Examination and evaluation of both print and nonprint materials for children; emphasis on the picture story book.
PRE- AND/OR CO-REQUISITES
OVERVIEW OF COURSE CONTENT
Each of these topics should include discussion of both print and nonprint materials.
List of Topics to Be Covered:
NATURE OF THE COURSE/RESOURCES FOR THE COURSE
You are expected to become familiar with a wide variety of resources about children's media. Many of these resources are contained within eCompanion, the electronic learning environment that supports this course by organizing most of the required materials in one place for ease of access and use. In order to enter this electronic course space, you are pre-registered in Rutgersonline [http://www.rutgersonline.net], using your email account available to us. Once you are registered, the course(s) in which you are enrolled will appear when you log into Rutgersonline. There are a number of places within your course space that contain resources essential for your work. Please be aware that this course is a living and growing entity; new resources may be added during the semester, and you will need to visit eCompanion on a regular basis
This is an extremely resource-rich course. As graduate professional students with many different work and life experiences related to youth literature, you are expected to scan the materials collected here and select those that are most appropriate for your own professional growth. There is a limit on the number of pages you may print from the SCILS computer labs, so you will need to make such decisions wisely. In fact, many of these resources are brief and meant to be pursued online. Any materials all students are expected to read will be identified and /or distributed in class.
As busy professionals, time management and quick, yet appropriate, decision-making is our stock in trade. We all must develop strategies to locate, evaluate, and select appropriate resources to do our work, using some of the same skills required to build library/media center collections for young people. In this instance, I have pre-selected many of the resources for you, but that does not preclude the need to seek out situation-specific resources that meet your own needs.
The nature of the resources included here varies greatly. They range from scholarly articles and websites that demand concentrated reading and thought to examples of “best practices” to brief bibliographies that simply alert you to materials available at a particular moment in time. The intent is to assure that you are aware of this range and of some of the key sources for professional materials that you will return to for current resources throughout your careers. As you locate additional resources you wish to share with colleagues in this class, you may load them to the Webliography or Document Sharing segments of eCompanion.
illustration is from a photograph entitled "Too Lazy to Learn" in My
Pet's Picture Book.
The following books most clearly match the content of this course and will give you some insight into the priorities and prejudices of the professor.
Vandergrift, Kay E. (1980). Child and Story: The Literary Connection. New York: Neal-Schuman Publishers, Inc. (reprinted in paperback 1986).
Vandergrift, Kay E. (1990). Children's Literature: Theory, Research, and Teaching. Englewood, CO: Libraries Unlimited.
Vandergrift, Kay E. (1994). Power Teaching. Chicago, IL: American Library Association.
Vandergrift, Kay E. (1996). Ed. Ways of Knowing: Literature and the Intellectual Life of Children. Lanham, MD: Scarecrow Press.
It would also be useful to read the following:
Bang, Molly. Picture This: How Pictures Work. Boston, MA: Seastar Books, 2000.
Dresang, Eliza T. Radical Change: Books for Youth in a Digital Age. NY: H.W. Wilson Co., 1999.
Horning, Kathleen T. From Cover to Cover: Evaluating and Reviewing Children's Books. NY: HarperCollins, 1997.
Kiefer, Barbara Z., The Potential of Picturebooks: From Visual Literacy to Aesthetic Understanding. Englewood Cliffs, NJ: Prentice Hall, 1995.
Lacy, Lyn.E. Art and Design in Children's Picture Books: An Analysis of Caldecott Award-Winning Illustrations. Chicago, IL: American Library Association, 1986.
Myth, Magic, and Mystery: One Hundred Years of American Children's Book Illustration. Introductory Essay by Michael Patrick Hearn. Essays by Trinkett Clark and H. Nichols B. Clark. Boulder, CO: Robert Rinehart in Cooperation with the Chrysler Museum of Art, 1996.
Nodelman, Perry. Words About Pictures: The Narrative Art of Children's Picture Books. Athens, GA: University of Georgia Press, 1988.
Nodelman, Perry and Mavis Reimer. The Pleasures of Children's Literature. 3rd Edition. NY: Allyn/Bacon/Longman, 2002.
Smith, Karen Patricia, Ed. "Imagination and Scholarship: The Contributions of Women to American Youth Services and Literature," Library Trends. Vol. 44, No. 4 (April 1996):679-874.
Students may find it helpful to examine more lengthy critical studies of a particular children's book, author, or illustrator, such as:
Griffith, John. (1993). Charlotte's Web: A Pig's Salvation. New York: Twayne.
Hallinan, Camilla. (2002). The Ultimate Peter Rabbit: A Visual Guide to the World of Beatrix Potter. London, UK: Dorling Kindersley.
Neumeyer, Peter, F. (1994). The Annotated Charlotte's Web. New York: HarperCollins.
Lanes, Selma G. (1980). The Art of Maurice Sendak. New York: Abrams.
Cech, John. (1995). Angels and Wild Things: The Archetypal Poetics of Maurice Sendak. University Park, PA: Pennsylvania State University Press.
Roger Duvoisin: 1904-1980; The Art of Children's Books. Essay by Ellin Greene. New Brunswick, NJ: Jane Voorhees Zimmerli Art Museum/Rutgers University, 1989.
The Art of Eric Carle. (1996). New York: Philomel Books.
Students are expected to examine the wide variety of book selection aides available in Alexander Library and in local public libraries.
Each student will need to purchase or access a copy of Picture This: How Pictures Work by Molly Bang [Boston, MA: Seastar Books, 2000] and select, with other team members, a specific folktale you wish to illustrate with the principles Bang suggests. This assignment will be a group activity in the early weeks of the course. You will have time to read Bang's book and discuss with your team members what you envision as the product.
Policy on Academic Integrity Summary
By Rutgers University
“Academic freedom is a fundamental right in any institution of higher learning. Honesty and integrity are necessary preconditions to this freedom. Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Joint efforts are legitimate only when the assistance of others is explicitly acknowledged. Ethical conduct is the obligation of every member of the university community and breaches of academic integrity constitute serious offenses” (Academic Integrity Policy, p. 1).
The principles of academic integrity entail simple standards of honesty and truth. Each member of the university has a responsibility to uphold the standards of the community and to take action when others violate them.
Faculty members have an obligation to educate students to the standards of academic integrity and to report violations of these standards to the appropriate deans.
Students are responsible for knowing what the standards are and for adhering to them. Students should also bring any violations of which they are aware to the attention of their instructors.
Violations of Academic Integrity
Any involvement with cheating, the fabrication or invention of information used in an academic exercise, plagiarism, facilitating academic dishonesty, or denying others access to information or material may result in disciplinary action being taken at either the college or university level. Breaches of academic integrity can result in serious consequences ranging from reprimand to expulsion.
Violations of academic integrity are classified into four categories based on the level of seriousness of the behaviors. Brief descriptions are provided below. This is a general description and is not to be considered as all-inclusive.
Level One Violations
These violations may occur because of ignorance or inexperience on the part of the person(s) committing the violation and ordinarily involve a very minor portion of the course work. These violations are considered on academic merit and not as disciplinary offenses.
Examples: Improper footnoting or unauthorized assistance on academic work.
Recommended Sanctions: Makeup assignment.
Level Two Violations
Level two violations involve incidents of a more serious nature and affect a more significant aspect or portion of the course.
Examples: Quoting directly or paraphrasing without proper acknowledgement on a moderate portion of the assignment; failure to acknowledge all sources of information and contributors who helped with an assignment.
Recommended Sanctions: Probation, a failing grade on the assignment, or a failing grade in the course.
Level Three Violations
Level three offenses involve dishonesty on a significant portion of course work, such as a major paper, hourly, or final examination. Violations that are premeditated or involve repeat offenses of level one or level two are considered level three violations.
Examples: Copying from or giving others assistance on an hourly or final examination, plagiarizing major portions of an assignment, using forbidden material on an hourly or final, using a purchased term paper, presenting the work of another as one’s own, altering a graded examination for the purposes of re-grading.
Recommended Sanctions: Suspension from the university of one or more terms, with a notation of "academic disciplinary suspension" placed on a student's transcript for the period of suspension, and a failing grade in the course.
Level Four Violations
Level four violations are the most serious breaches of academic integrity. They include repeat offenses of level three violations.
Examples: Forgery of grade change forms, theft of examinations, having a substitute take an examination, dishonesty relating to senior thesis, master’s thesis, or doctoral dissertation, sabotaging another’s work, the violation of the ethical code of a profession, or all infractions committed after return from suspension for a previous violation.
Recommended Sanctions: Expulsion from the university and a permanent notation on the student’s transcript.
Faculty who believe that violations have occurred should immediately contact the Office of the Dean. Students who suspect that other students are involved in actions of academic dishonesty should speak to the instructor of the course. Questions on reporting procedures may be directed to the Office of the Dean.
SCILS, Rutgers, The State University of New Jersey