Seton Hall University

College of Education and Human Services

Educational Studies Department

Professional Development Program

SYLLABUS

Course Number:

EDST 6301

Course Title:

Literature for Children and Young Adults

Course Description:

Evaluating, selecting, and using literature in print and electronic formats with children and adolescents. Course emphasis is on strategies for motivating children to read and the integration of literature throughout the curriculum.

Rationale:

It is essential for educational media specialists and teachers to be knowledgeable about children’s and adolescent literature and the extensive use of literature across the curriculum. Reading across the subject areas is a current practice.

Required Texts:

Donelson, K. & Nilsen, A.P. (2001). Literature for Today’s Young Adults. (6^th Ed.) Boston, MA: Allyn & Bacon.

Lukens, R.J. (2002). Critical Handbook of Children’s Literature. Boston, MA: Allyn & Bacon.

Course Objectives and Standards:

Students completing the course will be able to:

Critically evaluate a wide variety of children’s and young adult books using a variety of tools including professional books, journals, and the Internet.

AECT/ECIT Standards addressed: 2.0.1, 2.0.5, 2.0.6, 2.4.4, 5.2.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.C

Demonstrate familiarity with outstanding authors and illustrators of children’s and young adult books.

AECT/ECIT Standards addressed: 2.0.1, 2.0.5, 2.0.6, 5.2.1

ISTE/NETS Foundation Standards addressed: I.A, II.B, II.D

Explain the major genres of children’s and young adult literature.

AECT/ECIT Standards addressed: 1.1.a, 1.1.b, 1.1.1.a, 1.1.2.b, 1.1.5.a, 1.3.a, 1.3.d, 1.4.a, 2.0.1, 2.0.3, 2.0.7, 2.1.3, 2.1.4, 2.2.4, 2.4.3, 3.2.1, 3.3.2, 3.4.1, 4.4.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.D, III.B

Identify, recommend, and use appropriate children’s and young adult literature that reflects the age, development, reading level, goals, and interests of the students.

AECT/ECIT Standards addressed: 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c,

ISTE/NETS Foundation Standards addressed: VI.B, VI.E

Develop creative activities for teaching children’s and young adult literature.

AECT/ECIT Standards addressed: 1.1.a, 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c,

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.A

Design activities and lessons that motivate students to read.

AECT/ECIT Standards addressed: 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c,

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.A, II.B, III.C

Integrate children’s and young adult literature across the curriculum in the media center and the classroom.

AECT/ECIT Standards addressed: 1.1.1.a, 1.2.b, 1.4.a, 1.4.b, 1.4.c,

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.A, II.B, II.D, II.E, III.A, III.B, III.D, V.C, VI.D, VI.E

Teach sensitive issues and areas of diversity through literature.

AECT/ECIT Standards addressed: 1.1.4.a, 1.4.a, 1.4.b, 1.4.c, 3.1.2, 3.3.1, 3.4.1, 3.4.2, 4.4.1

ISTE/NETS Foundation Standards addressed: VI.B, VI.C

Describe the common awards and recognitions given to children’s and young adult books.

AECT/ECIT Standards addressed: 2.0.5, 2.0.6, 3.1.1, 3.4.1, 3.4.4

ISTE/NETS Foundation Standards addressed: I.A, I.B

Utilize computer-based technologies to improve productivity, communicate, share resources, locate teaching materials, and to enhance teaching.

AECT/ECIT Standards addressed: 1.1.a, 1.1.b, 1.1.1.a, 1.1.1.b, 1.1.1.d, 1.1.2a, 1.1.2.b, 1.1.3.a, 1.1.3.b, 1.1.5.a, 1.1.5.c, 1.2.a, 1.2.c, 1.3.a, 1.3.d, 2.0.1, 2.0.2, 2.0.7, 2.1.2, 2.1.3, 2.2.1, 2.2.4, 2.4.4, 3.2.1, 3.3.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, IV.B, V.A, V.C, V.D, VI.B, VI.E

Respond to a censorship challenge.

