TEACHING PRINT
AND MEDIA TEXTS TO ADOLESCENTS
EDSE 429
FALL,
2001.
Instructor: Dr.
Ingrid Johnston.
Office:
445 Ed. South.
Office
Phone: 492-5639 Home Phone:
458-4806 E-mail: ingrid.johnston@ualberta.ca
GENERAL
·
This
senior course on teaching print and media texts to adolescents is intended
primarily for prospective and practising junior and senior high English language
arts teachers.
·
Please
note that the interactive nature of the course requires that you attend class
regularly and punctually. If you do need to miss class for any reason, please
phone ahead to my office number and speak with me or leave a message.
GOALS
·
To
explore possibilities for introducing print and media texts to students in a
variety of contexts.
·
To
enhance and extend understanding of literary experiences and responses through
reflecting on our own experiences with a range texts in various media and
through considering the diverse needs and experiences of students.
·
To become
familiar with a range of literary texts, curriculum materials and interactive
teaching strategies through readings, reflections, class activities, workshops
and presentations.
ORGANIZATION
Each class will offer opportunities for literary
experiences through:
·
working
with print and media texts in a variety of ways.
·
discussions,
lectures, presentations and workshops that link the teaching of print and media
texts with Alberta’s new Program of Studies. There will also be a number of
guest presentations.
COURSE
MATERIALS
·
The
following recommended text for the course is available at the bookstore:
Courtland, M.C. and T.J. Gambell, Eds. Young
Adolescents Meet Literature: Intersections for Learning. Vancouver: Pacific
Educational Press, 2000.
·
Course
readings are available for students who pay $20 to cover the cost of
photocopying. These include copies of Alberta Learning’s new Program of
Studies.
·
You will
be introduced to a variety of texts in the area during the course. A more
extensive bibliography (attached) will suggest further useful teaching
resources.
·
You will
be expected to purchase or borrow two young adult novels to read and respond to
during the course, and to view the video The Truman Show before October 3rd.
Inclusive
Language:
Faculty policy supports the use of language to create a classroom atmosphere in
which students’ experiences and views are treated with equal respect and value
in relation to their gender, racial background, sexual orientation and ethnic
background.
Plagiarism:
Respect for intellectual property is a value in a scholarly community. You are
expected to keep track of your sources and acknowledge everything.
EDSE 429, FALL 1997: EVALUATION
Formal course evaluation is based on three short
projects and a final in-class examination.
Please discuss your work in progress, ask questions
and ensure you understand the intent of each assignment. It is more helpful to
get ongoing feedback on your work rather than to rely on comments after
completion. You may e-mail me with questions or concerns. If you have a valid
reason for handing in an assignment late, please discuss this with me in
advance. Otherwise there will be a late penalty of 5% per day.
1.
Young Adult Literature (Total 30%)
A.
Individual Book Review and Teaching Suggestion.
Due
September 19th
15%
Select
and read one contemporary young adult book (preferably published since 1990)
from books viewed in class, or from Books
for You: Recommendations, Reviews, Read-ons, or from any list of
award-winning books for adolescent readers.
Design a two-page (preferably back-to-back) handout
photocopied for class members with the following information about your selected
book:
B.
Small-group Reading and Book Presentation.
Due October 24th
15%
Select and read one of the five young adult books
presented in class. Together with the other class members who have chosen the
same book, design a 15minute class presentation to highlight your book. Be
creative in your presentation. You
may decide to dramatize the book in some way, or to use visual aids, poetry or
music. In-class time will be provided to prepare for this activity.
2.
Responding to Multi-media (Total 20%)
Due November 7th.
