TENTATIVE SCHEDULE

The University of Arizona School of Information Resources and Library Science

IRLS 695H Multiethnic Children’s Literature and Literacy

Instructors

Patricia Tarín tarinp@u.library.arizona.edu

Patricia Montiel Overall, Ph.D. overall@u.arizona.edu

Office: COE 715 Hours: Wed. 3-4 p.m., and via e-mail

Class time: Wed.- 4:00-6:30 p.m.

Catalog Course Description

Analyzes the use of multiethnic literature that fosters self-concept, acceptance, and a sense of identity to develop literacy. Includes readings from the major categories of multiethnic literature about Blacks, Native Americans, Latinos, and Asian Americans.

Course Rationale

This course was developed for Knowledge River students to provide an opportunity to explore the world of literature for children and young adults with particular emphasis on Hispanics and Native Americans. The language and culture of children is viewed as an integral part of the literacy development of children and their understanding of the world. We will explore a broad variety of picture books, novels, poetry, and nonfiction. We will examine the cultural values that are expressed in these books, and we will analyze guidelines for selecting and evaluating multicultural and multiethnic literature particularly Hispanic and Native American children. Children’s literature selected for reading assignments will be used as the basis for discussion about the experiences of Hispanics and Native Americans as well as other ethnic groups in the United States. The diverse perspectives represented in the class will enhance our understanding and response to literature discussions. Course readings and class discussions will focus on current theory and practices in libraries and education related to children’s literature and literacy.

Textbooks and Readings

Hancock, M.R. (2000). A Celebration of Literature and Response. Upper Saddle River, NJ: Prentice-Hall.

E-Reserve password: IRLS 695H Readings will be available on e-reserve at the UofA library a week prior to the date they are to be read. In addition, readings will be distributed in class.

Recommended text:

Harris, V. (editor) (1997). Using Multiethnic Literature in the K-8 Classroom. Norwood, MA: Christopher Gordon.

Assignments

Literature responses 20points

Harris 20 points

Booktalks 20 points

Homework 20 points

Webliography 20 points

Portfolio Optional

Total 100 points

Literature responses

Four literature responses will be submitted during the semester. Literature

responses should be 3 pages in length (1.5 spacing, Times New Roman, font size=12, 1 in. margins)

and should include an evaluation of the reading, comparison with at least one other

reading assigned or an outside reading you have selected. The purpose of the response is

not to reiterate the reading but to critically respond to it. The paper should include

information on the research or writings of prominent writers in the field. The literature responses

should include reaction, reflection, critique, and questions that arise for you as a reader. One of the

literature responses will be on Esperanza Rising by Pam Muñoz Ryan. Due dates for the literature

responses are indicated on the syllabus. You may select two readings from the E-reserve articles for

your literature response or a reading of your choice, which you must attach to the response.

Students should read Chapter 10 of Hancock before writing the literature responses.

Harris Online Discussion

Students will sign up to discuss a chapter in Harris in a small group setting. The discussions will

take place online and in class. One member of the group will act as a facilitator for the discussion.

The instructor will be copied on the discussions. The subject line of each discussion should include

the chapter and response # (Ch. 1-comment #1). Each person should respond 3-4 times. Each

group may be asked to summarize discussions and present to the class.

Booktalks

Students will sign up for a booktalks. Students will give booktalks on books of choice and

on books described in Hancock. The booktalk should include a brief discussion that includes

information presented in the Hancock chapter as well as a brief description about the story. Awards

and recognition received by the author, illustrator or poet of the literature should be mentioned.

Booktalks should be limited to 5 minutes.

Award winning books will be discussed on May 7^th. Students will bring to class an award winning book. Be prepared to tell about the award and criteria used for the award; cultural issues (if any); authenticity; author background; and anything else that might be of interest to this class. Bring a 1 page handout for the class with this information and any websites that can be accessed with good information about this book. Students should select a multicultural or multiethnic book. Only one person per book. Sign-up sheet will be available on April 16^th .

