Teaching Adolescent Literature (CLB323)
Semester 2 / 2009

Texts

Ways of being male: Representing masculinities in children's literature and film!$!Stephens, J. (Ed.)!$! London!$!Routledge!$!2002
New voices in children's literature criticism!$!Chapleau, S. (Ed.)!$! NSW!$!Pied Piper!$!2004
Crosscurrents of children's literature: an anthology of texts and criticism!$!Stahl, J.D., Hanlon, T.L. and Keyser, E.L.!$! New York!$!Oxford University Press!$!2007
y separately published work icon Reading Race : Aboriginality in Australian Children's Literature Clare Bradford , Carlton South : Melbourne University Press , 2001 Z900120 2001 single work criticism (taught in 3 units)
y separately published work icon In the Picture : Perspectives on Picture Book Art and Artists Kerry Mallan , Wagga Wagga : Centre for Information Studies, Charles Sturt University , 1999 Z835348 1999 single work criticism (taught in 3 units)
y separately published work icon Crossing the Boundaries Geoff Bull (editor), Michele Anstey (editor), Frenchs Forest : Pearson Education Australia , 2002 Z988055 2002 anthology essay criticism (taught in 4 units)

Description

Rationale

Literature created and/or marketed for readers aged 12 to 20 is a valuable resource for teachers and their students. This unit explores the range of such materials available while addressing questions about literariness, appeal, and the changing role and format of books in learning environments dominated by electronic media. The strategies for using imaginative literature across the curriculum are also given key consideration.

Aims

This unit aims to assist you in your on-going development as:

* An effective communicator with an enhanced knowledge of the diverse field of adolescent literature;

* A learner who is aware of issues of inclusiveness, difference and intercultural understandings as they are articulated through literature written for young people;

* A reflective practitioner who is open to the challenges that literature offers in viewing the world from different perspectives, and who is committed to developing creative and challenging learning experiences using adolescent literature.

Objectives

On completion of this unit, you should be learner-focused and inclusive curriculum developers who are able to:

1. Manage learning environments that are educationally productive for diverse sets of students and their learning needs [EPA 2.1]

2. Help learners to develop, monitor and evaluate their own thinking and learning skills within the social and cultural context of education [EPA 2.3]

3. Design learning experience programs that draw upon pedagogical, curriculum and assessment knowledge and skills, to respond to the diverse abilities and interests of all learners [EPA3.1]

4. Model and promote inquiring, cooperative and independent approaches to learning [EPA 3.2]

Content

An outline of the development of imaginative literature written and marketed for young adults; exploration of issues involved in the selection, evaluation and promotion of books in school contexts; close study of select texts; and wide reading of representative authors and genre.

Assessment

Assessment name: A critical essay

Description: Length: 2000 words

Relates to objectives: 2 & 4

Weight: 40%

Due date: Mid semester

Assessment name: Portfolio

Description: A critical portfolio comprising (a) a record of your preparation for and reflections on reading and topics covered in tutorials, including small group discussion leadership and reflections; and (b) a promotional presentation to the tutorial group.

Length: 2000 words or equivalent.

Relates to objectives: 1 & 3

Weight: 60%

Due date: Throughout semester

Other Details

Current Campus: Internet and Kelvin Grove
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