Description
Based on the range of titles explored in class and upon your own reading, create an annotated portfolio of children’s literature. This will be a range of titles that celebrate diversity and must include picture books, junior fiction, young adult fiction and sophisticated picturebooks. At least one in each “category” must be a title written and published in Aotearoa New Zealand. A minimum of 8 titles to be included in the portfolio. Your annotation should view and critique children’s literature (oral, written, visual and multi-modal) as a vehicle to learn about children’s lives expressed through culture and context. Some questions to consider: • How does the text speak to the different discourses (i.e. the political, pedagogical and/or ideological discourses)? • Who is privileged by the text/who is not? • What is hidden/revealed? • What prior knowledge do you as the reader need? • Does the story challenge norms • How is diversity represented in the stories you choose?FACULTY OF CULTURE AND SOCIETY
TE ARA KETE ARONUI
SCHOOL OF EDUCATION
TE KURA MĀTAURANGA
STUDY GUIDE
HE MAHERE KŌNAE AKO
Understanding Diversity through Children’s
Literature
Bachelor of Arts (Children and Learning)
2020
Paper coordinator/s
Celeste Harrington
[email protected]
Room: AR309
Extension: 6027
© 2020 AUCKLAND UNIVERSITY OF TECHNOLOGY, School of Education Te Kura Mātauranga
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form
or by any means, electronic or mechanical, including photocopying, recording or otherwise, without prior written
permission of the Auckland University of Technology.
2
He Mihi
Ko Takarunga, ko Matukutūruru ngā maunga. Ko Waitematā, ko Manukau ngā whānga. Ko
Ngā Wai o Horotiu te marae. E ngā iwi o te motu, nau mai, haere mai ki Te Wānanga Aronui
o Tāmaki Makau Rau. Ko Te Kura Mātauranga e mihi atu nei, tēnā koutou katoa.
Te Tiriti o Waitangi (The Treaty of Waitangi)
In the School of Education, we recognise and respect Māori as tangata whenua and principal
partners in Te Tiriti o Waitangi. All programmes in the School of Education align with AUT’s
commitment in the AUT Directions to 2025 to “partner with Māori to achieve the benefits a
university can provide with and for Māori” (AUT, 2017, p. 2). This is expressed in the
programme goals and graduate profile and is embedded in the paper content. Partnership
and participation are key to the intended pedagogies used in the School of Education. Many
of the papers have a strong cultural basis, highlight culturally responsive pedagogies and
include Te Ao Māori. Lecturers are respectful of the protection of cultural taonga of students.
Embedded in the relationships in this programme are manaakitanga. For example, when the
lecturer and students engage with paper content and each other, they uphold AUT values:
tika (integrity), pono (respect) and aroha (compassion) to grow, innovate and learn as
individuals and provide those same opportunities for all students.
Auckland University of Technology. (2017). AUT Directions to 2025. Auckland, New Zealand.
3
Descriptor
Faculty of Culture and Society TE ARA KETE ARONUI
Paper title Understanding Diversity through Children’s
Literature
Code EDUC611
Level 6
Points 15
Prerequisites Nil
Corequisites Nil
Learning Hours
Class contact 20 hours, plus 12 online
Non-contact study1 116 hours
Total 150 hours
Prescriptor
Designed for students to explore, through critical literacy, the socio-cultural and socio-political aspects
of children’s literature, and the different and diverse literatures relevant to children in the 21st century.
Reading literature to learn about children from diverse backgrounds, their challenges, identities,
cultural characteristics and contexts will be a focus. A variety of children’s texts (written, oral, visual
and multimodal) will be explored using critical literacy tools.
Learning outcomes
In completing this paper satisfactorily, students will be able to:
1. Review and critique a range of children’s literature (oral, written, visual and multi-modal) as
a vehicle to learn about children’s lives expressed through culture and context
2. Evaluate socio-cultural, socio-political, philosophical, psychological and aesthetic elements
within children’s literature
3. Analyse the relationship between reader and text as a means of communication
1 Including self-directed learning and independent study, assignment preparation, investigation and writing.
4
Indicative Content:
Learning and Teaching strategies:
A co-constructivist approach will be used in which students share their personal reading experiences
and cultural perspectives to contribute to the knowledge shared and discussed in lectures. Includes
lectures, discussions, group work, presentations and individual reading plans. A component of
required online work will engage the students in preparatory or follow-up activities related to class
sessions.
