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ENGL209 – Children's Literature

2017 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Convenor
Ryan Twomey
Tutor
Lauren Alice
Credit points Credit points
3
Prerequisites Prerequisites
(12cp at 100 level or above) including ENGL120
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit is a study of the range of literature, both past and current, written for children including: picture books; graphic novels; poetry; and a variety of realistic and fantastic fictions (both novel and film) for younger readers and for adolescents. Key concepts and a common conceptual language employed in discussing and analysing children's literature are introduced. Issues addressed include: the idea of a literature for children; visual and verbal textualities; notions of genre; gender representation; and the place of books in the socialisation of children.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  2. Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  3. Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  4. Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  5. Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment Tasks

Name Weighting Due
Task 1 15% Week 5
Task 2 25% Week 11
Task 3 20% Weekly
Task 4 40% Examination period

Task 1

Due: Week 5
Weighting: 15%

One 1000 word essay


This Assessment Task relates to the following Learning Outcomes:
  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Task 2

Due: Week 11
Weighting: 25%

One 1500 word essay.


This Assessment Task relates to the following Learning Outcomes:
  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Task 3

Due: Weekly
Weighting: 20%

Attendance and active participation in all tutorials.


This Assessment Task relates to the following Learning Outcomes:
  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Task 4

Due: Examination period
Weighting: 40%

Two-hour examination.


This Assessment Task relates to the following Learning Outcomes:
  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy

Delivery and Resources

Delivery

One lecture and one tutorial per week (tutorials start in week one). All set texts are available from the University Bookshop. Additional primary readings and secondary readings are available on the library's e-reserve. 

Required Readings

Carroll, Lewis – Alice’s Adventures in Wonderland

Child, Lauren – Beware of Storybook Wolves

Forward, Toby and Izhar Cohen –The Wolf's Story

Edgeworth, Maria – The Double Disguise

Herrick, Steven – Pookie Aleera is Not My Boyfriend

Almond, David – May Malone

Gaiman, Neil – How to Talk to Girls at Parties

Collins, Suzanne – Hunger Games

Ross, Gary (dir.), The Hunger Games (In week 10 we will be studying both the novel and film, but will not view the film during class time – it is available to be streamed on the iLearn site) 

Secondary Readings: There are weekly secondary readings available on the library's e-reserve and the unit's iLearn site - these should be read before each tutorial. 

Unit Schedule

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

  Assignment submission

 

Written work must be submitted through Turnitin on the ENGL209 ilearn website. 

 

  Examination

 

 

Important:       The University Examination period for second semester of 2017 is from 13th November to 1st December.

 

You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations at: http://www.timetables.mq.edu.au/exam.

 

The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available under the Extension and Special Consideration section of this Unit Guide.

 

If a Supplementary Examination is granted as a result of the Special Consideration process the examination will be scheduled after the conclusion of the official examination period. Individual Departments should contact the Associate Dean Learning and Teaching to confirm when Supplementaries are scheduled.

 

You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.

  Extensions and special consideration

 

If you have a legitimate reason for being unable to submit your work on time, please contact your tutor or the convenor to discuss an extension, before the due date. Please note that a 2% per day penalty will otherwise apply.

 

Special Consideration Policy

http://www.mq.edu.au/policy/docs/special_consideration/policy.html

 

Applying for Special Consideration

Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts.  For an application to be valid, it must include a completed Application for Special Consideration form and all supporting documentation. 

 

The on-line Special Consideration application is found at:  http://www.arts.mq.edu.au/current_students/undergraduate/admin_central/special_consideration.

 

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • Have gained a broad overview of kinds of children's literature, from a child's first books to 'young adult' literature
  • Understand a range of concepts employed in discussing and analysing children's literature, such as ideology, notions of childhood and adolescence, gender, and concepts and theories of visual representation and pictorial literacy
  • Understand some aspects of literary theory currently used in discussions of children's literature, such as narrative theory, metafiction, intertextuality and adaptation, and theoretical discussions of genre
  • Have attained a conceptual language with which to discuss children's literature and a level of visual, verbal and critical literacy
  • Be able to critically examine the uses of children's literature, with particular reference to social issues, subjectivity and the place of books in the socialisation and enculturation of children and adolescents

Assessment tasks

  • Task 1
  • Task 2
  • Task 3
  • Task 4