RLA 524: Children’s Literature: An Issues Approach
Eastern Connecticut State University
Fall 2010, 3 Credits
Monday, 4-6:45 p.m.
Webb 113
Dr. Susannah Richards
ECSU Phone: (860) 465-5210
richardss@easternct.edu
Office Hours: M 10-12 am, 7-8 pm (by appointment), W 12-1 p.m. and by appointment
Course Description
This course will provide you with opportunities to critically examine books read by children and
young adults in the light of their treatment of contemporary social concerns, and to likewise
analyze some issues that affect children’s and young adult’s books in today’s world.
Learning Outcomes/Course Objectives
By the end of the course the student will:
 Develop an awareness of the roles of books and other media in the developing
attitudes in children.
 Examine areas of contemporary issues that appear in or are absent from literature for
children and young adults. These may include but are not limited to: abandonment,
anger, bullying, animal rights, citizenship, confidence/self esteem, conflict, death,
depression, disease, divorce, drugs, economics, environment, ethnicity, family, fear,
friendship, future, homosexuality/bisexual/transexuality, gender, health/nutrition,
homelessness, illness, identity, intelligence, moving, neglect, peer pressure, politics,
pollution, poverty, prejudice, race, relationships, religion, respect, sexuality, social
justice, terrorism, tolerance, war, and wellness.
 Examine your own knowledge, attitudes, and prejudices in relation to the identified
social concerns.
 Read and respond to books addressing social concerns and evaluated them based on
established criteria.
 Identify bilbiotherapy and resources to support bibliotherapy with students.
 Examine the various (library, school, parent, child) criteria used to determine what
children read.
 Examine censorship and its impact on materials to use with students.
 Develop a position and plan of action on one of the issues raised in class.
 Develop strategies for integrating literature to support curriculum with respect to
issues.
 Identify resources for locating books that explore issues.
CT Position on Language Arts Relevant Standards
RLA 524, Richards – Fall 2010, p. 1
(Source: http://www.state.ct.us/sde/board/language_arts.pdf)
A quality language arts education should therefore be part of the core curriculum for all
Connecticut students. PreK-12 language arts education program should enable students to
achieve the goals and standards outlined in Connecticut’s Common Core of Learning and the
Connecticut Language Arts Framework.
By the end of high school, all graduates should be able to:
 Develop and communicate informed opinions through reading, interpreting and
evaluating various texts;
 Read and respond to a variety of authors, texts and genres, and share responses to extend
understanding and enjoyment;
 communicate with others to create interpretations and evaluations of written, oral and
visual text; and
 appreciate the influence that contemporary and classical artists and authors have on
human thought.
Teachers and schools play an essential role in ensuring quality language arts education by:
 providing a quality language arts program which includes reading, writing, speaking,
listening and viewing;
 setting high expectations for all students to ensure earlier and more equitable
opportunities to
 learn to read and write;
 providing a rigorous study of language arts skills and concepts and their applications to
reading and writing in real-world contexts;
 creating classrooms that are rich learning environments that foster literacy in all students;
 providing more active student involvement with language arts, including: reading and
writing that relate to students’ current world and their future career needs and
 demands; and using a variety of skills to foster effective communication and lifelong love
of reading and writing;
 fostering more systematic and appropriate use of technological tools to enhance
instruction in
 language arts;
 providing students with evaluations that are continuous and based on many sources of
evidence;
 using a variety of teaching strategies to guide students in developing literacy, critical
thinking, and problem-solving abilities;
 serving as role models in speaking and writing.
Standards Alignment
For a comprehensive description of each standard please visit:
Connecticut Common Core of Teaching (CCTE)
http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320862
RLA 524, Richards – Fall 2010, p. 2
NCATE
http://www.ncate.org/public/standards.asp
NCATE IRA and NCTE Standards
http://www.ncate.org/public/programStandards.asp?ch=4
INTASC Principles
http://cte.jhu.edu/pds/Resources/INTASC_Principles.htm
ECSU Education Unit
http://www.easternct.edu/depts/edu/edu.html
IRA
2.3.1-2.3.4
NCTE
3.1: 3.5-3.5.4;
4.1-4.8
NCATE
Standard
4b
INTASC
Principles
1-10
ECSU
CCTE
Education
Unit
ELA I, II, III, Content
IV, V, VI,
Knowledge;
VII, VIII
Diversity
This course is designed to support and address the twelve IRA/NCTE professional standards for
English/Language Arts (http://www.ncte.org/about/over/standards/110846.htm).
