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Module Descriptors

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Session: 2022/23

Last modified: 27/10/2022 14:53:05

Title of Module: Children's Literature

Code: UGED08001 SCQF Level: 8
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:J  Ellis

Summary of Module

 

Recognising that books for children reflect aspects of the culture, society and age in which they are written, students will study children's literature not only as a literary field in itself but also in terms of its social, cultural and historical constructions. In this module, they will explore the ways in which children are introduced, through text (novels, graphic novels and picture books), to messages, value systems, ans sensitive topics, thereby developing critical debate and enquiry in the field of children's literature. In addition, they will consider ways in which issues of marginalisation, exclusion and conflict are explored in children’s literature. Students will have the opportunity to examine different modes of narrative in picture and verbal text and decode visual elements in picture books.  

  • As this module is offered not only to students on the B.A. Education programme, but to other students on a range of programmes, it is not exclusively designed to support students towards meeting the GTCS Standard for Provisional Registration (2021). Through studying this module, however, students will know how to access and apply relevant findings from educational research (SPR 2.1.2) and will work collaboratively to share their professional learning and development with colleagues (SPR 3.3.2).

  • In relation to learning for sustainability, students will engage in critical reflection and use enquiring/critical approaches. They will also explore global citizenship.

  • Students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are critical thinkers, effective communicators, collaborative, research-minded, emotionally intelligent, and culturally aware.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Analyse the ways in which contemporary children’s literature relates to the social, cultural and historical contexts of its production.

L2. Identify and evaluate the kinds of messages and value systems encoded in books for child readers.

L3. Make informed readings of contemporary children’s literature.

L4. Examine in detail the work of a range of author-illustrators.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.

Demonstrate and/or work with
A knowledge of the scope, defining features and main areas of contemporary children’s literature
A discerning understanding of a defined range of theories, concepts, principles and terminology

Practice: Applied Knowledge and Understanding SCQF Level 8.

Apply knowledge, skills and understanding
in using a range of skills, techniques, practices and materials associated with children’s literature
in analyzing examples of contemporary children’s literature

Generic Cognitive skills SCQF Level 8.

Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues in contemporary children’s literature

Communication, ICT and Numeracy Skills SCQF Level 8.

Convey complex information to a range of audiences and for a range of purposes

Autonomy, Accountability and Working with others SCQF Level 8.

Exercise autonomy and initiative in carrying out discussion about/research on children’s literature
Take the lead on planning in the context of discussing children’s texts
Practise in ways that show awareness of own and others’ roles and responsibilities when carrying out group tasks

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms and the Aula VLE, main methodologies include collaborative working and student presentations. All learning activities are aligned to relevant aspects of the professional standards. Individual and tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication and collaboration. Learning activities, assessment and feedback provide students with choice, such as selecting books on which to focus in the module assessment.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery28
Tutorial/Synchronous Support Activity0
Independent Study172
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Butts, D. (2010). Children’s Literature and Social Change. Cambridge: Lutterworth Press.

Gamble, N. (2019). Exploring Children’s Literature 4th edition. London: Sage

Gopalakrishnan, A. (2011). Multicultural Children’s Literature: A Critical Issues Approach. Los Angeles: Sage.

Smidt, S. (2012). Reading the World: What Young Children Learn From Literature. Stoke on Trent: Trentham.

Children's novels and picturebooks are also required reading. These change on a regular basis. Details are shared with students at the end of term preceding the start of the module.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
For the purposes of this module, academic engagement equates to the following:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the VLE, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure

For the purposes of this module, academic engagement equates to the following:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

In accordance with module and programme handbooks, any student whose attendance has fallen below the 80% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorP Cowan
External ExaminerF Hendry
Accreditation DetailsGTCS
Version Number

2.09

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Assessment: (also refer to Assessment Outcomes Grids below)
Formative assessment is given throughout the module in response to student tasks i.e. pre-class activities, group discussions.

Summative assessment comprises two components:
• Oral group presentation (40% of the total module assessment.)
• An individual 2000-word assignment (60% of the total module assessment.)
Formative assessment is given throughout the module in response to student tasks i.e. pre-class activities, group discussions.

Summative assessment comprises two components:
• Oral group presentation (40% of the total module assessment.)
• An individual 2000-word assignment (60% of the total module assessment.)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark600.5

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark400.5

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy


UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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