Course Description s42
Faculty of Education
Fall 2009
ED3239(FA)
CANADIAN MULTICULTURAL CHILDREN’S LITERATURE
instructor: / Dr. Mary Clare Courtland
class time/rm: / WED, 8:30-10:30am, BL2036
tel / rm: / 807-343-8696, BL2004
email:
office hrs: /
Wed 8:00-8:30am and after class
COURSE DESCRIPTION
Intended for Junior/Intermediate/Senior students, the course explores issues of Canadian identity and representations of identity in contemporary multicultural children’s/adolescent literature. Participants will have opportunities to read and respond to multicultural texts and to consider the implications of implementing a critical literacy approach to multicultural literature in middle school, junior high and secondary classrooms.
FOUNDATIONS OF PROFESSIONAL PRACTICE
The Standards of Practice for the Teaching Profession (Ontario College of Teachers, 1994) are embedded in the course, readings, and assignments.
COURSE EXPECTATIONS
Teacher candidates will
$ survey and critique a variety of Canadian multicultural children’s/adolescent literature
$ explore concepts and issues related to diversity, identity and representation through assignments, readings, and Canadian multicultural children’s/adolescent literature
$ understand and apply a critical literacy perspective to literary texts
$ understand the roles of engagement and response in the comprehension and creative expression of personal/social meanings
$ reflect upon personal assumptions about diversity, identity, representation and the development of metacognitve awareness of the role of the teacher and implications for incorporating Canadian multicultural children’s/adolescent literature into the curriculum
TOPICAL OUTLINE
1. Canadian multicultural picture books, short stories, poetry, and novels
2. Critical literacy/strategies to promote critical literacy
3. Concepts, themes and issues related to identity and representation in multicultural children’s/adolescent literature
4. Reader response (engagement and response)
5. Criteria for assessing picture books
REQUIRED TEXTS
Selected readings (available from the LU Book Store)
NB. Teacher candidates are responsible for acquiring Canadian multicultural texts.
COURSE REQUIREMENTS
Readings and Participation 20%
● Complete all assigned readings and be prepared to discuss them in class. The schedule notes the required readings and due dates.
● Contribute to in-class discussions.
● Collaborate with peers on the development and completion of task/projects.
● Listen attentively and courteously when classmates are speaking and/or presenting.
● Arrive punctually for all classes. No teacher candidate may miss more than two (2) classes.
● Teacher candidates are welcome to bring a snack or drink to class; however, please do not leave during class time to purchase refreshments from the cafeteria.
● The class will run for approximately 1 hour, 40 minutes to allow time between classes. There will be no break during class time.
Reading Response Journal 30%
The purpose of the journal is to provide teacher candidates with opportunities to respond and reflect on the assigned readings and multicultural books and to develop metacognitive awareness of the role of literacy and/or teachers content area and implications for incorporating Canadian multicultural children’s/adolescents’ literature into the curriculum.
The entries for the journal should be kept in a duo-tang, scrapbook or other bound container.
1. Compose a cultural autobiography of 2-4 double-spaced pages that explains the following:
§ life experiences that were/are significant in contributing to your worldview (heritage, family, religious, gender, exceptionality, schooling, work, friendships etc.);
§ your understanding of multiculturalism and diversity in Canada;
§ how your experiences have influenced your cultural assumptions, beliefs, and practices in relation to multiculturalism and diversity;
§ how you envision the role of Canadian multicultural children’s/adolescent literature in your future classroom
2. Prepare one journal entry for each required reading.
Examples of responses to assigned readings may include:
P reflections on a quote or key idea in a text
P connections across texts (analysis and synthesis)
P application of the ideas in a text to a particular picture book or novel
P implications for the role of the teacher
P implications for incorporating multicultural children’s/young adult literature into the curriculum
P explanation of how reading informs your understanding of Canadian identity and representations of identity in picture books and novels
N.B. Entries for assigned readings are due on the date the reading will be discussed in class.
Please include the author/title of each assigned reading and the date of the entry.
3. Create a response to one picture book.
Examples of responses to picture books may include:
P a written description of your personal engagement with the book (interpersonal and intertextual relations)
P a response such as a poem, collage, alternative text, etc.
P an evaluation of the picture book from a critical literacy perspective
P the development of a set of questions that promote reading from a critical stance (on both textual and visual representations)
P see Appendix for additional ideas
4. Compose a final reflection on the course that explains:
§ the value of composing your cultural autobiography at the beginning of the course in understanding how your cultural assumptions, beliefs, and practices mediate your perspective on Canadian multiculturalism and diversity.