You
are asked to read and respond to an on-line article that integrates aspects of
multi-media, and/or to an interactive website, and/or to a hypertext. The
following are possible sites for your response:
1.The on-line journal Language and Literacy: An Education E-journal has a number of
articles with graphics and web links. The journal website is: http://educ.queensu.ca/~landl/
2. Daylene Lauman in Secondary
Education has developed the following interactive website on the history of the
book: http://www.ualberta.ca/~dlauman/LIS598/intro.htm
3. Moulthroup’s famous hypertext “Hegirascope” is available on the web at:
http://raven.ubalt.edu/staff/moulthrop/hypertexts/HGS/
4. Eastgate Systems offers a free introduction to
“Hypertext Gardens” on the web at:
http://www.eastgate.com/garden/Enter.html
In
your response, which you may submit to me via e-mail (ingrid.johnston@ualberta.ca)
or in print form (two to three pages) you are asked to offer both a personal and
professional response to the multi-media text(s). The following questions offer
some guidelines for your response:
3.
Short Project, Paper or Web site. (Total 25%)
Due November 28.
Choose
one of the three following topics for a final paper, project or website. You may
work individually or with one or two others in class. Research the topic, using
available resources and recommended journals for ideas
1.
Research a new area of English language arts that has potential to influence the
way we teach literature in the future.
Possibilities include: multi-media perspectives on
reading; computers and reading; the potential of hypertext to change how we
read; literature and the internet; multicultural literary perspectives; teaching
postmodern literary texts; visual literacy. You may present your findings in
print form or as an online resource.
2. Discuss your “ideal” English language arts class
with particular reference to teaching print and media texts. Select a grade
level and explain how you would deal with issues such as literary selection,
censorship, availability of texts, access to
technology, student diversity and interest levels, reading strategies,
encouraging students’ response to literature and issues of evaluation. Make
reference to Alberta Learning’s new Program of Studies.
3.
Design a unit on teaching print and media texts for a particular grade level.
Provide details of texts, teaching strategies and evaluation criteria and give a
rationale for your decisions. Ensure that you explain how this unit relates to
your philosophy of teaching print and media texts and to the outcomes listed in
Alberta Learning’s Program of Studies.
4. Final Examination (2
hours)
(Total 25%)
Dec. 5. Last class.
An
opportunity for you to demonstrate your understandings and applications of our
course readings, activities, discussions and presentations to teaching
literature in school and to structuring opportunities for students to engage
with literary texts. The format of the exam will be discussed in detail in class
to allow time for preparation.
Grading
Procedures
Total
marks out of 100 will be translated to the nine-point system at the end of
class. The university described the grades as follows for undergraduate courses:
8
and 9: excellent 4
and 5: satisfactory
6
and 7: good
3, 2 and 1: unsatisfactory
Class
averages for fourth-year courses are expected to fall between 6.3 - 7.3, with a
mean of 6.8.
Bibliography
Applebee,
Arthur N. 1993. Literature in the
Secondary School: Studies of Curriculum and Instruction in the United States.
Urbana, Ill.: NCTE.
Applebee,
Arthur, N. 1978. The Child’s Concept of
Story: Ages Two to Seventeen. Chicago: University of Chicago Press.
Applebee,
Arthur, N. 1973. Tradition and Reform in
the Teaching of English. Urbana: Ill.:
NCTE.
Appleyard,
S.J. 1990. Becoming a Reader: The
Experience of Fiction from Childhood to Adulthood.
Cambridge: Cambridge University Press.
Atwell,
Nancie. 1998. In the Middle: New
Understandings about Writing, Reading, and Learning. 2nd.
Edition. Toronto: Irwin.
Atwell,
Nancie. 1987. In the Middle: Writing,
Reading and Learning with Adolescents.
Portsmouth, N.H.: Boynton/Cook Heinemann.
Barrell,
Barrie, R.C. and Roberta Hammett, Eds. 2000. Advocating
Change: Contemporary Issues in Subject English. Toronto: Irwin.
Beach,
Richard and James Marshall, Eds. 1991. Teaching
Literature in the Secondary School. San
Diego: Harcourt Brace Jovanovich.
