|Semester 1 Credit Value:||20|
The twentieth century has been characterised as the ‘century of the child’. In postwar Britain, children’s literature became an important venue for revaluating ideas of nationhood, reconstructing Britain’s past and constructing the future. This module will consider the development of twentieth century children’s literature and the ways in which it has engaged with ideas of home, heritage and history. It aims to place children’s literature in its social and historical contexts, giving students an understanding of how it has contributed to British culture and identity. It will introduce students to the distinctive critical and theoretical debates that are particular to the field, and to the use of archives and special collections in children’s literature scholarship.
The module will offer an introduction to 20th century British children’s literature, with a focus on texts which engage with the themes of home, heritage and history. Students will have the opportunity to read a range of texts published for young readers, including illustrated books and books for young adult readers, and will consider how these books construct both the child and the nation. They will also have the opportunity to work with archives and special collections, notably those held by Seven Stories, the National Centre for Children’s Books, and will consider the intersection between the archive, the child, and the telling of history.
Lectures and seminars will focus on specific aspects of Briths children’s literature in the twentieth century, including prize culture, historical fiction, family stories, war narratives, and regional fiction. Workshops will focus on skills and methodologies, including the use of archives and special collections. The syllabus will vary from year to year to reflect opportunities to work with local archives and special collections. Indicative authors include Arthur Ransome, Elinor Lyon, Mary Norton, Philippa Pearce, Alan Garner, and David Almond.
Students will develop knowledge and understanding of the following:
- the historical and social contexts of children’s literature in the 20th century
- a wide range of books for children, in a variety of genres and addressing different age groups
- critical debates concerning the social roles and aesthetic forms of children’s literature
- approaches and methodologies for the critical analysis of children’s literature
- the role of archives and special collections in children's literature scholarship
- the role of children’s literature in shaping nationhood and British culture
The module will develop skills in:
- reading and analyzing a range of texts and documents
- using secondary material critically
- accessing and using archives and special collections
- giving informal oral presentations
- producing appropriate kinds of academic writing
- working with a group of colleagues on a common task
- participating in debate and discussion
- working under time pressure
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||11||1:00||11:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||30:00||30:00||N/A|
|Guided Independent Study||Directed research and reading||1||80:00||80:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||10||2:00||20:00||N/A|
|Scheduled Learning And Teaching Activities||Workshops||2||3:00||6:00||N/A|
|Scheduled Learning And Teaching Activities||Fieldwork||1||3:00||3:00||N/A|
|Guided Independent Study||Student-led group activity||18||1:00||18:00||N/A|
|Guided Independent Study||Independent study||1||32:00||32:00||N/A|
Methods are varied as is appropriate to the breadth and diversity of the module's content and intended learning outcomes. The lectures offer students wide-ranging overviews of the historical development of children's literature, its relation to British culture and identity, and critical strategies and methodologies appropriate to its study. One important strand of the module is the opportunity to gain experience of literary research in archives and special collections: the workshops will offer students he opportunity to gain practical skills related to this area, while the field trip to Seven Stories, the National Centre for Children's Books will introduce students to key local resources for the study of children's literature. Building on this foundation, the two-hour seminars are designed to enable active learning and include short lectures focused on particular writers, plenary discussions, student presentations, and group work. In addition to the two study visits, students will be able to access a rich programme of events, including literary speakers and visits to local performances of children's film and theatre.
The format of resits will be determined by the Board of Examiners
|Essay||1||M||25||Skills based essay (1500 words)|
|Essay||1||A||60||Essay (2500 words)|
|Practical/lab report||1||A||10||Class participation activities|
|Computer assessment||1||M||5||Multiple choice quiz on key skills|
The short essay will allow students to exercise subject-specific skills taught on the module by offering the opportunity to use archives and special collections for literary research. The time-limited essay (also known as a take-home examination) will enable students to examine in a highly focused way, and with reference to a selection of writers, the issues and questions explored by the module. It will enable them to develop skills in researching a field, planning and organising work, and working under time pressure. A formative assessment (practice exam) mid-module will allow them the chance to practice these skills.
Students will also be encouraged to take responsibility for their own and their peers' learning, and to develop practical approaches to material, via an in-class student-led exercise.
The chosen forms of assessment correspond to the Department's commitment to providing an appropriate range of methods of assessment across all modules
Alternative Assessment for Study Abroad Semester 1 only: Study Abroad students in semester 1 are able to submit their portfolio electronically or in hard copy by registered mail.
Disclaimer: The information contained within the Module Catalogue relates to the 2017/18 academic year. In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described. Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2017/18 entry will be published here in early-April 2017. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.