KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
COE COURSE SYLLABUS
DEPARTMENT OF LIBRARY SCIENCE AND INSTRUCTIONAL TECHNOLOGY
I.
Course Description: LIB 585: Children & Young Adult Literature, 3 s.h., 3 c.h.
This course explores the strategies for using literature and related materials for children
and young adults. Students will examine the broad range of genres and discuss strategies
for incorporating literature into various curricular areas.
II.
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
At the conclusion of the course the student will be able to:
PDE
NCATE/
AASL
INTASC
1.
Recognize historical and contemporary trends and multicultural
issues in reading material for children and young adults.
IID
1.2
1, 3
2.
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
II.3.2,
3.
Collaborate with teachers to integrate literature into curriculum.
IA.3,
IC.3
1.2
4, 5, 7, 8,
10
5D
II.3.1
4.
Instill a sense of enjoyment in reading in others that leads to lifelong
reading habits.
IC.1
1.2
5
5.
Utilize information found in professional journals to improve library
practice.
IIIA
3.3
9
B.
ISTE
ALA
II.3.4
II.3.7
2C
II.3.7
Relationship to Conceptual Framework
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.
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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.
V.
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Assessment
A.
Core Assignment (See Attachment)
B.
Other assessments based on a subset of the following:
1.
Documentation of required field work experience (8 hours)
2.
Quizzes and exams
3.
Reflective journal
4.
Class discussion and participation
Course Outline
A.
Course Outline Documentation
I. The Child Responds to Literature
A. Value in using children’s literature
B. Literature in support if children’s development
II. The History of Children’s Literature
A. History of children’s literature?
B. Emergence of illustrations in children’s books
C. Influence of censorship on the evolution of children’s literature
III. Evaluating and Selecting Literature for Children
A. Selection of literature for children
B. Author’s use of literary elements and its influence on selections
C. Selection of multicultural literature
D. Believable “conflicts” in literature
IV. Artists and their Illustrations
A. Evaluation of illustrations in children’s literature
B. Artists and the development of literary elements
C. Kinds of media used in children’s literature
V. Picture Books
A. Kinds of books that are considered picture books
B. Selection of picture books
C. Use of picture books in classrooms
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VI.
Traditional Literature
A. Kinds of literature considered to be traditional
B. Storytelling and its value
C. Use of traditional literature in the classroom
D. Traditional literature and its reflection of cultural characteristics
VII. Poetry
A. Characteristics of poetry for children
B. Popular children’s poets
VIII. Modern Fantasy
A. Evaluation of modern fantasy
B. Topics of modern fantasy
C. Use of science fiction
D. Suspension of disbelief
IX. Contemporary Realistic Fiction
A. Kinds of books that make up contemporary realistic fiction
B. Use of contemporary realistic fiction in the classroom
X. Historical Fiction
A. Use of historical fiction
B. Selection of historical fiction
XI. Biographies
A. Subjects of biographies for children
B. Evaluation of biographies
C. Motivation through the use of biographies
XII. Informational Books
A. Use of informational books
B. Common topics in informational books
C. Use of the World Wide Web to keep a non-fiction collection current
XIII. Award – winning books
A. Significant book awards for children and young adults
B. Encouragement of students to read award winners
C. Consistency of reviews and the likes of children/young adults
B.
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).
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VI.
Instructional Resources
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.
"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.
Hall. Susan. Using Picture Storybooks to Teach Literary Devices. Phoenix, AZ: Oryx Press, 1990.
Heath, Melissa Allen, et al. "Bibliotherapy: A Resource to Facilitate Emotional Healing and Growth." School
Psychology International 26.5 (2005): 563-80.
Huck, Charlotte, et al. Children’s Literature in the Elementary School. 7th ed. McGraw Hill, 2001.
"Integrating the Environment in Children's Literature." Connect: UNESCO International Science, Technology &
Environmental Education Newsletter 27.3/4 (2002): 8.
Karolides, Nicholas J. Censored Books II: Critical Viewpoints, 1985-2000. Lanham, Md.: Scarecrow Press, 2002.
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Kennedy, Clare. "Gender Cliches Still Rife in Books." Times Educational Supplement 4436 (2001): 34.
Khorana, Meena. Critical Perspectives on Postcolonial African Children's and Young Adult Literature. Vol. 187.
Westport, Conn.: Greenwood Press, 1998.
Knowles, Elizabeth, and Martha Smith. Boys and Literacy : Practical Strategies for Librarians, Teachers, and
Parents. Westport, Conn.: Libraries Unlimited, 2005.
Kramer, Pamela A., and Gail G. Smith. "Easing the Pain of Divorce through Children's Literature." Early Childhood
Education Journal 26.2 (1998): 89-94.
Lawson, C. "Once upon a Time in the Land of Bibliotherapy.." New York Times 140.48413 (1990): C1.
"Learning to be Little Women and Little Men: The Inequitable Gender Equality of Nonsexist Children's Literature."