Behn,
Robin and Chase Twichell. Eds. 1992. The
Practice of Poetry. New York: Harper Perennial.
Benton,
Michael. 1992. Secondary Worlds:
Literature Teaching and the Visual Arts.
Buckingham Philadelphia:
Open University Press.
Benton,
Michael and Geoffrey Fox. 1985. Teaching
Literature Nine to Fourteen. London:
Oxford University Press.
Bianculli,
David. 1992. Teleliteracy: Taking
Television Seriously. New York: Touchstone-Simon & Schuster.
Birkerts,
Sven. 1994. The Gutenberg Elegies: The
Fate of Reading in an Electronic Age. Boston:
Faber and Faber.
Bleich,
David. 1978. Subjective Criticism.
Baltimore: John Hopkins University Press.
Booth,
David and Bill Moore. 1988. Poems Please!
Sharing Poetry with Children. Markham, Ontario: Pembroke Publishers.
Brindley,
Susan. Ed. 1994. Teaching English. London and New York: Routledge and the Open
University.
Britton,
James. 1970. Language and Learning.
Harmondsworth, England: Penguin.
Brown,
Jean E. and Elaine C. Stephens. 1995. Teaching
Young Adult Literature: Sharing the Connection.
Toronto: Wadsworth.
Buckingham,
David. Jenny Grahame and Julian Sefton-Greene. 1995.
Making Media: Practical Production in Media Education. London: The English
and Media Centre.
Buckingham,
David. Ed. 1993. Reading Audiences: Young
People and the Media. Manchester: Manchester University Press.
Bushman
John H. and Kay Parks Bushman. 1993. Using
Young Adult Literature in the English Classroom. Toronto: Maxwell Macmillan.
Byron,
Ken. 1986. Drama in the English Classroom.
London and New York: Methuen.
Coles,
Robert. 1989. The Call of Stories:
Literature and the Moral Imagination. Boston: Houghton Mifflin.
Cooper,
Charles R. Ed. 1985. Researching
Response to Literature and the Teaching of Literature: Points of Departure.
Norwood, New Jersey: Ablex.
Corcoran,
Bill and Emrys Evans. 1987. Readers,
Texts, Teachers. Upper Montclair, N.J.: Boynton/Cook.
Courtland,
Mary .Clare. and Trevor .J. Gambell, Eds. 2000.Young
Adolescents Meet Literature: Intersections for Learning. Vancouver: Pacific
Educational Press.
Crowley,
Sharon. 1989. A Teacher’s Introduction
to Deconstruction. Urbana, Ill.: NCTE.
Crusius,
Timothy, W. 1991. A Teacher’s Guide to
Philosophical Hermeneutics. Urbana, Ill.: NCTE.
Davies,
Chris. 1996. What is English Teaching?
Buckingham: Open University Press.
de
Kerckhove, Derrick. 1997. Connected Intelligence: The Arrival of the Web Society. Toronto:
Somerville House.
Dias,
Patrick. 1987. Making Sense of Poetry:
Patterns in the Process. Ottawa: CCTE.
Dias,
Patrick and Michael Hayhoe. 1988. Developing
Response to Poetry. Milton Keynes: Open
University Press.
Dixon,
John.1975. Growth through English. London: NATE.
Downes,
Toni. and Cheryl Fatouros, 1995. Learning
in an Electronic World: Computers and
the Language Arts Classroom. Portsmouth, NH: Heinemann.
Downing,
David, B. Ed. Changing Classroom
Practices: Resources for Literary and Cultural Studies. Urbana, Ill.: NCTE.
Eagleton,
Mary, Ed. 1986. Feminist Literary theory:
A Reader. Oxford: Basil Blackwell.
Eagleton,
Terry. 1981. Literary Theory.
Minneapolis: University of Minnesota.
Easthope,
Antony. 1991. Literary into Cultural
Studies. London and New York: Routledge.
Eco,
Umberto. 1994. Six Walks in the Fictional
Woods. Cambridge, Mass.: Harvard University Press.