1. Students read a wide range of print and non-print texts to build an understanding of texts,
of themselves, and of the cultures of the United States and the world; to acquire new
information; to respond to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction, classic and
contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an
understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human
experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and
appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word
identification strategies, and their understanding of textual features (e.g., sound-letter
correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different
purposes.
5. Students employ a wide range of strategies as they write and use different writing
process elements appropriately to communicate with different audiences for a variety of
purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling
and punctuation), media techniques, figurative language, and genre to create, critique,
and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and synthesize data from a variety of sources
(e.g., print and non-print texts, artifacts, people) to communicate their discoveries in
RLA 524, Richards – Fall 2010, p. 3
ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries,
databases, computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns,
and dialects across cultures, ethnic groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop
competency in the English language arts and to develop understanding of content across
the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities
12. Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
Methods of Instruction
Individual & group readings; literature & professional reading circles; class discussions; written
and oral reports; literature activities & projects; technology applications; and lecture.
Course Books
Clements, A. (2003). The jacket. New York: Aladdin.
Estes, E. (2004). The hundred dresses. New York: Sandpiper.
Garden, N. (2007). Hear us out! Lesbian and gay stories of struggle, progress, and hope, 1950 to
the present. New York: Farrar, Straus, & Giroux.
Gallo, D. (2007). First crossings: Stories about teen immigrants.
Gutman, D. (2009). Recycle this book: 100 top children's book authors tell you how to go green.
New York: Yearling.
Scieszka, J. (2005). Guys write for guys read. New York: Viking.
Mortenson, G., & Relin, D. (2009). Three cups of tea: Young reader's edition. New York:
Penguin.
Weiss, M. .J., & Weiss, H. S. (2009). This family is driving me crazy. Ten stories about surviving
your family. New York: G. P. Putnam. (Coming in October 2009)
For each issue you will need to locate and borrow from the ECSU Curriculum library,
school and local public libraries.
Professional Readings
Blackburn, M., & Buckley, J. (2005). Teaching queer-inclusive English language arts. Journal of
Adolescent & Adult Literacy, 48, 3, 202-212.
Chevalier, N. (2005). The liberty tree and the whomping willow: Political justice, magical
science, and harry potter. The Lion and the Unicorn, 29, 397-415.
Dipardo, A., & Schnack, P. (2004). Expanding the web of meaning: Thought and emotion in an
intergenerational reading and writing program. Reading Research Quarterly, 39, 1, 14RLA 524, Richards – Fall 2010, p. 4
37.
Dressel, J. H. (2005). Personal response and social responsibility: Responses of middle school
students to multicultural literature. The Reading Teacher, 58, 8, 750-764.
Entenman, J., Murnen, T., & Hendricks, C. (2005). Victims, bullies, and bystanders in k-3
literature. The Reading Teacher, 59 ,4, 352-364.
Franzack, J., & Noll, E. (2006). Monstrous acts: Problematizing violence in young adult
literature. Journal of Adolescent & Adult Literacy, 49, 8, 862-872.
Galda, L., & Beach, R. (2001). Response to literature as a cultural activity. Reading Research
Quarterly, 36, 1, 64-73.
Glazier, J., & Seo, J. (2005). Multicultural literature and discussion as mirror and window?
Journal of Adolescent & Adult Literacy, 48, 8, 688-700.
Hinton, K., & Berry, T. (2005). Literacy, literature, and diversity. Journal of Adolescent & Adult
Literacy, 48, 4, 284-288.
Hunt, E. (2003). Out of the shadows. Teaching Tolerance, 24.
http://www.tolerance.org/teach/magazine/features.jsp?p=0&is=33&ar=441&pa=2
Klingner, J. & Edwards, P. (2006). Cultural considerations with response to intervention models.
