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ED-BLESL
506 Multicultural Literature: Promoting Social Justice Spring 2009 College
of Western Idaho Campus Rm. 116 Class meeting dates: January 30-31, February 13-14,
March 6-7, 2009 Office Hours: TTH 10:45am-12pm, W 3:00-5:30pm, &
F 8:30-9:00am or by Appointment Stan Steiner, PhD, Office E-503, Phone 426-3962 E-mail stansteiner@boisestate.edu Web
site http://education.boisestate.edu/stansteiner BSU
College of Education Conceptual Framework Boise
State University strives to develop knowledgeable educators who integrate
complex roles and dispositions in the service of diverse communities of
learners. Believing that all children, adolescents, and adults can learn,
educators dedicate themselves to supporting that learning.
Using effective approaches that promote high levels of student
achievement, educators create environments that prepare learners to be citizens
who contribute to a complex world. Educators
serve diverse communities of learners as reflective practitioners, scholars and
artists, problem solvers, and partners. Course
Description: This
course provides an in-depth literary analysis of children’s literature ranging from
preschool to early adolescence, with emphasis on multicultural literature. This
course promotes development of children’s literature activities for classrooms, libraries, and
other settings. Students
examine multicultural literature by engaging in critical literacy, substantive
discussion, reflective writing, visual representation, and dramatic enactment.
A main theme throughout this class is how to use the collection of
literature as a tool for curriculum transformation, to promote social justice
and encourage empowerment. Students
will learn to take the words from the page to inform and transform their worlds. This
course will stress curiosity, observation, challenge, and insight into how
children and their teachers
learn to become literate beings.
These processes have much to do with the work and play of literary
interpretation—for it is through analytic reading, substantive discussion,
reflective writing, visual representation, and dramatic enactment, that readers
learn to take the words from thepage to inform and transform their worlds. I
encourage students with disabilities, including invisible disabilities such as
chronic diseases, learning disabilities, head injury, and attention
deficit/hyper active disorder, to discuss with me, after class or during
office hours, appropriate accommodations that might be helpful. Course Learning
Outcomes: Required textbooks:
Henderson, D. L. & J. P. May (2005). Exploring
Culturally Diverse Literature for Children and Adolescents. Learning to listen
in New Ways. NY: Pearson Education.
Pennac, D. (1992/2008). The Rights
of the Reader. Cambridge, MA: Candlewick Press. Optional Texts:
Fink,
R. & S. J. Samuels (Eds). (2008). Inspiring reading success: Interest and
motivation in an age of high-stakes testing. Newark, DE: International Reading
Association.
Huck, C. S.; B. Z. Kiefer, S. Hepler & J. Hickman. (2004). Children’s
literature
in the Elementary school (8th ed.). Boston,
MA: McGraw Hill.
Labbo, L. D.; M. S. Love, M. P. Prior, B. P. Hubbard & T. Ryan.
(2006). Literature
links: Thematic units linking read-alouds and computer activities. Newark,
DE: International Reading Association.
Steiner, S. (2001). Promoting a
Global Community Through Multicultural Children’s Literature, Englewood,
CO: Libraries Unlimited. Supplemental
Sources: There
are many other textbooks (check the website for a complete listing
http://education.boisestate.edu/stansteiner),
literature resources and authors in
the field of children’s literature theory that offer a variety of
perspectives. All texts discuss the same core genres of children’s
literature, but in varying depth. If you have another source and wish to use
that book for class feel free to negotiate that possibility with me.
Journals:
The
Horn Book Magazine, Book Links, The New Advocate, Language Arts, The Reading
Teacher, Dragon Lode, VOYA, SIGNAL, Bookbag, Multicultural Review, Booklist,
Cricket, Bulletin of the Center for Children's Books, Ladybug, Children1s
Literature in Education, The Web: Wonderfully Exciting Books, Interracial Books
for Children Bulletin, Teaching Pre K-8, School Library Journal, Bookbird and
Cobblestones. Electronic readings: In order to enhance understanding of the
readings and technology use, you will be asked to use electronic data base
available through the Albertson library Electronic reserve. To access the
readings away from off campus you need to go to the Bronco Web site. The direct
link is http://eres.boisestate.edu/eres/courseindex.aspx?page=search enter the
professor’ last name (Steiner) or course number.
Useful
Internet Web Sites: http://www.ucalgary.ca/~dkbrown/index.html http://education.boisestate.edu/stansteiner http://www.cbcbooks.org/cbcpage2.html Course objectives: (Everything
in parentheses following the objectives indicate possible methods of
assessment). Bold print indicates Idaho MOST Standards met with the objective
and bold italic print aligns with IRA/NCTE Standards. For a complete copy of the
standards go to http://education.boisestate.edu/ncate/standards_literacy.htm Students
will be able to: 1.
Recognize the literary elements, common to children’s literature, including
character, plot, setting, theme, point of view, style, and tone.
2.
Recognize and apply critical tools and basic vocabulary used for evaluating
children’s literature. 3.
Recognize and apply critical standards to the selection of different
genres
of literature written for children. 4.
Become familiar with and use a variety of book selection aids.
5.
Recognize and use periodicals and other sources dealing with literary and historical
criticism of children’s literature. 6.
