ED 241: Literature for Children and Adolescents

Instructor: Kristen N. Hindes

Phone: Office: 802.654.2590
E-mail: khindes@smcvt.edu
Semester: Spring 2018
Course Description:
This is a survey course introducing literature for children and adolescents with emphasis on criteria for
identifying and interpreting high quality fiction, nonfiction, and poetry. Students will develop familiarity
with a broad range of books for all ages and the implications of developmental characteristics for book
selection. Theory and research about reader response, gender, and multiculturalism with will examined.
Special literature programs unique to Vermont and will be explored. Students will work both
collaboratively and individually to pursue and present course material. Finally, students will face the
delightful expectation that they will read at least 60 books written for children and adolescents during
the semester (that you’ll obtain through your local public or school library), in addition to the text and
other assigned readings.

Course Format:
This course is a hybrid course which you will take place primarily online via Canvas, with an on
campus “residency” occurring during the Admitted Student Day Program on Sunday, February
25th. This will be a fast-paced course occurring over a 10-week period. Each week will be broken
into two sections: Monday – Wednesday and Thursday – Sunday. While each week focuses on
specific concepts, issues, and genres, the Monday – Wednesday portion will focus primarily on
content (lectures, videos, and readings), while the Thursday-Sunday portion will focus on class
discussions and assignments that require critical thinking, analysis, and application of the
content.
Course Objectives:
Students who successfully complete the course will be:

• Proficient in evaluating literature for children and adolescents according to various

theoretical models and criteria;
• Skilled in evaluating literature for children and adolescents which treat contemporary
social problems and reflect cultural diversity;
• Aware of theories of response to literature;
• Aware of recent research on the topic of literature for children and adolescents;
• Able to identify the genres of children’s literature, their particular attributes, and special
considerations for evaluation;
• Able to analyze the literary and artistic elements present in children’s literature.
Required Course Materials:
Textbook
Access to the online textbook will be provided by SMC.
Kiefer, B.Z., Tyson, C.A., & Huck, C.S. (2013). Charlotte Huck’s children’s literature: A brief guide.
Boston: McGraw-Hill. 2nd edition.
There will also be required readings (journal articles, blog posts, news articles, etc.) available in
Canvas, our course management system. Required readings of children’s book titles will be
announced.
Computer
This is an online course. We will be using the online textbook, its LearnSmart features and
Canvas for lectures, discussion posts, assignments submissions, quizzes, and grading.
Children’s picture books and young adult novels
Children’s books are available in public libraries, school libraries, and often your own personal
collection—it will be your responsibility to obtain titles that are assigned. Some will be specified
and sometimes you will have the freedom to choose.
Course Schedule:

Introduction Children’s literature: making the familiar strange

to the • Discussion preliminaries and introductions
course • Overview of classroom technology and resources
February 19 • On campus residency/class meeting: Sunday, February 25th
Week 1 Knowing children’s literature
February 26 • Introduction to children’s literature
• Valuing and evaluating literature for children
• Discussion board
• Book bag activity
Week 2 Understanding children’s response to literature
March 5 • Readers’ interests and preferences
• Developmental patterns that influence response
• Rosenblatt’s Transactional Theory (aesthetic/efferent)
• Discussion board
• Book bag activity
Week 3 Picturebooks
March 12 • Explore the relationship between text and illustration
• The role of illustrations as art—color, technique, line, composition,
shape
• Anatomy (and vocabulary) of a picturebook
• Discussion board
 • Essay—what is a picturebook?
Week 4 Traditional literature
March 19 • Types and characteristics of folktales
• Fables
• Creation, nature, and hero myths
• Fractured fairy tales
• Discussion board
• Essay—compare and contrast two versions of the same fairy tale
Week 5 Modern Fantasy
March 26 • Explore different types of fantasy
• Literature circles and their roles
• Feed by MT Andersen & group discussion board
Week 6 Poetry
April 2 • Elements and forms of poetry
• Selecting poetry for children
• Discussion board
• Book spine poem
Week 7 Contemporary Realistic Fiction
April 9 • Evaluating contemporary fiction
• Lenses: gender and multicultural
• Discussion board
• Book bag activity
Week 8 Historical Fiction
April 16 • The value of historical fiction
• Discussion board
• Photo essay: Providing context
Week 9 Nonfiction
April 23 • What is nonfiction?
• Evaluating nonfiction books
• Types of nonfiction
• Discussion board
• Orbis Pictus exploration
Week 10 Author Study Text Set
April 30 • What is a text set?
• Types of author/illustrator studies
• Text set assignment due
Changes in the syllabus will most likely be made during the semester.
Grade Overview & Guide
Each week there will be an opportunity to earn between 75-100 points. Points will be earned by
completing weekly readings, quizzes, discussion board posts and replies, as well as book bag
activities or essays, and finally, a text set. Our Canvas course page will show the breakdown
more clearly for each week.
Grading guide: 95-100 A; 90-94 A-; 88-89 B+; 84-87 B; 80-83 B-;78-79 C+; 74-77 C; 70-73 C-; 65-
69 D; Below 65 F
Discussion Board Format

• Course discussions are at the heart of this course and will be key in creating our
classroom environment. Each week will include a class discussion board. There will be
several prompts or discussion questions that you have the option of choosing from to be
your substantive (main/primary) post and then you must submit 2 or more replies to
your classmates on the discussion prompts/questions that you did not choose as your
main post.
• Substantive posts and replies: You are expected to write at least one substantive post
(around 250 words) and two or more replies (at least 100 words each) to other
student’s posts during each discussion board session. More than the minimum number
of discussion posts and replies are welcome and will contribute to a higher assessment
of your contributions to the discussion. These discussions are crucial to developing a
sense of community, and everyone who participates in them is both student and
teacher.
• Substantive postings offer an original and well-developed contribution to the online
discussion. Each posting should be at least one full paragraph, supported by analysis,
examples, and/or reference to relevant literature. Bringing in new material beyond the
assigned readings is particularly valuable.
• All postings should be checked for spelling and grammar before posting!
• To help with tracking discussion board threads, when you post your substantive post,
provide a title at the start with the discussion number (for example 1.3 TEACHING
CONTROVERSIAL ISSUES if you are answering discussion prompt #3 from week 1).
• There is a grading discussion rubric in Canvas that will be used to assess your post and
replies each week. The rubric includes assessment of your extension of the discussion,
connections to the course content, timeliness, grammar & spelling, word count, your
thoughtfulness, as well as your analysis of the content/question.
Academic Integrity
Plagiarism is strictly prohibited. The SMC Academic Integrity Policy is fully supported and
applied. Any assignment violating the Academic Integrity Policy will receive a zero score, and
your course letter grade will be lowered by at least one letter.
Accommodations for Learning Differences
Learning differences can be accommodated if I am notified in advance and a satisfactory plan is
agreed upon. Talk to me as soon as possible and we will work together to address your needs.