as Amazon)
 a bibliography (book title, author, copyright date, publisher, award(s));
 a brief summary of the book; pertinent themes and diversity found;
 and your own personal reaction to the book.
 Note that you are to include each heading in each of your responses.
Also include two response activities for each book read, based on Rosenblatt's theory of
reader response found in the Hancock text. Each activity should keep in mind the
different learning styles of students, as well as their varying interests. Each response
should enhance the appreciation of the book and NOT include worksheets, or other
activities that trivialize the reading experience. (See rubric)
BOOKTALKS
Due: no later than Monday, March 30
Candidates will do one booktalk in their classroom or library on one of the children’s or
young adult books being read for this course. Please read the information on booktalking
found in “Booktalks” folder in Websites folder in Lessons.
Submit a reflection that contains the following information:
1. Bibliographic information on the book that was “talked”
2. Summary of how you presented the booktalk and to what group of students
3. Summary of student reactions to your booktalk.
4. Reflection on the success or problems with your booktalk.
5. A photo of you presenting the booktalk to students (See rubric)
Please use the above as headings for each section.
LITERATURE CLUSTER
Due: Monday April 16. Candidates will create a new (not one previously used by you)
literature cluster based on concepts from the Hancock text, pages 380-390. Candidates
will submit a document that includes a photo of the literature cluster displayed in a
classroom See guidelines, example, and rubric in Literature Cluster Folder found in
Lessons .
CHILDREN'S BOOK READINGS & READER RESPONSES
Due: Monday, April 30
Read chapters 3-13 Hancock text
Candidates will read:
three picture books
two poetry books
one contemporary realistic fiction novel
one historical fiction novel
two traditional fantasy books (folk, fairy, tall tale, etc.)
one biography or autobiography
one modern fantasy
one informational/nonfiction
Each book must be either an award winner (state or national) or be reviewed in a
children's literature publication and be published no earlier than 2000.
(www.ala.org/parents/index/html) These books need to be ones not previously read by
you.
Prepare a document for each book that includes:
 a picture of each book
 a bibliography (book title, author, illustrator, copyright date, publisher, award or
review source)
 a brief summary of the book and its illustrations if applicable; pertinent themes
and diversity found
 your own personal reaction to the book
 Note that you are to include each heading in each of your responses.
 Include two response activities for each book read, based on Rosenblatt's theory
of reader response found in the Hancock text. Each activity should keep in mind
the different learning styles of students, as well as their varying interests.
Each response should enhance the appreciation of the book and NOT include
worksheets, or other activities that trivialize the reading experience. (See rubric)
DISCUSSION FORUMS
Each candidate will participate in eight topics and also respond in kind to each group
members responses.
Discussion Forum Guidelines
Each candidate is required to participate in eight (8) discussion topics and also respond to
at least one other candidate’s responses to the topics. Each response should be thoughtful,
in-depth, and reflect evidence that the text has been read to assist in discussing the
topics. Responses should be grammatically correct with no spelling or punctuation errors.
When responding to the other group members' responses, discussions will remain
professional and thoughtful.
Remember, Great Minds Do Not Think Alike! You will not always agree with others'
responses. Keep discussions polite and professional in tone. Discussion Forum Topics are
found in Lessons.
Discussion Forum Topic #1
After reading chapters 1 & 2 (Hancock text), discuss your own interpretation of Louise
Rosenblatt's transactional theory of reader response. Use the terminology developed by
Rosenblatt to describe the interaction of the reader and the text in an
individual encounter with literature.
Due: Thurs. Jan. 19
Candidate responses due no later than Fri. Jan. 20
Discussion Forum Topic #2
Read Part III (Lesesne book). Discuss the role motivation plays in producing life-long
readers, not just school-time readers. Share your thoughts on what you believe will
produce motivated readers. Caution: Think twice before sharing any extrinsically-
oriented activity, such as prizes, points, etc.
Due: Thurs. Feb. 2.
Candidate responses due no later than Fri. Feb. 3.
Discussion Forum Topic #3
Read Part I: (Lesesne book). Discuss your plan for getting to know your students'
interests and their development into adolescence. How does this knowledge aid you in
choosing the right book for the right reader at the right time?
Due: Thurs. Feb. 16
Candidate responses due no later than Fri. Feb. 17
Discussion Forum Topic #4
Read Part II (Hancock book). Discuss one or more genres that you feel has been
neglected in either classroom or school libraries. What is your plan to increase interest in
these genres? Also include in your discussion the importance of appreciating cultural and
global diversity through children's literature.
Due: Thurs. March 1
Candidate responses due no later than Fri. March 2
Discussion ForumTopic #5
Read Part III (chapters 9-13, Hancock book) and discuss the importance of celebrating
responses to literature. Share ideas that you use or would like to use with your students
that will further their appreciation of the literature read.
Due: Thurs. March 22
Candidate responses due no later than Fri. March 23
Discussion Forum Topic #6
Read Part II (Lesesne book) and discuss anything from the chapters that is important to
you.
Due: Thurs. April 5
Candidate responses due no later than Fri. April 6
Discussion Forum Topic #7
Read Chapter 15 (Hancock text) and discuss the importance of assessment in literaturebased programs. Share how you can or have used some of the assessments discussed in
the chapter.
Due: Thurs. April 19
Candidate responses due no later than Fri. April 20
Discussion Forum Topic #8
Read the Epilogue: Continuing the Celebration (p. 447-450) of the Hancock text.
Discuss ways that you will begin your own celebration of literature and response with
students and how you will continue your growth in children’s and young adult literature
and reader response to literature.
Due: Thursday May 2
Candidate responses due no later than Fri. May 3
Tegrity Viewings
There will be three (3) Tegrity recordings that you will view throughout the semester.
Following the viewing you will need to submit through the Tegrity digital drop boxes
briefly stating your reaction to the recording, such as new knowledge, added insight, etc.
Expected length: approximately 1 page. 20 pts. Each.
Due Dates:
Literature Response in the Classroom/You Know You’re a Reader When…
Monday, Jan. 30
Classroom Libraries: Monday, Feb. 27
What Makes a Book Good?: Monday, March 26
C. GRADING Pts. Possible
Home Page Creation:
Young Adult Book Reading
& Reader Responses
Children's Book Reading
& Reader Responses
Book talk
Literature Cluster
Discussion Board Participation:
Tegrity Recordings
20 points
(four books x 60 points each = 240 points)
(twelve books x 20 points = 240 points)
5 points
100 points
(eight events 20 pts. each = 160 points)
(3 viewings, 20 pts. each= 60 points)
GRADING SCALE
A
90 – 100%
B
80 – 89%
C
70 – 79%
D
60 – 69%
F
0 – 59%
When we read a story we inhabit it. The covers of the book are like a roof and four
walls. What is to happen next will take place within the four walls of the story. And
this is possible because the story's voice makes everything its own.
--John Berger