AECT/ECIT Standards addressed: 3.4.1, 3.4.2, 3.4.4

ISTE/NETS Foundation Standards addressed: VI.A, VI.D, VI.E

Course Content:

Introduction and Overview
Criteria for selecting children’s and young adult literature
Professional books, journals, and the Internet to evaluate children’s and young adult literature
Writing critical annotations for children’s and young adult books
Authors and illustrators of children’s and young adult books
Genres of children’s and young adult literature
Analysis of the content of children’s and young adult literature
Awards and recognitions for children’s and young adult literature
Locating and creating activities for motivating students to read and to develop lifelong, independent reading habits
Designing lesson plans for teaching about and with children’s and young adult literature
Using computer-based materials to enhance teaching children’s and young adult literature
Literature across the curriculum – developing subject area applications
Using children’s and young adult literature to illustrate and discuss sensitive issues and areas of diversity
Developing an Internet portal for children’s and young adult literature
Censorship issues in using and teaching with children’s and young adult literature:

Instructional Strategies:

The course will be taught using lecture, discussion, small group discussions, student presentations. Computer-based materials and presentations will be used throughout the course. Participation will be considered when students are graded. It is important to attend every class. There will be an online discussion group for the class, in which students may exchange questions and answers about the class work and assignments with one another and with the instructor. Participation in this group is required and will be considered when students are graded.

Assignment, Assessment, and Standards:

1. Using new technologies and sharing information are important tasks of an educational media specialist. Create a Web site for all your assignments. They can be attached to your personal Web site, your school’s Web site, or placed at www.teacherweb.com so they can be shared on the Internet. This is your portal for children’s and young adult literature.

AECT/ECIT Standards addressed: 1.1.3.b, 1.2.c, 2.0.1, 2.0.2, 2.0.3, 2.0.4, 2.0.7, 2.2.1, 2.4.2, 2.4.5, 2.4.6, 3.2.1, 3.3.3, 3.4.1, 3.4.2, 3.4.3, 4.3.1, 4.4.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, V.A, V.C, V.D

15 points

2. As an educational media specialist, continuous reading of children’s and young adult literature is an aspect of your professional development. During this course you should read or view at least 30 titles and evaluate them. Use professional books, journals, and the Internet to help you evaluate your selections.

AECT/ECIT Standards addressed: 1.1.4.a, 1.1.4.a, 1.3.c, 1.3.d, 1.4.a, 1.4.b, 1.4.c, 2.0.1, 2.0.5, 2.0.6, 2.4.4, 3.1.1, 3.1.2, 3.3.1, 3.4.1, 3.4.2, 3.4.4, 4.4.1, 5.2.1,

ISTE/NETS Foundation Standards addressed: I.A, I.B, VI.B, VI.E, IV.B

30 points

At least three of the titles should be non-print materials:

i. Videotape

ii. Audiotape

iii. CD-ROM

iv. Disk

Select the titles from at least five different categories of books. Some examples are:

i. Fiction

ii. Informational

iii. Science Fiction

iv. Fantasy

v. Biography/Autobiography

vi. Picture book

vii. History

viii. Legend, Myth, Fable, Fairy Tale

ix. Poetry

Select three books that represent diversity (economic, disability, ethnic, regional, etc.)

Select one book that counters stereotypes (family, job, sports, etc.)

E. Record basic information about each title you read:

i. APA bibliographic entry

ii. Number of pages

iii. Illustrator’s name (if applicable)

iv. Genre (adventure, picture book, etc.)

v. Age range

vi. Brief summary

vii. Brief evaluation

viii. Any awards the book has won

a. Newbery Award

b. Caldecott Award

c. Boston Globe/Horn Book Awards

d. Notable Children’s Trade Books

e. Corretta Scott King Award

f. Assn. for Library Service to Children – Awards & Grants

g. Other awards

F. Include one copy of the evaluation tool, guide, or rubric you used to evaluate the books. Use professional books, journals, and the Internet to help you evaluate your selections.

The media specialist is continuously advising and helping teachers to select materials for use in their different subject areas. Develop one lesson plan that includes literature and activities to teach another subject or a sensitive issue (select one).

AECT/ECIT Standards addressed: 1.1.a, 1.1.b, 1.1.1.a, 1.1.2.b, 1.1.5.a, 1.3.a, 1.3.d, 1.4.a, 2.0.1, 2.0.3, 2.0.7, 2.1.1,

ISTE/NETS Foundation Standards addressed: II.A, II.B, III.A, III.B, III.C

15 points

Some examples:

i. Teaching math or science through literature

ii. Sensitive issues: Death, aging, divorce, sexuality, abuse, adoption, war, etc

Lesson plan should use at least 3 books
Books and activities should be different from any other required project.