Elbow,
Peter. 1990. What is English? Urbana,
Ill.: NCTE.
Evans,
Emrys. Ed. 1992. Reading Against Racism.
Buckingham Philadelphia: Open
University Press.
Fiske,
John. 1987. Television Culture. London: Routledge.
Flood,
James et. al. 1992. Handbook of Research
on Teaching the English Language Arts. International Reading Association and
National Council of Teachers of English. New York: Macmillan.
Garrett-Petts,
W.F. and Donald Lawrence, Eds. 1996.
Integrating Visual and Verbal Literacies. Winnipeg, Man: Inkshed
Publications.
Gibson,
Rex. Teaching Shakespeare. 1998.
Cambridge University Press.
Gilster,
Paul. 1997. Digital Literacy. New
York: John Wiley & Sons.
Goldberg,
Natalie. 1994. Long Quiet Highway: Waking
Up in America. New York: Bantam.
Gooden,
Andrea, R. 1996. Computers in the
Classroom: How Teachers and Students are Using
Technology to Transform learning.
Apple Press.
Goodman,
Ken. 1983. What’s Whole in Whole
Language? Exeter, NH: Heinemann.
Goodman,
Lisbeth, Ed. 1996. Literature and Gender. London: Routledge and The
Open University Press.
Goodson,
Ivor and Peter Medway, Eds. 1990. Bringing
English to Order: The History and Politics of a School Subject.
London: The Falmer Press.
Griffith,
Peter. 1987. Literary Theory and English
Teaching. Milton Keynes Philadelphia:
Open University Press.
Gubar,
Susan and Jonathan Kamholtz. 1993. English
Inside and Out: The Places of Literary Criticism. New York and London:
Routledge.
Hayhoe,
Mike and Stephen Parker. Eds.. 1990.
Reading & Response. Milton Keynes: Open University Press
Hayhoe,
Mike and Stephen Parker. 1988. Words Large
as Apples: Teaching Poetry 11-18. Cambridge:
Cambridge University Press.
Heath,
Shirley Brice. 1983. Ways with Words:
Language, Life and Work in Communication and Classrooms. Cambridge
University Press.
Hilton,
Mary. Ed. 1996. Potent Fictions:
Children’s Literacy and the Challenge of Popular Culture. London:
Routledge.
Holland,
Norman, N. 1975. The Dynamics of Literary
Response. New York: Norton.
Hutcheon,
Linda. 1989. The Politics of Postmodernism.
London: Routledge.
Iser,
Wolfgang. 1978. The Act of Reading: A
Theory of Aesthetic Response. London: Routledge.
Johnson,
David M. 1990. Word Weaving: A Creative Approach to Teaching and Writing
Poetry. Urbana, Ill.: NCTE.
Jonassen,
David H. 1996. Computers in the Classroom:
Mindtools for Critical Thinking. New York: Prentice Hall.
Joyce,
Michael. 1995. Of Two Minds: Hypertext
Pedagogy and Poetics. Ann Arbor: The University
of Michigan Press.
Kellough,
Richard D. et al. 1995. Integrating
Language Arts and Social Studies for Intermediate and Middle School Students.
Englewood Cliffs, New Jersey: Merrill.
Krashen,
Stephen. 1993. The Power of Reading:
Insights from the Research. Englewood, Col.: Libraries Unlimited.
Landow,
George P. 1992. Hypertext: The Convergence
of Contemporary Critical Theory and
Technology. Baltimore and London:
The John Hopkins University Press.
Langer,
Judith. 1995. Envisioning Literature:
Literary Understanding and Literature Instruction. Columbia Univ.: Teachers
College.
Langer,
Judith. Ed. 1992. Literature Instruction:
A Focus on Student Response. Urbana, Ill.: NCTE.
Lankshear,
Colin et al. 1997. Changing Literacies.
Buckingham: Open University Press.