§ how the course informed your understanding of Canadian multicultural children’s/adolescent literature and ways of using these resources in your teaching.
Group Project: Text Set of Themes/Issues 25%
The class will work in groups of four-six students to explore Canadian multicultural literature texts and select a text set on a theme or social justice issue. Text sets are books that share a theme or issue and/when used together, provide scaffolding for students to develop awareness of and understanding of concepts and content.
1. Select a variety of books on a theme or issue. The text set must include at least one Canadian multicultural picture book. Analyze the texts from a critical literacy perspective. (Analyses of picture books must focus on text and illustrations.)
2. Prepare a one or two page handout (typed) which includes:
§ intended grade level/division
§ description of text set
§ rationale
§ key findings related to critical literacy
§ ways in which you might use the text set in literacy or subject area curricula (for example, a unit introduction to a subject area unit or project, or a novel study)
§ bibliography
3. Present a book talk to the class. Select a format such as an expert panel or talk show.
4. Distribute copies for the presentation of handout to class.
N.B. The amount of time per group will depend on the number of groups.
Group Project: Novel Study 25%
The class will be divided into groups of four-six students. We shall use a strategy called “literature circles” to discuss the novels.
1. Decide on a multicultural novel to read during the term. See Appendix for possibilities.
2. Divide the novel into four “chunks.” You will be responsible for reading each section and completing the role task. Roles should rotate among group members. One person should collect the role sheets and put in a folder for submission. Roles include:
P Facilitator
P Literary Critic
P Researcher
P Connector
P Vocabulary Seeker
P Sketch Artist
(See role sheets in Appendix)
3. Each group must create a visual representation of the novel. The representation might focus on a key theme, a powerful scene or a character. The visual representation might take the form of a quilt, a painting, a bulletin board (you can purchase folding display boards at Staples), a collage, a poster etc. On the last day of class, we shall have a gallery walk.
The project should be accompanied by a one page (typed) description of the theme and symbolism embodied in the visual representation.
EVALUATION (Please refer to the attached rubrics for criteria.)
Assignment / Due Date / % Final Grade / By Whom1) Readings and participation / Ongoing / 20 / Instructor
2) Reading Journal / Ongoing / 30 / Instructor
3) Book Talk / Oct 14/09 / 25 / Group/Instructor
4) Novel Study / Nov 4/09 / 25 / Group
NB. Please note the following:
1. Attendance is required in the course. No student may miss more than two (2) classes.
2. Students must arrive on time and be present for the full class.
3. Assignments and expectations will be discussed in class.
4. Course assignments which involve writing must be typed.
5. In order to complete the course successfully, every assignment must be completed.
6. Reading journal must be kept up to date (in order for students to discuss readings). No incomplete will be given for the journal.
RELATED LAKEHEAD UNIVERSITY and FACULTY OF EDUCATION POLICIES
INCOMPLETE STANDING
http://mycoursecalendar.lakeheadu.ca/pg35.html [V Standing)
The Faculty of Education Assessment Rubric.
http://education.lakeheadu.ca/undergraduate/uploads/Microsoft_Word_-_Faculty_of_Ed_Grading_Policies.pdf
Advisement: CELL PHONES, PDAs etc.
The Faculty of Education cautions Professional Year Candidates that the use of cell phones, personal digital assistants (PDAs), handhelds, etc., in class for personal communications (whether checking voice mail, reading or sending text messages, or making conventional telephone calls) is professionally unacceptable in the context of a class or while a formal presentation is in progress. Moreover, since digital image capturing devices in cameras, cell phones, and PDAs have the potential to be used in a manner that violates the privacy of instructors and students, the Faculty of Education requests that such devices be used only with the prior permission of the person(s) to be photographed.
Most Canadian schools require that cell phones, etc. not be used during hours of instruction. The Faculty of Education requests that students power off or mute their PDAs during classes, presentations, tests and exams, and that, while on practicum, teacher candidates not use them in a way that contravenes the school's or board's protocols.
REFERENCES
Bainbridge, J., & Wolodko, B. (2002). Canadian picture books: Shaping and reflecting national identity. Bookbird, 40(2), 21-27.
Johnston, I. (2000). Literature and multiculturalism. In M.C. Courtland and T. Gambell (Eds.), Young adolescents meet literature: Intersections for learning (pp. 299-320). Vancouver, BC: Pacific Educational Press.
