Children Literacy & Literature
Run by School of Education and Human Development
20.000 Credits or 10.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Fliss Kyffin
Overall aims and purpose
This module encourages students to analyse what literacy is in the context of children and young people’s literature. It revisits and extends theories of how children and young people develop literacy skills. It develops knowledge and understanding of how pre-school literacy skills are supported by parents and families, agencies and practitioners. It studies how literacy is developed in schools, libraries and other places of interest in the form of stories, poetry, information texts and through digital means. It provides opportunities to evaluate strategies and activities for literacy development from birth to 14 years with reference to the National Literacy Framework. The module enables the composition of a short fiction or non-fiction text for children or young people and evaluates how literature can develop personal, social, emotional and cultural attitudes and understanding.
Developing early literacy through literature.
The lectures consider the conditions required for language development and how children develop early language and literacy skills. Theories of language acquisition are revisited and built upon from your first year studies in the context of positive experiences that promote literacy. Agencies and programmes that support Family Literacy are discussed and the social and economic reasons behind the development of Family Literacy are analysed.
The role of libraries, museums and places of interest are explored and the ways in which they contribute to child literacy are considered. There is input from a Children’s Librarian and a Learning and Engaging Manager from a local museum. Digital literacy for young children is explored, particularly the use of apps and websites which promote early literacy skills. You will become familiar with a wide range of literature written for children from birth to the end of the Foundation Phase and keep a reading log which analyses your findings. You will find it useful to join your local library so you have free access to children’s literature over the year.
Developing advanced literacy through literature.
Your understanding of literacy will develop to include children and young people in Key Stages 2 and 3. The focus is on defining literary features in a wide range of literature for children and young people and exploring how these support personal, social, emotional and cultural understanding in addition to developing literacy skills. You compose a literary or non-literary text for a target audience of your choice and apply your understanding of the features that make a story, a poem or a factual piece. You create literacy activities based on your composition with reference to the Literacy and Numeracy Framework. You continue to keep a reading log of children and young people’s literature you have read and explain how they have influenced your composition.
A satisfactory knowledge and understanding of children’s literacy and the ability to interpret the contribution of a range of agencies and programmes. An adequate understanding of the characteristics of literary/ non-literary forms for children, and satisfactory compositional and creative skills when producing a literary/ non literary composition of their own. The ability to evaluate their own literary/ non-literary compositions and interpret the fiction of their choice based other people’s knowledge and opinions to support a point of view.
A good knowledge and understanding of children’s literacy and the ability to interpret the contribution of a range of agencies and programmes. A good understanding of the characteristics of literary/ non-literary forms for children, and good compositional and creative skills when producing a literary/ non literary composition of their own. The ability to effectively evaluate their own literary/ non-literary compositions and interpret the fiction of their choice based other people’s knowledge and opinions to support a point of view.
A excellent knowledge and understanding of children’s literacy and the ability to interpret thoroughly the contribution of a range of agencies and programmes. An excellent understanding of the characteristics of literary/ non-literary forms for children, and especial originality and creativity when producing a literary/ non literary composition for them. The ability to effectively evaluate their own literary/ non-literary compositions and to interpret the fiction of their choice, by linking other people’s knowledge and opinions with their own points of view in a critical-discerning manner.
Demonstrate a critical understanding of child literacy development theories and interpret the meaning of literacy in children aged under 5 and the characteristics of developmental literacy of children and young people up to the age of 14.
Demonstrate a deeper understanding of the role of parents and families, various agencies and practitioners as they support and promote early literacy in children.
Choose and evaluate a variety of children and young people's literature in terms of content and features and the way in which these increase children's understanding of emotional, personal, social and cultural issues.
Compose literary or non-literary texts for children and young people and analyse your writing process.
Evaluate the methods used by different practitioners to promote children and young people's literacy skills through digital literacy and literature and different approaches, strategies and resources that maintain their interest in literacy and reading.
|Composition and Reading Log||50.00|
Teaching and Learning Strategy
This includes reading children and young person's literature and keeping a reading log of books read.
Lectures presented through the medium of English with Welsh language resources and lecture notes provided. Welsh medium students have opportunities in each lecture for discussion and practical activities to take place through their home language with a Welsh language lecturer.
Students have tutorial time made avaialble for them for feedback on a 1 page draft or plan of the 2 assignments. Students are encouraged to have tutorials in groups whenever possible due to the large class size
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- apply multiple perspectives to early childhood issues recognising that early childhood studies involves a range of research methods theories evidence and applications
- integrate ideas and findings across the multiple perspectives in early childhood studies and recognise distinctive early childhood studies approaches to relevant issues
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
Resource implications for students
Students are invited to visit Oriel Mon in Llangefni, Anglesey to look at the opportunities for family literacy. This is not made compulsory as students could choose an alternative place of interest to write their report on. Students using their own cars or public transport will be responsible for their own health and safety insurance and the cost of petrol to and from the museum.
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xae-2035.html
Barratt-Pugh, C. and Rohl, M. (eds) (2000) Literacy Learning in the Early Years, Buckingham: OUP Barrs, M. and Cork, V. (2001) The Reader in the Writer, London: CLPE Bearne, e. et al. (2007) Reading on Screen, Leicester: UKLA Brock, A. and Rankin, C. (2008) Communication, Language and Literacy from Birth to Five, London: Sage Browne, A. (2012) Developing Language and Literacy 3-8, London: Sage Bruce, T. and Spratt, J. (2011) Essentials of Literacy from 0-7, London: Sage Bryce-Clegg, A. (2013) Getting ready to write, London: Featherstone Desforges, C. and Abouchaar, A. (2003) The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievements and Adjustment. DfES Research, Report 433 Griffith, P.L. et al. (2008) Literacy for Young Children, London: Sage Kucirkova, N. (2014) iPads and Tablets in the Classroom: Personalising children’s stories, Leicester: UKLA Levy, R. (2011) Young Children Reading at Home and at School, London: Sage Makin, L. and Whitehead, M. (2004) How to Develop Children’s Early Literacy, London: Sage Mallet, M. (2007) Active encounters: Inspiring young readers and writers of non-fiction 4-11, Leicester: UKLA Pahl, K. and Rowsell, J. (2012) Literacy and Education, London: Sage Riley, J. (2006) Language and Literacy 3-7, London: Sage Sharp, E. (2005) Learning through talk in the early years, London: Paul Chapman Sheridan, M. (2008) From Birth to Five Years: Children’s Developmental Progress, London: Routledge Stone, G. (2011) The Digital Literacy Classroom, Leicester: UKLA Waugh, D. and Neaum, S. (2013) Beyond Early Reading, Northwich: Critical Publishing Welsh Assembly Government, (2009) Qualitative Evaluation of Flying Start, Cardiff: WAG Welsh Assembly Government, (2013) National Literacy and Numeracy Framework, Cardiff: WAG Whitehead, M. (2007) Developing Language and Literacy with Young Children, London: Paul Chapman Whitehead, M. (2010) Language and literacy in the Early Years 0-7, London: Sage
Journal articles relevant to the weeks’ lectures will also be posted on Blackboard.