Units

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Sample subject outline - Semester 1 2013

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

Rationale

School libraries and classrooms are spaces where multi-literacies and multi-modal textualities are constant and ever-increasing presences in the daily and educational lives of students and staff. The ability to select, critically evaluate, and effectively share texts for and with young people is essential for effective teaching and teacher-librarianship. Children's literature, in its many forms, demands flexible, critical reading practices in order to be put to its best use as a pedagogical tool; in particular, children's literature is a powerful tool for engaging students in issues around knowledge, identity, society, and culture. This unit provides teachers and teacher-librarians with a range of tools, strategies, and approaches for the critical analysis of children's literature, which in turn will enable them to communicate critically with students and stakeholders in classrooms and libraries.

Aims

The aim of the unit is to engage you with (i) broad theoretical models for the analysis of children's literature; (ii) particular issues of analysis and practice facing educators and librarians working with children's literature; and (iii) approaches to integrating children's literature within professional settings. The overall aim is to develop and improve educators' and librarians' professional practices in relation to texts for young readers.

Objectives

On completion of this unit, you should be able to:
1. analyse and critically evaluate children's literature, with particular attention to narrative, genre and textual analysis [GC A, B, D, E, F, G];
2. research contexts of production and reception for children's literature and demonstrate critical thinking in relation to them [GC A, B, D, E, F, G];
3. communicate effectively with various stakeholders about the use and promotion of children's literature in educational and library settings, and its implications for curriculum, resourcing, library/information services, and pedagogical practices [GC A, B, C, D, E, F, G]

Content

This unit includes the following topics to encompass a broad array of literature (multiple genres and forms) suitable for children and young people from preschool to upper-secondary.
Topics cover:
1. key concepts, issues, and forms of children's literature;
2. theoretical and conceptual tools for applying to the analysis of texts; and
3. advanced activities to enhance existing knowledge, skills and learning.
Your learning will be enhanced by weekly reading as specified in the unit materials, and through online forums and contributions with your colleagues and lecturer.

Approaches to Teaching and Learning

The approach taken in the course materials will encourage learning through online collaboration and communication tools, with emphasis on reflective learning, independent study, flexibility, and collaborative interaction. Assessment for the unit will build on both the discipline-specific nature of children's literature through the application of theoretical tools in the examination of texts, the flexibility of choice built into the assignment task, and the development of critical, creative, and analytical thinking throughout the formative and summative stages of the assessment. A series of relevant case studies of children's literature, literature communities, practices and issues will inform teaching and learning approaches. The unit will draw upon your varied backgrounds which will be valued as significant resources in addition to the set readings and other materials.

Assessment

General Assessment Information
In addition to summative online participation throughout the semester (10%), two items of formative assessment will be completed; detailed information about each task will be provided under 'Assessment' on the unit's online teaching site.Support and feedback will be provided via email lists and student-initiated correspondence with the lecturer in the stages leading up to completion. An optional short abstract or plan for assignment two is available at a time nominated by the unit coordinator. Teaching staff will be involved in online activities every week.

Assessment name: Project (research)
Description: Case Study:
A compilation and analysis of responses to a primary text, and an account of the student's own analysis of the primary text.
Relates to learning outcomes 1, 2
Relates to objectives: 1,2
Weight: 40%
Internal or external: External
Group or individual: Individual
Due date: Mid-Semester

Assessment name: Essay
Description: Critical Essay:
Development of a critical essay from a nominated focus area and examining a range of text types.
Relates to objectives: 1, 2, 3
Weight: 50%
Internal or external: External
Group or individual: Individual
Due date: End-Semester

Assessment name: Discussion Forum
Description: Discussion Forum:
Using online collaboration and communication tools, students will contribute weekly to detailed discussion of readings and ideas.
Relates to objectives: 1, 2, 3
Weight: 10%
Internal or external: External
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

No set textbook. Readings will be available via CMD and online.

References:
Hunt, P. (Ed). (2005). Understanding children's literature. (2^nd ed). New York: Routledge.
Mallan, K., & Pearce, S. (Eds.). (2003). Youth cultures: Texts, images, and identities. Westport, CT: Praeger.
Nodelman P. (2008). The hidden adult: Defining children's literature. Baltimore MD: Johns Hopkins.
Zipes, J. (2001). Sticks and stones: The troublesome success of children's literature from Slovenly Peter to Harry Potter. New York: Routledge.

Risk assessment statement

There are no out of the ordinary risks associated with the general conduct of 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: 17-Jan-2013