ELE 616-13             Instructor: Dr. Kevin Dupre      
Credit Hours: 3           Office: 340 Wells Hall

Summer 1998, Session F Phone: 762-2797 or 2500 MT THF 1:00-5:00 email: kevin.dupre@coe.murraystate.edu Meets in Wells Hall, Room 334 Office Hours: MTTH 11:00-12:00 Murray State University

webpage: http://campus.murraystate.edu/academic/faculty/kevin.dupre/index.htm

I. COURSE TITLE:

ELE 616: Readings and Research in Children s Literature

II. CATALOG DESCRIPTION:

An in-depth study of chosen areas in children s literature with emphasis on books (and articles) about children s books.

III. PURPOSE:

The purpose of this course is to provide students with opportunities for extensive readings in the various genre of children s literature and research informing the reading and teaching of children s literature. Thorough and extensive research into a chosen area of children s literature is also integral to the course.

IV. COURSE OBJECTIVES:

Upon successful completion, through active participation in this course and its related projects and activities, the student will:

A. have had his or her universe a little disturbed.

B. have encountered, grappled with, and come to some personal stance on the issues associated with children s literature.

C. have and will incorporate into action an increased understanding of young people--that is, their development, the way issues in the world around them influence both their literature (broadly defined) and their response to it.

D. be able to name certain notable authors and illustrators and their accomplishments and will know where and how to extend this knowledge of resources.

E. understand how s/he can make literature a more pleasurable experience for young people.

F. describe the historical development, current trends, enduring characteristics, and ideological assumptions of children s literature.

G. interpret current research relating to children s literature and apply to these findings the propositions of further research.

H. describe the various genres of children s literature and the characteristics of each.

I. evaluate selections of children s literature in accordance with a set of established criteria.

J. identify strategies for integrating children s literature across the curriculum. K. select literature for use with children and identify ideological assumptions of these.

L. identify, discuss, and utilize technology which relates to children s literature or literature-based instruction.

M. NOTE: These objectives, content outline and this syllabus are to be viewed as a skeleton; the actual literature for children and the students in this summer s class as well as the dynamics of this class will flesh out this skeleton.

V. CONTENT OUTLINE

A. Varied views of children B. Reading children s literature C. Cultural transactions involving children and childhood D. Teaching children/teaching literature/children and literature E. Varied strategies for reading a literary text F. Genres of children s literature (arbitrary or objective) G. Books for the very young H. Picture books I. Poetry J. Fiction (fantasy, folklore, realism, historical) K. Non-fiction

VI. INSTRUCTIONAL ACTIVITIES

A. Participation in class discussions & explorations which demonstrates your knowledge of outside readings (both children s literature and professional materials) and active participation in class activities and assignments is expected.

B. Read dozens of selections of children s literature. Children s literature can include books, films, television programs, storytelling, dramas, etc. View films and television programs marketed towards children. Read professional journals in the field of children's literature and literature-based instruction.

Keep a response journal of your transactions with the following: the children s literature you read and the connections/explorations with Pleasures of Children s Literature.

C. Each day, come prepared to share from your response journal. Specific genres will be featured in discussion on particular dates; sharing works of children s literature in read alouds or book sharings will be expected of all enrolled; see sign-up sheet.

D. Cooperative groups:

Within groups, members will be responsible for reading children s literature and discussing course related issues as those issues apply to that literature. Further, group members will be responsible for leading follow-up discussions with the whole class.

Groups will select the books they will read, read them, and discuss issues raised in class and in explorations. Groups will often explore selected explorations in groups. The cooperative group component of this class is vital. It is designed due to the growing recognition in research of the overwhelming importance of the social dimension in supporting life-long literacy behaviors. We as teachers need to practice and discuss the social behaviors we know that life-long readers practice outside of classroom settings.

During each class period, a time will be set aside for groups to gather to read a work of children s literature, a work which group members decide upon and which is appropriate for the genre du jour. Group members will be responsible for having the books for the group sessions at the class meetings. [Multiple copies are nice, but in some cases are impossible to secure.]

Your participation in these group activities/discussions as well as in whole class discussions is expected.

E. Students will complete an author study:

1. Select an author or illustrator (note: some do both) of children s literature and conduct a study of that author or illustrator. Identify biographical information, read and review a number of his/her works. Include your own critical analysis of the works and draw conclusions and connections regarding the work of your subject. Locate and evaluate internet websites devoted to your author and/or illustrator; obviously, this will require that you use the internet. NOTE: To receive an A on this assignment, your study must include a critical evaluation of websites devoted to the subject of your study.

Some specifications: 3-4 pages (typed, double-spaced), APA (American Psychological Association) format evaluation criteria: biographical information, critical evaluation of at least three of author/illustrator s works, critical evaluation of websites devoted to subject, organization, clarity/cohesiveness, grammar/mechanics, APA style/format. due on Thursday, June 18th.

