1. demonstrate a knowledge of children’s literature in its historical context
2. identify key themes emerging and developing in children’s literature from
3. use the critical and theoretical perspectives employed in the analysis of children’s literature in your own analysis of text
4. write a literary-critical essay which analyses, 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 Portfolio – to consist of two contributions to group learning on the module using authentic assessment forms such as podcasts, presentations, vlogs, blogs, leading group sessions, poster presentations. Forms must vary in each portfolio. Final piece in the portfolio will be a ‘verbal pitch’: student must pitch their ideas for their final assignment to a tutor. Each piece must incorporate reflection. (LOs: 1,2,3)

Essay or Creative writing piece – a literary-critical essay or a piece of creative writing (including reflection) for children. (Los: 1,2,3,4)

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)

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 might 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. There will also be programme- and/or department-wide developmental sessions convened by the team.

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.