EDU 451—Literature for Young Adults; EDRD 748—Adolescent
Literature Survey (4 hours undergraduate credit; 3 hours graduate credit)
Instructor Paul
Thomas, EdD
Office 101
F Hipp Hall
Phone 294.3386
E-mail paul.thomas@furman.edu
Class Room Hipp Hall 106
Time Mondays,
6:00-8:30 pm
Textbooks
Required:
Choose ONE, based on Young Adult Literature Resource Unit*
Goering, C., & Thomas, P.L., eds. (2018). Critical media literacy and fake news in post-truth America. Boston, MA: Brill.
S. Eckard (ed.), Comic connections: Reflecting on women in popular culture (pp. 21-37). New York, NY: Rowman and Littlefield.
Vision
and Mission of the Educator Preparation Program
Vision Statement
The Educator
Preparation Program at Furman University prepares educators who are scholars
and leaders.
Mission of the
Program
Furman University prepares teachers and administrators to be
scholars and leaders who use effective pedagogy, reflect thoughtfully on the
practice of teaching, and promote human dignity. Specifically, educators who
are scholars and leaders have in-depth knowledge and understanding of their
discipline; use evidence-based practice for effective teaching and
communication; and are caring and thoughtful individuals who respond
sensitively to the needs and experiences of all students and others with whom
they interact.
Furman is committed to a program of educator preparation
that calls for collaborative, interdependent efforts throughout the academic
community. Furman's Educator Preparation Program is anchored in the
university's commitment to the liberal arts, encompassing the humanities, fine
arts, mathematics, and social and natural sciences as the essential foundation
for developing intellectually competent educators.
Program Standards
Furman University prepares educators who exemplify
proficiency in standards related to educator effectiveness. The program of
teacher preparation aligns to the South Carolina Expanded ADEPT[1]
and PADEPP[2]
standards for educators and the defining characteristics of the Profile of the South Carolina Graduate: word-class
knowledge, world-class skills, and life and career characteristics. Furman’s program aligns to national standards
including InTASC[3], ISTE[4],
NBTPS[5],
CAEP[6]
standards for accreditation, SPA standards for specialized programs, and
Professional Standards for Educational Leaders, formerly ISLLC[7]. Furman’s program of teacher preparation is
nationally recognized by NCATE[8]
, now CAEP.
Candidates develop mastery of the InTASC core teaching standards
as they progress through the program:
· The Learner and Learning
o
Learner Development
o
Learning Differences
o
Learning Environments
· Content Knowledge
o
Content Knowledge
o
Application of Content
· Instructional Practice
o
Assessment
o
Planning for Instruction
o
Instructional Strategies
· Professional Responsibility
o
Professional Learning and Ethical
Practice
o
Leadership and Collaboration
In addition, candidates
are mentored to ensure they can respond effectively and sensitively to the
needs and experiences of all students and others with whom they interact. Upon acceptance to and throughout their
program of study, undergraduate and graduate candidates are expected to
demonstrate the following key dispositions:
· Timeliness
· Attendance
· Appearance/Dress
· Confidentiality
· Honesty/Integrity
· Poise/Attitude/Self-Efficacy
· Cooperation/Rapport/Collaboration
· Communication
· Caring
· Sensitivity
to Individual Differences
· Sensitivity
to Cultural Differences
· Reflectiveness/Responsiveness
· Initiative/Leadership
· Active
Learner
Program’s
Commitment to Technology and Diversity
Technology
In preparing educators
as scholars and leaders, Furman's Educator Preparation Program acknowledges the
crucial role of technology as a means to locate information, transmit
knowledge, gain conceptual understanding, and achieve occupational ambitions.
School leaders, teachers, and students must therefore acquire the knowledge,
skills, and dispositions that will enable them to solve problems and use
technology as a tool for collaborating and communicating effectively. This
objective is all the more urgent in light of the explosive growth of digital
media, as well as the impact of emerging technologies. Furman’s program aligns
to ISTE standards and candidates are assessed on the ability to use technology
for learning.