Professional development for faculty is an aspect of the media specialist’s profession as well as selecting appropriate literature for children. Prepare a talk and PowerPoint slide presentation on reading level indicators that you could present on at a workshop for your faculty. Relate the types, genres, formats, and contents of the literature to the different stages of children’s/young adults reading levels, recreational interests, information needs, and growth and development.

AECT/ECIT Standards addressed: 1.1.a, 1.1.b, 1.1.1.a, 1.1.2.b, 1.1.5.a, 1.3.a, 1.3.d, 1.4.a, 2.0.1, 2.0.3, 2.0.7, 2.1.3, 2.1.4, 2.2.4, 2.4.3, 3.2.1, 3.3.2, 4.4.1

ISTE/NETS Foundation Standards addressed: I.A, I.B, V.A, V.C

20 points

A media specialist should have a portal or doorway to useful sites on the Web. Develop a Webliography of at least 25 sites that are useful for teaching children’s or young adult literature. Arrange the list under relevant headings.

AECT/ECIT Standards addressed: 1.1.3a., 2.0.2, 2.0.5, 2.0.6, 2.1.1, 2.1.4, 2.3.1, 2.4.2

ISTE/NETS Foundation Standards addressed: I.A, I.B, II.A, II.B, II.C, II.D, II.E, III.A, III.B, III.C, III.D, V.C

15 points

The Webliography should contain:

The URL of the site
The name of the site
A brief description of the site

e.g. http://www.teacherweb.com (hot link)

Teacher Web

An excellent site for creating a free teacher Web site or a WebQuest.

It is important for media specialists to be prepared if a censorship issue arises. In one page explain the recommended procedure when a book in your media center or classroom is challenged.

AECT/ECIT Standards addressed: 3.4.1, 3.4.2, 3.4.4

ISTE/NETS Foundation Standards addressed: I.A, I.B, VI.A, VI.C, VI.D

5 points

Course Recommendations:

Although you will sometimes be working on a team, you will be graded on the individual assignments that you submit.
Each student is expected to acquire and use an email account for this course.
Participation is an important component of this research technology experience. Unexcused absences will be penalized. Points will be deducted for non-participation in any of the team assignments. Please speak to me if some personal or work related problem prevents you from attending class or turning in an assignment on time. No, you can't go on vacation during the course.
Please no surfing, instant messaging, or emailing during class. There will be hands-on practice during class so you will have time to explore. Refrain from typing when we are having a discussion or lecture unless you are taking notes.
The Publication Manual of the American Psychological Association should be followed. Your projects and citations must be word processed according to APA Style. Your textbook has many examples of APA format for citations. The hanging indent, used in the text, has been updated to a first line indent. Unless citing historical data, no references should be more than 5 years old. Any Web sources used should be updated frequently. Be sure to check when your sources were last updated.
As scholars, you are required to give credit to any sources you consult while preparing your assignments. All material from other sources, both quoted and paraphrased, must be cited in the text (if mentioned) as well as in your reference list. You may not use any portion of previously submitted research papers. Plagiarism in any form will not be tolerated.
Under the Americans with Disabilities Act and Section 504 of the Civil Rights Restoration Act, students at Seton Hall University who have a disability may be eligible for accommodations in this course. Should a student require such accommodations, he or she MUST self identify at the Office for Disability Services (DSS) Room 67, Duffy Hall, provide documentation of said disability, and work with DSS to develop a plan for accommodation. The contact person is Mrs. Linda Walter at 973 313-6003.
Evaluation will be based on the six projects and class participation.

Determination of Grade:

Project 1 15 points

Project 2 30 points

Project 3 15 points

Project 4 20 points

Project 5 15 points

Project 6 05 points

Total 100 points

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Bochnig, S. P. (compiler) & Roginski, J. (Ed.) (1992). Newbery and Caldecott Medal and Honor Books in other media. New York: Neal-Schuman Publishers.

Brodie, C. S., Latrobe, K. & White, M. (2001). The children’s literature dictionary. New York: Neal-Schuman Publishers.

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