Learning resources
Set texts
Daly, N., Limbrick, L., & Dix. P. (Eds). (2018). Children’s literature in a multiliterate world. Institute of
Education Press.
This text is available online via Talis
Required reading
Each session generally has a required reading. These will be made available electronically on
AUTonline. You are expected to come to the teaching sessions fully prepared by reading and thinking
about these. They are detailed under each session below.
Recommended reading
Additional references may be given during or after sessions. Also, you will need to refer to other
books and journals (available through the AUT Libraries).
• Why and what children read in the 21st century and related variables (age/abilities, gender,
ethnicity, socio-economic status)
• Culture and context in Aotearoa New Zealand – vicarious learning through children’s literature:
including refugees, disability, death, birth, divorce
• Mātauranga Māori with reference to children’s literature
• The epistemic, aesthetic, philosophical and psychological value of children’s literature
• Contemporary narratology (the art and craft of story-telling/ narrative theory)
• Purposes of texts, genre and structure
• Types of texts: books, oral story-telling, picture books, comics, graphic novels, e-books and
others
• Reader response theories: comprehension/engagement with different/diverse texts including
culturally diversity in children’s literature
• Critical literacy tools for analysis of children’s literature
• Text that deconstructs issues of power and inequality and promotes social justice
5
Schedule of teaching
Lecture Venue: WB429
Time: Wednesday 8 – 10 am for face to face sessions.
A total of 9 sessions will be face to face in class
A total of 3 sessions will be recorded on Panopto and put up on Blackboard for you.
# Date Session Topic Online Task
1 22 July
Introduction to the course and a glimpse of
what children of the 21st Century read and
why.
Provide a brief synopsis of
two children’s books. Add
them to the Discussion
Board on Blackboard.
2 29 July Our journey through reading. A personal
look at the books that have influenced us.
Add 3 titles to the Online
discussion board.
One needs to be a
sophisticated picturebook
3 ONLINE
CLASS
5 August Unpacking culture. A focus on the Aotearoa
New Zealand context.
Contribute a reflection
about how you felt reading
the books you chose and did
they make you think or feel
any differently afterwards
and why
4 12 August
Māori literacies in todays world
Locate two multimodal
versions of Māori myths
online and be prepared to
discuss these in class or in
the online forum.
Assignment One Due 14 August
5 19 August The craft of story telling. Narrative theories Find a poem and record
yourself reading it.
6 ONLINE
CLASS
26 August
How do Authors write books?
7 2
September
Critical literacy tools for analysis of children’s
literature – cognitive narrative theory
Contribute to the online
discussion by applying
your understanding of
cognitive narrative theory
to one of the children’s
books you have recently
read. (250 words).
Mid Semester Break No class on 9 or 16
September
8 ONLINE
CLASS
23
September
Purpose of texts genre and structure
Contribute to the online
discussion as a summary
of the new learning
gained this week about
6
the way text and
structure communicate in
the picture books you
chose.
9 30
September Types of texts – picture books, comics,
graphic novels, e-books. How do they
encourage understanding of diversity
What is your favourite
genre and what does it
teach you about
diversity? 250 words
Assignment Two Due 2 October
10 7 October Learning through children’s literature. The
refugee experience, death, disability; what
can this teach us?
Write a 250 word
reflection about the set
reading for this week.
11 14 October How does our language contribute to our
understanding of diversity?
12 21 October Celebration of your story telling through
your diversity lens
Participation is compulsory
to pass the paper
End of Semester
7
Overview of teaching sessions
All AUTonline material is under Course Material unless stated otherwise.
Session 1: Introduction to the course and a glimpse of what children of the 21st Century read and
why.
Session overview We will unpack the learning outcomes of the course, establish ways of connecting
an begin with an overview of currently popular reading for children of today.
Preparation – make sure you have access to this study guide for the session and can view the
readings on Course Resources
Reading One picturebook and one junior fiction title for your online task.
Online task Contribute two texts that you have read to the Online Discussion Forum. One
picturebook and one children’s junior fiction. Provide a brief synopsis of each. Remember to
provide an accurate APA reference for each.
Session 2: Our journey through reading. A personal look at the books that have influenced us.
Session overview Drawing on the two books contributed to the Discussion Forum from week one we
will journey through our own personal ‘river of books’.