Diversity
Furman's Educator Preparation Program
is committed to preparing educators who, as scholars and leaders, understand and appreciate the diverse nature
of learners and their cultures. Furman recognizes the continuing role that schools,
teachers, and school leaders play in fostering acceptance and celebration of
diversity, both individually and collectively.
As a result, we are committed to diversifying our own pool of teacher
candidates, as well as their field placements. Candidate dispositions,
including Caring, Sensitivity to Individual Differences, and
Sensitivity to Cultural Differences, are assessed at program transition
points.
[1] ADEPT – Assisting, Developing, and Evaluating Professional Training
[2] PADEPP – Program for Assisting, Developing, and Evaluating Principal Performance
[3] InTASC – Interstate Teacher Assessment and Support Consortium
[4] ISTE – International Society for Technology in Education
[5] NBPTS – National Board for Professional Teaching Standards
[6] CAEP – Council for the Accreditation of Educator Preparation
[7] ISLLC – Interstate School Leaders
Licensure Consortium
[8] NCATE - National Council for Accreditation of
Teacher Education
Goals and Objectives
This course will address—
• language arts instruction
• a respect for the worth and contributions of all
learners
• becoming familiar with their own and other cultures
• the impact that culture, societal events and issues
have on teachers, students, the E/LA curriculum, and education in general
• promoting the arts and humanities in the daily lives
of students through literacy instruction
• the impact of cultural, economic, political, and
social environments upon language
• the diversity in language use, patterns, and dialects
across cultures, ethnic groups, geographic regions, and societal roles
• the various purposes for which language is used
• using writing, visual images, and speaking for a
variety of purposes and audiences
• using a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts
• how written discourse can influence thought and action
• works from a range of cultures, genres, female
authors, authors of color, and written for older children and young adults
• how to examine, evaluate, and select resources, such
as textbooks, other print materials, video, film, recordings, and software,
that support the teaching of English language arts
• creating learning environments that promote respect
for and support of individual differences of ethnicity, race, language,
culture, gender, and ability
Broadly, this course will explore these major concepts as follows:
Students will address—
• the role of YA lit in the
curriculum—and the state standards
• assessment of students’ literary
understandings
• the connection between adolescent
development and the literary canon
• creating a student-centered
literature course of study
• finding and reviewing scholarly work
on YA lit
• best practice in literature
instruction and assessment for adolescents
• addressing issues of academic
freedom and censorship in literature study
Assignments
[ ] Attendance and class participation are crucial
both to your learning in the course and the learning of the entire
class. Failure to participate fully during class meetings and with
class assignments along with any absences will negatively affect your final
grade for the course. You are required to complete all readings—including the required texts
and supplemental works handed out during the course. Following the
course outline of required readings of the two major texts, email an e-journal (1-10) prior to each
class meeting that reflects a thoughtful response to the reading.
[ ] Prepare an original individual inquiry essay (citations in APA) concerning YA lit and issues of culture; oral,
visual, and written literacy; expanding the canon; and nonprint media
and technology. This essay must be submitted in multiple drafts (see schedule).
[ ] Young Adult
Literature Resource Unit (Critical Media Literacy or Graphic Texts)
You will work on this project throughout the semester. You
will choose a topic and create a resource unit about a children’s/young adult
author, a genre, or a particular theme/issue. Your topic will include issues of
diversity (e.g. age, race, gender, sexuality, religion, class, linguistic,
disability, etc.). You will have approximately 15 minutes to share a multimedia
presentation with the class. Your final project consists of three parts: the
proposal, the media presentation, and the annotated bibliography, all of which are
described below.
I. Proposal
The purpose and goal of your proposed unit:
Why is the author/genre/topic significant? A brief description of the literary/critical theory that will frame your approach to this project. Why is this lens more useful? An overview of research (3 sources minimum) in the field of (English) education related to your topic that demonstrates an in-depth understanding of trends, issues, or controversies that surround your topic (this will become your annotated bibliography). Who has studied this topic and how? What patterns do you see in the research you reviewed? What have others underscored as the most essential points about your topic? How does your resource unit connect with curriculum and standards?