Lecker,
Robert. Ed. 1991. Canadian Canons: Essays
in Literary Value. Toronto Buffalo London: University of Toronto Press.
Leggo,
Carl. 1997. Teaching to Wonder: Responding
to Poetry in the Secondary Classroom. Vancouver: Pacific Educational Press.
Linn,
Ray. 1996. A Teacher’s Introduction to
Postmodernism. Urbana, Ill.: NCTE.
Maclure,
Margaret, J. Phillips and Andrew Wilkinson.. 1988. Oracy
Matters. Open University Press.
Maxwell,
Rhoda J. and Mary Jordan Meiser. 1993.
Teaching English in Middle and Secondary Schools. New York: Macmillan.
McCormick,
Kathleen. 1994. The Culture of Reading and
the Teaching of English. Manchester New
York: Manchester University Press.
McCormick,
Kathleen, Gary Waller and Linda Flower. 1987. Reading Texts: Reading Responding,
Writing. Lexington, Mass.: O.C. Heath.
McFarlane,
Brian. 1996. Novel to Film: An
Introduction to the Theory of Adaptation. Oxford: Clarendon Press.
McTeague,
Frank. 1992. Shared Reading in the Middle
and High School Years. Markham, Ont.: Pembroke Press.
Meek,
Margaret. 1991. On Being Literate.
London: The Bodley Head.
Meek,
Margaret. 1988. How Texts Teach What
Readers Learn. Stroud: The Thimble Press.
Mellor,
Bronwyn, Marnie O’Neill and Annette Patterson. 1991.
Reading Fictions. Scarborough, WA: Chalkface Press.
Mellor,
Bronwyn, Marnie O’Neill and Annette Patterson. 1987. Reading Stories. London: The
English Centre.
Millard,
Elaine. 1994. Developing Readers in the
Middle Years. Buckingham: Open University Press.
Milner,
Joseph O. and Carol A. Pope. 1994. Global
Voices: Culture and Identity in the Teaching of English. Urbana, Ill.: NCTE.
Milner,
Joseph O. and Lucy F.M. Milner. 1993.
Bridging English. Toronto: Maxwell Macmillan
Canada.
Moffett,
James. 1968. Teaching the Universe of
Discourse. New York: Houghton and Mifflin.
Moran,
Charles and Elizabeth F. Penfield. Eds. 1990. Conversations:
Contemporary Critical Theory and the Teaching of Literature. Urbana, Ill.:
NCTE.
Moss.
Joy F. 1994. Using Literature in the
Middle Grades: A Thematic Approach. Norwood MA: Christopher-Gordon.
Murray,
Janet, H. 1997. Hamlet on the Holodeck:
The Future of Narrative in Cyberspace. New York: The Free Press.
Nelms,
Ben. F. Ed. 1988. Literature in the
Classroom: Readers, Texts and Contexts. Urbana, Ill.: NCTE.
Nilsen,
Alleen Pace and Donelson, Kenneth, L.
2000. Literature for Young Adults, Sixth edition. New York:
Longman.
Newkirk,
Thomas. 1986. Only
Connect: Uniting Reading and Writing. Upper Montclair,
N.J.: Boynton/Cook.
Nodelman,
Perry. 1996. The Pleasures of Children’s
Literature. Second Edition. White Plains
NY: Longman.
Nunberg,
Geoffrey, Ed. 1996.
The Future of the Book. Berkeley, LA: University of California Press.
Oliver,
Eileen Iscoff. 1994. Crossing the
Mainstream: Multicultural Perspectives in Teaching Literature. Urbana, Ill.:
NCTE.
Oliver,
Mary. 1994. A Poetry Handbook. San
Diego: Harcourt Brace & Co.
Pennac,
Daniel. 1994. Better Than Life. Trans.
David Homel. Toronto: Coach House Press.
Phelan,
Patricia. L. 1990. Literature and Life:
Making Connections in the Classroom. Urbana, Ill.: NCTE.
