Logo UAB
2020/2021

Form and Aspects of Childrens and Youth Literature

Code: 42956 ECTS Credits: 6
Degree Type Year Semester
4313816 School Librarianship and the Promotion of Reading OT 0 0
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.

Contact

Name:
Emma Bosch Andreu
Email:
Desconegut

Use of Languages

Principal working language:
catalan (cat)

External teachers

Emma Bosch (Responsable del Ṃdul)
Martina Fittipaldi

Prerequisites

–

Objectives and Contextualisation

The main objective of this module is to know the diversity of ways in which Children's and Young People's Literature materializes.
As part of these aproach, we will analyze the function of the image in literary productions, especially those where the interest of the authors focuses on formal materialization.
We will also reflect on the evolution of the classics and poetry towards new forms with the purpose of expressing new contents.

 

Competences

  • Contextualise professional activity in the reading habits of today's society and in the processes of school-based learning.
  • Continue the learning process, to a large extent autonomously.
  • Develop professional values that include ethical work practices.
  • Incorporate ICT for learning, communicating and sharing in education.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Link up and promote reading and cultural activities, both internal and external, using the appropriate tools.
  • Manage the collection, resources and services of the library.
  • Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.

Learning Outcomes

  1. Assess bibliographic documents with due respect for text, author and genre.
  2. Assess the appropriateness of formal, textual and material elements in fictional works to the age and reading context of the addressees
  3. Continue the learning process, to a large extent autonomously.
  4. Detect publishing values, both for graphics (illustration and layout) and for text (translation, fidelity and adaptation) and their functional use.
  5. Determine the ways in which library collections can be linked up with learning and teaching.
  6. Distinguish between dissemination and trivialisation and between relevance and opportunism.
  7. Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  8. Maintain a balance between the genres and types of fictional works in the school library.
  9. Use ICT in research and analysis of the library's fictional works.
  10. Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
  11. Use the network to share educational, communicative and bibliographic strategies.

Content

–Tipology of illustrated children's book.
–Rol of the image in literary productions.
–Dimensions of Children's and Youth Literature.
–Formal evolution of classics and poetry for children.
–Activities to help the reading of words and images in the school library.

 

Methodology

Lectures.
Location and text analysis and media streaming.
Analysis, evaluation and selection of works by various parameters.
Reading and virtual presentation of works and texts with different ICT applications.
Bibliograpfhic reading and discussion in classroom and in virtual forums.
Online tutoring.

* Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

Activities

Title Hours ECTS Learning Outcomes
Type: Supervised      
Activities and work during the module 82 3.28 4, 5, 6, 8, 7, 3, 10, 11, 9, 1, 2
Participation in online forums 18 0.72 4, 5, 6, 8, 7, 3, 10, 11, 9, 1, 2
Type: Autonomous      
Read articles 25 1 6, 7, 3, 10
Reading children's and youth works E5.1 , I5.3 25 1 4, 2

Assessment

Attendance and participation in class and virtual activities 25%
Work in group 30%
Individual work 30%
 
Assessment will take into account delivered activities, attendance and participation in class and virtual activities according to these percentatges.
In all cases, references to mandatory readings on each issue will be considered.
In order to get continous assessment, students must submit 80% of delivered activities.  

* Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities for analyzing textual and graphical products 25% 0 0 4, 5, 3
Assessment activities of the works according to their function in school learning. 25% 0 0 6, 11, 1, 2
Participation in classroom activities and forums according to given instructions 25% 0 0 8, 9
Reading and analysis of theoretical texts 25% 0 0 7, 10

Bibliography

• Bajour, C. (2018). Todo necesita del silencio. Cecilia Bajour: respiración, cuerpo y pausa en la poesía infantil contemporánea. Linternas y bosques [en linia]. Disponible a: https://linternasybosques.wordpress.com/2018/03/06/todo-necesita-del-silencio-cecilia-bajour-respiracion-cuerpo-y-pausa-en-la-poesia-infantil-contemporanea/
• Bellorín, B. (2015). De lo universal a lo global: nuevas formas del folklore en los álbumes para niños. Tesis Doctoral. Universidad Autónoma de Barcelona.
• Bellorín, B. (2016). Descrifrar el ADN de los cuentos de hadas. Linternas y bosques, abril. Disponible a: https://linternasybosques.wordpress.com/2016/03/30/descifrar-el-adn-de-los-cuentos-de-hadas/
• Bellorín, B. (2016). Los cuentos de hadas en el libro. Peonza, 119, 36-45.
• Bosch, E. (2018). Al servei de la narració. Faristol, 87, 5-8.
• Bosch, E.; Díaz-Plaja, A.; Duran, T.; Manuel, J.; Prats, M. (2016). Una aproximació als trets característics del llibre poètic experimental. A: Pons, Margalida; Reynés,Josep Antoni (eds.) (2016) Poètiques liminars: imatge, escena, objecte, trànsit, 109-122. Palma: Edicions Universitat de les Illes Balears, TECSED, 5.
• Díaz-Plaja, A. (2002). Les reescriptures a la literatura infantil i juvenil dels últims anys. A Colomer, T. (ed.) Un segle de literatura infantil i juvenil catalana. Barcelona: ICE UAB.
• Fittipaldi, M. (2013). ¿Qué han de saber los niños sobre literatura? Conocimientos literarios y tipos de actuaciones que permiten progresar en la competencia literaria. Bcn: UAB.
• Jover, G. (2007). Cap. 4 El mapa i el territori (Què llegir i com fer-ho). A Un món per llegir. Educació, adolescents i literatura. Bcn: Rosa Sensat.literatura infantil i juvenil dels últims anys. A Colomer, T. (ed.) La literatura infantil i juvenil catalana: un segle de canvis, 161-170. Barcelona: Univesitat Autònoma/ICE.
• Munita, F. (2013). El niño dibujado en el verso: Aproximaciones a la nueva poesía infantil en la lengua española. Anuario de Investigación en Literatura Infantil y Juvenil (ANILIJ), 11, 105-117.
• Prats, M. (2009). La poesia per a infants. Estat de la qüestió en llengua catalana. Caplletra, 46, 149-181.
• Prats, M. (2016). Edició de llibres infantils i juvenils a Catalunya: la poesia. Anuari de l’Observatori de Biblioteques, Llibres i Lectura [en linía], Vol. 4, 123-134. Disponible a: http://www.raco.cat/index.php/AnuariObservatori/article/view/313851/403959.
• Salisbury, M. (2004). Ilustración delibros infantiles. Madrid: Acanto, 2005.
•Salisbury, M.; Styles, M. (2012). El arte de ilustrar libros infantiles. Concepto y práctica de la narración visual. Barcelona: Blume.
• Sotomayor, M.V. (2005). Literatura, sociedad, educación. Las adaptaciones literarias. Revista de Educación, Nº Extra 1 (Exemplar dedicat a: Sociedad Lectora y Educación), 217-238. Disponible a: https://dialnet.unirioja.es/servlet/articulo?codigo=1332479.