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LAE 4414 – LITERATURE IN CHILDHOOD EDUCATION
Spring 2010
Section: 522
Instructor: Dr. Thomas Crisp
Office: B324
Email: tcrisp@sar.usf.edu
Office hours by appointment
Class Sessions: Fridays; 12:00-2:50 pm
Location: A217
Course Website: http://www.my.usf.edu
COURSE OVERVIEW
Welcome to LAE 4414 – Literature in Childhood Education. This course focuses on
literary understanding and genres in reading and teaching children's literature. We will discuss
critical and theoretical perspectives in evaluating children's literature and will concentrate on the
literary, social, and pedagogical issues encountered in the study of children's literature. Our
course readings, activities, and projects are designed to help you explore and learn about the
following key ideas:
Evaluating and selecting materials -- looking at, evaluating, and talking about children’s
literature
Taking a literary stance -- The differences between literary and curricular uses of children’s
literature
Appreciating genre elements – Picture Books, Folklore, Fantasy and Science Fiction,
Contemporary Realistic Fiction, Nonfiction, Historical Fiction, Biography, and Poetry
This is primarily a discussion-based course and was planned to encourage dialogue and
an exchange of views. This sharing process will require you to read and bring in a variety of
books that you will use to demonstrate and support your developing knowledge. You will be
required to purchase the course text and the discussion literature.
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COURSE TEXTS & LITERATURE
Course Text: Literature and the Child (seventh edition) –Galda, Cullinan, and Sipe
Discussion Literature: Where the Wild Things Are – Maurice Sendak
Rapunzel – Paul Zelinsky
Feed – M.T. Anderson
Becoming Naomi Leon – Pam Munoz Ryan
Al Capone Does My Shirts – Gennifer Choldenko
Rosa – Nikki Giovanni and Brian Collier
An American Plague – Jim Murphy
Suitcase of Seaweed – Janet Wong
Gossip Girl – Cecily von Ziegesar
Coraline – Neil Gaiman
Charlotte’s Web – E.B. White
Course Prerequisites: Junior/Senior Standing
Course Objectives:
1. To develop knowledge about children’s literature by exploring a variety of literary
genres, authors/illustrators, and different cultural perspectives. (CF 2, 3, 4, 5 & 6)
2. To demonstrate an understanding of the importance of children’s literature to child
development by studying research findings in these areas. (CF 2, 3, 4 & 6)
3. To become familiar with notable authors and illustrators by studying their
contributions throughout the history of children’s literature. (CF 2, 3, 4 & 6)
4. To develop knowledge about how to evaluate and select books to meet children’s
needs by applying literary criteria for different genres. (CF 2, 4, 5 & 6)
5. To acquire knowledge of quality children’s literature by developing personal resource
materials to meet students’ different interests, and cultural backgrounds and various
needs in today’s diverse classroom. (CF 2, 4, 5 & 6)
6. To become aware of common literary techniques, writing styles, and developmental
consideration in children’s literature. (CF 2, 3, 5 & 6)
7. To develop an understanding of how literature is used to teach multiple subjects
across curriculum. (CF 2, 4 & 6)
The College of Education CAREs
The College of Education is dedicated to the ideals of Collaboration, Academic Excellence,
Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the
College of Education. Competence in these ideals will provide candidates in educator
preparation programs with skills, knowledge, and dispositions to be successful in the schools of
today and tomorrow. For more information on the Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
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COURSE ASSIGNMENTS AND EXAMINATIONS
Grading and Assignments:
The final grade in this course will be based on the following:
Library/Bookstore Assignment 15 points
Genre Analysis 35 points
Midterm-Book Talk/Paper 15 points
Final – Book Critique 15 points
Attendance/Preparation/Participation 20 points
Daily Reading
Many teachers ask students to set aside time for independent reading, whether that be at home or
in the classroom setting as part of Sustained Silent Reading (S.S.R.) or Drop Everything and
Read (D.E.A.R.) program. The goal is to provide students with opportunities to select and read
books for pleasure. In this spirit, I will be asking each of you to set aside 30 minutes every day
to read children’s or adolescent literature. (I will be participating as well!) Although you are
welcome (and encouraged) to keep track of what you are reading for your own benefit, this
assignment is ungraded. Think of this as an “excuse” to settle in with a good book! (Imagine
saying to whomever you live with, "I can’t help with the dishes right now, I’m doing my
homework!") Throughout the semester we will have class discussions about how we are
selecting books and what is challenging or rewarding about this type of regular reading. As we
come across books we enjoy, we’ll also have the chance to share titles with each other informally
in class discussion.