Probst,
Robert E. 1988. Response and Analysis:
Teaching Literature in the Junior and Senior High School. Portsmouth, N.H.:
Heinemann.
Protherough,
Robert. 1983. Developing Response to
Literature. London: Methuen.
Purves,
Alan C. et al. 1995. How Porcupines Make
Love: Readers, Texts, Cultures in the Response-Based
Literature Classroom. White Plains, New York: Longmans.
Reed,
Arthea J.S. 1994. Reaching Adolescents:
The Young Adult Book and the School. New York:
Merrill.
Richards,
I.A. 1929. Practical Criticism.
London: Routledge and Kegan Paul.
Romano,
Tom. 1988. Clearing the Way: Working with
Teenage Writers. Portsmouth, NH: Heinemann.
Rosenblatt,
Louise. 1983. Literature as Exploration.
4th.Ed. New York: Noble and Noble.
Scafe,
Suzanne. 1989. Teaching Black Literature.
London: Virago.
Scholes,
Robert. 1985. Textual Power: Literary
Theory and the Teaching of English. New Haven and London: Yale University
Press.
Sheridan,
Daniel. 1993. Teaching Secondary English:
Readings and Applications. New York and London:
Longman.
Selden,
Raman and Peter Widdowson. 1993. A
Reader’s Guide to Contemporary Literary Theory. The University Press of
Kentucky.
Slevin,
James, F. and Art Young, Eds. 1996. Critical
Theory and the Teaching of Literature:
Politics Curriculum Pedagogy. Urbana, Ill.: NCTE.
Stephens,
John and Ken Watson. Eds. 1994. From
Picture Book to Literary Theory. Sydney, Australia: St. Clair Press.
Struthers,
Betsy and Sarah Klassen. Eds. 1995. Poets
in the Classroom. Markham, Ont.: Pembroke.
Taverner,
Dan. 1990. Reading Within and Beyond the
Classroom. Milton Keynes Philadelphia:
Open University Press.
Tchudi,
Stephen and Diana Mitchell. 1989. Explorations
in the Teaching of English. 3rd. Ed. New
York: Harper and Row,
Trimmer,
Joseph and Tilly Warnock. 1992.
Understanding Others: Cultural and Cross-Cultural Studies and the Teaching of
Literature. Urbana, Ill.: NCTE.
Thompson,
Jack. 1987. Understanding Teenagers
Reading: Reading Processes and the Teaching of Literature. Melbourne:
Methuen.
Thomson,
Jack. 1992. Reconstructing Literature
Teaching: New Essays on the Teaching of Literature. Australian Association
for the Teaching of Literature.
Tuman,
Myron. 1992. Word Perfect: Literacy in the
Computer Age. Pittsburgh: University of Pittsburgh Press.
Tuman,
Myron. Ed. 1992. Literacy Online: The
Promise (and Peril) of Reading and
Turkle,
Sherry. 1995. Life on the Screen: Identity
in the Age of the Internet. New York: Simon &
Schuster.
Willinsky,
John. 1990. The New Literacy: Redefining
Reading and Writing in the Schools. London:
Kegan Paul.
Willis,
Jerry, W, Elizabeth C. Stephens and Kathryn I. Matthew. 1996.
Technology, Reading and Language Arts. Boston: Allyn and Bacon.
Zirinsky,
Driek and Shirley Rau, Eds. 2001. A
Classroom of Teenaged Readers: Nurturing Reading Processes in Senior High
English. New York: Longman.
Useful
Journals
Alberta
English Canadian
Children’s Literature
Children’s
Literature in Education College
English
Emergency
Librarian
English in Australia
English
Education
English in Education
English
Journal
English Quarterly
Language
Arts
Research in the Teaching of English
Language
and Literacy( Online at
http://educ.queensu.ca/~landl/)
Resource/Links
The ALAN Review
The
English and Media Magazine Voices
from the Middle