You should identify all texts planned for the unit (what students will read/view) and include all texts and research in a proper references list. Format by APA style and prepare this in paragraph form, fully explaining all elements above.
II. Media
Presentation
This presentation will be an approximately 10-12-minute digital
product that introduces, discusses, and/or engages your topic
III. Annotated
Bibliography
Create an annotated bibliography of resources related to
your topic. Your bibliography should include (i) no fewer than four
(undergraduate) or six (graduate) professional texts, articles, or websites that
deal with the theoretical lens with which you viewed/created your unit and (ii)* no fewer than two (undergraduate) or four (graduate) adolescent texts of
varying genres/formats that will serve as anchor texts for your unit of
instruction.
* Choose either to focus your resource unit on critical media literacy or graphic novels/comics, and choose the appropriate text from the choices at the beginning of the syllabus.
* Choose either to focus your resource unit on critical media literacy or graphic novels/comics, and choose the appropriate text from the choices at the beginning of the syllabus.
NCTE
Standard
|
Does not meet standard
(1)
|
Meets standard
(2)
|
Exceeds standard
(3)
|
I. Candidates demonstrate knowledge of
English language arts subject matter content that specifically includes
literature and multimedia texts as well as knowledge of the nature of
adolescents as readers.
|
|||
CK I E2
|
Candidates fail to apply and/or analyze knowledge
about how adolescents read texts and make meaning through interaction with
media environments.
|
Candidates apply and/or analyze knowledge about how
adolescents read texts and make meaning through interaction with media
environments.
|
Candidates synthesize and/or evaluate knowledge
about how adolescents read texts and make meaning through interaction with
media environments.
|
II. Candidates demonstrate knowledge of
English language arts subject matter content that specifically includes
language and writing as well as knowledge of adolescents as language users.
|
|||
CK II E3
|
Candidates fail to apply and/or analyze knowledge
about how adolescents compose texts and make meaning through interaction with
media environments.
|
Candidates apply and/or analyze knowledge about how
adolescents compose texts and make meaning through interaction with media
environments.
|
Candidates synthesize and/or evaluate knowledge
about how adolescents compose texts and make meaning through interaction with
media environments.
|
Text Selection
|
More than one
criteria missing or not complete.
|
One criteria missing or not complete.
|
The
Text Set includes 10 books that represent a wide range of student reading
levels; applies instructional focus; and includes genre variety required.
|
Conceptual
Framework, SC ELA Standards, and NCTE Standards
|
Does not include
ties to the Conceptual Framework, SC Standards or NCTE Standards.
|
Mentioned and cited Conceptual Framework, SC ELA
Standards, and NCTE Standards (specifically demonstrates knowledge of reading
research and major components of reading and how they are integrated).
|
Strong
ties between Conceptual Framework, SC ELA Standards, and NCTE Standards
(specifically
demonstrates knowledge of reading research and major components of reading
and how they are integrated).
|
Rationale
|
More than one
criteria missing or not complete.
|
One criteria missing or not complete.
|
Rationale is clear
as it explains how the Text Set as a whole can be used instructionally to
support learning of one specific strategy. Second, the Rationale explains
how the Text Set is culturally considerate of students and broadens
multicultural understandings. Third, the Rationale includes
alignment with the South Carolina ELA Curriculum.
|
Annotations
|
More than one
criteria missing or not complete.
|
One criteria missing or not complete.
|
A
brief description of each book includes general information (title, author,
publisher, ISBN#), cultural considerations, level of text, text features
and use in addressing instructional focus.
|
[ ] At the end of the course, each student must submit
a portfolio of the term’s
work which has materials organized and includes a reflection about the contents
of the portfolio and how it may be used in future instructional settings.
