Form and Aspects of Childrens and Youth Literature
Code: 42956 ECTS Credits: 6| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313816 School Library and Reading Promotion | OT | 0 | 1 |
Contact
- Name:
- Emma Bosch Andreu
- Email:
- emma.bosch@autonoma.cat
Use of Languages
- Principal working language:
- catalan (cat)
External teachers
- Emma Bosch (Responsable del Ṃdul)
- Marc Alabart
Prerequisites
The curs has not 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
- Assess bibliographic documents with due respect for text, author and genre.
- Assess the appropriateness of formal, textual and material elements in fictional works to the age and reading context of the addressees
- Continue the learning process, to a large extent autonomously.
- Detect publishing values, both for graphics (illustration and layout) and for text (translation, fidelity and adaptation) and their functional use.
- Determine the ways in which library collections can be linked up with learning and teaching.
- Distinguish between dissemination and trivialisation and between relevance and opportunism.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Maintain a balance between the genres and types of fictional works in the school library.
- Use ICT in research and analysis of the library's fictional works.
- Use acquired knowledge as a basis for originality in the application of ideas, often in a research context.
- 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 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
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
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 classroom and virtual activities: 12%
Two individual activities to explore prior knowledge: 8%
Two activities in pairs to analyse and select a bibliographic fund, according to previous criteria: 40%
Design in pairs of a mediation activity, according to a few criteria agreed with teachers: 40%
*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 | 35% | 0 | 0 | 4, 5, 3 |
| Assessment activities of the works according to their function in school learning. | 30% | 0 | 0 | 6, 11, 1, 2 |
| Participation in classroom activities and forums according to given instructions | 15% | 0 | 0 | 8, 9 |
| Reading and analysis of theoretical texts | 20% | 0 | 0 | 7, 10 |
Bibliography
• 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/
Software
It is not necessary special software.