Year
2023Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
Nil
Incompatible
EDLA168 Childrens Literature for Literacy
Unit rationale, description and aim
Children’s literature is an essential part of literacy education.
This unit will introduce pre-service teachers to an extensive range of children’s literature which includes contemporary melded genres, multimodal texts, picture books, post-modern texts, screen-based literature and poetry to build foundational knowledge for the teaching of literacy. Pre-service teachers will understand the importance of analysing texts using historical, sociocultural and post-structural perspectives and key literary theory. The unit is designed to develop and deepen pre-service teachers’ knowledge of children’s literature and how it is used to develop and enhance oral language development, literacy competency and enjoyment. Contexts and strategies for responding to, thinking about and critiquing children’s literature within a basis of literary, semiotic and language theories will be considered. The unit will also consider Indigenous literature, enabling pre-service teachers to acknowledge Indigenous Australians’ deep spiritual relationship with the land, and value and respect Indigenous cultures.
The aim of this unit is to offer opportunities for pre-service teachers to read and critique a wide range of children’s literature, consider what constitutes constructs quality children’s literature, and to participate in discussions with deep understanding, within a framework that engages the social and ethical dimensions of study and research.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Examine the constructs of children’s literature, ranging from traditional tales to post-modern picture books and multimodal digital literature adaptations such as animated picture books, film adaptations of children’s literature and poetry (GA4, GA9; APST 2.1; ACECQA A2, B4)
LO2 - Identify and use an extensive range of children’s literature for varying purposes and contexts to assist in the selection of texts for children and adolescents to promote early and continued reading development (GA5, GA8; APST 2.1, 3.4; ACECQA A2, B4, D4, D5)
LO3 - Identify and analyse the contexts and strategies for responding to, thinking about and critiquing children’s literature through application of literacy, semiotic and language theories (GA4, GA5; APST 2.1; ACECQA A2, B4)
LO4 - Explain the historical, sociocultural and post-structural perspectives of children’s literature, (including multicultural and Indigenous literature), that inform awareness of justice and equity issues (GA1, GA2, GA3, GA4; APST 2.4; ACECQA D2, D3, D4, D5)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA2 - recognise their responsibility to the common good, the environment and society
GA3 - Apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - Demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA8 - locate, organise, analyse, synthesise and evaluate information
GA9 - demonstrate effective communication in oral and written English language and visual media
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.4 Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A. Child development and care A2. Language development |
B. Education and curriculum studies B4. Language and literacy |
D. Families and community partnerships D2. Multicultural education D3. Aboriginal and Torres Strait Islander perspectives D4. Socially inclusive practice D5. Culture, diversity and inclusion |
Content
- Multimodality and the metalanguage of visual and verbal texts
- Critical approaches to reading children’s literature
- The contexts of children’s literature
- The language of literature (e.g., metaphor, alliteration, simile, poetic devices, the lexico-grammar of literature)
- Literary techniques and strategies and their linguistic and multimodal realisations/devices’
- Literary theories in relation to children’s literature (e.g., reader response, post-structuralist, post-modern, gender)
- Historical development of children’s literature
- Characteristics of Literary genres in children’s literature (e.g., folk and fairy, realism, fantasy, historical, multicultural and Indigenous; non-fiction, anime, graphic novels hybrid)
- Contemporary melded genres, post-modern picture books and multi-modal digital genres
- Issues in children’s literature (e.g., bravery, coming of age, journey, exploration, social realism; social justice)
- Poetry
- Children’s literature in the classroom
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a Constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to encourage active learning and engagement, and teaching methods designed to consolidate the learning of content, apply knowledge to problem-solving tasks and develop analytical and evaluating skills. The learning and teaching strategy is achieved through a range of learning activities such as reading, reflection, discussion, and engagement with webinars, podcasts and video resources.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours. To achieve a passing standard in this unit, pre-service teachers will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of delivery: This unit may be offered in different modes to cater to the learning needs and preferences of a range of participants.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions and/or placements, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Pre-service teachers are encouraged to contribute to asynchronous weekly discussions and receive regular and timely feedback on their learning.
Assessment strategy and rationale
A range of assessment procedures is used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements.
The assessment tasks and their weightings allow pre-service teachers to progressively demonstrate achievement against the course learning outcomes by demonstrating academic and professional standards. This unit will focus on developing an understanding of, and skills across the professional knowledge, practice and engagement needed to meet expectations of the Graduate Attributes and the Australian Professional Standards for Teachers - Graduate level.
Assessment task 1 focuses on pre-service teachers’ ability to analyse the interrelationship between words and pictures in response to literature. Assessment task 2 is a small group presentation and written report or multimodal text on a chosen genre to demonstrate the role of children’s literature in developing strategies for the enjoyment of reading highlighting a social justice issue. Assessment task 3 assesses pre-service teachers’ application of knowledge and critical evaluation of key literary theories in relation to reading aloud with reference to children’s early reading development.
The three assessment tasks are sequenced to allow feedback and progressive development of content knowledge and skills to prepare pre-service teachers for pedagogical knowledge units in the sequence of language and literacy units.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome. In order to pass this unit, students are required to complete ALL assessment tasks and achieve an overall Pass grade overall. Learning Outcome 4 (explain the historical, socio-cultural and post-structural perspectives of children’s literature, (including multicultural and Indigenous literature), that inform awareness of justice and equity issues) is only assessed in Assessment Task 3. A pass in this component of Task 3 is an additional requirement for passing the unit overall.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Short Analytical Essay Response to literature: Analyse and demonstrate an understanding of the interrelationship of words and pictures in an assigned text. | 20% | LO1 | GA4, GA9 |
Assessment Task 2:Understanding the role of children’s literature Small group presentation in written report/brochure or creation of a multimodal text on a chosen genre to demonstrate an understanding of the role of children’s literature in developing strategies for and enjoyment of reading and enhancing knowledge of social justice issues using picture books and young adult novels. | 40% | LO1, LO2, LO3 | GA4, GA5, GA8, GA9 |
Assessment Task 3: Extended Analytical Essay Select three texts from the genres covered in this unit, read and evaluate each text with explicit reference to key literary theories and contexts. Choose one to read aloud to a group of young children and critically reflect and evaluate the read aloud with reference to children’s early reading development. | 40% | LO2, LO3, LO4 | GA1, GA2, GA3, GA4, GA5, GA8 |
Representative texts and references
Required text(s)
McDonald, L. (2018). A literature companion for teachers (2nd ed.). Primary English Teaching Association Australia (PETAA).
Winch, G., Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2020). Literacy: Reading, writing and children’s literature (6th ed.). Oxford University Press.
Recommended references
Callow, J. (2013). The shape of text to come: How image and text work. Primary English Teaching Association Australia (PETAA).
Mallan, K. (Ed.). (2014). Picture books and beyond. Primary English Teaching Association Australia (PETAA), pp. 75-91.
Emmitt, M., Zabaracki, M., Komesaroff, L., & Pollock. J. (2015). Language and learning: An introduction for teaching (6th ed.). Oxford University Press.
Fellowes, J., & Oakley G. (2020). Language, literacy and early childhood education (3rd ed.). Oxford University Press
Flanagan, V. (2013). Similarity or difference: The problem of race in Australian picture books, Bookbird: A Journal of International Children’s Literature, Vol.51(2), pp.13-22.
Keifer, B., & Tyson, C. (2019). Charlotte Huck’s children’s literature: A brief guide. (3rd ed. International student ed.). McGraw-Hill
Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.