Reading Research Quarterly, 41, 1, 108-117.
Kummerling-Meibauer, B., & Meibauer, J. (2005). First pictures, early concepts: Early concept
books. The Lion and the Unicorn, 29, 324-347.
Manuel, D., & Davis. R. (2006). Editors’ Introduction: Critical perspectives on Asian American
children’s literature. The Lion and the Unicorn, 30, v-xv.
Marshall, E. (2006). Borderline Girlhoods: Mental illness, adolescence, and femininity in girl,
interrupted. The Lion and the Unicorn, 30, 117-133.
McGinnis, K. (2007) Soul -freeing pursuits: a list of life-shaping books for children, Sojourners,
Nov 2007, pp 48-51.
Owens, T. (2006). Totally James. Teaching Tolerance, 29.
Available at http://www.tolerance.org/magazine/number-29-spring-2006/totally-james
Paul, L. (2005). Sex and the children’s book. The Lion and the Unicorn, 29, 222-235.
Sanchez, A. (2004). Crossing two bridges: Coming out, the power of image in YA lit: Remarks
adapted from the panel discussion at the 2003 NCTE convention. The Alan Review,
(32)1, 46-50. Available at: http://scholar.lib.vt.edu/ejournals/ALAN/v32n1/v32n1.pdf.
RLA 524, Richards – Fall 2010, p. 5
Thacker, D. (2001). Feminine language and the politics of children’s literature. The Lion and the
Unicorn, 25, 3-16.
Yampbell, C. (2005). Judging a book by its cover: Publishing trends in young adult literature.
The Lion and the Unicorn, 29, 348-372.
Additional reading material as needed.
Professional Readings
You may be asked to will be read and respond to assigned articles, affording you opportunity to
reflect and clarify your thinking on a variety of issues found (or not found) in books for children
and young adults, to participate in a learning community by sharing with your classmates, and to
demonstrate competence in oral and written English, one of the dispositions of teachers that is
valued and promoted in the ECSU Education Department,
The content of your response might be your reaction as you read, a quote you think is important
and your thoughts about it, your thinking in response to questions that you might have as you
read, something you strongly agree or disagree with, questions you might like to ask the
author(s), or other types of responses.
The format will include short responses in and out of class and on WebCT.
Internet Resources
Organization/Title
Association of
Supervision and
Curriculum Development
Bookplates and More
Children's Book Council
Connecticut’s Blueprint
for Reading Achievement
Cooperative Children’s
Book Center
International Reading
Association
National Council of
Teachers of English
New Literacies
Picturing Picture Books
Read, Write, Think
Reading Rockets
Rethinking Schools
Teaching Tolerance
URL
www.ascd.org
http://www.myhomelibrary.org
http://www.cbcbooks.org
http://www.state.ct.us/sde/dtl/curriculum/currcbra.htm
http://www.education.wisc.edu/ccbc/books/detailLists.asp?idB
ookListCat=7
http://www.reading.org
www.ncte.org
http://www.literacy.uconn.edu
http://picturingbooks.imaginarylands.org/
www.readwritethink.org
http://www.readingrockets.org
http://www.rethinkingschools.org
http://www.teachingtolerance.org
RLA 524, Richards – Fall 2010, p. 6
TeachingBooks
Vandergrift’s Reader
Response Criticism
http://www.teachingbooks.net
http://www.scils.rutgers.edu/~kvander/readerresponse.html
Authors and Illustrators You Should Know
Author/Illustrator
Topic
Rape, bulimia, slavery
Laurie Halse Anderson
Religion and beliefs
Marc Aronson
Homelessness, aging, prejudice, war, etc.
