||LIT430 - Childrenandapos;s Literature
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: Provides students with a foundation for teaching children to read and learn through reading. Students learn to identify the stages in reading development, select appropriate literary texts for diverse learners at each stage, analyze children's literary texts, and assess the literacy and language development of young learners.
|Course Learning Outcomes:
- Demonstrate knowledge of phonemic awareness (e.g., the processes of rhyming, segmenting, and blending).
- Differentiate between phoneme awareness and phonics.
- Identify predictable patterns of sound-symbol and symbol-sound relationships in English (the Alphabetic principle).
- Understand and use major descriptions of developing literacy.
- Identify in both English speakers and English learners the progressive development of phonemic awareness, decoding, comprehension, word recognition, and spelling (including complexities related to the interaction of phonology, the alphabetic principle, morphology, and etymology).
- Demonstrate understanding of how these processes interact with the development of concepts, of vocabulary (including relationships among etymologies and both denotative and connotative word meanings), and contextual analysis.
- Apply knowledge in assessing literacy of the implications that language development and differences have for the processes of learning to read and reading to learn.
- Apply a range of assessment methods and instruments to the respective and interrelated developing abilities in listening (for aural/oral languages), speaking, reading (decoding and comprehension), vocabulary, and spelling conventions.
- Analyze narrative and expository texts from a range of cultures for literary elements, structural features, and representations of gender and cultural groups
- Demonstrate an understanding of the history of books for children and current trends in political and economic context.
- Demonstrate a broad knowledge of all genres of children's literature.
- Know how to integrate and use literature across the curriculum to achieve numerous curricular objectives in various content areas.
- Understand the nature of censorship and selection of literature.
- Identify appropriate literary texts for children, with attention to developmental, cultural, linguistic, and gender issues.
- Analyze electronic and multimedia texts directed to children, identifying the assumptions of the texts and how they enhance or undermine respect for learning and diversity.
|Specified Program Learning Outcomes:
- Demonstrate knowledge of the major periods and movements of British and American literary history
- Demonstrate the ability to analyze and interpret literary works within their historical and cultural contexts
- Demonstrate the ability to analyze and interpret the use and effects of literary and rhetorical features of literary texts.
- Demonstrate the ability to analyze and interpret works of literature in the context of generic conventions.
- Demonstrate understanding of major critical approaches to the interpretation of literature.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures