• Become acquainted with the variety of material available for children's reading.
• Become familiar with the purposes and goals of children's reading.
• Identify the major issues involved in choosing works for children.
• Developing a working knowledge of children's literature by means of an extensive working bibliography.
• Develop criteria for selecting children's reading and listening material.
• Develop oral reading and presentation skills.

Reference

• Cullinan, Bernice E. and Lee Galda. Literature and the Child. 4^th ed. Harcourt Brace, 1998.

• Carroll, Lewis. Alice in Wonderland. (1865) Norton Critical Ed. Norton, 1992.
• Creech, Sharon. Walk Two Moons. (1994) HarperCollins, 1996.
• de Saint-Exupery, Antoine. The Little Prince. (1943) Harcourt Brace, 1971.
• L'engle, Madeline. Wrinkle in Time. (1962) Bantam Doubleday Dell, 1973.
• Lewis, C. S. The Lion, the Witch, and the Wardrobe. (1943) HarperCollins, 1994.
• Mongomery, L. M. Ann of Green Gables. (1908) Bantam Classics, 1992.
• Taylor. M. Roll of Thunder, Hear My Cry. Puffin, 1976.
• WWW: Folk and Fairy Tales
• Grimms Fairy Tales:  http://www.inform.umd.edu/EdRes/ReadingRoom/Fiction/FairyTales/
• International Folk Tales:  http://darsie.ucdavis.edu/tales/

Read the following from Grimms Fairy Tales:
• Beauty and The Beast
• Dopey Dennis
• The Emperor's New Clothes
• Hansel and Gretel
• Thumblina
Read the following from International Folktales:
• African -- The Rabbit Steals the Elephant's Dinner
• China -- Four Dragons
• Japanese -- Tiny Finger
• Native American -- How Goosklap Found the Summer
• Scotland -- The King of Lochlin's Three Daughers

• Annotated Bibliography. Read a minimum of 40 children's literature books (in addition to the assigned textbook reading) and prepare an annotated bibliography. This may either be presented as a "paper" or on "bibliography cards." You must read at least two from each of the following areas:
• picture books
• nursery rhymes, alphabet, counting, concept books
• folk tales
• fables, myths, heroic tales
• modern fantasy
• poetry
• animal stories
• realistic fiction
• historical fiction
• informational
• biography
• cultural or diversity area (choose at least one of the following: African American, native American, Asian American, Latino, international / regional, gender concerns)
• Term Paper. Write a short paper (800-1000 words) establishing your position on a significant issue in children's literature. If you are taking this course for graduate credit, the term paper must be significantly longer (2500-3000 words) and should include substantial secondary references.
• Group Presentation. Work with 3-4 others in preparing a 10 minute oral presentation on any aspect of children's literature and the classroom.
• Oral Reading: Prepare a 5-minute oral reading for the rest of the class.

1.  Grading

midterm exam 15%  final exam 20%  annotated bibliography 25%  term paper 20%  group presentation 10%  oral reading 10%

A = 90 -100%  B = 80-89%  C = 65-79%  D = 50-64%  F = below 50%

     Borderline grades will be affected by a student's faithfulness in attendance and work, by promptness, by diligence, by
     involvement in the course, and by expressed interest.

2.  Attendance and late work.

Regular class attendance is expected. Late work, except for emergencies and long-term illness, will be penalized 10%. The two major assignments (term paper and annotated bibliography) are due in the instructor's office at the close of regular office hours on the due date. The instructor will have the final word on what constitutes an emergency or long-term illness.

3. Honesty.

As the instructor, I assume, that academic honesty is an ethical and moral value that each student will uphold. In the event that any student's work is dishonest, the university policies and procedures as presented in the 1997-98 Bulletin will be followed (see pp 33-34).

NOTE: The following works of secondary criticism may be useful for reference, for background reading, and as resources for research.