Library/Bookstore Visit – 15 Points Total
Assignment Overview
For this assignment, you are to visit a bookstore and a public library and spend some
time observing in the children’s section at each location. While you’re at each location, make
notes (following the note-taking format demonstrated in class), draw a sketch diagram of the
children’s section at each location, and write a 1-2 page piece in which you discuss what
assumptions about books, children, and reading are reflected by your observations. The notes,
diagrams, and written pieces will be submitted in class (as a hard copy) and will be due on
January 29.
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Genre Analysis – 35 Points Total
Failure to post this assignment on Chalk and Wire prior to the last day
of class will result in an “F” for the course.
The purpose of this course is for students to survey and analyze the genres of children’s
literature and apply this new understanding by demonstrating an ability to use children’s
literature as a component of instruction in literacy learning across the curriculum.
For this assignment, students will design a genre study for a specific age group (example: K-1, 2-
3). They will describe their design in writing (minimum 1500 words, excluding lesson plans).
While developing the study, students should select quality literature to meet the
cognitive, social, emotional, and aesthetic growth and development of children including L1
(first language) and L2 (second language) English speakers. As books are selected within the
chosen genre, attention should be paid to the ways in which each text will enhance both literary
understandings of texts, learning across content areas, and developing children’s understandings
of and respect for diverse cultures. Total study will be approximately 30 pages. The genre
analysis is due on Chalk and Wire by April 30.
Book Talk and Paper – 15 points total
During the semester, you will be engaged in a variety of experiences that will inform
your thinking about children’s literature. One of the important ways that teachers and librarians
share their interest in particular books with children is through book talks. The idea behind a
book talk is that, in the most succinct and innovative way possible, you share a particularly
interesting book that you encounter in your independent reading. You should be both creative
and critical when describing the book you chose. The purpose of this assignment is two-fold: to
demonstrate your increasing sophistication in choosing and analyzing books and to communicate
that knowledge through the authentic task of the book talk. On March 19, students will arrive to
class in small groups and share their book talks with one another and with Dr. Crisp.
Final Examination/Book Critique – 15 points total
For your final exam in this course you will be given a children’s book to evaluate. The
book could be from any of the genres covered in Galda, Cullinan, and Sipe and will be provided
by Dr. Crisp. You will be expected to critically evaluate the book using the criteria (genre,
literary elements, critical elements, artistic elements) you have read, written, and talked about
during the semester. You will be given an hour and a half to complete this assignment. This final
exam will take place on the final day of class.
I do not make comments on final examinations. If you would like your final examination
returned to you, please bring a SASE to the final day of class with $2.00 postage on it.
Final Exam: April 30
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Attendance, Preparation, & Participation – 20 points total
It is essential that you not only attend each class session (and be on time!), but that you
are also prepared to be an active class participant. An important aspect of any classroom
learning community is the active engagement of students and teachers around worthwhile
content. Your contributions to class discussions and activities are essential to your learning as
well as to the health and learning of our own classroom community. It is your responsibility to
attend all class sessions, prepared to be an active participant by having completed the assigned
readings and related written assignments prior to class. Additionally, you will be expected to
raise relevant questions, make contributions that promote discussion, be sensitive to eliciting the
ideas of others in the class, and actively engage in small group work. Your attendance,
preparation, and participation will contribute 20 points to your final grade.
For some people sharing their thoughts in a public forum feels “risky”. However, part of
developing as future professionals involves sharing your ideas and engaging in the ideas of
others. Think of this classroom as an environment in which to get your feet wet and begin taking
such risks. I am also aware that three hours is an extended period of time in which to be focused
in class. Please come ready to work hard and focus for the entire time class is scheduled to meet.
I, in turn, will do my best to plan classes that are engaging.
Attendance is expected at all class sessions. You will be responsible for all material
covered in class. If an assignment is due on a day you are absent, you should email me the
assignment prior to the time class meets.
I recognize that situations may arise during the semester which prevent you from
attending class (e.g. illness, family or personal issues). Therefore, you are allowed one absence
for whatever reason. This will not affect your grade. However, if you miss more than one class,
your participation grade will be reduced by five points for each additional absence. More than
three absences may result in a failing grade (0.0) for the course. Tardiness and early departure
from class will be noted and documented and may also reduce your participation grade.
