Welcome to Children’s Literature! This syllabus gives important course information, so you will need to revisit it throughout the semester. You should be sure to save it for easy reference. You can always find it on Blackboard if you happen to misplace this copy.
Instructor Contact and Course InformationInstructor: Nora Villarreal, M.A.
Contact: ;
815-224-0331; office A-312
Office hours: TBA / Blackboard Classroom Space
Instructor Website
Monday/Wednesday 1:00-2:15 room A-331
The best way to reach me is via email. You can usually expect a response within 24 hours during the week, but it may take longer over the weekend. Try to avoid sending last-minute queries, as I may not be able to respond, for example, right before an assignment is due.
Required TextsAnderson, Laurie Halse. Speak. Puffin, 1999.
Dahl, Roald. Matilda. Puffin, 1988.
Nodelman, Perry and Reimer, Mavis. The Pleasures of Children’s Literature. 3rd ed,
Allyn and Bacon, 2003.
Paterson, Katherine. Bridge to Terabithia. Harper Collins, 1977.
Sendak, Maurice. Where the Wild Things Are. HarperTrophy, 1991.
Tartar, Maria, ed. The Classic Fairy Tales. W.W. Norton and Co, 1999.
White, E.B. Charlotte’s Web. Illustrated by Garth Williams. HarperTrophy, 1952.
IVCC Stylebook is recommended (available online at http://www.ivcc.edu/stylebook)
Various other texts available online and at local libraries
Course StructureThis course uses the Blackboard Learning Management System to disseminate some information and turn in coursework. Hopefully, you are already familiar with the basics of using it, but if not, we will conduct some orientation activities at the start of the course. Besides your textbooks, all course materials will be made available through Blackboard. To log into Blackboard, your username is yourK-number listed on the bottom of your ID card. (You can also find this by going to the WebAdvisor Loginpage and clicking on “What's My User ID.”) Your initial password isyour sevendigit student number.For other questions, visit the Student Help Desk’s Blackboard page.
The class is divided into six units: 1) Welcome and Orientation, 2) Fairy Tales,
3) Picture Books, 4) Classic and Historical Children’s Literature, 5) Young Adult Literature, and 6) Course Wrap-Up. Each unit will consist of a variety of learning activities, including readings, quizzes, research quests, discussion board posts, etc. Some work will be completed individually, while other work may be conducted with partners or small groups.
Some coursework will be submitted via Blackboard by class time on each respective due date. Listen in class for announcements about when and how work is due. All files sent via Blackboard must be submitted as Word documents in .doc or. docx format. (Microsoft Word’s latest default file is. docx.) You are responsible for remembering to save and upload files in these formats. Files saved/uploaded in the wrong format, submitted late, or that cannot be opened by the instructor may receive a zero grade or point deduction. If you use a different word processing program, use the SAVE AS option to save as a Word file. (If you’re unsure how to save in these formats, tutorials are available in our first week’s assignments.) Your submission will display in the viewing window to assure it is correctly uploaded. You may also download the attached assignment to verify that it can be opened properly. If you need assistance, contact the Student Help Desk: , 815-224-0318, room D-201.
Course Description, Prerequisite, and Expected Learning OutcomesCatalog Description: A study of the major genres, themes and critical concerns of literature written for children and young adults. Special attention to the historical, social, and cultural contexts that have influenced literature for young people.
Prerequisite Requirement: ENG 1001 and ENG 1002
Expected learning outcomes related to general education goals:
Upon completion of the course, the student will be able to:
Apply analytical and problem solving skills to personal, social and professional issues and situations.
Communicate orally and in writing, socially and interpersonally.
Develop an awareness of the contributions made to civilization by the diverse cultures of the world.
Understand and use contemporary technology effectively and to understand its impact on the individual and society.
Expected learning outcomes related to course-specific goals:
Upon completion of the course, the student will be able to:
Outcome 1: Identify the major genres of literature for children, such as board books, picture books, and chapter books.