Sex Roles 50.5/6 (2004): 373-85.
Lee, Lauren K., and Gary D. Hoyle. The Elementary School Library Collection : A Guide to Books and Other
Media, Phases 1-2-3. 18th ed. Williamsport, Pa.: Brodart Co., 1992.
Lima, Carolyn W. A to Zoo: Subject Access to Children's Picture Books. 7th ed. New York: R.R. Bowker, 2005.
Lukens, Rebecca J. A Critical Handbook of Children's Literature. 8th ed. Boston: Pearson, 2007.
Lynn, Ruth Nadelman. Fantasy Literature for Children and Young Adults : A Comprehensive Guide. 5th ed.
Westport, Conn.: Libraries Unlimited, 2005.
Marriott, Stuart. "Red in Tooth and Claw? Images of Nature in Modern Picture Books." Children's Literature in
Education 33.3 (2002): 175-83.
Mattson, Jennifer. "Dear Miss Breed: True Stories of the Japanese American Incarceration during World War II and
a Librarian Who made a Difference." Book Links 15.4 (2006): 11-.
McCaffrey, Meg. "New Multidisciplinary Activities for Educators and Students." School Library Journal 48.6
(2002): 27.
McClure, Amy A., Janice V. Kristo, and National Council of Teachers of English. Committee to Revise the
Elementary School Booklist. Adventuring with Books : A Booklist for Pre-K-Grade 6. 13th ed. Urbana, IL:
National Council of Teachers of English, 2002.
Marcus, Leonard S. A Caldecott Celebration. NY: Walker, 1998. (McCloskey, Marcia Brown, Sendak, Steig,
VanAllsburg, Wiesner)
Meek, M.. "The Critical Challenge of the World of Books for Children." Children's Literature in Education 26.1
(1995): 5-23.
Miller, Bertha E. Mahony, and Elinor Whitney Field. Caldecott Medal Books, 1938-1957, with the Artists'
Acceptance Papers & Related Material Chiefly from the Horn Book Magazine. Vol. 2. Boston: Horn Book,
1957.
Minkel, Walter. "Kids and E-Books." Library Journal 128.17 (2003): 14-.
Murphy, Stuart J. "Learning Math through Stories." School Library Journal 45.3 (1999): 122.
Napoli, Donna Jo. "What's Math Got to do with it?" Horn Book Magazine 77.1 (2001): 61.
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Oliver, Ronald L., and Terrell A. Young. "Early Lessons in Bullying and Victimization: The Help and Hindrance of
Children's Literature." School Counselor 42.2 (1994): 137.
Perez-Stable, Maria A. "A Kaleidoscope of Perspectives in Children's Literature about Slavery and the American
Civil War." Social Studies 87.1 (1996): 24.
Picard, Carol A., and Linda Button. "You Can Count on Literature: Resources on and Off the Web to Teach Math
and Literature." Reading Teacher 55.5 (2002): 464.
Pinsent, P. "Fate & Fortune in a Modern Fairy Tale: Louis Sachar's Holes.” Children's Literature in Education 33.3
(2002):203-12.
Reid, Suzanne Elizabeth. Book Bridges for ESL Students : Using Young Adult and Children's Literature to Teach
ESL. Lanham, Md.: Scarecrow Press, 2002.
Rochman, Hazel. Tales of Love and Terror : Booktalking the Classics, Old and New. Chicago: ALA, 1987.
Royer, Sharon E. “Roald Dahl and Sociology 101.” The ALAN Review. 26.1 (Fall 1998).
Rudman, Masha Kabakow. Children’s Literature: An Issues Approach. 3rd ed. White Plains, NY: Longman, 1995.
Stomfay-Stitz, Aline. "Using Children's Books to Model Conflict Resolution in Your Peaceable Classroom."
Childhood Education 74.4 (1998): 224-M.
Taylor, Mildred D. "My Life as a Writer." World Literature Today 78.2 (2004): 7-10.
Tomlinson, Carl M. and Carol Lynch-Brown. Essentials of Children’s Literature. 4th ed. Boston: Allyn and Bacon,
2002.
Trelease, Jim. The New Read-Aloud Handbook. 4th ed. N.Y.: Penguin Books, 2001.
Williams, Karen. "Literary Critters Delight Children and Cater to Multicultural Market." Christian Science Monitor
87.126 (1995): B1.
York, Sherry. "Book Awards: Ethnicity, Diversity & Hope.” Library Media Connection 24.3 (2005): 38-41.
Zeitler Hannibal, Mary Anne, Ren Vasiliev, and Qiuyun Lin. "Teaching Young Children Basic Concepts of
Geography: A Literature-Based Approach." Early Childhood Education Journal 30.2 (2002): 81-6.
Zipes, Jack David. Sticks and Stones: The Troublesome Success of Children’s Literature from Slovenly Peter to
Harry Potter. New York: Routledge, 2001.
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