• Anderson, Celia Catlett and Marilyn Fain Apseloff. Nonsense Literature for Children: Aesop to Seuss. Hamden, CN: Library Professional Publications, 1989.
• Bettelheim, Bruno. The Uses of Enchantment: The Meaning and Importance of Fairy Tales. New York : Knopf, 1976.
• Egoff, Sheila, G. T. Stubbs, and L. F. Ashley, eds. Only Connect: Readings on Children's Literature. New York: Oxford University Press, 1969.
• Finazzo, Denise Ann. All for the Children: Multicultural Essentials of Literature. Albany, NY: Delmar, 1997.
• Frey, Charles and John Griffith. The Literary Heritage of Childhood: An Appraisal of Children's Classics in the Western Tradition. New York: Greenwood Press, 1987.
• Hearne, Betsy Hearne and Marilyn Kaye, eds. Celebrating Children's Books: Essays on Children's Literature in Honor of Zena Sutherland. New York : Lothrop, Lee & Shepard Books, 1981.
• Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children's Books. New York: HarperCollins, 1997.
• Kohl, Herbert R. Should We Burn Babar?: Essays on Children's Literature and the Power of Stories. New York : New Press, 1995.
• Lukens, Rebecca J. A Critical Handbook of Children's Literature. 3^rd ed. Glenview, IL: Scott, Foresman, 1986.
• Lurie, Alison. Don't Tell the Grown-ups: Subversive Children's Literature. Boston: Little, Brown, 1990.
• Miller, Lorraine, ed. Gateway to Reading: A Guide to Building a Library for Seventh-day Adventist Schools, K-10 in the North American Division. Silver Spring, MD: North American Division of Seventh-day Adventists, Office of Education, 1991.
• Rasinski, Timothy V. and Cindy S. Gillespie. Sensitive Issues: An Annotated Guide to Children's Literature, K-6. Phoenix: Oryx Press, 1992.
• Nikolajeva, Maria. Children's Literature Comes of Age : Toward a New Aesthetic. New York: Garland Pub., 1996.
• Rudman, Masha Kabakow. Children's Literature: An Issues Approach. 2^nd ed. New York: Longman, 1984.
• Sale, Roger. Fairy Tales and After: Snow White to E. B. White. Cambridge, MA: Harvard University Press, 1978.
• Tucker, Nicholas. The Child and the Book: A Psychological and Literary Exploration. New York : Cambridge University Press, 1990.
• Warner, Marina. From the Beast to the Blonde: On Fairy Tales and Their Tellers. New York : Farrar, Straus and Giroux, 1995.

6 Introduction / Course Outline Overview
7 Children's Literature Defined (Read: Cullinan and Galda, Chapter 1)
8 The History of Children's Literature

12 Understanding Children's Literature (Read: Cullinan and Galda, Chapter 2)
13 Analysis
14 Selection
15 Criteria
 
19 Holiday: Martin Luther King Day
20 Issues in Children's Literature (Read: Cullinan and Galda, Chapter 11)
21 "
22 Fantasy and Children Read: Cullinan and Galda, Chapter 6
 
26 WWW: Fairy Tales
27 The Little Prince
28 The Lion, the Witch, and the Wardrobe
29 Wrinkle in Time
 
February

2 No class (do readings for annotated bibliography)
3 No class (do readings for annotated bibliography)
4 No class (do readings for annotated bibliography)
5 Midterm Exam
 
9 Poetry and Children (Read: Cullinan and Galda, Chapter 4)
10 Poetry to be supplied
11 "
12 Realism: Non Fiction / Historical Fiction (Read: Cullinan and Galda, Chapter 8 & 9)
 
16 Holiday: Presidents Day
17 Realism: Non-fiction (continued)
18 Roll of Thunder, Hear My Cry
19 Realism: Fiction (Read: Cullinan and Galda, Chapter 7)
 
23 Ann of Green Gables
24 Walk Two Moons
25 Classic Children's Literature
26 " RESEARCH PAPER DUE
 
March

2 Alice in Wonderland
3 More Issues in Children's Literature (Read: Cullinan and Galda, Chapter 12)
4 Group Presentations
5 " ANNOTATED BIBLIOGRAPHY DUE
 
9 More Issues in Children's Literature
10 "
11 Group Presentations
12 "
 
16 Final Exam, 9:45-11:45 am