ENMCHT: Theory of Children's Literature

Module code: ENMCHT

Module provider: English Literature; School of Humanities

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Professor Karin Lesnik-Oberstein, email: k.b.lesnik-oberstein@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module is taken by all students (in the case of part-timers alternately in their first or second year of attendance) to develop an ability to think through ideas which motivate and define 'children's literature criticism', and to analyse the assumptions on which these, and ultimately all, critical approaches rest. The module is therefore designed to introduce students to theoretical perspectives on children's literature: what defines 'children's literature'? what can be said about readers, texts, authors and criticism? However, texts used may, but also may not, be explicitly 'theoretical': the module resists a 'cook-book' teaching of 'theory' as a series of 'approaches', instead aiming to develop and follow the students' own thinking and self-reflection. This is also an aspect of the form of the seminars on the module as these are co-created by the tutor and the students together: there is no set reading list but instead students choose texts in terms of the interests, questions and difficulties of the specific group at that time. In terms of the module essay, students are encouraged to question the very 'form' or idea of an 'essay', and are free to hand in any kind of written work (a list of questions, a letter) which demonstrates their thinking, in order to leave the students the space to explore in any way their own assumptions and thinking, and not to impose a prior assumption about what 'must' be done in terms of criticism and writing. 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Demonstrate a knowledge and understanding of critical, theoretical and methodological approaches to children’s literature and interdisciplinary childhood studies, including children’s media 
2. Use a knowledge of the origins and development of children’s literature and media 
3. Implement research skills, including archival research skills 
4. Write critically and analytically about issues in children’s literature and interdisciplinary childhood studies 
5. Demonstrate an awareness of the relevance of issues in children’s literature and interdisciplinary childhood studies to wider social and cultural issues and questions. 
6. Demonstrate an awareness of international and global issues in relation to childhood and children’s literatures in English. 

Module content

As stated above (under 'aims and purpose') this module resists a 'cook-book' teaching of 'theory' as a series of 'approaches', instead aiming to develop and follow the students' own thinking and self-reflection. Texts are therefore chosen with and by the students, so that the module changes every year. The 'content' may therefore be best defined as the examination of the process of critical and analytical thinking through the reading and discussing together of any text - including, for instance, ('children's') fiction, criticism, philosophy, psychology, sociology, biology - chosen by the group as relevant to the problems, questions, or issues they are grappling with at a given time. 

Structure

Teaching and learning methods

The module consists of twenty-two once-weekly small-group seminars of one hour's duration. As the module is student-led, this is also an aspect of the form of the teaching, which varies from week-to-week and year-to-year. The texts are chosen by the students, and they are expected to read and think about their chosen text before each class as preparation. In the seminars, the group discussions are based on the close analysis of student-chosen passages from their chosen texts, where critical and theoretical issues raised in the reading are the subject of discussion as they arise from the close readings. 

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment consists of continuous feedback on seminar participation and extensive feedback on all written work. 

Reassessment

Additional costs