Preparation Come to the session prepared to share at least one book that made an impact on you as
a child with the group.
Reading Read Chapter Five of the set Text:
Bloem, P. & Hanamitsu, R. (2018). Complicated identities: A consideration of Allen Say’s picture
books.
In
Daly, N., Limbrick, L., & Dix. P. (Eds). (2018). Children’s literature in a multiliterate world. Institute of
Education Press.
Online task Add 3 titles to the Online discussion board. One needs to be a sophisticated picturebook.
Along with the 3 titles provide a short (250 words) discussing the identities revealed in your
chosen titles.
Online session – Session 3: Unpacking culture. A focus on the Aotearoa New Zealand context.
Session overview New Zealand is increasingly diverse. This session will examine this diversity from a
perspective of the books available to children.
Preparation Find two children’s books that have as the main protagonist a person of diverse
ethnicity. Bring these to the class/online forum
Reading Acevedo, M. V. & Short, K. G. (2018). Encouraging intercultural understanding through talk
and play: Children’s engagement with global literature.
In
8
Reading Daly, N., Limbrick, L., & Dix. P. (Eds). (2018). Children’s literature in a multiliterate world.
Institute of Education Press.
Online task Write a 250 word reflection about how you felt reading the books you chose and did
they make you think or feel any differently afterwards and why.
Session 4: Māori literacies in todays world
Session overview We will examine Elisa Duder’s article in light of different ways of viewing literacy
and grow in an understanding of te ao Māori.
Preparation Read: Duder, E. (2018). Tū ana, tau ana! Māori literacies in the modern age. (pp 116 –
128).
In
Daly, N., Limbrick, L., & Dix. P. (Eds). (2018). Children’s literature in a multiliterate world. Institute of
Education Press
Online task Locate two multimodal versions of Māori myths online and be prepared to discuss these
in class or in the online forum.
ASSIGNMENT ONE – DUE 23.59 FRIDAY 14 AUGUST
Session 5: The craft of story- telling. Narrative theories.
Session overview We will explore the value of narrative in children’s literature and the importance
that narrative plays in coming to terms with the human experience.
Reading Hunt, P. (1985). Narrative Theory and children’s literature, Children’s Literature Association
Quarterly, (9)4. Pp. 191-194. John Hopkins University Press.
Online task
Find a poem and record yourself reading it and put up on the Discussion board.
Online Session – Session 6: How do authors write books?
Session overview A number of texts will be explored as a way of understanding the craft of writing a
children’s books. Some experts will be viewed via Youtube
Session 7: Critical literacy tools for analysis of children’s literature
Session overview This session will provide an insight into cognitive narrative theory, as well as
critical literary theory with Paolo Freire.
Preparation Read the chapter on 4 on Theories and Methodologies in the book listed below and
come to class with notes and questions.
Reading Hintz, D. (2019). Children’s Literature. Routledge
(available online via Talis in your reading list)
Online task
9
Contribute to the online discussion by applying cognitive narrative theory to one of the children’s
books you have recently read. (250 words).
MID-SEMESTER BREAK. CLASS RESUMES 23 SEPTEMBER
Online session – Session 8 : Purpose of texts: genre and structure
Session overview How do different texts and structures of children’s book communicate in a variety
of ways?
Preparation Borrow two picture books from the library and bring them to our class or online
discussion
Reading Kim, J. & Su-jeong, W. (2020). Silent voices of homelessness: content analysis of
homelessness in children’s picture books published in the U.S. from 1990 to 2016. Early
Child Development and Care, 190(3), 364-375. DOI: 10.1080/03004430.2018.1473388
Online task Contribute to the online discussion as a summary of the new learning gained this week
about the way text and structure communicate in the picture books you chose.
Online session – Session 9 Types of texts
Session overview picture books, comics, graphic novels, e-books. How do they encourage
understanding of diversity
Preparation Bring your favourite book to class and be prepared to discuss why and how it could or
could not encourage an understanding of diversity
ASSIGNMENT TWO DUE 23.59 FRIDAY 2 OCTOBER
Session 10: Learning through children’s literature. The refugee experience, death, disability; what
can this teach us?
Session overview A number of texts will be explored as a means to critically analyse different
contexts such as disability, refugee experiences and death.
Preparation Read the chapter listed below and come to class prepared to discuss.