Outcome 2: Identify the major themes, goals, and concerns of children’s literature, such as didacticism and multiculturalism.
Outcome 3: Understand how the changing expectations and standards for children’s literature reflect changes in values and social forces.
Outcome 4: Identify and explain literary and illustration techniques used in children’s literature.
Outcome 5: Become familiar with children’s literature from a variety of cultures.
Outcome 6: Understand the major issues in children’s literature scholarship and criticism
Outcome 7: React to texts by formulating well-supported, well-argued written interpretations of the texts.
Disability StatementThis course is designed to support diversity of learners. My hope is to create a safe environment for all students. If you want to discuss your learning experience, please talk to me as early in the term as possible. If you know you have, or suspect you have a disability (learning disability, physical disability, or psychiatric disability such as anxiety, depression, AD/HD, or others) for which you may need accommodations, please contact the Disability Services Office in C-211. Tina Hardy (, 224-0284) can help determine if you are eligible for support.
Attendance PolicyActive participation is required in this course. For classes that meet twice a week, you may have 4 absences. For classes that meet once a week, you have 1 absence. Exceeding the number of allowed absences may result in automatic withdrawal or failure for the course. Poor or irregular attendance will negatively affect your course work, and therefore your grade in the class. Tardiness interrupts the class and is unacceptable; we are all late once in a while, but habitual tardiness could negatively affect your grade. Coming into class late at all will be considered as tardy, and two tardies will equal one absence. With few exceptions, there is no such thing as an “excused” absence in college, so be mindful of how often you miss class.
I also reserve the right to withdraw or fail any student who disrupts the educational process in any way, especially through abusive or inappropriate language.
Electronic CommunicationEvery IVCC student has a college email account, and you should check your email frequently, preferably every day during the week and at least once on the weekend. You must use this account to communicate with me to avoid problems with compatibility! I will frequently email you with important information, so please be sure to consistently check your email.
Withdrawal Policy and Financial Aid StatementThe last day to withdraw from this course is April 10, 2017. If you withdraw by this date, you will earn a “W” as a grade. This will not affect your grade point average. You may request a withdrawal or complete one yourself, but I also reserve the right to withdraw/fail any student who has poor attendance, fails to complete assignments, is not passing the course, shows disrespect to the instructor or peers, or disrupts our learning environment. See the IVCC catalogue for a full description of the withdrawal policy. Please be aware that withdrawal from the course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course
Assessment of Student LearningThis course will use a variety of activities and assignments to measure the progress of students. Some activities will be discussion-based, but we’ll also do individual work and assessments. All major assignments must be completed in order to pass the course. Students must hand in every major assignment, even if submitted late for no credit. Revisit the withdrawal and attendance policy for other caveats about required participation.
Grade DistributionEssay 1: 20%
Essay 2: 20%
Group Presentation: 10%
Midterm Reading Log and Exam Reflection: 10%
Final Reading Log and Exam Reflection: 10%
Semester Project: Annotated Bibliography 15%
Weekly Work/Miscellaneous: 15%
Grading note: Behavior that disrupts the learning environment is grounds for lowering of final grade or failure of the course (with or without warning). Any student who uploads a virus, malware, spyware or otherwise acts irresponsibly or maliciously in the online environment is subject to withdrawal or failure with or without warning. Harassment, bullying, stalking, or other inappropriate contact between peers (or instructor) is strictly prohibited. If someone in our class makes you uncomfortable, please notify me as soon as possible. My goal is to create a safe learning environment for all; this type of behavior will not be tolerated, and may lead to withdrawal or failure.
Assignments will be graded according to the following scale: 100-90%= A, 89-80%= B, 79-70%= C, 69-60= D, 59 and below= F. In general terms, work that earns an A is considered outstanding, B work is considered good, C work is considered average, D work is considered below average, and F work is considered unacceptable.