COURSE POLICIES (LONGER VERSION)
USF POLICY ON RELIGIOUS OBSERVANCES
Students who anticipate the necessity of being absent from class due to the observation of a
major religious observance must provide notice of the date(s) to the instructor, in writing, by the
second class meeting.
ACADEMIC HONESTY
Universities rely on exchange of information and ideas; therefore, academic honesty is crucial to
the ability of a university community to meet its mission of extending learning. In accordance
with the University of South Florida Academic Dishonesty and Disruption of Academic Process
policy (available at http://ugs.usf.edu/catalogs/0203/adadap.htm) “each individual is expected to
earn his/her degree on the basis of personal effort...any form of cheating...or
plagiarism...constitutes unacceptable deceit and dishonesty...This cannot be tolerated in the
University community and will be punishable” (p. 1 of 5). Please review this policy for
definitions and consequences of plagiarism, cheating and disruption of academic process. Papers
may be checked for precise references. Dishonesty erodes trust and it is upon trusting
relationships that deep learning occurs.
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The University of South Florida has an account with an automated plagiarism detection service
which allows instructors to submit student assignments to be checked for plagiarism. The
instructor reserves the right to 1) request that assignments be submitted as electronic files and 2)
electronically submit assignments to Turnitin.com. Assignments are compared automatically
with a huge database of journal articles, web articles, and previously submitted papers. The
instructor receives a report showing exactly how a student’s paper was plagiarized. For more
information, go to www.turnitin.com and
www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism.
GRADING SCALE
The written work that you hand in should be quality work, both in its content and form.
The content of your written work should always reflect your careful and thoughtful consideration
of the ideas we are exploring in the various readings and activities that we use – and you should
refer to these where this serves to support your ideas. This does not mean you need to write
pages and pages for these assignments, but it does mean you should carefully craft what you
write - be clear, succinct, and support what you say. Your work should be typed, double-spaced,
and presented in an edited format (you have checked it for spelling and grammar.) Point
deductions will be taken for excessive grammatical or spelling errors.
The grading scale will be approximately as follows:
“A” (90-100 points): reflects exemplary work, knowledge, and skill in meeting the performance
objectives – participant went beyond requirements, is analytical, reflective and professional in
stance, and demonstrated a strong understanding of reading comprehension. 94-100 = “A”; 90-
93 = “A-”
“B” (80-89 points): reflects good, competent work, knowledge, and skill in meeting the
performance objectives. Participant demonstrates a good understanding of reading
comprehension. 87-89 = “B+”; 84-86 = “B”; 80-83 = “B-”
“C” (70-79): reflects satisfactory/adequate work, knowledge, and skill in meeting the
performance objectives; minimal requirements have been met successfully. Participant
demonstrates a minimal understanding of comprehension. 77-79 = “C+”; 74-76 = “C”;
70-73 = “C-”
“D” (60-69): reflects inadequate work, knowledge, and skill in meeting the performance
objectives; minimal requirements have generally been met. Participant demonstrates a minimal
understanding of reading comprehension. 67-69 = “D+”; 64-66 = “D”; 60-63 = “D-”
Below 60: fails the course
Each assignment will be graded separately and the graded assignments will be combined to reach
a final grade for this section. At any point, any attendance deductions will be taken. Please
note, a grade of “A” is considered exceptional work, a grade of “B” is considered good work and
a “C” is considered to be adequate work.
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It is the responsibility of each student to obtain class notes, handouts and assignments from
a fellow student in the event of an absence. Please do not email me and ask me to “fill you
in” on what you missed while you were away (I should be a last resort).
ADA STATEMENT/SPECIAL ACCOMODATIONS
Students with disabilities are responsible for registering with the Office of Student Disabilities
Services in order to receive special accommodations and services. Please notify the instructor
during the first week of classes if a reasonable accommodation for a disability is needed for this
course. A letter from the USF Disability Services Office must accompany this request.
