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LIT 291 Children's Literature for Educators
Credit Hours:  3
Effective Term: Fall 2016
SUN#: None
AGEC: Cultural (Ethnic/Race/Gender) Awareness   Humanities   Intensive Writing/Critical Inquiry  
Credit Breakdown: 3 Lectures
Times for Credit: 1
Grading Option: A, B, C, D, F

Description: Introduces, explores, and evaluates a wide array of classic and contemporary children's literature. Emphasis is on examination of criteria for selection and an evaluation of children's books, including culturally and socially diverse literature.

Prerequisites: ENG101

Corequisites: ENG102 must be taken as a prerequisite or corequisite.

Recommendations: None

Measurable Student Learning Outcomes
1. (Analysis Level) Identify and compare/contrast various genres of children's literature and demonstrate competency in the use of standard literary terms (plot, setting, rhyme, figurative language, etc.)
2. (Comprehension Level) Identify and describe distinct literary characteristics of literature, including techniques of illustration and format of children's books.
3. (Synthesis Level) Employ various literary, cultural, and education theories to develop the criteria for evaluating children's literature and apply them to various texts.
4. (Analysis Level) Examine and explain how various genres of children's literature can be used effectively in classroom contexts and/or different stages of development and age levels.
5. (Comprehension Level) Identify and explain issues and trends in the history of children's literature and its use in educational contexts.
6. (Analysis Level) Analyze the ways in which the social, political, cultural, and historical contexts affect the creation of children's literature and impact the selection and teaching practices of it.
7. (Evaluation Level) Compose written discourse, class presentations and/or discussions that indicate a process of reflection and critical thinking and the evaluation of scholarly commentary.
8. (Synthesis Level) Compose effective written discourse of at least 5000 words that demonstrates competency in research strategies, including appropriate documentation standards, composing skills, and conventions of Standard English.
Internal/External Standards Accreditation