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.
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
Bradford, C. (2001). Reading race: Aboriginality in Australian children?s literature. Carlton South, VIC: Melbourne University Press.
Bull, G., & Anstey, M. (Eds). (2002). Crossing the boundaries. Frenchs Forest, NSW: Pearson Education Australia.
Mallan, K. (1999). In the picture: Perspectives on picturebook art and artists. Wagga Wagga, NSW: Centre for Information Studies, Charles Sturt University..
Mallan, K., & Pearce, S. (Eds). (2003). Youth cultures: Texts, images, and identities. Westport, CT: Greenwood/Praeger.
Stahl, J.D., Hanlon, T.L. & Keyser, E.L. (2007). Crosscurrents of children?s literature: An anthology of texts and criticism. New York: Oxford University Press.
Stephens, J. (Ed.). (2002). Ways of being male: Representing masculinities in children?s literature and film. London: Routledge.