Evaluation
and Grading
Assignments and expectations listed above have not been labeled
with weights or percentages. The work students complete in this
course will be assessed cumulatively and holistically; individual assignments
will not be weighted and averaged, as is traditionally
practiced. All work may be revised as desired by the student, as
agreed upon by the professor, and as term time limits allow.
Work and commitments to this course should be of the highest
academic and professional quality. Late or incomplete work will be
addressed at the end of the course—not on individual grades for individual
assignments. Further, individual grades for group work will reflect
both the effort of each individual in the group and the ultimate quality of the
group assignment.
Furman University, the Education Department, and the professor are
strongly committed to students performing as scholars while in all their
courses. Such a commitment means that we expect the highest
standards in written and oral performances—including a student’s understanding
and application of academic honesty and scholarly documentation of all
work. In this course, students will be expected to follow American
Psychological Association (APA; 5th ed.)
guidelines. Help for writing, presenting, anddocumentation will be
provided by the professor and additional documenting help may be found at
http://owl.english.purdue.edu/handouts/research/r_apa.html.
All grading and evaluation procedures for this course may be
discussed more fully by contacting the professor for a face-to-face
explanation—though much of this will be covered as a natural part of the course
content as well.
All grading policies of Furman University and Graduate Studies are
in effect.
Tentative
Schedule
* Read on-line through web links provided: http://yaliteraturefu.blogspot.com/
Rationale: Courses Taught by P. L. Thomas—
Welcome to the
Occupation
Paulo Freire (1993) establishes early in his Pedagogy
of the Oppressed, “One of the basic elements of the relationship between
oppressor and oppressed is prescription. Every prescription represents the
imposition of one individual’s choice upon another, transforming the
consciousness of the person prescribed to into one that conforms with the
prescriber’s consciousness” (pp. 28-29).
The course before you, your course, will be
guided by some essential principles, beliefs, and research concerning the
nature of learning and teaching along with the commitments I have to the
dignity of each person’s humanity and to the sacredness of intellectual freedom
within a democracy. The practices and expectations of this course are
informed by many educators, writers, and researchers—many of who are referenced
at the end. But the guiding philosophies and theories of this course can be
fairly represented as critical pedagogy, critical
constructivism, and authentic assessment.
Now that I am in my third decade as a teacher, my classroom
practices and expectations for students are all highly purposeful—although most
of my practices and expectations are non-traditional and may create the
perception that they are “informal.” For you, the student, this will be
somewhat disorienting (a valuable state for learning) and some times
frustrating. Since I recognize the unusual nature of my classes, I will offer
here some clarity and some commitments as the teacher in this course.
In all of my courses, I practice “critical
pedagogy.” This educational philosophy asks students to question and
identify the balance of power in all situations—an act necessary to raise a
your awareness of social justice. I also emphasize
“critical constructivist” learning theory. Constructivism challenges
students (with the guidance of the teacher) to forge their own understanding of
various concepts by formulating and testing hypotheses, and by utilizing
inductive, not just deductive, reasoning. A constructivist stance asks students
to recognize and build upon their prior knowledge while facing their own
assumptions and expectations as an avenue to deeper and more meaningful
learning. My practices avoid traditional forms of assessment (selected-response
tests), strive to ask students to create authentic representations of their
learning, and require revision of that student work.
Some of the primary structures of this course include the
following:
• I delay traditional grades on student work to encourage you to
focus on learning instead of seeking an “A” and to discourage you from being
“finishers” instead of engaged in assignments. At any point in the course, you
can receive oral identification of on-going grades if you arrange an individual
conference concerning you work. However, this course functions under the
expectation that no student work is complete until the last day of the course;
therefore, technically all students have no formal grade until the submission
of the final portfolio. One of the primary goals of this course is to encourage
you to move away from thinking and acting as a student and toward
thinking and acting in authentic ways that manifest themselves in the world
outside of school.