Eve Bunting
Kidnapping
Caroline Cooney
Health, sports
Chris Crutcher
Historical interpretations
Russell Freedman
ADHD
Jack Gantos
Sexuality, change, anger
Robie Harris
Identity, homosexuality
James Howe
Orphans, poverty, survival
Kathleen Karr
Identity, abuse
Ellen Levine
Homosexuality, identity
David Levithan
Abuse, foster home, neglect
Han Nolan
Transexuality
Julie Peters
Friendship, family, culture, civil rights,
Patricia Polacco
slavery
Homosexuality
Alex Sanchez
Abuse, prison, ethnicity
Jacqueline Woodson
Identity, giftedness
Stephanie Tolan
Homeless, poverty
Cynthia Voigt
Technology: All writing should be done on the computer, unless the instructor approves
exceptions ahead of time. Papers should be double-spaced with one-inch margins and 12-point
font. The ability to communicate by e-mail and send electronic documents by Word attachment
will facilitate the dissemination of class specific information and conversation. The use of the
Internet is an important resource for all writing and presentation projects. The Eastern library is a
valuable source of electronically based information. You should check Blackboard VISTA
regularly, at least once a week between classes, and are accountable for engaging in
learning through Blackboard VISTA activities.
Global Perspective: Regular discussions will occur to place the learning of this course into a
global perspective. As members of a multi-cultural and diverse nation, students will initiate and
respond to conversations about the implications of course topics to the health and well being to
the world community.
Attendance and Participation: As our community of learners develops, your regular and
punctual attendance is crucial to your success and the success of others in this course. Come to
class prepared to participate. I will do my part to have your learning be meaningful, hands-on,
RLA 524, Richards – Fall 2010, p. 7
and participatory. If you miss a class, you are responsible for the material that was covered. If
you will miss more than one class, you may have to complete a relevant assignment to
demonstrate your understanding of the material. The following rubric will be used as a guideline
for evaluating your participation in class.
Unacceptable
Absent,
unengaged,
distracted,
daily
assignments
not completed
(<15)
Acceptable
Attentive,
active in pairs
small, and
whole groups,
all work due is
completed (16)
Target
Proficient plus
fully-engaged
without
dominating,
insightful
observations and
questions.
(20)
Grading Scale
94-100 A
90-93 A86-89 B+
83-85 B
80-82 B77-79 C+
74-76 C
70-73 C67-69 D+
60-66 D
<60 F
RLA 524, Richards – Fall 2010, p. 8
Evaluation
Class participation (including WebCT)
20%
(20 points for live class and 20 points for WebCT)
This includes complete the two student responsibilities (participating in a literary event and
registering for TeachingBooks.net).
Assignments
60%
Each of the assignments is more thoroughly explained in a Word File for the assignment on
Blackboard.
Assignments
Assignment #1
Socratic Seminar with a Printz
Due: September 20, 2010
Percentage of Grade
10%
The Michael L. Printz Award is given annually to the most distinguished book for young adults.
You need to review the list of Printz Award and Honor Award books at
http://www.ala.org/ala/yalsa/booklistsawards/printzaward/Printz.htm and choose one of the titles
to read and then develop an outline for a Socratic Seminar on the book and the topics and issues
explored in the work.
Assignment # 2
True Stories: The View Through Biography
Due: October 18, 2010
10%
Choose an issue and identify 2-5 biographies for youth that would help students to explore the
issue. The biographies need to vary in target audience and you need to read the biographies and
develop a list of strategies that you would use to have students engage with the biographies.
Assignment #3
Literary Application
Due: November 1, 2010
15%
Choose one (1) of the following in an electronic, living and breathing format such as a blog,
wiki, Weebly, Glogster, etc.

Identify an issue and read 3 novels on a particular issue and develop a list of discussion
questions to use with students. The questions should extend the engagement with the
texts.

Put together a mini-unit on an issue that connects 3 picture books, 2-3 novel or chapter
books, 2 non-fiction texts, 1 fantasy or science fiction, and one piece of poetry.
RLA 524, Richards – Fall 2010, p. 9


Develop a plan to collaborate with a school counselor to help students explore an issue.
This plan must include suggested reading materials and may include activities for
targeted issues and discussions.
Identify an issue that supplements a curriculum unit and develop a reading, writing and
discussion plan that helps students explore the issue.