Critically consider a number of current issues as they are reflected in children’s
literature (e.g. censorship, ethnic diversity, gender roles, bibliotherapies,
etc.). 7.
Participate in a variety of literature sharing activities (e. g. book talks,
storytelling, readers theatre, etc.).
8.
Develop sequential activities for children that encourage critical thinking
by children so that they in turn apply analytical skills to understand literature
(e.g. literature learning logs, literature study groups, etc).
Instructional
Strategies Used Culture
circles, cooperative groups, lecture, discussion, student led presentations,
panel discussion, film and audio recordings, storytelling, and book Meeting IRA Standards through Assessment
Methods 2.1
Use instructional grouping options (individual, small-group, whole-class, and
computer based) as appropriate for accomplishing given purposes. 4.2
Use a large supply of books, technology-based information, and non-print
materials representing multiple levels, broad interests, and cultural and
linguistic backgrounds.Non-fiction comparisons, final projects, reflections, discussions,
annotated 4.4
Motivate learners to be lifelong readers.Classroom observations, journal entries, final projects, reflections Evaluation
Procedures Class
participation and attendance 30%:
Everyone brings knowledge to a classroom
setting. We become a community of learners, therefore, an interdependency
is established. Absence affects the individual and the group as a
whole. Class
participation requires all of us to give our undivided attention to each speaker
throughout the course. This means that you have read and reflected upon the
assigned readings and are clearly involved in group discussions and activities.
Part of my responsibility is to ensure that we all respect the right of a
speaker. My ongoing assessment includes monitoring this point. Attendance,
punctuality, and attentiveness to others count. We all have an obligation with a
reciprocal interaction format. Assignments
30%: Throughout the next two
months we will engage in activities that have direct applications to developing
a literature rich classroom. Some examples include: reading children’s
literature, book talks, storytelling, reading log journals, discussing preread
articles and text, sharing personal experiences, participating in presentations,
reflection, etc. Classroom and action research projects are a reflection of
class discussions, outside readings including articles, text and literary
selections, and questions and thoughts related to this course. Your
participation, completion and promptness in these activities is important. Assignments
include: Discussion
Reading Groups via Blackboard and Annotated Bibliography: Book talks can be a highly
effective way to encourage children and young adults to read. Each week, you
will be responsible for booktalking electronically on blackboard one of the
books you read. We will read across multiple genres of literature. You will
write an annotation for each book that will be combined with others to create a
course annotated bibliography of literature for youth. Reading interviews:
One good way to find out what children and teens like to read is to ask them.
Interview at least 5 kids between the ages of 6 & 19 regarding their reading
preferences and their reactions to the books they read. Interview questions and
guidelines will be provided in class. Annotated
Bibliography of Intertextually Related Articles & Books: Develop an annotated
bibliography of at least three professional journal articles/books related to
the readings and discussions for class. For each of these texts, write
reflective but concise annotations that include (a) proper reference information
according to current APA or MLA guidelines, (b) a clear summary of the main
points of the piece, (c) intertextual connections between this piece and the
assigned reading as well as connections to other pieces you will explore, and
(d) your criticism of the piece. Position
Paper or Action Research 30%: Your task is to identify a
genre: fiction, non-fiction, poetry,
realism, fantasy/science fiction,
historical fiction, folklore or other literature category to complete one of the
following assignments. One option is to write a position paper or action
research plan using literature to discuss a social justice issue (gender,
censorship, authenticity, ethnicity, religious freedom, peace,
historical
accuracy, cultural representation, racism, deconstructing folklore or classic
literature, motivation, choice, etc). Action research option: After the first
class meeting, you will guide and track the literary
responses of a small group
of children (approximately three to five) over the course of the class.
You will begin by carefully selecting a group of diverse children in
terms of race, ethnicity, and gender. For example, if you choose to study
gender, historical truths, censorship, racism or any other social justice theme
through poetry, you could purposefully select literature that would provide you
with opportunities for discussing this
topic (e.g., reactions of children in
your group to traditional as well as “deconstructed” folktales or other
carefully selected literature). The central purpose of this assignment is to
create an environment for literary response that fosters engagement in all
aspects of literacy around social justice issues. A creative application (10%) that highlights your own individual qualities and your work as
a teacher/author/researcher. The
final requirement will be a presentation to the class on your
bibliography/position paper or action research. In addition to providing a copy
of your bibliography to all class members, please plan your presentation in
order to engage and enlighten your colleagues. This might include overheads/powerpoint
on key elements or student work that illustrates (or refutes) ideas from
research. You’ll have 15 minutes
of your colleagues’ time to present your findings. Available dates are
February 13th, 14th and March 6th or 7th. Papers: Papers should be
typed. All papers should be carefully proof read (use spellcheck), and turned in
as clean and clear of a form as possible. Use current ALA or MLA citation
formatting of your references. You may want to look into Endnote software to help you. Any late work must be negotiated with
me. Papers
turned in electronically:
Make sure your work is virus-free! The filename should be YOUR name and the name
of the assignment! (For example stansteiner_actionplan.doc). You need to label
your file “.doc” (dotdoc) so we can read it. You should also write your
email address at the top of the assignment. Collaborative
work:
Students will collaborate on some assignments. Collaborators will receive the
same grade unless workload becomes an issue. If this occurs I will administer
another informal assessment for clarity.
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