Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

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.

Approaches to Teaching and Learning

You will be encouraged to read widely from a range of young adult books while sampling a number of themes, genres and authors. Both a transactional and critical-aesthetic approach will be used.

Lists of fictional and related critical readings will be provided for you to read for tutorials and assignments. These are intended as access points only and you are expected to extend your knowledge of the field through your own research.

Assessment

Assessment will be both formative and summative. Formative assessment is provided through feedback in tutorial sessions and through written feedback on initial assignment work. There are two summative assessment tasks.

Assessment name: A critical essay
Description: Length: 2000 words
Relates to objectives: 2 & 4
Weight: 40%
Internal or external: Internal
Group or individual: Individual
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%
Internal or external: Internal
Group or individual: Individual
Due date: Throughout semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Text

There is no set text.

References

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.

Risk assessment statement

There are no out of the ordinary risks associated with this unit. Workplace Health and Safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 10-Jan-2013