Identify a relevant issue for students and develop a guide for parents to use to discuss the
explore and discuss the issue. The guide must include information and resources about
the issue and suggestions for reading about the issue as well as books for youth that
students and parents might want to read.

Propose another project.
Assignment #4
Beyond the Book
Due: November 8, 2010
10%
Choose an issue (not the one that you have chosen for your final project) and identify at least 12
resources to support the exploration of the issue. The resources may be web sites, movies,
audiobooks, other forms of multimedia, artifacts/images, and/or teaching materials. Present the
suggested resources in a table or chart.
Assignment #5
Exploring an Issue/Topic with Books
Due November 29, 2010
Presentations November 29 and December 6, 2010
25%
Develop and maintain a list of books that support and extend issues. The list should include at
least 30 books across all genres and extend beyond the books that are shared in class. The list
should be kept and presented in an electronic format such as a Blog, Wiki, Glogster, Weebly or
another format that will be a “living product” that you may share with students, colleagues
and/or parents.
Choose a grade level and create a unit on an issue or develop no more than 10 clusters of at least
3 books that all explore an issue that is relevant for students in that grade level. Locate and read
at least twenty-five (25) books and at least four (4) websites that support the introduction and
exploration of the issue.
Presentation objectives: Select one of these for your presentation focus.
 To develop an awareness of the roles of books and other media in the developing attitudes in
children.
 To examine areas of contemporary concern that appear in or are absent from children’s literature.

To share books addressing social concerns that have been evaluated on the basis of
established criteria.
 To examine the question of who decides what children read, and other issues of censorship.
RLA 524, Richards – Fall 2010, p. 10

To describe how to develop strategies for implementing a planned literature program in the
classroom.
RLA 524, Richards – Fall 2010, p. 11
Student Responsibilities
1.) As part of your participation in this class, you need to participate in at least one (1) children's
or young adult literature and/or activity/event and share a brief description (2-3 minute
presentation on the highlights) of the event with the class before December 6, 2010.
Suggested activities include:
 Visit the Eric Carle Museum of Picture Book Art (Amherst, MA). For information about
events and exhibits at www.picturebookart.org.
 Attend a children's/young adult literature presentation by Walter Mayes, Judy Freeman,
Katie Baxter, Jonathan Hunt or others.
 Spent 1-1/2 hours in bookstore/library reading and reviewing children's and young adult
books published from 2006-2010.
 Attend a presentation by a children's/young adult author/illustrator-check out the local
events at the UConn Co-op at www.bookstore.uconn.edu.
 Participate in a web-based interview of a children's/young adult author/illustrator.
 Attend an event sponsored by the Foundation for Children’s Books (www.thefcb.org)
2.) Subscribe to TeachingBooks.net by October 1, 2010. This is free to ECSU students and you
should set up your subscription.
Information on the TeachingBooks subscription
(Be sure to enroll and make use of this wonderful resource.)
Eastern Connecticut State University has purchased a license to TeachingBooks.net for everyone
associated with Eastern CT State Univ. to freely use TeachingBooks from school, home or
library.
COMPLETE EDUCATOR ACCESS: Click on the following link and fill out the profile for
unlimited access to customized and comprehensive K-12 book and author materials:
http://teachingbooks.net/register.cgi?sponsor_code=tb_9111af32ba2e3387
Or, easily access thousands of author programs, book guides, book readings and author websites
without registering by visiting:
http://teachingbooks.net/home/
Password = ECSU
TeachingBooks.net is a diverse and constantly growing online collection of author programs and
K-12 book-related materials.
RLA 524, Richards – Fall 2010, p. 12



Original movies revealing the book creation processes (filmed in the studios of awardwinning authors and illustrators!),
Audio excerpts of professional book readings, and
Book guides and engaging resources, which span thousands of children's, YA and nonfiction titles.
TeachingBooks materials facilitate the discussion and integration of books throughout the K-12
curriculum.
Tentative Schedule
Date
Focus
Introductions; Overview
of the course and the
course materials; Preassessment using the
issues list; Discussion
about distribution of
Sold. The Boy Who
Dares, and Swindle.