Johnston, I., & Mangat, J. (2003). Cultural encounters in the liminal spaces of Canadian picture books. Changing English,10(2), 99-204.
McLaughlin, M., & De Voogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent and Adult Literacy, (48) 1, 52-62.
Saldhana, L. (2008). White picket fences: At home with multicultural children’s literature in Canada. In M. Reimer (Ed.), Home words: Discourses of children’s literature in Canada (pp. 129-143). Waterloo, ON: Wilfrid Laurier University Press.
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RUBRIC: READINGS AND PARTICIPATION
/ Level 4(A to A+) / Level 3(B- to B+) / Level 2(C- to C+) / Level 1(D/F) /Minimal expectations for successful completion of course / / / $ regular attendance
$ arrives punctually
$ completes assigned readings and contributes thoughtfully to class/small group discussions
$ completes assigned tasks (i.e. text maps) on time; written submissions are well-developed and edited / $ attendance is not regular
$ arrives late/leaves early
$ does not complete assigned readings and so cannot make informed and thoughtful contributions to whole class/small group discussions
$ fails to complete assigned tasks so that the group cannot complete its work
Level of engagement / $ demonstrates a level of personal engagement, reflection, and self-initiation, which exceeds expectations / · demonstrates personal engagement and self-initiative, and meets expectations / $ suggests some personal engagement and self-initiative, and meets most expectations / $ suggests minimal insufficient engagement and barely meets expectations
Theory/concepts/
content / $ demonstrates over time, a transformation from student/teacher candidate to professional educator – a reflective practitioner who understands the relations between theory and theoretically-based curriculum decision making, and the use of appropriate content and teaching strategies to promote students’ literacy learning / $ demonstrates a comprehensive understanding of theory, concepts and content and the implications for practice
$ completed assignments and contributions to small/whole class discussions
$ demonstrate imaginative and/or critical thinking / $ demonstrates a satisfactory understanding of theory, concepts, and content, and the implications for practice
$ completes tasks
$ demonstrates imaginative and/or critical thinking / $ demonstrates marginal/ insufficient understanding of theory, concepts, and content
$ tasks are completed perfunctorily with little/no evidence of connections across ideas and applications of ideas to practice
Interpretive community / $ demonstrates over time a transformation from student/teacher candidate to professional educator – who values professional collaboration and contributes constructively to the creation of the interpretive community / $ uses constructive strategies in small group discussions (e.g. invites other group members to contribute; asks questions to clarify a point; negotiates to find a basis for agreement)
$ follows up on others’ ideas, and recognizes the validity of different points of view in group discussions or problem-solving activities
$ works with members of the group to establish clear purposes and procedures for solving problems and completing projects
$ trust is evident / $ engages in some off-task and/or disruptive behaviours
$ experiences some difficulty in working cooperatively with peers
$ treats others courteously
$ contributes to the development of the interpretive community
$ some trust is evident / $ engages in off-task and/or disruptive behaviours
$ experiences difficulty in working cooperatively with peers
$ treats others insensitively (with regard to gender, sexuality, race, age, or culture)
$ constrains trust necessary to build the interpretive community
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RUBRIC: READING JOURNAL
Criteria / 1(A to A+) / 2
(B- to A-) / 3
(C- to C+) / 4
(D/F)
" completes entries on time and thus participates actively in class discussions (see schedule)
" keeps log in bound form (i.e. duotang) and submits full log each time it is collected
" entries demonstrate
high level of understanding of concepts, content and texts addressed in the course
ability to analyze/synthesize across texts
capacity for reflection with regards to one’s ‘situatedness’ as an individual and professional in a multicultural society
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RUBRIC: BOOK TALK (TEXT SET PROJECT)
Names: ______
______
Novel: ______
Group Process (Inquiry)Criteria / 1
(A to A+) / 2
(B- to A-) / 3
(C- to C+) / 4
(D/F)
" participates in exploring and selecting texts
" works collaboratively to identify theme/issue
" applies critical literacy skills to analyzing texts
o uses constructive strategies in planning sessions to prepare book talk
o shares workload and responsibility for presentation and handout with group members
/10
Group Presentation (Handout)
Criteria / 1
(A to A+) / 2
(B- to A-) / 3
(C- to C+) / 4
(D/F)
" presentation is interesting and informative
" each group member demonstrates an understanding of the theme/issue
" each group member demonstrates his/her understanding of critical literacy through his/her discussion of a text(s) in the text set
" handout is well organized and addresses theme/issue description, rationale, teaching strategies, and references
/10
Instructor Comments
/5