WRITTEN WORK/SCHOLARLY CONVENTIONS
The written work that you hand in should be quality work, both in its content and form. The
content of your written work should always reflect your careful and thoughtful consideration of
the ideas we are exploring in the various readings and activities that we use – and you should
refer to these where this serves to support your ideas. This does not mean you need to write
pages and pages for these assignments, but it does mean you should carefully craft what you
write - be clear, succinct, and support what you say. Your work should be typed, double-spaced,
and presented in an edited format (you have checked it for spelling and grammar.) Point
deductions will be taken for excessive grammatical or spelling errors.
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INITIAL COURSE OUTLINE
Sessions Marked with an Asterisk (*) will Occur Online
SCHEDULE IS SUBJECT TO CHANGE
Class 1: The Value of Children’s Literature
Friday, January 15
Introduction to the course
Exploring goals, setting standards and codes
Reading/literature memories
Overview of the syllabus
Sharing books
Class 2: Categories of Literature/ Overview of Genres
Friday, January 22
GC&S Chapter 12 (Developing Responsive Readers)
GC&S Chapter 1 (Children’s Literature Yesterday, Today, and Tomorrow)
DUE: Come prepared to share 3-4 “big ideas” from the chapters. These should be
things that intrigued you, challenged you, or raised questions (be sure to note the pages
that prompted your responses so you can point us “back” to the text!)
Class 3: Learning to Talk About Books (Artistic Elements and Styles; Literary Elements)
Literature Evaluation Criteria/Genre: Picture Books
Friday, January 29
GC&S Chapter 2 (The Art of Picture Books)
GC&S Chapter 3 (The Content of Picture Books)
Bring in a picture book that you have read after reading Chapters 2 & 3
DUE: Library/Bookstore Assignments
DUE: Come prepared to discuss Where the Wild Things Are
Class 4: Introduction to Response/Genre: Folklore
Friday, February 5
GC&S Chapter 5 (Folklore)
Christensen (1994): “Unlearning the Myths that Bind Us”
Bring in a Folklore text that you have read after reading Chapter 5
DUE: Come prepared to discuss Rapunzel
Class 5: Genre: Fantasy and Science Fiction
Friday, February 12
GC&S Chapter 6 (Fantasy and Science Fiction)
DUE: Come prepared to discuss Feed
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Class 6: Genre: Contemporary Realistic Fiction*
Friday, February 19
GC&S Chapter 7 (Contemporary Realistic Fiction)
Bring in Contemporary Realistic Fiction text that you have read after reading Chapter 7
DUE: Come prepared to discuss Becoming Naomi Leon
Class 7: Genre: Historical Fiction
Friday, February 26
GC&S Chapter 8 (Historical Fiction)
Bring in Historical Fiction text that you have read after reading Chapter 8
DUE: Come prepared to discuss Al Capone Does My Shirts
Class 8: No Class (Library/Bookstore Assignment)
Friday, March 5
Class 9: No Class (University Holiday)
Friday, March 12
Because the demands of the library/bookstore assignment go beyond the expectations for
homework in the rest of the course, LAE 4414 will not meet this week
While it may be tempting to take the day off, I strongly suggest working ahead on future
assignments and revisiting course readings
Class 10: Midterm/Book Talks
Friday, March 19
Midterm – Book Talks
Class 11: Genre: Biography & Nonfiction
Friday, March 26
GC&S Chapter 9 (Biography)
GC&S Chapter 10 (Nonfiction)
DUE: Come prepared to discuss Rosa
DUE: Come prepared to discuss An American Plague
Class 12: Poetry
Friday, April 2
GC&S Chapter 4 (Poetry and Verse)
Bring in book of poetry that you have read after reading Chapter 4
DUE: Come prepared to discuss Suitcase of Seaweed
Class 13: Culturally Diverse Literature
Friday, April 9
DUE: Come prepared to discuss your group’s choice of a diverse piece of literature
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Class 14: Review, Summary, and Evaluation/Workshop Projects
Friday, April 16
Hade (2002): “Storyselling”
Kohn (1995): “A Lot of Fat Kids Who Don’t Like to Read”
DUE: Come prepared to discuss Gossip Girl
Come prepared to workshop genre analysis
Class 15: Children’s Literature and Film
Friday, April 23
DUE: Come prepared to discuss Coraline
DUE: Come prepared to discuss Charlotte’s Web
Class 16: Final Examination
Friday, April 30
Final Exam
DUE on Chalk & Wire: Genre Analysis
Class 17: Closing Conversations*
Friday, May 7
Final thoughts on children’s literature, media, and culture
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