September What is an issue? History
of issues in books for
13, 2010
youth, characteristics of
quality literary discussion
Overview of Socratic
Seminar with ASCD
video; Socratic Seminar
on one of the read titles
September Issues-censorship and
banning, communicating
20, 2010
about complex issues in
the context of literary
discussions, banning and
censorship
Banned Book Week9/25-10/3/10
Student Responsibilities
(To be read prior to class)
August 30,
2010
September Issues-disabilities;
Nonfiction as a vehicle
27, 2010
for issues exploration;
Bibliotherapy
Read one of the novels- Sold, Swindle, or The Boy
Who Dared. You may want to note ideas you want to
discuss.
Article discussion: Read Yambell and Once upon a
time
http://pubs.socialistreviewindex.org.uk/sr190/gibbons.
htm
Article Discussion
The Freedom to read statement
http://www.ala.org/ala/if/statementspols/ftrstatement/fr
eedomreadstatement.htm
Free Access to Libraries for Minors
http://www/ala.org/ala/oif/statementspols/statementsif/
interpretations/freeaccesslibraries.htm
Assignment 1 Due
Article discussion: Read Marshall and Children’s
literature that includes characters with disabilities or
illnesses
http://www.dsqsds.org/_articles_html/2004/winter/dsq
_w04_blaska.html
RLA 524, Richards – Fall 2010, p. 13
October 4,
2010
Issues-change, war,
immigration, culture;
ethnicity, prejudice,
terrorism, peace
October
11, 2010
Issues-gender; gay,
lesbian, bisexuality, &
transexuality
October
18, 2010
Issues-friendship.
Community,
homelessness, death,
abandonment, and aging;
Eve Bunting as picture
book issues writer
Issues- abuse, anger,
violence, and bullying,
peer pressure, drugs,
tolerance, fear,
perfection, conflict
October
25, 2010
November
1, 2010
November
8, 2010
November
Issues- dynamics of
family; divorce;
diversity, individuality &
identity, tolerance,
confidence, self esteem
Issues- illness, disease
including HIV/AIDS,
health
Issues-poverty, class and
Read the introduction and 5 of the selections in First
Crosssings: Stories about Teen Immigrants edited by
Don Gallo including They Don’t Mean It by Lensey
Namioka; read Soul-freeing children by Kathleen
McGinnis at
http://www.sojo.net/index.cfm?action=magazine.articl
e&issue=soj07011&article=071116
Read at least one selection from each of the decade
selections in Hear Us Out! Lesbian and Gay stories of
struggle, progress, and hope.
Article Discussion: Read Thacker; Paul and
Gender Issues in children’s literature
http://www.kidsource.com/education/gender.issues.L.
A.html
Read Blackburn & Buckley and Owens articles and
Exploring Literature with Gay and Lesbian
Characters in the Elementary School
Assignment 2 due
Read at least 10 (ten) selections from Guys Write For
Guys Read
Locate and read at least two Eve Bunting books
Read The Hundred Dresses
Article Discussions:
Read Entemann, Henricks, Franzack & Noll and
Converting bullies with book
http://www.csmonitor.com/2003/0409/p15s03lifp.html
Examining Issues of Violence and conflict resolution
http://www.civiced.org/bibliography_violence.html
Assignment 3 due
Read This Family is Driving Me Crazy; Read at least
(5) selections from Destination Unexpected edited by
Don Gallo
Read Turning a new page on children’s views of older
people
http://www/csmonitor.com/2003/0430/p15s01coop.htm and Negative Images of Old People in
Literature
Assignment 4 due
Read The Jacket
RLA 524, Richards – Fall 2010, p. 14
15, 2010
November
22, 2010
November
29, 2010
December
6, 2010
socio-economic issues
Issues-Environment and
social justice and
consciousness
Final Project
presentations
Final project
presentations
Read article “Issues of Poverty in Picture Books with
International Settings” in the article folder in WebCT
Read Three Cups of Tea: Young Reader’s Edition and
at least 12 selections from Recycle This Book
Assignment 5 due
RLA 524, Richards – Fall 2010, p. 15