Description of the Course

In this seminar you will read works by and about eight authors, paying special attention to the authors' own statements about the creative process. In addition to books for young people, students will be responsible for reading selected works about literary theory, folk literature, mythology, and religion in order to help understand some of the ways literary voice is revealed. We will consider the work of Eric Carle, Leo Lionni, Katherine Paterson, Lemony Snicket, Bryan Talbot, Jane Kurtz, Julius Lester, and Jane Yolen. During the semester, authors Kurtz, Lester, and Yolen will enter the online discussion with the class for one week each.

Objectives of the Course

Students will:

• Appreciate the importance of literary theory as a grounding for their work with young people and literature.
• Recognize some of the ways author and illustrator voices are revealed in story.
• Distinguish among author's voice, narrator's voice, point of view, world view, and theme in a literary work.
• Evaluate how effectively various resources for teaching and learning about literary works respect the voice of the author.

There are three basic underpinnings for this course. The first is an understanding and appreciation of the role of literary theory in our work with young people and literature. Specifically we will be considering how various theories deal with the questions surrounding author's voice. Second, we will be studying the works of eight authors, two of whom are author-illustrators, Leo Lionni and Eric Carle. Three of our authors, Jane Kurtz, Jane Yolen, Julius Lester, will each engage in a week-long dialogue with us about their books. Obviously, in order to gain the most from these dialogues, we will need to have read and to have thought deeply about their work. Another author is Katherine Paterson and we will explore one specific book The Bridge to Terabithia. We will be examining two other voices through the works: A Series of Unfortunate Events by Lemony Snicket and The Tale of One Bad Rat by Bryan Talbot . Third, we will be examining and evaluating a number of resources designed to help teachers or other adults share literature with children.

An online course differs significantly from a classroom setting. The online interaction that is the major portion of the course develops its' own rhythm and pacing, often moving very rapidly and requiring fairly constant participation.

Each module will have links to appropriate readings as well as to a bibliography of the author under consideration. Please check the webliography frequently and add to it is you wish. In order to make things a bit easier, I have prepared a number of papers that will provide background information and theory that will help throughout the course.

Readings

Obviously, we will concentrate on the literary voices of Jane Kurtz, Jane Yolen, and Julius Lester who will each be online with us for a week.

Julius Lester is such a prolific writer that it was difficult to decide which of his books we should focus on for this course. I hope you have already read many of his works but we shall focus on the following: When Dad Killed Mom and Pharaoh's Daughter; How Many Spots Does a Leopard Have? and Other Tales, illustrated by David Shannon; John Henry, illustrated by Jerry Pinkney; What a Truly Cool World, and Why Heaven Is Far Away both illustrated by Joe Cepeda. You might also want to reread To Be A Slave recently issued as follows: Lester, Julius. To Be a Slave. Illustrated by Tom Feelings. 30th anniversary ed. New York: Dial Books, 1998. We will also read The Tales of Uncle Remus: The Adventures of Brer Rabbit, illustrated by Jerry Pinkney. And finally, Sam and the Tigers: A New Telling of Little Black Sambo, illustrated by Jerry Pinkney and Sumptuously Silly Fantastically Funny Fables, illustrated by Emilie Chollat.

Although Katherine Paterson has written many books for children, we will concentrate only on Bridge to Terabithia, which you should reread and on her essays about her work in Gates of Excellence and the Spying Heart. These last two are out of print so use ILL. The controversies about religion in Terabithia will tie to a discussion about religion in children's literature that will take place in an early module.

Lemony Snicket's A Series of Unfortunate Events will be the focus of our attention during one unit. Try to read as many as you can but if one does it for you, that's okay.

We will discuss, however, is Eric Carle. In preparation for the discussion, please read and study the illustrations and text in as many as possible of his picture books.

We will then return to the wonderful work of Leo Lionni and try to read as many of his treasures as you can! In conjunction, you should also read Vivian Gussin Paley's The Girl With the Brown Crayon (Cambridge, MA: Harvard University Press, 1997-Price at Borders is $10.95).

Jane Yolen is prolific and selecting books for you to read and hopefully discuss with her is lots of fun! Please be sure to read the following: The Devil's Arithmetic; Briar Rose; Girl in a Cage, written with Robert Harris; Armageddon Summer, written with Bruce Colville; Not One Damsel in Distress, illustrated by Susan Guevara; Passager: The Young Merlin Trilogy; The Wizard's Map: Tartan Magic Books; and Dragon's Blood: Pit Dragon Trilogy. [It would be helpful to read an entire trilogy if possible] Wild Wings: Poems for Young People, photographs by Jason Stemple. Please include in your readings the following picture books: Owl Moon, illustrated by John Schoenherr, How Do Dinosaurs Say Goodnight, illustrated by Mark Teague, Off We Go, illustrated by Laurel Molk; The Ballad of the Pirate Queens, illustrated by David Shannon; Tam Lin: An Old Ballad, illustrated by Charles Mikolaycak; The Firebird, illustrated by Vladimir Vasilevich Vagin; Harvest Home, illustrated by Greg Shed; and Hear There Be Dragons, illustrated by David Wilgus.

We will spend time with The Tale of One Bad Rat by Bryan Talbot to focus not only on graphic novels but, more importantly, on intertextuality and allusion.

Jane Kurtz will be our online guest towards the end of the semester. In preparation for our discussions with her, please read as many as possible of her books, especially those set in Ethiopia, such as Fire on the Mountain, Faraway Home, both illustrated by E.B. Lewis and Trouble, illustrated by Durga Bernhard. Be sure to read Water Hole Waiting, with Christopher Kurtz, illustrated by Lee Christiansen; Jakarta Missing, I'm Sorry, Almira Ann, Please read River Friendly, River Wild, illustrated by Neil Brennan. Pay special attention to her novel The Storyteller's Beads. You will find her Terrific Connections with Authors, Illustrators, and Storytellers: Real Space and Virtual Links an example of a children's author and a library media specialist providing resources, examples, and multiple perspectives on the process from planning an actual visit to locating web sites.

Enjoy the reading!

Assignments

The primary responsibility for this course is regular, thoughtful, informed, and perceptive participation in the threaded discussions. In order to do this successfully, you must keep up with your reading of both primary and secondary sources, share your insights and questions about those readings (Remember: Good questions are one of the most valuable forms of responses.), suggest additional resources, log on regularly, and carefully consider and respond to the comments and questions of your colleagues. A primary benefit of an asynchronous online class is the ability to enter into this kind of informed and informative discussion. Your original thoughtful postings are only part of what you will be evaluated on; the willingness and ability to add depth to the work of colleagues in the learning community is best judged by the manner in which you engage with and expand the ideas of others. All of the above will be major determinates of the grade you will earn for this course. In addition, you have one assignment. You will create a PowerPoint Presentation on The Voice of the Author. If you do not know how to use PowerPoint you will find easy directions in the program help guide. Don't try to complicate anything. More on this later.

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.