Reading Yenika-Agbaw, V. (2016). Re-imagining an alternative life after the Darfur war. Writing as
emancipatory practice, in Johnson, H., Mathias, J., & Short, K. G. (Eds.). (2016). Critical
content analysis of children’s and young adult literature: Reframing perspective. Taylor &
Francis Group, ProQuest Ebook Central,
https://ebookcentral.proquest.com/lib/AUT/detail.action?docID=4560538.
Online task Find two narratives that explore the topics for this week and share them on the
Discussion Board. These could be a poem, movie, novel or picturebook.
Session 11: Language and diversity
Session overview How does language contribute to our understanding of diversity?
Preparation Find children’s books in two different language. One can be your own and bring to class
to share and explore the different themes.
10
Session 12: Celebration of your story telling through your diversity lens
Session overview This session will be a celebration of the work you have all done into creating your
books and enjoy the learning we have all gained during the semester.
Preparation Assignment Two will ensure you can participate in this session.
11
Assessment
Requirements
In order to pass this paper, students are required to submit all assessments, and must achieve a
combined mark of at least 50%.
Submission of assignments
Students will submit all written components of assignments electronically to Turnitin. Assignments
are due by 23.59pm on the due date. No assignment should be submitted directly to a lecturer.
AUT policy for submission of assessments in Te Reo Māori:
A student who has demonstrated an adequate standard of literacy in te reo Māori may be
permitted to submit work for assessment in re reo, in accordance with University
procedures and guidelines for assessment in te reo Māori (from the AUT Academic Calendar,
General Academic Regulations, Part 5, Section 8).
A student who wishes to submit assessed work in te reo Māori must speak to their lecturer at the
beginning of the course to determine how and if this might be done.
Turnitin
We expect that all individual assessment work by students is their own work. In order to protect the
integrity of your individual work and the value of your qualification on graduation, the School of
Education uses a software programme that detects plagiarism and copying from other works,
including other students’ work and your own work if you have submitted it for another paper.
The purpose of introducing this software programme is to ensure that all students get academic
credit for work that is their own, and that no credit is obtained for work which is someone else’s.
When you hand in your assignments (group or individual), you will also need to upload your work to
Turnitin prior to the assignment deadline.
Extensions and late assignments
All assignment extension requests are completed online via Blackboard prior to the due date.
• The extensions coordinator will approve extensions up to a week. The evidence that the
student provides may be a written explanation or an appropriate uploaded document to
support the application [e.g. note from a health professional/death certificate/proof of
extenuating circumstances etc]. The paper coordinator may also upload evidence in the
form of an email conversation to support this application. With a confirmed extension,
the late policy does not apply. If a further extension is needed beyond the date of the
original extension, please contact the programme leader.
• No extension will be granted for a second assignment if the first assignment has not
been handed in without approval from the programme leader. If the first assignment is
not completed by the time the second assignment is due, without programme leader
approval for an extension, then the first assignment will be marked as a DNC.
12
• If one member of the group applies for an extension, then the extension would apply to
the group for the group component. However, when a group member applies for an
extension for an individual component, then the extension will apply to the individual
only.
• In the case of an assignment submitted after the due date, without a negotiated
extension, a penalty will be incurred. The penalty will be as follows if the late assignment
meets the assessment criteria for passing:
Assessed
grade
1 Day
late
Penalty
2 Days
late
Penalty
3 days
late
Penalty
4 Days
late
Penalty
5 Days
late
Penalty
After 5 calendar Days
A+ A A- B+ B BNot
accepted
A A- B+ B B- C+
A- B+ B B- C+ C
B+ B B- C+ C CB
B- C+ C C- Fail
B- C+ Fail Fail Fail Fail
C+ C Fail Fail Fail Fail
C C- Fail Fail Fail Fail
C- Fail Fail Fail Fail Fail
• Beyond a week, extensions will be referred to the programme leader via Blackboard. The
coordinator actions this by clicking Y next to PL. This request must have supporting
documentation uploaded such as a note from a health professional/death certificate/proof
of extenuating circumstances etc.
• In exceptional circumstances a student may present a valid reason for a late assignment
without a prior extension. This matter should then be discussed by the lecturer with the
Programme Leader who will decide on a response.
• Any assignments not received at all or received more than 5 calendar days after the due
date without a negotiated extension will not be marked, and a DNC will be recorded as the
grade.
• Assignments may be submitted prior to the due date but they will be graded after the due
date.
Return of assignments
Assignment marks will be posted online generally within three weeks. For hard copy assignments,
assignments will be returned in class.
Awarding a final grade for an assignment with discrete parts
For assignments that have distinct parts, a mark is given for each part and weighted as noted in the
Study Guide and approved by Board of Studies. The aggregate grade will be the final grade for the
assignment.
13
Word limit
Each assignment will have a word limit. To be within the word limit, your assignment may have a
maximum of 10% under or over the word limit. If you have under or over this 10% limit, your
assignment mark will be lowered.
Grading percentage as follows:
Grade Mark (%)
Outstanding A+
A
90 – 100
85 – 89.5
Very good AB+
80 – 84. 5
75 – 79. 5
Good/ competent B
B-
70 – 74. 5
65 – 69. 5
Satisfactory C+
C
C-
60 – 64. 5
55 – 59. 5
50 – 54. 5
Unsatisfactory D 0 – 49. 5
Competence-based assignments are marked as either PASS (P) or FAIL (F). A MERIT PASS (M) may be
awarded.
14
Assessment schedule
Assignment
number
L/Os covered Form of Assessment Due date Weighting
1 1, 2
Annotated portfolio of
children’s literature through
a diversity lens
Friday 14
August
50%
2 3
Original children’s text and
critical analysis
Friday 2
October
50%
15
Assignment one
Due date: 14 August
Weighting: 50%
Word count: no limit
Topic: Annotated Portfolio submitted online via Turnitin
Learning outcomes: 1,2
Description
Based on the range of titles explored in class and upon your own reading, create an annotated
portfolio of children’s literature. This will be a range of titles that celebrate diversity and must
include picture books, junior fiction, young adult fiction and sophisticated picturebooks. At least one
in each “category” must be a title written and published in Aotearoa New Zealand. A minimum of 8
titles to be included in the portfolio.
Your annotation should view and critique children’s literature (oral, written, visual and
multi-modal) as a vehicle to learn about children’s lives expressed through culture and
context.
Some questions to consider:
• How does the text speak to the different discourses (i.e. the political, pedagogical and/or
ideological discourses)?
• Who is privileged by the text/who is not?
• What is hidden/revealed?
• What prior knowledge do you as the reader need?
• Does the story challenge norms
• How is diversity represented in the stories you choose?
16
Name: ……………………………….. Marker: ……………………… Grade: ………………
Criteria A B C Fail
1
Critical
analysis of 8
children’s
books with
diversity lens
• YA
• JF
• PB
• SPB
Including
Aotearoa
Extensive
and thorough
Descriptive
account and
critical
analysis of
implications
relevant to
the texts.
Articulate
with clear
analysis of
implications
relevant to
the texts
Some
analysis of
implications
relevant to
the texts
Description, with
no analysis
Fewer than 8 types
of texts are
analysed
2
Annotations view
and critique
children’s literature
as a vehicle to learn
about children’s
lives expressed
through culture
and context
Evidence of
extensive
engagement
with diversity in
chosen
literature
Evidence of
relevant
engagement with
diversity in chosen
literature
Evidence of
some
engagement
with diversity
in chosen
literature
Evidence of
engagement with
diversity is absent.
3
Use of literature/
evidence of reading
and research
relevant to and of
children’s literature,
its studies
Evidence of
extensive
references to
relevant
literature,
both
academic and
children’s
literature
Evidence of
relevant literature
sourced, beyond
material suggested
in Study Guide
Evidence of
some
references to
relevant
literature;
Evidence of
relevant academic
literature is absent
4
Academic writing Fluent, accurate
writing style
Language mainly
fluent. Some errors
in:
Grammar
Spelling
General expression
Referencing
Word count
Academic
writing
adequate.
Errors in:
Grammar
Spelling
General
expression
Referencing
Word count
Academic writing
inadequate.
Frequent errors in:
Grammar
Spelling
General expression
Referencing
Word count
17
Assignment two
Due date: 2 October
Weighting: 50%
Word count: 2000 – for critical analysis. No word limit for created book
Topic: Original text creation and critical analysis
Learning outcome: 3
Description
Drawing on the knowledge you have gained about children’s books and how they assist in
understanding diversity,
