University of Iowa School of Library and Information Science
144: Trends and
Issues in Literature for Young Adults
Spring 2006
Jennifer Burek Pierce, PhD
Office Hours: Tuesday, 1-2 p.m./by appointment
Office: 3076 Main Library
Phone: 319.335.5716
Email: jennifer-burek-pierce@uiowa.edu
Required Texts
Weetzie Bat (Block)
Artemis Fowl (Colfer)
The Curious Incident of the Dog in the Night-Time (Haddon)
Born Confused (Hidier)
the first part last (Johnson)
Howlıs Moving Castle (Jones)
Stoner
& Spaz (Koertge)
Vegan, Virgin, Valentine (Mackler)
The Beet Fields (Paulsen)
Prince William, Maximillian Minsky, and Me (Rahlens)
Angus, Thongs and Full-Frontal Snogging (Rennison)
how i live now (Rosoff)
Rainbow Boys (Sanchez)
Persepolis
(Satrapi)
What My Mother Doesnıt Know
(Sones)
Please Donıt Kill the Freshman (Trope)
True Believer (Wolff)
Course Description
The
acronym KGOY – Kids Getting Older Younger –is sometimes used to
describe the way youth interact with challenges presented by contemporary
culture. This course explores this phenomenon as it is expressed and
revealed in young adult literature, with further consideration of the concept
of youth in historical, contemporary, and literary contexts. Attention will be given to what is
known about the real lived situation of young adults as a context for critical
reading of significant contemporary novels. Literary and critical terms,
as well as reading group conventions, will be introduced to provide a
foundation for these discussions.
Course Objectives
·
Familiarity with selected significant contemporary young adult
novels and the issues they raise;
·
development of skills of interpretation and criticism, informed by
awareness of literary theory and the practice of discussion techniques employed
by librarians on award committees;
·
ability to contribute productively to serious and sustained
discussion of youth literature;
·
increased knowledge about contemporary and historical contexts of
young adulthood across cultures; and
·
strategies and perspectives to aid in decision-making practices
regarding the role of these works in library and instructional settings.
Course Expectations, Procedures, and Other Guidelines
1. While there will be lectures, this course centers around
discussion of assigned novels. The purpose is to increase our
understanding of these popular and sometimes controversial works through
informed and committed sharing of ideas and information. This
necessitates attendance and active preparation for class. It is hoped and
assumed that each member of the class will be treated with respect; it is
likewise important to be prepared to deal with the mature content of novels
directly while still maintaining a professional and collegial environment.
2. If you cannot attend class, you must notify the instructor in
advance. Because one cannot duplicate a discussion following the class
meeting, it is inevitable that any make up work will not duplicate the same
learning which took place during class. Please note that the instructor
reserves the right to accept make-up work only for excused absences for which
timely notice was provided.
3. Please select and follow an appropriate style sheet or citation
manual consistently, including conventions for citation of research, editing,
and so on. Please be aware that the School of Library and Information
Science, in accord with the University, deals with academic and personal
misconduct such as plagiarism according to the procedures in the Code of
Student Life.
4. Students are expected and encouraged to ask questions about
their work in this course. Please remember that if you feel that readings
or assignments are unclear, you should ask for clarification before work is
due. I am more than happy to work with you in advance of assignment submission
to make sure you do the best work you can.
5. Incompletes will not be awarded except under extraordinary
circumstances. Any request for an extension – whether for an
individual assignment or for the course – must be made in advance of the
due date or the last class meeting.
6. Students
requiring accommodation due to medical conditions or learning disabilities
should see the instructor during office hours in the first week of
classes. These accommodations will be made in accordance with university
policies and procedures which require that students needing accommodations work
with Student Disability Services (http://www.uiowa.edu/%7Esds/index.html).
7. The grade of A is to be awarded for work exceeding expectations
for the course, B grades represent good learning and mastery of course content,
and grades below this level represent incomplete mastery of course content. Points are assigned and aggregated to
determine the final grade. These points are converted to a letter-grade
on the following 1000-point scale: A=940+, A-=900-939, B+=870-899,
B=840-869, B-=800-839, and so on.
8. The instructor reserves the right to make, with notice,
necessary adjustments in the calendar and content.
9. All assignments must be completed to pass this course.
10. Resources to supplement course content will be made available
via ICON and the Main Libraryıs e-reserves. You will need computer and
Internet access to use these resources as well as other library databases for
research purposes.
Assignments and Evaluation
1.
Participation
in discussion and active involvement with course content is integral to your
own learning experience and that of the rest of the class. Participation has
two components in this course:
first, brief postings to ICON discussion fora identifying potential
questions and issues for discussion, and second, what takes place during class
itself. Smaller, informal
assignments, such as brief in-class writings or other work done in preparation
for discussion, are evaluated as part of this category. ICON electronic posts are also
evaluated as part of this category. Participation will be evaluated on
the basis of regularly contributing to discussion in informed, thoughtful and
appropriate ways (150 points).
2.
Short Paper
on Angus, Thongs & Full-Frontal Snogging. This paper, in
approximately five double-spaced pages, will reflect on a theme, concept, or
character from the first text we read and discuss in class. It is not a
research paper, an opinion paper, a book review, or an exercise in creative
writing; aside from this, students are free to develop a literary analysis of
on any aspect of the novel that interests them. Evaluation will be based
on submitting an analysis of the novel; developing an idea appropriate to the
length of the paper; originality, specificity, and coherence of the idea
expressed; as well as correct grammar, citation, and usage (200 points).
3.
Midterm Examination evaluates studentsı understandings of key concepts and
texts assigned to date. Submitted
electronically, the out-of-class exam will consist of essay questions (200
points).
4. Presentation related to one of the
novels assigned for class. Each student will sign up for a date for
discussion on the first night of class. Then, via independent
communication with the instructor, each student will decide how he or she will
develop the presentation in relationship to the novel under discussion.
Students might, for example, choose to provide background on the author
or to give an overview of any controversy surrounding the book. Because
of this freedom to develop the talk according to your interests, it is likely
that there will be considerable variation in the talks throughout the term.
In all cases, this presentation will be evaluated on the basis of having
cleared a focused topic in advance of your talk, demonstrating a focus in class
while conveying this information, providing accurate and relevant information
in an understandable and appropriately professional manner; secondary sources
are also desirable (150 points).
5.
Final Paper
addresses a self-identified question or issue related to the significance of
young adult literature as a genre, a library resource, or a social
phenomenon. This analysis
identifies and organizes your views, grounded in appropriate scholarly
resources, offering informed opinion related to one of the novels or topics
covered as part of this course. This longer research paper will be
evaluated on criteria similar to the first paper and the appropriate use of
citation conventions (300 points).
Assignments and Point Distribution
Participation 150
Short Paper 200
Midterm 200
Presentation
150
Final Essay 300
Total Points 1000
Course Outline and Reading Assignments
Jan.
17
Introduction
to the course and to each other via ICON
Jan.
24
Who
is the young adult? A history of adolescence
Guidelines
and foundations for reading and discussion
Angus,
Thongs and Full-Frontal Snogging
Jan.
31
What
is New Criticism, and is it still new?
Supplemental
Reading: ³Being a Freshman, Being
an Author: An Interview with Teen
Author Zoe Trope,² Indiana Libraries 24.1 (2005), pp. 28-29 and ³Boi or Grrl? Youth Culture Testing the Boundaries of
Gender Identity and Roles,² The Associated Press 1 Oct. 2005.
Feb.
7
Persepolis
Supplementary
Readings: ³Graphic Novels: An Overview² (p. 3), ³Vocabulary You
Need to Know² (p. 4), and ³About Comic Awards² (p. 5) from The Public
Librarianıs Guide to Graphic Novels, n.d.; ³The Graphic Novel Silver
Anniversary,² Time
(14 Nov. 2003).
Feb.
14
Vegan,
Virgin, Valentine
Prince
William, Maximillian Minsky, and Me
Feb.
21
True
Believer
Reader
response criticism: concepts and library applications
Supplemental
Readings: ³Enhancing Their
Likelihood for a Positive Future:
Focus Groups Reveal the Voice of Inner-City Youth² Pediatrics 109.6 (June 2002);
³Psychology² in Deal with It!, pp. 167-81; ³Surviving Teenage Ups and
Downs² in The Teenage Guyıs Survival Guide, pp. 90-104.
Feb.
28
how
I live now
The
Printz Award and other critical recognition for young adult literature
Supplemental
Readings: ³The Influence of Anxiety:
Whatıs the Problem with Young Adult Novels?² in Harperıs Magazine
(Sept. 2004) pp. 62-70
March
7
Laneıs
³Emergence of Gay Literature for Young People,² YALS (Fall 2002), pp.
18-23.
Spring
Break: March 13-17
March
21
March
28
Supplemental
Readings: ³The First Time: Characteristics of Teensı First Sexual
Relationships² from ChildTrends Research Brief (August 2003)
April
4
Who
is the teen reader?
Readerıs
advisory for youth
"Privacy
and Confidentiality" in American Libraries (Nov. 2002):
44-48; and "Talking Books with Teens" in American Libraries
(Sept. 2003): 56-7.
April
11
Howlıs
Moving Castle
April
18
April
25
What
is the young adult novel?
The
Curious Incident of the Dog in the Night-Time
Benedettiıs
³Crossing Over² School Library Journal (1 June 2004).
May
2
Artemis
Fowl
Supplemental
readings: Magruderıs ³Hooking Boys on Books² Arizona Republic (26
June 2003); Guys Read at http://www.penguinputnam.com/static/packages/us/yreaders/guysread/index.html