• I include individual conferences for all students at mid-term
(and any time one is requested), based on a self-evaluation, a mid-course
evaluation, and an identification of student concerns for the remainder of the
course. You will receive a significant amount of oral feedback (“feedback” and
“grades” are not the same, and I consider “grades” much less useful than
feedback), but much of my feedback comes in the form of probing questions that
require you to make informed decisions instead of seeking to fulfill a
requirement established by me or some other authority. Your learning experience
is not a game of “got you”; thus, you have no reason to distrust the
process. I value and support student experimentation, along with the
necessity of error and mistakes during those experiments.My classroom is not
a place where you need to mask misunderstandings and mistakes. I do not
equate learning with a student fulfilling clearly defined performances
(see Freire’s commentary on prescription above), but I do equate learning
with students creating their own parameters for their work and then presenting
their work in sincere and faithful ways.
• I include portfolio assessment in my courses, requiring students
to draft work throughout the course, to seek peer and professor feedback
through conferences, and to compile at the end all of their assignments in a
course with a reflection on that work; my final assessments are weighted for
students and guided by expectations for those assignments, but those weights
and expectations are tentative and offered for negotiation
with each student. Ultimately, the final grade is calculated holistically and
based on that cumulative portfolio. All major assignments in this
course must be drafted in order to be eligible for a final grade of “A.” The
drafting process must include at least two weeks of dedication to the
assignment, student-solicited feedback from the professor, and peer feedback.
Assignments must be submitted in final forms in the culminating portfolio, but
documentation of the drafting process must also be submitted with the final
products. Any major assignments that do not fulfill the
expectation of drafting will not receive a grade higher than a “B.” Revision is
a necessary aspect of completing academic work.
Welcome to the occupation. This is your class, a
series of moments of your life—where you make your decisions
and act in ways you choose. Freedom and choice, actually, are frightening
things because with them come responsibility. We are often unaccustomed to
freedom, choose, and responsibility, especially in the years we spend in
school. So if you are nervous about being given the freedom to speak and the
responsibility for making your own choices, that is to be expected.
But I am here to help—not prescribe, not to judge. That too will make you a bit
nervous. I am glad to have this opportunity in your life, and I will not take
it lightly. I would be honored if you choose not to take it lightly
either.
References
Ayres, W.
(2001). To teach: The journey of a teacher. New York: Teachers
College Press.
Brooks, J. G.,
& Brooks, M. G. (1999). In search of understanding: The case
for constructivist classrooms. Alexandria, VA: Association for Supervision
and Curriculum Development.
Dewey, J.
(1938/1997). Experience and education. New York: Free Press.
Freire, P.
(1993). Pedagogy of the oppressed. New York: Continuum.
Gardner, H.
(1999). The disciplined mind: What all students should understand.
New York: Simon and Schuster.
Gardner, H.
(1991). The unschooled mind: How children think and how schools should
teach. New York: Basic Books.
Greene, M.
(1995). Releasing the imagination: Essays on education, the arts, and
social change. San Francisco: Jossey-Bass.
hooks, b.
(1999). remembered rapture: the writer at work. New York: Henry
Holt and Company.
———. (1994). Teaching
to transgress: Education as the practice of freedom. New
York: Routledge.
Kincheloe, J. L.
(2005a). Critical constructivism primer. New York: Peter Lang.
Kincheloe, J. L.
(2005b). Critical pedagogy primer. New York: Peter Lang.
Pinker, S.
(1994). The language instinct. New York: Harper Perennial.
———. (1999). Words
and rules: The ingredients of language. New York: Basic Books.
Popham, W. J.
(2001). The Truth about testing: An educator’s call to action.
Alexandria, VA: ASCD.
———. (2003). Test
better, teach better: The instructional role of assessment. Alexandria, VA:
Association for Supervision and Curriculum Development.
Zemelman, S.,
Daniels, H., & Hyde, A. (2005). Best Practice: Today’s
standards for teaching and learning in America’s schools (3rd ed.).
Portsmouth, NH: Heinemann.