F. For the research portion of this course, students will complete a research project/paper:

Written Research Paper

Examine a critical issue or question regarding some aspect of children s literature. Formulate questions about a topic that interests you. Pursue Explorations questions/topics from Nodelman text and adapt them as you wish. Locate relevant articles in the following journal: Children s Literature and Education, Children s Literature Association Quarterly, The Lion and the Unicorn, Children s Literature, The Horn Book, the New Advocate, or Signal.

Some specifications: 8-10 pages (typed, DS), APA format. use a minimum of six references from books other than our text book. See references at end of each chapter in class text as well as any of the above journals or other critical journals evaluation criteria: thesis, thorough literature review, conclusion, organization, clarity/cohesiveness, APA style/format, grammar/mechanics, . due on Tuesday, June 30th.

Organization of research paper: a. title page b. introduction 1. purpose of study (background of why this interests you) 2. statement of problem/questions c. review of current literature d. discussion 1. implications of findings 2. suggestions for further research

VII. FIELD AND CLINICAL EXPERIENCES

Graduate students are expected to draw upon their experience when reading, studying and participating in all activities and projects. In addition, the expectation is that all selected activities and projects will be relevant to their field or clinical professional practice.

VIII. RESOURCES

A. Waterfield Library (MSU) B. This course utilizes a number of trade books as well as the text. Students are encouraged to use libraries in their hometowns or their own school libraries if available. C. Other selected articles and chapters of books. D. INTERNET (at your home, school or in the ATCOM lab of the Special Education building on the MSU campus)

IX. GRADING

A: 90-100% Class/group participation 10% B: 80-89 Response log 20 C: 70-79 Author study 30 D: 60-69 Research paper 40 E: 59 and below

X. ATTENDANCE POLICY Class attendance is expected. Given that this class meets only 9 times,one absence will result in the final grade being lowered by one letter grade. If you know you will miss one or more classes, you should seriously consider dropping the course. Please do not put me in the predicament of having to repeat this information in a face-to-face or phone conversation; I d rather juggle hot charcoal. Your attendance is welcomed and expected. I will miss you if you are not present--and I know others will, too. If you miss,you will be sacrificing your grade. Please don t look at me like that; I hate having to have to write and enforce this attendance policy.

XI. TEXTS AND REFERENCES

A. Texts

Nodelman, P. (1996). The pleasures of children s literature. White Plains, NY: Longman.

Selected works of literature for children: including Polar Express ; The Relatives Came ; Owl Moon ; Black and White ; Tuesday ; and many, many others.

B. References

Cecil, N. L., & Lauritzen, P. (1994). Literacy and the arts for the integrated classroom: Alternative ways of knowing. White Plains, NY: Longman.

Cullinan, B. E., & Galda, L. (1994). Literature and the child (3rd ed.) Orlando, FL: Harcourt Brace.

Dias, P. (1992). Literary reading and classroom constraints: Aligning practice with theory. In J. A. Langer (ed.), Literature instruction: A focus on student response, Urbana, IL: NCTE, ( pp. 131-162). Dunning, S., Lueders, E. & Smith, H. (eds.). (1966). Reflections on a gift of watermelon pickle. . . and other modern verse. Glenview, IL: Scott, Foresman and Company. Hopkins, L. B. (1987). Pass the poetry, please. New York: HarperTrophy

Hynds, S. (1992). Challenging questions in the teaching of literature. In J. A. Langer (ed.), Literature instruction: A focus on student response, Urbana, IL: NCTE, (pp. 78-100). Hynds, S. (1994). Making connections: Language and learning in the classroom. Norwood, MA: Christopher-Gordon. Iser, W. (1980). The reading process: A phenomenological process. In J. Tompkins (ed.), Reader-response criticism: From formalism to post- structuralism. Baltimore: Johns Hopkins University Press, (pp. 50-69). Lynch-Brown, C., & Tomlinson, C. M. (1993). Essentials of children s literature. Boston: Allyn and Bacon.

Norton, D. E. (1995). Through the eyes of a child: An introduction to children s literature (4th ed.).

Reagan, T. G. (1989). More of the same: Reforms of American public schooling and the minority language student. In C. M. Shea, E. Hahane, & P. Sola (eds.), The new servants of power: A critique of the 1980 s school reform movement, New York: Praeger, (pp. 103-112).

Rosenblatt, L. M (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.

Saltman, J. (ed.). (1985). The riverside anthology of children s literature (6th ed.). Boston: Houghton Mifflin.

Sims Bishop, R. (1990). Fifty years of exploring children s books. In E. J. Farrell & J. R. Squire (eds.), Transactions with literature: A fifty-year perspective, Urbana, IL: NCTE, (pp. 1-10).

XII. PREREQUISITES

Undergraduate College Degree

XIII. ACADEMIC HONESTY POLICY

Cheating and plagiarism are violations of MSU academic standards and policy. (See University Graduate Bulletin.)

XIV. INSTRUCTOR:

Dr. Kevin Dupre Office: WE 340 Phone: 762-2797 (for secretary, 2500) email: kevin.dupre@coe.murraystate.edu

NOTE: COURSE, SYLLABUS AND SCHEDULE ARE SUBJECT TO CHANGE AT THE DISCRETION OF THE INSTRUCTOR.