ELU 548 Contemporary Themes in Children S Adolescent Literature

KUTZTOWN UNIVERSTY

Department of Elementary Education

ELU 548 Contemporary Themes in Children’s Adolescent Literature

COURSE DESCRIPTION

Through research, discussion, and critical evaluation, students focus on contemporary themes and issues in books for children and young people. Themes are determined early in the course; relevant books are examined and compared; workable standards for evaluating books are pursued; and techniques for applying themes to classroom situations are developed. 3 s.h. 3 c.h.

RATIONALE

The most common accepted approach to the study of children’s literature, i.e., examining different literary categories (genre) of books, provides the student with an overview of the field and assists the reader in developing a set of literary criteria for use in selecting and using children’s books in general. This course offers a second approach to the study of children’s literature, that of examining books in light of how they treat contemporary social problems and conditions and how they treat contemporary social problems and conditions and how they influence young readers’ minds. So that we can attempt to construct suitable bases for attitudes and behavior, a critical issues approach should be included in the repertoire of courses in children’s literature available to graduate students and in-service teachers who teach in elementary and middle classrooms.

OBJECTIVES

As a result of readings, discussion, analysis, and research of contemporary themes in children’s books, the student is expected to:

1. Become more knowledgeable about the scope and value of children’s books in all phases of the elementary curriculum.

2. Become thoroughly familiar with a number of children’s books pertaining to the themes and issues covered in the course. These themes may include sibling relations, divorce, death, old age, war, human sexuality, the treatment of minorities, gender roles in society, the treatment of individuals with special needs, the treatment of the physically and mentally challenged, human rights, globalism, etc.

3. Develop criteria for evaluating the children’s books and for judging the accuracy of the authors’ works.

4. Compile an annotated bibliography of children’s books according to contemporary themes included in the course and in relation to the age and type of children of interest to the individual student.

5. Examine and analyze the practice of bibliotherapy and its use in the classroom.

6. Organize special projects and develop techniques by which themes can be presented effectively to children.

7. Implement at least one project pertaining to a contemporary theme with children in a classroom setting and analyze the results of the experience.

ASSESSMENT

Assessment of each student’s level of accomplishment with reference to the course objectives will be based upon a subset of the following:

1.  Participation in classroom projects, book discussions and literature circles to be assessed through a checklist, rubric and/or anecdotal records.

2.  Write a brief report about a visit to a children’s bookstore and/or children’s section of a bookstore

3.  Write response papers reflecting on contemporary themes and trends in literature based on assigned articles.

4.  Read and respond to a variety of assigned and self-selected books on pertinent themes.

5.  Present a booktalk using a creative strategy on a multicultural novel.

6.  Oral and written presentation of a contemporary theme implemented into the classroom setting: establish theme, rationale, description of project, student data, analysis of student responses and conclusions.

7.  Create a text set of books that reflect a self-selected pertinent theme implemented into the classroom setting.

8.  Compile an annotated bibliography on a self-selected pertinent theme.

9.  Written tests.

COURSE OUTLINE

The following is a tentative outline of broad topics:

I. Introduction

A. An Overview of the Course

B. An Overview of the Historical Development of Children’s Literature

C. Children and Adolescents: Their Needs and Their Books

II. Analyzing the Quality of Children’s Books; Criteria for Evaluating

A. Character

B. Plot

C. Setting

D. Theme

E. Point of View

F. Style

G. Tone

H. Format

III. Contemporary Themes in Children’s and adolescent Literature: An Exploration of Children’s Books and Current Research Findings on Each Theme

A. Self Esteem/Understanding the Self/Peer relationships

B. Family Life, Situations, Problems

1. Cooperation/Love/Change/Adaptation

2. Sibling Rivalry

3. Divorce/Separation

4. Managing/Facing Responsibility

5. Adoption/Foster Care

6. Abuse

C. Human Sexuality

D. Gender Roles

E. Heritage/Cultural Diversity

1. Native American Heritage

2. Afro-American Heritage

3. Hispanic Heritage

4. Other Heritage groups

F. Old Age

G. Death

H. Special Needs/The Human Condition

I. Conflict/War

J. The physical Environment/Global Concerns

IV. Using Literature in the Classroom

A. Perspectives on Bibliotherapy and Censorship

B. Creative Techniques for Sharing and Reviewing Books

C. Using the Focus Unit to Enhance Children’s Responses to Literature

D. Using Literature Across the Curriculum

Instructional Resources

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______. (2003). Give them poetry: A guide for sharing poetry with children K-8. New York: Teachers College Press, Columbia University.

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______. (1996). Connecting cultures: A guide to multicultural literature for children. Libraries Unlimited.

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Revised 8/2005

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