Notes: Survey of Children's Literature – Key Points

Intro: Getting to know each other; focus on survey of children's literature; class runs weekly on Wednesdays and is a long session (duration roughly from $3:00$ to $05:20$ ). If fatigue hits, the instructor may stop making sense by $03:00$ and invite questions to refocus.
Goals: Build comfort with the class, learn resources, and engage with kid lit topics together.

Access through the main page: welcome message, course syllabus, and resources.
Save the syllabus in a file for future reference (helps with transfer or defending transfer credits).
Deadlines and to-do list: print or save as a file; keeps track of due dates, agendas, assignments, point values, and posting locations.
General rule: due dates are typically the Tuesday before class; late posting may still be accepted if posted before grading.

Agenda one: deadlines before class meet; consistency across weeks.
If late, post before grading to receive credit; after grading = no credit.
Some items may not show explicit points; purpose is organization and preparation.

Library card recommended (city library or Riverland Library).
Textbooks: a list of required titles is provided; options to borrow from Riverland or city libraries if purchase is challenging.
If needed, an extra copy might be available in the instructor’s office.

Read ZIS award winners article (Agenda One Resources).
Two posting tasks for points:
- Explore an online resource (about 30 minutes).
- Post your teaching ideas to remember (seven-sentence reflection; ~7 sentences).
Activity: during discussion, note one thing you’d like to remember for quick recall.

Aim: create a friendly, engaging environment; avoid side conversations during instruction; Zoom audio can pick up background noise.
AI/ChatGPT policy: prefer your own voice in responses; avoid relying on AI-generated text; discuss use with the instructor if you plan to use AI for a project.
Final: soft final assignment rather than a high-stress exam; flexible but with a clear end goal.

Most students in class are pursuing education careers (future teachers, etc.); some may have other goals (parents, readers, etc.).
Quick activity: share name and intended or current role (e.g., future teacher, parent, etc.).
Icebreaker prompts include favorite children’s books to explore personal connections to kid lit.

Picture books: abundant in local libraries and at home; good starting point for class discussions.
Traditional literature: fairy tales, myths, legends, folktales.
Modern fantasy: primary text is $The One and Only Ivan$ ; swap allowed if someone wants a different modern fantasy with similar themes.
Poetry: online resources available; curated selections rather than a single required poetry collection.
Contemporary fiction: $Wonder$ as a common option; can reread with new resources.
Historical fiction: $Little Rock$ ; option to substitute (e.g., Louise Erdrich title) if preferred.
Multicultural literature: $A Long Walk to Water$ ; ongoing exploration.
Dystopian science fiction: $Pet$ ; discussion on updates and different editions may occur.
Note: the instructor may reference re-releases and updates to editions; students may choose alternate titles if desired.

Many students prefer physical books; debates about digital vs. print persist.
Book culture in various places (e.g., Vietnam’s book markets) highlights the appeal of physical books.
Aliteracy: the idea of knowing how to read but choosing not to; this class focuses on strategies to foster love of reading, not just reading for tests.
Reading for community impact: readers tend to volunteer and contribute more to communities; building lifelong readers supports empathetic and engaged citizens.

Not just books with children; often includes difficult topics but generally contains hope.
Kid lit can address tough realities (e.g., abuse, trauma) in a safe, discussable way.
Purpose: provide opportunities for dialogue and reflection with knowledgeable adults; expand perspectives through vicarious experiences.

Plot structures in kid lit:
- Chronological/linear plot
- Episodic chapters (same character, multiple episodes)
- Alternating plots (different characters’ perspectives per chapter)
Activities: teachers can tailor examples to these structures (e.g., map a character’s day, episode charades, or assign different voices for reading aloud).
Conflict types: character vs. self, vs. nature, vs. character, vs. society.
Characterization: multi-dimensional vs. static; use of character maps and perspective choices (eye vs. omniscient narrator).
Point of view: consider whose perspective is telling the story and experiment with writing from different voices.

Bulletin boards and wall spaces as visual learning tools; use for depicting conflict types, character traits, etc.
Quiltmaker’s Gift as a favorite example: strong narrative and rich artwork; discuss cover pages, end pages, margins, typography, and color choices.
Critics review worksheet: optional resource to guide book talks, plot description, and elements like theme, character, and conflict; encourages students to review and discuss texts.
Final prompt idea: one literary element present in a book and a teaching technique to use with students (could reference a specific title).

Speaker: author Mac Barnett; explores truth vs. lies, fiction vs. reality; art as a liminal space between truth and storytelling.
Activity: consider how a good book opens doors to imagination and understanding.

Optional 10-minute break if needed to recharge before moving into deeper literary terms.
Reminder: next steps include watching the TED Talk and applying the discussed literary terms to classroom activities.