I ? 4
EDUCATION 465-4 CHILDREN'S LITERATURE
CHILDREN'S LITERATURE

S ?

EaucaTlon 465-4:

CHILDREN'S LITERATURE

InTelzsesslon, 1995

PizoF. Mequiào ZoLa

PREREQUISITE:

60 hours of credit

RATIONALE

Children's literature?

Children's

literature? Children's

literature?

Is there, in fact,

something that can be legitimately called children's literature? If there is, is it different from

other forms of literature and, if so, why and in what ways? And does it have its own standards

and yardstick of excellence?

Why bring literature and children together, anyway? And which books should we bring to

which children. And when? —is there, for instance, a way of fitting book to child (or child to

book) like the glass slipper to Cinderella. And to what ends? And in what different ways?

These and related questions are surely at the very centre of the educational enterprise, both

at home and at school, from the earliest years of infancy to the last stages of adolescence. And

the answers to these questions speak to our most basic notions of what it is to be human, what

it is to be educated. Or, as Jean-Jacques Rousseau put it in his Confessions: "I do not know

how I learned to read. I only remember my first books and their effect on me; it is from my

earliest reading that I date the unbroken consciousness of my own existence."

PURPOSE

The major purpose of the course is to enable you to:

-Get in touch with and reflect on your own stories and storying experiences through

childhood and adolescence: this will prepare you to think about other people's ideas on

storying, reading, and children's literature.

-Ponder whether there

is,

in fact, something that can legitimately be called 'children's

literature'; whether this literature is different from adult literature and, if so, why and in what

ways; and what makes good, bad and indifferent literature for children.

•

Learn to survey children's literature through a study of genre; and examine some major

genres—e.g., folk & fairy tale, the picture book, verse & poetry, the novel, etc.;

'Learn to look at children's books according to their fit to children's stages and

sequences of development; examine in some depth children's books for one or more particular

age grouping of special interest to you—e.g., toddlers, pre-readers,beginning readers, etc.

-Learn to examine children's books through their themes and issues; look at some

sample themes and issues in depth and see how they are explored in children's books; learn the

uses of a theme approach and an issues approach to the study of children's literature.

-Critically examine why and how children and books should be brought together, viz.:

*learn about story and storytelling; learn why, when and how to use storytelling;

experience the processes of storytelling [i.e., searching for and selecting a story, learning it,

and telling it to an audience]; and reflect on ways to work with story;

*learn about: reading and reading aloud; learn why, when and how to use reading and

reading aloud; experience and practise reading aloud; learn about literature-based learning and

literature-based curricula.

P.T.O.

FORMAT

The course will comprise a range and variety of learning experiences. These include:

individual study, research, and field-work with children; focussed practice of instructional

strategies and procedures, with peer review and feedback; small-group and whole-class

discussion, projects, and presentations; lectures, workshops, and demonstrations.

The course will function as a forum and as a catalyst not only for its own agenda but also

for the work of each individual student as it relates to the goals of the course. Students will

fulfill the general objectives of the course and, in addition, each student will become an expert

in an aspect of the field of his/her choosing in consultation with the instructor.

REQUIREMENTS

The course requirements comprise the following:

'regular class attendance and participation

'completion of readings

'completion of assignments

'demonstration of competency in the fulfilment of selected assignments.

EVALUATION

The completion of course requirements will form the basis for evaluation. The final

evaluating process comprises both self-assessment and the instructor's evaluation.

READINGS

Trelease, Jim.

The New Read-Aloud Handbook.

Penguin. ISBN 0140468811

Chambers, Aidan.

The Reading Environment.

Thimble Press. ISBN

0903355361

Stone, Elizabeth.

Black Sheep and Kissing Cousins.

Penguin. ISBN 0140119779

Barton, Bob & David Booth.

Stories in the Classroom.

Pembroke. ISBN 0921217439

In addition to the required readings, supplementary readings will be recommended to the

class and/or to selected groups and/or individuals at appropriate times, as relevant.

A detailed outline of topics and schedule of readings and other assignments will be made

available at the first class, along with a list of recommended readings.

0 ?

Faculty of Education

Centre for Distance Educat

Simon Fraser University

WMC 1300 ?

291.3524

EDUCATION 465-4

CHILDREN'S LITERATURE

The two main purposes of this course are:

To introduce you to a small representative sample of the range of literature

available to children today and to give you an opportunity to explore and

understand children's literature in greater depth, e.g. children's traditional

literature, folk and fairy tale.

To introduce you to ways of bringing children and books together through

such strategies as: reading aloud, and other simple forms of presenting

literature; storytelling and dramatic presentation; setting up and running

independent reading programs.

PREREQUISITE: 60 credit hours.

REQUIRED TEXTS:

Barton, Bob.

Tell Me Another.

Pembroke, 1986.

Betteiheim, Bruno. The Uses

Enchantment: The Meaning and Importance

Fairy Tales.

Vintage, 1989.

Butler, Dorothy.

Cushla and Her Books.

The Horn Book, 1980.

Chambers, A.

The Reading Environment.

Thimble Press, 1991.

Landsberg, Al. Michele Landsberg's Guide to Children's Books.

(2nd ed.)

Penguin Books, 1991.

Trelease, Jim. The New Read-Aloud Handbook, 2nd edition.

Penguin Handbooks,

1989.

OPTIONAL TEXT:

Yolen, Jane.

Touch Magic: Fantasy, Faerie & Folklore.

Putnam Pub., 1981.

COURSE REQUIREMENTS:

To complement your professional readings in the Study Guide and the texts,

you will be required to:

read and annotate a broad range of children's books, according to course

guidelines and in the light of your needs and interests.

engage in a variety of practical experiences with children; e.g., reading aloud,

storytelling, book talks and discussions.

There are four assignment submissions each worth 25% of the final grade.

02/22/95

COURSE INSTRUCTOR RESERVES THE RIGHT TO MAKE CHANGES WITHOUT NOTICE.

Centre for Distance Educ