DOCUMENT RESUME ED 399 512 CS 012 594 AUTHOR Mikulecky, Larry, Comp.; And Others TITLE Teaching Adolescent/Young Adult Literature: Course Handbook I--Education L535. INSTITUTION Indiana Univ., Bloomington. School of Education. PUB DATE [96) NOTE 107p.; Some of the accompanying materials may not reproduce clearly. PUB TYPE Guides Classroom Use Instructional Materials (For Learner)(051) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS *Adolescent Development; *Adolescent Literature; *Censorship; *Course Descriptions; Distance Education; Higher Education; Literary Genres; Literature Appreciation; *Privacy; Reading Materials IDENTIFIERS Controversial Topics; Diversity (Student) ABSTRACT This handbook presents course information, reading materials, and application/research projects for a distance education course that provides an introduction tothe genre of texts targeted for adolescent/young adult readers. The first section of thehandbook discusses the goals, structure; L-ILessMent 'sc.1,eme, readings, and resources for the course. The second throughfifth sections present four core units on (1) What Is Adolescent/Young AdultLiterature?;* (2) Adolescent Development;(3) Adolescent/Young Adult Literature and Issues of Diversity; and (4) Issues of Censorship andPrivacy. Most of the core units follow a pattern of a unit overview,reading and responding to articles related to unit topic, reading examples of adolescent/young adult literature related to unit topic, and an application/research project (which may include library research, Internet research and activity, developing teaching units, interviewing students, and evaluating teachingeffectiveness). (RS) ******************;:* ,,;:***********A;:***************** 'IvAA******, Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Education 1535: Teaching Adolescent/Young Adult Literature Course Handbook I Compiled by Larry Mikulecky, Mike Czech and Bonnie Cammeron Indiana University, Bloomington School of Education Language Education Department Sections: I. Course Overview: Goals, Structure, Assessment Scheme, Readings and Resources II. Core Unit 1: What is Adolescent/Young Adult Literature? III. Core Unit 2: Adolescent Development IV. Core Unit 3: Adolescent/Young Adult Literature and Issues of Diversity V. Core Unit 4: Issues of Censorship and Privacy Distance Education Indiana University Smith Research Center, Suite 150 2805 East Tenth Street Bloomington, IN 47408 1-800-759-4723 The contents of this course handbook are not to be reproduced in any Format without permission. To request permission, contact the above address. BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL EDUCATIONAL RESOURCES INFORMATION HAS BEEN GRANTED BY CENTER (ERIC) ii-This document has beenreproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. TO THE EDUCATIONAL RESOURCES 6Points of view or opinions stated in this document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. L535, Teaching Adolescent/Young Adult Literature (Language Education Department, School of Education Indiana University-Bloomington) Course developed by Larry Mikulecky, Mike Czech and Bonnie Cammeron This course provides an introduction to the genre of texts targeted for adolescent/young adult readers. Surveying the field, the course highlights and analyzes recent publications as it acknowledges significant, earlier texts and their distinguishing features. The course considers curricular and pedagogical issues salient to the adoption of young adult literature, particularly as teachers attempt to develop reader-centered approaches and multi cultural curricula for teaching and learning in our diverse society. Course Goals 1. To read and develop a familiarity with a wide range of adolescent/young adult literature from the classic to the current. 2. To become familiar with and examine scholarly work and research on a variety of teaching approaches which employ adolescent/young adult literature. 3. To develop a variety of curricular units which employ adolescent/young adult literacy and approaches studied as part of this course. 4. To perform action research (either as part of a classroom application project or with participating adolescents) related to adolescent/young adult literacy. 5. Students taking this course as part of a Master's degree which emphasizes distance technology will be expected take advantage of assignments and assignment options which draw upon Internet resources. Course Structure Course Units: This course is structured around six core units and a selection of four additional units from a menu of genre, topical, thematic, and research units. Most units follow a pattern of: I. Unit overview II. Reading and responding to 1-3 articles related to unit topic. III. Reading examples of Adolescent/Young Adult Literature related to unit topic. IV. Application/research project (These projects vary and include library research, Internet research and activity, developing teaching units, interviewing students, and evaluating teaching effectiveness. 1 Participation Activities: In addition to receivingregular written feedback on assignments, it is expected that students will receiveand provide feedback during interactions with the instructor and other studentsthrough one of more of the following means: 1) conference and individual telephone calls, 2) electronic (e-mail) discussiongroups, 3) electronic mail dialogues with the instructorand other students, 4) planned campus visits, and 5) meetings with other students who live inyour area. A plan for doing this will be worked out during initialconversations with your instructor. Internet Use: There are severalresources related to Young Adult and Adolescent literature available on the Internet. Theserange from lists of award winning books to professional journals availableon the Internet to collections of resources for teaching adolescent literature. You will be providedwith a beginning list of such resources and be expected to draw upon the Internet for several ofyour assignments. In addition, some students may choose to developnew Internet resources for teaching young adult and adolescent literature. Developing homepages for favorite authors, posting teaching ideas and lessons, and bringingtogether effective Internet links are all possible assignments. 2 Turning in Assignments and Grading If you intend to complete this course in a semester's time,pace yourself so that a new unit is completed and turned in about every 10-14 days. Pace yourself so that you can get feedback between units and can arrange participation and feedback activities. DO NOT TURN IN MORE THAN TWO UNITS TOGETHER. This makes it impossible to provide feedback to help you improve your performance. Grades will be compiled based upon individual unit performance with 10% of the grade determined by the level and quality of student participation in face-to-face, telephone, and e-mail discussions. Superior performances are usually associated with doing well on the more challenging application/research project options provided with each unit. Required Core Units (1-6) 1. What is Adolescent/Young Adult Literature (Definitions anda history of classic works) 2. Adolescent Development and Adolescent/Young Adult Literature (How adolescent literature relates to issues of adolescent development) 3. Adolescent/Young Adult Literature and Issues of Diversity (An examination of issues of culture, gender, ethnicity, and social values as they are reflected in adolescent literature) 4. Issues of Censorship and Privacy (How to teach adolescent literature ina manner which recognizes free access to information, respects the differing values of parents and communities, and allows you to keepyour job.) 5. The Teaching of Literary Aspects Using Adolescent/Young Adult Literature (Teaching adolescent literature using traditional literary elements such as plot, theme, character, point of view, style, etc.) 6. Alternative Approaches to Teaching Adolescent/Young Adult Literature (Interdisciplinary approaches, thematic and topical approaches, genre approaches, learner-centered approach.) 3 Selection Units You must choose 3 Genre/Topical Units 1. Genre/Topical Unit: Mysteries 2. Genre/Topical Unit: Science Fiction/Fantasy 3. Genre/Topical Unit: Romances 4. Genre/ Topical Unit: Adventure 5. Genre/Topical Unit: History 6. Genre/Topical Unit: Drama 7. Genre/Topical Unit: Non-fiction 8. Genre/Topical Unit: Poetry and Short Stories You must choose 1 Research Unit 1. Choose a topic related to adolescent/young adult literature, read 5-10 articles related to this topic, and write a 8-10 page paper with an annotated bibliography. The paper should be directed toward other teachers who want to know what is new in this area. Top papers will be posted on the Internet. 2. Each year articles and papers in the ERIC system and sources on the Internet list several different collections of "year's best" titles for adolescent/young adult literature. Review several of these recommendation lists and compileyour own reading list of 10-15 titles for a particular topic, theme, or genre. For each book, provide: A) a brief 100-150 word description designed to help an adolescent decide if he or she should read the book, and B) a paragraph or two for other teachers