Webliography

Students will participate in the development of a class webliography. Each student will provide information about children’s literature web sites through the class listserv on Polis. A 1 page annotated list of web sites will be handed out on May 7^th.

Other Information

Polis will be used for assignments and announcements for the class. A demonstration on how toaccess Polis will be given on the first day of class.
Students will participate in field trips as announced. A fieldtrip to the Tucson/Pima Public Library Downtown is scheduled for Feb. 5. A fieldtrip to the UofA Main Library is scheduled for Feb. 19. Details will be posted on Polis prior to the fieldtrip.
Guest speakers have been invited to discuss Native American issues with the class. Dates will be announced.
Students are requested to attend the LRC Colloquy on Feb. 11 in lieu of class on Feb. 12.

You should attend at least 2 ½ hours of the all day Colloquy. Further details will be posted on Polis. Dr. Jerome Harste is the keynote speaker. He is a renowned educator.

Students are requested to attend the 11^th Annual Conference on Literature and Literacy for Children and Adolescents at the College of Education on March 8^th from 7:30 am- 1:00 pm. Renowned author Joseph Bruchac is the keynote speaker (12:00 Noon to 1:00 pm). Registration forms will be distributed in class on Jan. 15^th .

Tentative Schedule

Date	Topic	Readings	Due
Jan. 15	Introduction to Children’s Literature and Literacy	Handout Hancock –Harris Sign-up	Cultural Literacy Discussions
Jan. 22	What’s Children’s Literature?	Hancock-Chap.1-2 and Ch. 8 & 10 Handout Brophy & Perez-Stable	Booktalks- Hancock –Ch. 3 sign-up list Items that reflect personal literacy-agenda, letters, etc.
Jan. 29	Understanding Native Americans through Literature	Hancock-Chap.3-8 Perez-Stable e-reserve Noll McCall-handout	Booktalks-
Feb. 5	Fieldtrip to Main Library		1^st Literature Response (Hancock- Chapter 10)
Feb. 11 Tues.	*LRC Colloquy	e-reserve Harste
Feb. 19	Fieldtrip - UofA Library Multicultural Children’s Literature	e-reserve Bay
Feb. 26	Accuracy and Authenticity	e-reserve Noll Smolkin & Suina Johnson Rodia McCarty(handout)	^{2st Literature Response Booktalks- Hancock-Ch. 4}
Mar. 5	Attend Children’s Literature Conference on Saturday-March 8 (see details above)	Hancock- Ch. 5
Mar. 12	Poetry	e-reserve Hadaway & Murphy	Booktalks-Hancock-Ch. 5 WorkBench (GW) #1 Harris –Ch. 1 , 2 & 8
Apr. 2	Fiction/Non Fiction Biography/Informational	Hancock Ch. 6, 7 & 13 Handout	Booktalks- Hancock Ch. 6 GW- Harris Ch. 3 &5
Apr. 9	Selection and Censorship	Hancock- p. 138-140 Handout	Booktalks- Hancock Ch. 7 GW – Harris 4 & 6
Apr. 16	Literature Circles	Esperanza Rising Pam Muñoz Ryan
Apr. 23	Latino Children’s Literature	e-reserve Hasse Freeman Mora	GW –Harris 9 & 10
Apr. 30	Library programs for children	Hancock-Ch. 9, 10 & 12	3^nd Literature Response
May 7	Awards, Resources, Internet sites	Hancock-Appendix A-B-C	Bring to class an award winning book. Webliography
May 14	Reflections on Children’s Literature-		4^th Literature Response -Esperanza Rising Portfolio (optional)

Grading Scale

All assignments must be submitted in typed form and should be carefully edited so that the final product demonstrates professionalism. A final grade of an A requires that all assignments reflect your best effort in terms of planning and execution. It requires your full participation in class and online, and you must participate in all learning experiences.

92-100 pts. = A

85-91 pts. = B

77-84 pts. = C