A note on essays: You will submit 2 essays total in the course, but will have 4 options to choose from: literary analysis of a fairy tale, picture book, classic, book, and young adult book. You will choose 2 of these genres to analyze in 2 separate essays. Each option has a separate due date, and it’s up to you to choose which essays to complete. You are responsible for submitting your chosen essay options by the given due date! Specific prompts for each essay option will be provided on Blackboard.
Course FeedbackI will do my best to provide timely and effective feedback via Blackboard. Feedback can be seen either in the submitted assignment or in the grade center area, which you can also use to keep track of your current course grade. To view your current grade, look for the column titled “Grade in Class.” If a rubric is associated with the assignment, be sure to click “view rubric” to see your feedback.
For professors, providing good feedback is a balancing act between thoroughness, concision, and timeliness—too little feedback is not useful, while too much is overwhelming, and although ample time is needed for a good response, too much time decreases the impact of the feedback. Therefore, for big projects or essays, I try to strike the balance between thoroughness and speediness by focusing my critiques on about 3 instances where the work is especially successful and about 3 areas that need improvement. You can expect approximately 2-3 weeks of turnaround time for big projects and essays to be graded and returned. (Smaller assignments will receive less thorough feedback, and will be graded more quickly.)
As an English teacher, of course, I am quite interested in writing grammatically correct sentences, probably to a fault. However, when giving feedback, in the interest of time, I will often write non-grammatical sentences. Furthermore, in our discussions, you will hear me use more informal language, and in the interest of promoting good discussion, I may not always focus on properly constructed sentences. As the context and audience of those forums are more informal, so will my language be more informal in tone. Don’t hate. (See?)
Late WorkI don’t normally accept late work. In cases of emergency or extenuating circumstances, arrangements should be made with me as soon as possible to turn in work late. You may be asked to provide proof of an emergency for handing in late work. However, extensions may be approved at my discretion, so please keep in touch if you think you might need one. Computer problems are not a valid excuse for late work! Therefore, do not wait until the 11th hour to complete assignments. Work submitted late for any reason may be subject to point deduction or earn a zero (at the instructor’s discretion). Again, I highly encourage you to stay in touch with any problems or concerns.
Plagiarism/Academic DishonestyPlagiarism, or appropriating someone else’s work without citing the source, is unethical and unacceptable. I take plagiarism very seriously! Engaging in any form of plagiarism or academic dishonesty (cheating) will have severe consequences (possibly including mandatory rewrite/tutoring, reduction of grade, or failure of assignment) and could result in withdrawal/failing the course. For more information, consult your IVCC handbook. This course adheres to IVCC’s policies.
Essentials for Success in the Course▪ Participate courteously in the classroom and online environment. My wish is to create a safe and engaging online environment where we can hone important skills and explore interesting ideas. Carefully consider your tone and the clarity of your expression when communicating. Remember, subtle nuances such as sarcasm can be hard to detect, so be thoughtful about your language. When communicating via email, always use a greeting and include your name. Use Standard English. Avoid using all CAPS, which seem like YOU’RE YELLING AT THE READER! (See?)
▪ Participate meaningfully. Since this course uses discussion frequently, you will be expected to contribute significantly to our conversations. Your voice is valued and respected; please afford the same attitude to the class and your peers.
▪ Make a commitment to succeed through hard work. This class will challenge you. You can expect about 6 hours of work per week outside of class. Does that sound like a lot of work? It is, and successful students will diligently complete coursework. You’ll be able to tailor the assignments somewhat to your own interests, so the hard work may not be so difficult if you choose topics in which you have a true interest. Avoid procrastination, the successful assignment’s death sentence.
▪ Be honest in your coursework and when communicating with the instructor. While most students are honest, some try to buy time or points by “accidentally” uploading incorrect files, inventing issues with Blackboard, or otherwise blaming technology for their own issues. Remember, instructors have ways of double-checking most of these types of problems. It’s always better to stay in touch with me ahead of time instead of scrambling for an excuse at the last minute.