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They always ask, so here it is! Specific readings for the first day of class, and a list of readings for the rest of the semester. Happy reading!
Selection, evaluation and use of media for children in elementary schools and public libraries. Materials in curricular areas are studied along with an examination of the relationships of materials to developmental characteristics and individual differences of the child, to curriculum and recreation, to the exceptional child and to a multicultural society. 3 credits.
We will engage in a variety of teaching/learning methods to cover the course material, including but not limited to: lecture, small/large group discussions, independent and group projects, written and oral presentations.
Student Learning Outcomes
- To understand of the history of children’s literature;
- To be familiar with a range of authors, works, genres and media;
- To discuss, evaluate and promote children’s literature/resources;
- To learn strategies for connecting young people with literature;
- To identify and discuss literary and societal trends and issues (war, refugee, migration, class, gender, etc) affecting materials and work with youth in libraries and schools.
Week 1 | Sept 10 | Introduction, Picture Books and Publishing
- Bang, Molly. Picture This! How Pictures Work.
- Atkins, Laura. “White Privilege and Children’s Publishing: A Web 2.0 Case Study” in Write4Children Vol 1 Issue 2. Winchester University Press, 2010. http://www.winchester.ac.uk/academicdepartments/EnglishCreativeWritingandAmericanStudies/publications/write4children/Documents/w4cissue2cApr.pdf
- Elliot, Zetta. “Something like an open letter to the children’s publishing industry” [http://zettaelliott.wordpress.com/2009/09/05/something-like-an-open-letter-to-the-children%E2%80%99s-publishing-industry/]
- Nodelman, Perry. 1992. The Other: Orientalism, Colonialism, and Children’s Literature. In Children’s Literature Association Quarterly 17: 29-35. (e-reserve)
- White, E.B. Charlotte’s Web
- Montgomery. L.M. Anne of Green Gables
- Sendak, Maurice. Where the Wild Things Are
- Burton, Virginia Lee. The Little House.
- Carle, Eric. Any picture book.
- Bring in one of your favorite picture books and children’s novels from your childhood. Be prepared to talk about why the books meant something to you or why you still remember them years later. Pick books that are not on the syllabus.
For the remainder of the semester, in alphabetical order:
- Horning, Kathleen T. From Cover to Cover. Evaluating and Reviewing Children’s Books
- Barrie, J.M. Peter Pan (read, watch, or listen to any version of Peter Pan/ Peter and Wendy)
- Cleary, Beverly. Ramona and Her Father
- Creech, Sharon. Love That Dog
- Curtis, Christopher Paul. The Watsons Go to Birmingham, 1963
- Dahl, Roald. Charlie and the Chocolate Factory
- Erdrich, Louise. The Birchbark House
- Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott
- Han, Jenny. Clara Lee and the Apple Pie Dream
- Harris, Robie. It’s Perfectly Normal: A Book About Changing Bodies, Growing Up, Sex, and Sexual Health
- Jimenez, Francisco. The Circuit: Stories from the Life of a Migrant Child
- Kent, Rose. Kimchi & Calamari
- Kinney, Jeff. Diary of a Wimpy Kid, Book 1
- Kurtz, Jane. The Storyteller’s Beads
- Look, Lenore. Alvin Ho: Allergic to Girls, School, and Other Scary Things
- Lovelace, Maud Hart. Betsy-Tacy
- Lowry, Lois. Number the Stars
- Rowling, J.K. Harry Potter and the Sorcerer’s Stone
- Silverstein, Shel. Where the Sidewalk Ends, The Light in the Attic, OR Falling Up
- Sterling, Shirley. My Name is Seepeetza
- Uchida, Yoshiko. Journey to Topaz
- Vanderpool, Clare. Moon Over Manifest.
- Wilder, Laura Ingalls. Little House on the Prairie
- Wiles, Deborah. Countdown: A Novel.
- Williams-Garcia, Rita . One Crazy Summer.
- Alarcon, Francisco X. Poems to Dream Together/Poemas Para Sonar Juntos
- Cha, Dia. Dia’s Story Cloth
- Dr. Seuss. Green Eggs and Ham
- González, Lucia. The Storyteller’s Candle
- Herron, Carolivia. Nappy Hair
- Levine, Arthur. Monday is One Day
- Myers, Walter Dean. Jazz
- Newman, Leslea. Heather Has Two Mommies
- Pak, Soyung. Dear Juno
- Richardson, Justin. And Tango Makes Three
- Sáenz, Benjamin Alire. A Gift for Papá Diego
- Say, Allen. Grandfather’s Journey
- Scieszka, Jon and Lane Smith. The Stinky Cheeseman and Other Fairly Stupid Tales
- Smith, Cynthia Leitich. Jingle Dancer
- Stead, Philip. A Sick Day for Amos McGee
- Swanson, Susan Marie. The House In the Night
- Willems, Mo. Don’t Let the Pigeon Stay Up Late! and Can I Play Too?
- Young, Ed. Lon Po Po
Recently, someone from the MN Private Colleges Council interviewed me because she’d heard I’d “had a good experience at St. Kate’s.” Indeed, I have. You all know how much I love my job. But… there’s still work to be done. I enjoyed sharing my stories and experiences with her, and think she did a great job weaving together a story that both celebrates progress and indicates that it’s an ongoing struggle.
Here’s an excerpt from the article, “Faculty Becoming More Diverse,” on the MN Private Colleges Council (MPCC) website:
Looking at the data, in 2009 MPCC institutions employed 465 faculty of color; a decade earlier it was 278. This increase of 67% compares to an increase of 27% for white faculty. While MPCC institutions have been able to recruit a more diverse faculty, the 9% non-white faculty still lags behind the state’s diversity — 15% — and the ethnic diversity of our student body — 13%.
Once non-white or underrepresented faculty arrive, institutional support is key to their success. “A lot of us are first-generation graduate students and junior faculty and we don’t have an ‘old boys network’ to support us in the challenges we face,” Park said. She is one of four Asian Americans in a department of 13 faculty and staff. “The diversity and collegiality in my department is great,” she said. “That doesn’t mean there haven’t been challenges.”
During her first all-faculty meeting in 2009, Park was taken aback when another faculty member referred to a Chinese student as “Oriental.” “I was shocked that she didn’t know that that word was outdated and offensive,” Park said. When Park approached her afterward, her colleague apologized and the two had a great conversation, but Park knew “there’s still work to be done.”
Check out the full article: