spring 2017 tuesdays march 21rd may 9th 4:00 p.m. 6:25 p.m ... · office: wham 322k phone...
TRANSCRIPT
1
Literature for Young Adults
Spring 2017
Tuesdays March 21rd – May 9th
4:00 p.m. – 6:25 p.m.
Instructor: Heidi R. Bacon, PhD Email: [email protected]
Office: Wham 322K Phone (preferred) 520.237.2938
Office Hours: Wednesday and Thursday 2:30–5:30 p.m. and by appointment
Availability: Online daily and available via email, text, Skype, or Google Hangout
COURSE DESCRIPTION
The purpose of this course is to introduce students to quality literature for young adults. The course will
include a variety of genres and authors of literature for the young adult reader. Students in this course will
address the role of young adult literature in the curriculum.
EXPANDED COURSE DESCRIPTION
This course is an examination of landmark and contemporary literature for young adults. Students will
critically evaluate young adult literature and the implications for classroom use. Special attention will be
given to publications that have received national and international awards. Emphasis will be placed on the
use of young adult literature within the framework of the Common Core State Standards (CCSS).
The landscape of young adult literature is undergoing a renaissance. Innovative authors are exploring a
range of topics and issues in a variety of formats and styles. Young adult literature enjoys an expanding
field of readers to include both adolescents and adults. We will read widely from non-fiction, novels,
picture books, and poetry to build upon our understandings of cultural, literary diversity through our
engagements with text. We will inquire into the authors, illustrators, and poets who create literature for
adolescents, identify recent trends, and examine the role that young adult literature can play in the lives of
adolescents in different settings. We will nurture our ability to develop personal understandings and
interpretations from literature and critique the lenses through which we view the world and our
experiences. This class offers a rich opportunity to immerse yourself in quality literature, compelling
writing, and the multiple worlds of adolescents.
SYLLABUS CI: 445
COURSE OBJECTIVES
Upon completion of this course, students will have an understanding of the following:
Objective IPTS InTASC ILA ISTE Course Assignment(s)
Identify authors and
become familiar
with landmark and
contemporary texts
6B 2k, 4m,
5j, 5p, 5q,
9e, 9m
2.3, 4.1 1a Readings; blog posts; mini-
inquiry on young adult
author; book talk media
project
Analyze and
critically evaluate
texts from a variety
of genres
1F, 2I,
9A, 9G
4q, 5q,
9e., 9m
2.3, 4.1 1a Readings; blog posts; mini-
inquiry on trends in young
adult literature; book talk
media project
Become aware of
and address issues
of diversity in
young adult
literature
1E, 1F,
2E, 9G
1e, 2k,
4m, 4q,
5q, 9e,
9m
2.3, 4.1 1a Readings; blog posts, mini-
inquiry on adolescence;
mini-inquiry on trends; book
talk media project
Develop curriculum
that brings readers
and texts together,
fosters engagement
with text, and
develops literary
understandings
1F, 2C,
2N, 3K,
4D, 5A
6B, 6F,
9G
1e, 1j, 2c,
2j, 3b, 3i,
4j, 4m,
4p, 5m,
7a
2.3, 4.3,
5.3
1a, 2a, 4b Final inquiry
Utilize technology
and media to
support teaching
and learning
2L, 3E,
4D, 5O
5l, 8r 6.2 1a, 2a, 4b Blog posts, book talk media
project; final inquiry
REQUIRED TEXTS
Beach, R., Appleman, D., Fecho, B., & Simon, R. (2016). Teaching literature to adolescents (3rd ed.).
New York, NY: Routledge.
ISBN-13: 978-1138891241
Additional readings will be made available on D2
You are required to have a LiveText account.
Standards
Links for Common Core Standards:
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf for English Language Arts &
History/Social Studies, Science, & Technical Subjects
NCTE: http://www.ncte.org/standards
COURSE EXPERIENCES
Course experiences are based on the following conceptual framework: Learning is a process of inquiry;
learning is active and reflexive; learning happens when we connect what we are learning to our
experiences and what we know; learning occurs in a multi-cultural word and in a multiplicity of contexts
with many ways of knowing.
Flex your book blogging muscle (10%): Share responses to your weekly readings and reviews of books
with your class colleagues via your blog. In addition to your weekly responses, reviews of books,
and mini-inquiry write-ups, you can also blog about your reading list, books you want to read,
books you have read, and/or books you are reading for your inquiries, etc. The readings and
postings for this course need to be done weekly. This course is based on continuous reading of
young adult literature and you will greatly decrease your learning and participation if you are not
reading regularly throughout the course. You will negotiate the types of books to read for this
course based on your needs and interests.
Mini-Inquiry on Adolescence (10%). Select a question of interest to you regarding adolescents and
young adult literature and complete a mini-inquiry. To answer your question, you might conduct
an interview or observe a group of adolescents in a natural setting; engage in a professional
reading that relates to your question; reflect on your own history as an adolescent reader;
interview a librarian or bookstore employee; examine YA books from earlier time periods, etc.
Write-up your inquiry and reflect on your learning in your blog.
Mini-Inquiry on Trends in Young Adult Literature (10%): Based on your reading of young adult
literature, choose a trend of interest to you and engage in further research on that trend. Gather
books related to the particular trend and research what has been written about that trend. Include
the perceptions of adolescents in your research. Trends can range from the popularity of a
particular type of book such as dystopias or steampunk to shifts in how particular topics or issues
are dealt with such as sexuality. Some examples of recent trends that might be related to
readership include the emergence of strong adult readership for many young adult authors, the
use of social media by authors to appeal to adolescents as readers, or Hollywood’s focus on
young adult literature as a source of movie scripts. Write up your inquiry and reflect on your
learning in your blog.
Mini-Inquiry on a Young Adult Author (10%): Select an author who interests you or to whom you feel a
strong connection. Gather a collection of that author’s books and spend time reading about their
life and exploring their work through on-line and print resources. Create a poster, a visual display,
and a handout to present your work conference style. Invite several colleagues to view the
displays and participate in a young adult literature discussion. Reflect on this experience and how
it has influenced your understanding of young adult literature. Write it up in your blog.
Book Talk Media Project (20%). Develop two digital book talks (5-10 minutes each). One book should
reflect a landmark text and the other a contemporary text. Your book talk should encompass the
following: information about the author and genre; themes or styles; controversies associated with
the text; ties to popular culture; suggestions for a landmark or contemporary or companion text;
any links to critical theories; and 2 evocative questions for discussion.
Final Inquiry (40%). The final inquiry is a Benchmark Assessment. Students will develop an young
adult literature unit or a resource unit that pulls together textual resources and related learning
activities. The inquiry artifact should demonstrate a thorough understanding of theory and
practice that frames the final inquiry. The final inquiry comprises three parts: a proposal, the unit,
and a media presentation to be shared at the final exam meeting. The proposal introduces the
topic of the inquiry, the importance of the topic and related rationale, an overview of the research,
and how the inquiry connects to CCSS. The media presentation can be a sharable multi-modal
text that supplements your artifact and which can be used when teaching a text or conducting
professional development. A handout that explains the final inquiry will be posted on D2L and
discussed in class. Include a final reflective blog post on your take-away from this project.
IPTS 1F, 2C, 2L, 2N, 3E, 3K, 4D, 5A 6B, 6F, 9G; InTASC 1e, 1j, 2c, 2j, 3b, 3i, 4j, 4m, 4p, 5l,
5m, 7a, 8r; IRA 2.3, 4.3, 5.3, 6.2; ISTE 1a, 2a, 4b
EVALUATION
Grading Scale: 92%=A, 85%=B, 70%=C, 60%=D, Below 60%=F
NB. Completing the above course requirements does not automatically result in an “A” grade. An “A”
grade is earned only by satisfying the highest standards set for each assignment, regular attendance, and
thoughtful, active participation in the course.
COURSE CALENDAR
The information contained in this course syllabus, other than the grade and absence policies, may be
subject to change with reasonable notice, as deemed appropriate by the instructor. All changes and
adjustments will be discussed in class when possible and posted under Announcements in D2L.
Date Theme
Learning Activities Due
March 21st
Week #1
Course Introduction and Overview
Defining Adolescence and Imagining our
Literature Classrooms
Due for March 30th
Readings: Chapters 1-2; “The Look of
Classic Young Adult Literature”; read a
book you read as a teen; read a
contemporary young adult book
Assignments: Establish your blog;
respond to the readings in your blog;
respond to 2 blog posts; visit wowlit.org
March 28th
Week #2
History and Current Trends in Young
Adult Literature Due for April 6th Readings: Chapters 3-5; read a landmark
young adult book and a contemporary
young adult book
Assignments: Mini-Inquiry on
Adolescence; reading blog post; respond
to 2 blog posts
April 4st
Week #3
Creating Opportunities for Adolescents to
Engage in Literature Due for April 13th
Readings: Chapters 6-8; choose and read
an article on wowlit.org; 2 young adult
books
Assignments: Mini inquiry on trends in
young adult literature; mini-inquiry blog
post; reading blog post; respond to 2 blog
posts
April 11th
Week #4
Diversity in Young Adult Literature Due for April 20th
Readings: Chapters 9-10; Yoon (2010); 2
young adult books
Assignments: Book talk #1; mini-inquiry
blog post; reading blog post; respond to 2
blog posts
April 18th
Week #5
Experiencing Literature Due for April 27th
Readings: Eva-Wood (2008); 3 young
adult books (1 of which is a challenged or
banned book)
Assignments: Mini-inquiry on young
adult author; book talk blog post; reading
blog post; respond to 2 blog posts
April 25th
Week #6
Responding to Literature Due for May 4th
Readings: Glaus (2014); Moss (2013); 2
young adult books
Assignments: Book talk #2; mini-inquiry
blog post; reading blog post; respond to 2
blog posts
May 2nd
Week #7
Literature in the Curriculum Due for May 11th
Readings: 3 young adult books
Assignments: Book talk blog post;
reading blog post; respond to 2 blogs;
final inquiries
May 9th
Week #8 Final Exam–Final Inquiries
Appendix A
Course Policies
Attendance. Attendance is mandatory. More than one absence will be considered justification for
lowering the course grade by one letter grade. Extenuating circumstances will be dealt with on an
individual basis. Email or text at your earliest convenience to notify me of any tardiness or absence.
Failure to do so will result in an unexcused absence.
Participation and active engagement. Come to class prepared and ready to actively engage in learning
activities. Read and complete assignments before class, thoughtfully participate in discussions and
activities, and actively work with others. Your participation and contributions are essential to building a
professional learning community.
Assignments. All assignments must be posted to D2L before class on Thursdays by 3:00 p.m. Please
observe due dates. Points will be deducted for late work; any assignment submitted more than one class
meeting late will receive no more than half the points available for that particular assignment. All work
must be typed. Assignments must conform to APA guidelines.
Exhibit professional behavior and civility. Students are expected to assist in maintaining a learning
community that is conducive to learning. Embracing diversity (cultural, religious, and otherwise) and
others’ ways of knowing enriches our professional learning community. Technology and devices that
enhance, but do not distract or disrupt, the learning environment are welcomed.
I am open to your suggestions.
If you anticipate issues related to the requirements of this course, please discuss them with me at your
earliest convenience. Likewise, if you have concerns about the coursework, teaching, grading, etc. It is
imperative that I know as soon as possible, so I can mediate them.
I am excited to get to know you, work with you, and learn with you!
Appendix B
Young Adult Library Services Association: http://www.ala.org/yalsa/booklistsawards/booklistsbook
International Literacy Association Reading Lists: https://www.literacyworldwide.org/get-
resources/reading-lists/young-adults-choices-reading-list
Classic Young Adult Novels
Taylor, M. (1976). Roll of thunder hear my cry. NY: Penguin.
Hinton, S. E. (1967). The outsiders. NY: Viking.
Lowry, L. (1993). The giver. Houghton Mifflin.
Paulson, G. (1999). The hatchet. NY: Scholastic.
Voigt, C. (2003). Homecoming. Aladdin.
Contemporary Young Adult Fiction
Alexie, S. (2007). Flight. NY: Grove/Atlantic.
Anderson, L. H. (2001). Speak. NY: Penguin.
Cisneros, S. (1984). The house on Mango Street. NY: Vintage Books.
Meyers, W. D. (1999). Monster. NY: Harper Collins.
Ryan, P.M. (2000). AEsperanza rising. NY: Scholastic.
Parodies and Retellings
Austin, J., & Grahme-Smith, S. (2009). Pride and prejudice and zombies. Philadelphia, PA: Quirk
Publishing.
Beddor, F. (2006). The looking glass wars. NY: Dial Books.
Gardner, J. (1989). Grendel. NY: Random House.
Maguire, G. (1995). Wicked. NY: Harper Collins.
Autobiography and Memoir
Ali, A. (2007). Infidel. NY: Simon and Schuster.
Plath, S. (2009). The bell jar. NY: Harper Perennial.
O’Brien, T. (2009). The things they carried. NY: Mariner.
Wiesel, E. (1972). Night. U.S.: Hill and Wang.
Yousafzai, M., & McCormick, P. (2014). I am Malala: How one girl stood up for education and changed
the world. Little Brown Books for Young Readers.
More Adolescent Fiction
Babbitt, N. (2007). Tuck everlasting. NY: Square Fish.
Collins, S. (2010). The hunger games. NY: Scholastic.
Creech, S. (2003). Walk two moons. NY; Harper Teens.
L’Engle. (2007). A wrinkle in time. NY: Square Fish.
McCormick, P. (2006). Sold. Disney Hyperion.
Paulson, G. (2007). Harris and me. Sandpiper Press
Spinelli, J. (2004). Stargirl. NY: Laurel Leaf.
Soto, G. (2000). Baseball in April. Sandpiper Press.
Graphic Novels
Satrapi, M. (2003). Persepolis. NY: Pantheon.
Spiegeleman, A. (1986). Maus. NY: Pantheon.
Thomas, R., & Fiumara, S. (2008). The picture of Dorian Gray. Marvel.
Yang, G. L. (2008). American born Chinese. NY: Square Fish.
Vaughan, B., & Niko, H. (2006). Pride of Bagdad. DC Comics/Vertigo.
Appendix C
Teacher Education Program
The Teacher Education Program (TEP) at Southern Illinois University Carbondale is fully accredited by
the National Council for the Accreditation of Teacher Education/ Council for the Accreditation of
Educator Preparation (NCATE/CAEP) and by the Illinois State Board of Education. Spanning the entire
university, the Teacher Education Program is administered through the College of Education and Human
Services and includes majors from the College of Education and Human Services, the College of Science,
the College of Liberal Arts, and the College of Agricultural Sciences. Teacher education programs
approved by the State Educator Preparation and Licensure Board (SEPLB) are offered at the
undergraduate level in early childhood education, elementary education, special education, secondary
education, and in majors and minors that lead to the special certificate to teach K-12 art, music, physical
education, and foreign languages.
Teacher Education Conceptual Framework:
Preparing Reflective Educational Leaders
The conceptual framework identified by Southern Illinois University Carbondale’s College of Education
and Human Services reflects the professional community’s commitment to preparing reflective
educational leaders at both the undergraduate and graduate levels. Reflective educational leaders are able
to review, reconstruct, reenact, and critically analyze their own and their students’ performances as a
means to formulate explanations with evidence. A reflective educational leader fosters his/her
professionalism in practice when he/she values students’ myriad identities, equips students with the
literacies required to participate in a democratic society, and engages stakeholders to make this
learning accessible, rigorous, and relevant.
Our conceptual framework views the professional development of teachers and other educational
personnel to be an evolutionary and maturational process. Our goal is to prepare a competent, reflective
educational leader, ready to assume the responsibilities of educating individuals but with full awareness
that his or her induction into the profession continues throughout the duration of his or her professional
career. We believe that our teacher candidates not only practice reflective thinking but also become
practitioners of reflective action. We believe that effective teaching is characterized by interactions with
students to present subject matter, followed by informed reflection on these interactions and
presentations. Teachers should make decisions among methods and content based on their competence in
both subject matter and pedagogy, rather than acting as technicians following a predetermined
curriculum. All unit programs are aligned to the Illinois Professional Teaching Standards as well as
standards from their respective content areas.
The model below represents the three major tenets of SIU’s Teacher Education Program: Literacies,
Identities, and Engagement:
Literacies:
Reflective educational leaders understand the vast array of literacies students need to function in today’s
modern society. This includes knowledge of reading, writing, and aural communication within the content
area as well as media, scientific and quantitative literacy (Chessin & Moore, 2004; Crowe, Connor, &
Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear, Coffman, McKenna, & Ambrosio,
2000; Leinhardt & Young, 1996; McKenna & Kear, 1990; Moje, 2008; Perry, & Delpit, 1998; Shulman,
1987; Schwartz, 2005; Wilson, 2006; Wineburg, 2001).
Identities:
Reflective educational leaders understand the diverse characteristics and abilities of all students and how
these students develop and learn within the context of their social, economic, cultural, linguistic, and
academic experiences. Using these experiences they create instructional opportunities to maximize
student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine, 1997; Olsen, 2010; Rose & Meyer,
2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-Cantrell, 2011).
Engagement:
Reflective educational leaders are ethical and reflective practitioners who exhibit professional
engagement by providing leadership in the learning community and by serving as advocates for students,
parents or guardians, and the profession (Amatea, Daniels, Bringman, & Vandiver, 2004; Bemak, &
Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak, Carpenter, & King-Sears, 1998;
Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts, DeKruyf, & Chen-
Hayes, 2007).
Dispositions
The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors
(dispositions) as educators interact with students, families, colleagues, and communities should support
student learning and development. These dispositions are:
The candidate demonstrates professionalism:
dependability and reliability
honesty, trustworthiness, ethics
enthusiasm, love of learning and commitment to the profession
The candidate values human diversity:
shows respect and sensitivity to the learning needs and abilities of all individuals
shows respect and sensitivity to the diverse cultures, languages, races, and family compositions
of all individuals
strives for best practices to address diverse learning needs and abilities of all individuals
strives for best practices to address diverse cultures, languages, races, and family compositions
of all individuals
collaborates with diverse peers, professional colleagues, staff and families
The candidate develops professionally:
engages in ongoing acquisition of knowledge
engages in development of research-based practices
assesses own performance and reflects on needed improvements
References
Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-teacher-
family connections: The family-school collaborative consultation project. Professional School
Counseling, 8(1), 47-55.
Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for school
counselors: A multicultural/social justice perspective to move beyond the nice counselor syndrome.
Journal of Counseling & Development, 86(3), 372-382.
Brown, B. (2005). The politics of public discourse, identity, and African-Americans in science education.
The Negro Educational Review, 56(2&3), 205-220.
Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.
Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running Press.
Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading
curricula, poverty, and first through third grade reading achievement. Journal of School Psychology,
47, 187-214.
Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct
Instruction, 1(2), 137-149.
Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New Press.
Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and
communities. New York: Routledge.
Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal
of Teacher Education, 58(1), 47-61.
Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American
Association of Colleges for Teacher Education.
Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude toward
writing: A new tool for teachers. The Reading Teacher, 54(1), 10-23.
Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A new role
for counselors serving at-risk youths. Journal of Counseling & Development, 76(2), 123-133.
Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational
Research Journal, 32(3), 465-491.
McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.
McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The
Reading Teacher, 626-639.
Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom.
Boulder, CO: Paradigm.
Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education of
African-American children. Boston: Beacon Press.
Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice
advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90-
97.
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for
learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading history.
Cognition and Instruction, 14(4), 441-486.
Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning: A call
for change.” Journal of Adolescent and Adult Literacy 52, 96-107.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational
Review, 57(1), 1-32.
Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In G. Schwartz & P. Brown
(Eds.), Media literacy: Transforming curriculum and teaching, pp. 5-17. Malden, MA: Blackwell
Publishing.
Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT Press.
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language
concepts and dyslexia. Dyslexia, 17, 165-183.
Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment, pp. 1-10.
Portsmouth, NH: Heinemann.Wineburg, Sam. 2001. Historical Thinking and other unnatural acts:
Charting the future of teaching the past. Philadelphia, PA: Temple University Press.