PdF:A2MK_LDML Children's Literature - Course Information
A2MK_LDML Children's LiteratureFaculty of Education
- Extent and Intensity
- 0/0/1. 5 credit(s). Type of Completion: k (colloquium).
- Mgr. Lucie Podroužková, Ph.D. (seminar tutor)
- Guaranteed by
- Mgr. Lucie Podroužková, Ph.D.
Department of English Language and Literature - Faculty of Education
Contact Person: Jana Popelková
Supplier department: Department of English Language and Literature - Faculty of Education
- Course Enrolment Limitations
- The course is only offered to the students of the study fields the course is directly associated with.
- fields of study / plans the course is directly associated with
- Lower Secondary School and Language School Teacher Training in English Language (eng.) (programme PdF, N-ZS)
- Lower Secondary School and Language School Teacher Training in English Language (programme PdF, N-ZS)
- Course objectives
- A general introduction to the literature for children and young readers in English, with a special focus on Young Adult Literature, and British and American regions. Genres discussed and presented in the reader will cover selected examples of oral literature, modern poetry, realistic literature for young readers, YAL, series fiction, fantasy fiction, graphic novels and manga. Students will read one full novel (from a separate list) and will present it in the end of the semester. The course aims to support knowledge, experience, analytical and interpretative skills, and independent reading related to the area of YAL.Students are required to find and comment on selected relevant links between YAL and Průřezová témata RVP MŠTV. Students will complete their teaching practice research on school libraries in English.
The goals of the course are to:
- introduce and acquaint students with the general concept of literature for children and young adults and an overview of British and American highlights;
- to tap into the students´reading histories and to address them as teachers as well as (potential) parents;
- to develop reading and other competencies and skills seminal for the 21st century;
- to address personal and social issues via reading;
- to model modern teaching methods and attitudes (project work, experiential learning and other);
- to promote and sustain life-long learning through fostering reading habits;
- to grasp literature for children and young adults as an instrument of a developing citizenship and a transgenerational and transnational dialogue;
- to present literature for children as a tool to fostering creativity and imagination;
- to model the concept of shared reading;
- to implement the theory of extensive reading according to Stephen Krashen.
- Learning outcomes
- At the end of the course, students will be able to: a) identify key genres and works representing Anglo-Saxon literature for children and young adults; b) recognize the educational potential of literature for children and young adults; c) acquire methods and techniques of using literature for children and young adults in the classroom; d) will have read a number of samples of children´s literature and YAL and one YAL novel in full.
- Course schedule: • 1. Nursery rhymes. • 2. Modern poetry for young readers. • 3. Folk tales and modern fairy tales. • 4. The potential of storybooks for the classroom. 5.-8. Issue-based approach in children´s literature and YAL. 9. Literature and art: visual element of literature for children and YAL. 10.-11. Learning centres.
- recommended literature
- CART, Michael. Young adult literature : from romance to realism. Chicago: American Library Association, 2010. ix, 242. ISBN 9780838910450. info
- Young adult literature and adolescent identity across cultures and classrooms : contexts for the literary lives of teens. Edited by Janet Alsup. London: Routledge, 2010. ix, 225. ISBN 9780415876995. info
- Modern children's literature : an introduction. Edited by Kimberley Reynolds. New York: Palgrave Macmillan, 2005. x, 278. ISBN 1403916128. info
- Teaching methods
- Reading, discussing and analyzing selected texts. Learning centres and activities.
- Assessment methods
- Continuous assessment: * 80% attendance (you can miss 1 class) and active classwork (class activities, discussions) * weekly tasks (preparation for each class, debriefing) * action research on reading: Option 1: research on students reading preferences Option 2: research on students reading habits or reading history Option 3: school library research Option 4: research into topics students feel strongly about and/or attitudes they hold The research needs to follow basic rules of pedagogical research and a report will be written detailing the procedures, stages and results. The report is due in the last class (Week 5) * worksheets and other class materials: there will be a worksheet or activity sheet for every lesson. Students are expected to complete its preparatory part before the class and summary and feedback section after each class. Your work will be monitored periodically throughout the semester. Summative assessment:: * worksheet portfolio (simply a collection of your worksheets and class materials) *1 book to read: please select an item from the following list: Sherman Alexie: The Absolutely True Diary of a Part-Time Indian. 2007. Jay Asher: 13 Reason’s Why, 2011 Malorie Blackman. Noughts and Crosses. 2001. Martha Brooks: True Confessions of a Heartless Girl, 2002 Sandra Cisneros: The House on Mango Street, 1984 Robert Cormier: The Chocolate War, 1974, I am the Cheese, 1977 Sharon Creech: Heartbeat, 2005 Sarah Crossan: The Weight of Water, 2013 Roddy Doyle. Paddy Clark Ha Ha Ha. 1995. Debby Dahl Edwardson: My Name Is Not Easy, 2013 Mark Haddon. The Curious Incident of the Dog in the Night-time. 2003. Neil Gaiman. Neverwhere. 1996. Coraline. 2002. Gish Jen. Mona in the Promised Land. 1997. Stephenie Meyer. Twilight. 2006. Michael Paver. Chronicles of Ancient Darkness. 2004. Novel series. Jodi Picault. My Sister´s Keeper. 2004. Connie Rose Potter. Imani All Mine. 1999. Wendy Phillips: Fishtailing, 2010 Terry Pratchett: The Carpet People, 1992. Phillip Pullman: His Dark Materials, 1995-2000. Rob Reger and Jessica Gruner. Emily the Strange, the Lost Days. 2009. Raziel Reid: When Everything Feels Like Movies, 2014 Benjamin Alire Saenz: Aristotle and Dante Discover the Secrets of the Universe, 2013 Jacqueline Woodson: Brown Girl Dreaming, 2014 Benjamin Zephaniah. Refugee Boy. 2001, Teacher’ Dead, 2007 These books are available in the library. Alternatives choices are possible but must be consulted with the teacher.
- Language of instruction
- Further comments (probably available only in Czech)
- The course is taught annually.
The course is taught: every week.
Information on the extent and intensity of the course: 12 hodin.
- Teacher's information