Teaching Children's Literature in the 21st Century

[...]of this initiative, information regarding children's literature courses, including the syllabi and handouts shared by the presenters during the 2013 Master Class session, may be found on the CLA website: http://www.childrensliteratureassembly.org. Options for the project include an in-dept...

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Bibliographic Details
Published in:Journal of children's literature 2014-04, Vol.40 (1), p.56
Main Authors: Mathis, Janelle B, Aziz, Seemi, Crisp, Thomas, Graff, Jennifer M, Kesler, Ted, Liang, Lauren, Sekeres, Diane Carver, Wilfong, Lori
Format: Article
Language:English
Subjects:
Adolescent Literature
Adolescents
Blogs
British & Irish literature
Censorship
Children & youth
Childrens literature
Childrens picture books
Classroom Environment
Course Descriptions
Critical Literacy
Cultural groups
Cultural Pluralism
Distance learning
Electronic Learning
English literature
Gaiman, Neil
Learning
Literacy
Literary criticism
Literary Genres
Literary translation
Multiculturalism & pluralism
Novels
Reader Response
Stereotypes
Teaching
Theme
Websites
Young adult literature
Young Adults
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Description
Summary:[...]of this initiative, information regarding children's literature courses, including the syllabi and handouts shared by the presenters during the 2013 Master Class session, may be found on the CLA website: http://www.childrensliteratureassembly.org. Options for the project include an in-depth critical analysis of a set of books from a particular country or cultural group; an issue such as translation, censorship, stereotypes, or cultural authenticity; an author or theme relevant to our focus on internationalism; responses of children, adolescents, or adults to a particular set of global books; awards given to international literature or to literature within a particular country; or self-authored literature that is based in a specific cultural experience. * Online learning forums and blogs: I create online discussion forums that the students and I use as blog sites on issues and tensions that emerge through our readings.
ISSN:1521-7779