Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unit.Prerequisites
NilUnit rationale, description and aim
This unit is designed to help educationalists recognise the values of using literature in many aspects of the curriculum. Ways of developing literature-based reading programs will be discussed, as well as ways of choosing and using literature which would support such programs. The development of the use of literature in non-humanities areas such as mathematics and science will be outlined and practical workshops in such areas will be undertaken. The unit will also give participants guidelines for evaluating literature for use in other curriculum areas.
the aim of this unit is to assist pre–service teachers to develop understanding of the values of using literature in diverse aspects of the curriculum, including the non-humanitiies areas such as mathematics and science.
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.
| Learning Outcome Number | Learning Outcome Description |
|---|---|
| LO1 | Demonstrate an understanding of the nature of reading and the role of literature in developing reading across a full range of abilities (APST 1.5, 2.5, 3.4) |
| LO2 | Establish criteria for judging children’s literature and assist in the selection of appropriate reading materials for children and adolescents (APST 2.2, 3.4) |
| LO3 | Develop strategies for selecting and implementing appropriate children’s literature texts across a range of curriculum areas and diverse student backgrounds (APST 1.3, 2.2, 2.6, 5.1) |
| LO4 | Develop literature-based programs for use in the classroom (APST 1.3, 1.5, 2.5, 3.2, 3.4, 5.1, 6.2). |
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. |
2.2 Organise content into an effective learning and teaching sequence. |
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas. |
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
6.2 Understand the relevant and appropriate sources of professional learning for teachers. |
Content
Topics will include:
- Literature in the lives of today’s children
- Format and illustration in children’s picture books
- Modern realistic fiction
- Informational materials
- Compositional elements and genres
- Fantasy fiction
- Historical fiction
- Content area specific literature
- Biography/autobiography
- Folk or fairy tales
- Integrating children’s literature into the content areas.
- Exploring children’s responses to literature and reading
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. Participants will be involved in a variety of teaching-learning strategies to support learning, including: Learning Management System (LMS) access, self-paced readings, online discussions, experiential learning, problem solving, and an exploration of content through a broad range of technologies.
This unit is generally taught fully online across a 12 week semester. Students should anticipate undertaking 150 hours of study for this unit including a variety of flexible teaching and learning strategies, dependent on the needs of the particular group and the technologies available, with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include but are not limited to essays, reports, examinations, student presentations or case studies.
Minimum Achievement Standards
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome. The total of assessment tasks will amount to the equivalent of 4,000 words.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1: Essay Critical Issues in the Teaching of Children’s Literature in the Classroom. Reflective essay exploring critical issues in the teaching of children’s literature in today’s classrooms. | 25% | LO1, LO2 |
Assessment Task 2: Teaching and Learning Unit incorporating Cross Curriculum use of Children’s Literature Part A: Conduct and report on a survey of the classroom context, the library and the children’s reading. Part B: From the information gathered in Part A, devise a program for using children’s literature books in the classroom. | 50% | LO1, LO2, LO3, LO4 |
Assessment Task 3: Book Sell: Create a “book sell” on one child’s novel published in the last 8 years and prepare a two minute video of the book sell and show how the book would be able to cross the content areas. | 25% | LO1, LO2, LO4 |
Representative texts and references
Gamble, N. (2013). Developing personal knowledge about books. In N. Gamble & S. Yates. Exploring children's literature: Teaching the language and reading of fiction. pp 4-20. (3rd ed.). London: SAGE Publishing.
Hall, K.W. (2008). Reflecting on our read-aloud practices: The importance of including culturally authentic literature. Young Children, 63(1), 80-86.
Harris, P. (2005). At the interface between reader and text: Devices in children's picture books that mediate reader expectations and interpretations. [online]. Australian Association for Research in Education Conference: Parramatta.
Harris, P., & McKenzie, B. (2004).Voices in the book, meaning beyond the text: The importance of relationships among texts for reading and related instruction. [online]. Australian Association for Research in Education Conference: Melbourne.
Morrow, L M., Freitag, E., & Gambrell, L. B. (2009) Using children’s literature in preschool to develop comprehension: understanding and enjoying books. (2nd ed.). Newark USA: International Reading Association.
Sharpe, T. (2005). Practical strategies: Scaffolding students' responses to picture books. [online]. Literacy Learning: The Middle Years, 13(1).
Shatzer, J. (2008). Picture book power: Connecting children's literature and mathematics. The Reading Teacher, 61(8), 649-653.
Whisken, K. (2006). Using picture books to promote awareness of environmental issues. [online]. Practically Primary, 11(2), 17-21.
Winch, G., Johnston, R., March, P, Ljungdahl, L., & Holliday, M. (2014). Literacy: Reading, writing and children’s literature (5th ed.). South Melbourne, Vic: Oxford University Press.