The Kids are All Right: Literature for 0-18 (11154.1)
|Available teaching periods||Delivery mode||Location|
|View teaching periods|| On-Campus
|| UC - Canberra, Bruce
|0.125||3||Faculty Of Arts And Design|
|Discipline||Study level||HECS Bands|
|School Of Arts And Communications||Level 3 - Undergraduate Advanced Unit|| Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
Learning outcomesAfter successful completion of this unit, students will be able to:
1. Critically evaluate the formal and aesthetic qualities of a range of works for children and young people;
2. Evaluate key critical and theoretical debates with the field of young people's literature studies; and
3. Plan and conduct a research inquiry into a current critical debate in children¿s or young adult literature studies.
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2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
Unit description and learning outcomes
In this unit students will be able to read and respond to literature in many forms, including picture books, poetry, novels and hypertext, written for young people between the ages of 0 – 18 years of age. Students will read selections from critical and theoretical debates within the field of young people’s literature and literary studies.
Unit Outcomes: On successful completion of this unit, students will:
- Demonstrate in written and oral forms an ability to critically and creatively analyse the formal and aesthetic qualities of the studied works and;
- Demonstrate orally and in writing both a creative and a critical understanding of the key critical and theoretical engagements within the field of young people’s literature.
|Year||Location||Teaching period||Teaching start date||Delivery mode||Unit convener|
|2022||UC - Canberra, Bruce||Semester 1||07 February 2022||On-Campus||Dr Tony Eaton|
Required texts/readings: It is essential that you read the following works in order to pass this unit. All are available in hardcopy from the university bookshop, several also available as e-books:
Carnavas, P (2017) The Elephant, UQP (bookshop)
Evans, A (2020) Euphoria Kids, Echo Publishing (Bookshop/Library/online)
Fuller, L (2019) Ghostbird, UQP (Bookshop/Library)
Kostakis, W (2015) The Sidekicks (Bookshop/Library)
Thomas, J (2016) Songs that Sound Like Blood (bookshop)
Tan, S. (2000) The Lost Thing, Lothian, Melbourne. (Library Short Loan)
- (2002) The Red Tree, Lothian, Melbourne. (Library short loan)
- (2006) The Arrival, Lothian, Melbourne. (Library short loan)
- (2008) Tales from Outer Suburbia, Allen & Unwin, Sydney. (Library short loan)
- (2013) Rules of Summer, Allen & Unwin, Sydney (Library short loan / bookshop)
Zorn, C (2016) One Would Think the Deep, UQP, Brisbane (bookshop)
Library: Short Loan Picture Books:
Crew, G and Tan, S. (2003) The Viewer, Lothian, Melbourne.
Crew, G and Tan, S. (2004) Memorial, Lothian Melbourne
Required Readings on unit reading list for specific tutorial classes:
Bradford, C. (2001). Speaking for the Aborigines: knowledge, power and Aboriginalism (Ch. 4). In Reading Race (pp. 109-130). Melbourne University Press.
Dudek, D (2005), Desiring Perception: Finding Utopian Impulses in Shaun Tan's The Lost Thing, Papers – Explorations into Children's Literature, 15:2
French, J (2011) Nanberry: Black Brother White (excerpt)
Hateley, E (2013), Reading: From turning the Page to Touching the Screen in Wu, McGillis and Mallan [eds] (Re)Imagining the World: Children's Literature's Response to Changing Times, Springer, New York, pp 1-12
Lukashenko, M (2009) Muwi muwi-nyhn, binung goonj; boastful talk and broken ears, WQ (Writing Queensland), 186: 5-7
McLeod, D (2017) Try-error-try-it: Love, Loss, and the Subversion(?) of the Heteronormative Romance Story in Will Grayson, Will Grayson, in Papers, Vol 25, No.1
Nikolajeva, M (2008), Comparative Children's Literature: What is there to compare?, in Papers Vol 18, No.1
Stanton, S (2018), Contemporary History: First Nation Representation in Black Brother White, in Papers Vol 26, no.1, pp 40-59
ADDITIONAL TUTORIAL READINGS WILL BE ADDED AS THE SEMESTER PROGRESSES
As this unit is a Literary Studies unit, it is worth noting that to do well, you will need to put aside some significant time throughout the semester to read - not just the course set texts and readings, but also to engage with children's and young adult writing outside the prescribed texts. This will greatly assist you with both the proposal and final assignments, and also allow you to add value to your weekly forum contribution posts.
While attendance at classes in this unit is not mandatory, students should be aware that to maximise their marks for assessment item 1 (Online contribution assessment) they will need to actively contribute to a minimum of seven out of the nine assessible weekly online forums Missing more than two tutorial forums will impact upon your grade for that assessment item. Effective and well graded posts will require the student to demonstrate their understanding of the unit content for that week. This might include the material discussed in tutorial classes, discussion of the lecture content, discussion of any readings (which will be covered and unpacked during the tutorial classes) and discussion of any of the set novels and other creative works. To succeed in the online forums, it will be important to attend as many of the tutorial classes as possible.
Required IT skills
Students will need access to Canvas, the ability to research using databases and online journals, and standard word processing ability.
Work placement, internships or practicums
This unit does not require practicums or work placements.
Education students who will have placements during the course of the semester are encouraged to let their tutor, or the course convener know as early in the semester as possible, so that adjustments to deadlines can be made if required.