The Development of British Childrens Literature
| Module title | The Development of British Childrens Literature |
|---|---|
| Module code | EAS3415 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff | Professor Joanne Parker (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 16 |
|---|
Module description
The Development of British Children’s Literature will introduce you to the history of writing for children in Britain from the eighteenth century to the present. In addition to examining many books now considered ‘children’s classics’, you will also read texts that are now largely forgotten, but which were once avidly read by children. Among the issues you will investigate are: the relationship of children’s literature to evolving definitions of the child; the representation of gender, class, age, nationality, and nature in children’s literature; the twin roles of didacticism and entertainment in writing for children; the important role of animals and magic in children’s books; the dual audience of both adults and children to which children’s literature must appeal; the inherent power-dynamics of a literature written by adults for children. Some seminars will take the form of workshops where you will have the chance to examine a wide range of picture books or annuals, analysing the complex relationships that can exist between words and pictures.
Module aims - intentions of the module
The module will enable you to:
- Apply your skills in critical analysis to practical, social issues – by thinking about how children’s books can help children deal with a range of real-life issues.
- Gain a deeper understanding of contemporary children’s literature, by discovering its literary roots and history.
- Investigate the distinctive genres and sub-genres of children’s literature, and their relationships to adult literature.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate an advanced knowledge of the historical development of childrens literature in Britain.
- 2. Demonstrate understanding of the interactions between childrens literature, literature for adults, and changing definitions of the child.
- 3. Demonstrate an advanced understanding of the particular stylistic features of childrens literature.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Demonstrate an advanced ability to analyse literary texts and to relate their concerns and their modes of expression to their historical context.
- 5. Demonstrate an advanced ability to understand and analyse relevant theoretical ideas, and to apply these ideas to literary texts.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Through research for seminars and essays, demonstrate advanced proficiency in information retrieval and analysis.
- 7. Through essay writing, demonstrate a capacity to write clear and correct prose
- 8. Demonstrate an advanced understanding of the social uses to which literature can be put, particularly in relation to childrens development and well-being.
Syllabus plan
There are two texts studied most weeks, but all are available in cheap paperback editions (or online) and are quick and easy to read. Whilst the content may vary from year to year, it is envisioned that the module will cover some or all of the following topics:
- Introduction – What is Children’s Literature?
- Early Children’s Literature (the eighteenth century)
- Victorian Nonsense for children
- Victorian Fairy Tales
- The Victorian Adventure Story for Children
- Comics and Annuals
- Edwardian Children’s Literature
- Picture Books
- The British School Story
- Inter-War Children’s Literature
- Late-Twentieth-Century Children’s Literature
- Young Adult Fiction
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 33` | 267 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching | 33 | Teaching is by two 1.5 hour seminars per week, which will incorporate short lectures, student-led presentations and structured discussion. |
| Guided independent study | 33 | Study group preparation and meetings |
| Guided independent study | 70 | Seminar preparation (individual) |
| Guided independent study | 164 | Reading, research, and essay preparation |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Participation | 10 | Continuous | 1, 2, 3, 4, 5, 6, 8 | Written feedback with opportunity for tutorial follow-up |
| Essay | 20 | 1,500 words | 1,2,3,4,5,6,7,8 | Written feedback with opportunity for tutorial follow-up |
| Directed Reading Plan | 30 | 1,500 words | 2,3,4,5,6,7,8 | Written feedback with opportunity for tutorial follow-up |
| Essay | 40 | 3000 words | 1,2,3,4,5,6,7,8 | Written feedback with opportunity for tutorial follow-up |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay (1500 words) | Essay (1500 words) | 1,2,3,4,5,6,7,8 | August Ref/Def |
| Directed Reading Plan | Directed Reading Plan | 2,3,4,5,6,7,8 | August Ref/Def |
| Essay (3000 words) | Essay (3000 words) | 1,2,3,4,5,6,7,8 | August Ref/Def |
| Participation | Repeat Study or Mitigation | 1,2,3,4,5,6,8 | N/A |
Re-assessment notes
Deferral – if you miss an assessment for certificated reasons judged acceptable by the Mitigation Committee, you will normally be either deferred in the assessment or an extension may be granted. The mark given for a re-assessment taken as a result of deferral will not be capped and will be treated as it would be if it were your first attempt at the assessment.
Referral – if you have failed the module overall (i.e. a final overall module mark of less than 40%) you will be required to submit a further assessment as necessary. If you are successful on referral, your overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
Core reading:
Richard Adams, Watership Down (Puffin, 2012)
J.M. Barrie, Peter Pan (Wordsworth Children’s Classics, 1993)
Malorie Blackman, Noughts and Crosses (Corgi, 2006)
Enid Blyton, First Term atMalory Towers (Egmont, 2006)
Sarah Fielding, The Governess: or Little Female Academy (Broadview, 2005)
Kenneth Graham, The Wind in the Willows (Vintage, 2012)
Thomas Hughes, Tom Brown’s Schooldays (Oxford World’s Classics, 2008)
Charles Kingsley, The Water Babies (Wordsworth Children’s Classics, 1994)
Edward Lear, Complete Nonsense (Wordsworth Classics, 1994)
A.A. Milne, The House at Pooh Corner (Egmont, 2009)
E. Nesbit, The Railway Children (Oxford Children’s Classics, 2012)
Beatrix Potter, The Tale of Peter Rabbit (Warne, 2002)
J.K. Rowling, Harry Potter and the Philosopher’s Stone (Bloomsbury, 2014)
Salman Rushdie, Haroun and the Sea of Stories (Puffin, 1993)
Robert Louis Stevenson, Treasure Island (Bloomsbury, 2015)
T.H. White, The Sword in the Stone (Collins, 2008)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 20/10/21 |
| Last revision date | 20/02/2022 |
