This module surveys children’s literature from an historical perspective, stretching back over the ‘3 ages’ of children’s fiction. Concepts will be explored through discussion writing such as the changing perspectives of childhood, the impact of shifting social roles upon family dynamics, and the development in ideas of nationhood following the end of Empire and two world wars.

Texts might include:
Lewis Carroll, Alice’s Adventures in Wonderland (1865)
Frances Hodgson Burnett, The Secret Garden (1911)
C S Lewis, The Lion, the Witch and the Wardrobe (1950)
Philippa Pearce Tom’s Midnight Garden (1958)
Lucy Boston The Children of Green Knowe (1954)
Philip Pullman, Northern Lights (1995)
J K Rowling, Harry Potter and the Philosopher’s Stone (1997)
David Almond, Skellig (1998)

Gamble, Nikki; Yates, Sally (2008). Exploring Children's Literature. London: Sage.
Grenby, M.O.; Immel, A. (2009) The Cambridge Companion to Children’s Literature. Cambridge University Press.
Hunt, P. (2012) Understanding children’s literature. 2nd ed. London: Routledge.
Lerer, Seth (2014). Children's Literature: A Reader's History, from Aesop to Harry Potter. Chicago
University of Chicago Press
Maybin, J. and Watson, N.J. (2009) Children’s literature¿: approaches and territories. Basingstoke: Palgrave Macmillan.
McCulloch, Fiona (2011). Children's Literature in Context. London: Continuum.
Mills, Claudia (ed). (2016). Ethics and Children's Literature. Ashgate.
Montgomery, H. and Watson, N.J. (2009) Children’s literature¿: Classic texts and contemporary trends. Basingstoke: Palgrave Macmillan.
Rudd, D. (2010) The Routledge companion to children’s literature. London: Routledge.
Thacker, D.C. and Webb, J. (2012) Introducing Children’s Literature: From Romanticism to Postmodernism. Hoboken: Taylor and Francis.

Blackboard VLE, library.

1. Demonstrate a knowledge of themes inchildren’s literature and its development.
2. Reflect on contributions to class learning.
3. Use relevant critical perspectives in analysing children’s literature.
4. Use close reading analysis to write a literary-critical essay which contextualises and compares texts
OR
produce a sustained piece of children’s literature adopting some of the devices and methods studied on the module.

Learning journal: to consist of two equally weighted elements. (LOs: 2)¿¿

A reflection upon a contribution to class learning on the module, using authentic forms such as podcasts, presentations, vlogs, leading group sessions¿(these may be done in pairs or alone), blogs, poster presentations. Reflection should show the detail of what the student intended to convey, how and why. Reflection should also show how the contribution was received and what the student would do differently next time.¿

Second entry in the journal will be a reflection upon a ‘verbal pitch’: student must pitch their ideas for their final assignment to a tutor. Reflection should detail the plans for the assignment, the tutor’s feedback, and how the student intends to action that. ¿

Essay or Creative writing piece – a literary-critical essay or a piece of creative writing for children. Topics agreed with tutor. (Los: 1,3,4)

Are you sitting comfortably…? Children’s literature is a varied field, and this survey module gives you an insight into a range of fiction for children, from the Victorian era to the present day. Themes explored include the changing notions of ‘the child’, the status of the natural world in children’s literature, the tension between dependence and independence, the negotiation of national identity in culture, and stages of psychological development in the child protagonist. So, stay sharp but prepare to enjoy once more all those curious discoveries, time-slips, enchanted objects and half-hidden magical lands – the wardrobe is still there, waiting for you to explore…

Teaching will be delivered by weekly workshops which will involve segments of lecture, discussion activities, student participation and analytical practice. .