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2023/2024

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:
Desconegut

Teaching groups languages

You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.

External teachers

Emma Bosch (Responsable del Mdul)
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

  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 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 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Participation in online forums 18 0.72 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Type: Autonomous      
Read articles 25 1 3, 6, 7, 10
Reading children's and youth works E5.1 , I5.3 25 1 2, 4

Assessment

Class attendance is mandatory.
Students muss attend a minimum of 80% of classes,
regardless of the type of assessment they choose.

CONTINUOUS ASSESMENT
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 (TFA): 40%

SINGLE ASSESSMENT
Students who take this modality must delivery all the assignments at the end of the course.
Consequently, they will no receive feedback neither from the teachers neither from the peers.
The TFA will not be tutorized.
These are the activities to do individually:
–Two activities to explore prior knowledge: 4%
–Two activities to analyse and select a bibliographic fund, according to previous criteria: 36%
–Design of a mediation activity, according to a few criteria agreed with teachers: 40%
–Test (written and oral) about the course's contents: 20%


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Activities for analyzing textual and graphical products 35% 0 0 3, 4, 5
Assessment activities of the works according to their function in school learning. 30% 0 0 1, 2, 6, 11
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

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. Edicions Universitat de les Illes Balears, TECSED, 5.
Colomer, T.; Manresa, M.; Ramada Prieto, L.; López Reyes, L. (2018). Narrativas literarias en educación infantil y primaria. Síntesis.
Fittipaldi, M. (2013). ¿Qué han de saber los niños sobre literatura? Conocimientos literarios y tipos de actuaciones que permiten progresar en la competencia literaria. UAB.
• García Montero, L. (2000). Lliçons de poesia per a nens i nenes inquiets. Comares.
• Garralón, A. (2017). Historia portátil de la literatura infantil. Prensas de la Universidad de Zaragoza.
Martínez Pardo, E. (2017). Sota la pell del llop. Acompanyar les emocions amb els contes tradicionals. Graó.
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.
Munita, F; Real, N. (2019). Simple o Ximple? Una reflexió sobre la poesia infantil. Faristol, 89, 26-29. 
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 de libros infantiles. Acanto.
• Salisbury, M.; Styles, M. (2012). El arte de ilustrar libros infantiles. Concepto y práctica de la narración visual. 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.

Software

It is not necessary special software.