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The University of Southampton
Courses

ENGL2027 Children's Literature

Module Overview

Children's literature is a rather slippery term encompassing a variety of genres, child/adult concerns, engagement with historical/contextual issues on, for example, gender; class; nonsense; the nature of time; slavery. Other issues addressed are subjectivity, agency, the role of parental figures in the development of the child.

Aims and Objectives

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • what characterises a literary work written for children;
  • key theories relevant to the genre;
  • forms and writing techniques demonstrated in the work selected;
  • the issues relating to children’s literature, such as representations of childhood, gender identity and theories of reading.
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • discuss, orally and in writing, issues relating to the form and content of the writing you have studied;
  • contextualise the selected work and consider critical responses to it;
  • relate the work on this module regarding identity and representations of childhood, for example, to themes addressed in the core at levels 1 and 2;
  • draw upon secondary sources to inform you argument.
Transferable and Generic Skills

Having successfully completed this module you will be able to:

  • write critically, reflectively and accurately about a specific area of study;
  • participate, responsively and constructively, in small and large group discussions with your peers on specific topics;
  • use appropriately a range of secondary material.

Syllabus

In this module you will consider significant issues, such as representations of child - and adulthood, gender and subjectivity, the role of realism and fantasy, from the First Golden Age of Children's Literature (1860-1914), including works by Lewis Carroll, Kenneth Grahame and F. Hodgson Burnett. Thereafter we will focus on the Second Golden Age (1945 - 1960) by analysing how, for example, Tom's Midnight Garden by Philippa Pearce both draws on and develops themes from the First Golden Age before considering more contemporary authors, e.g. Philip Pullman. You will also have the opportunity to compare the themes raised in British texts to three American novels - Uncle Tom's Cabin, The Adventures of Huckleberry Finn and Roll of Thunder, Hear my Cry - to gain an overview of the range and complexities of the genre. You will be encouraged to use your knowledge gained from the core strands to support and develop your analysis of literary/ theoretical issues and your historical/ contextual research.

Learning and Teaching

Teaching and learning methods

Teaching methods include • mini-lectures to introduce selected writers and key themes; • seminars to enable you to examine specific texts and topics in discussion with your peers; • individual meetings with the tutor to discuss assessment planning and essay feedback. Learning activities include • close reading and careful analysis of selected texts and themes; • engagement in seminar discussions as participator and listener; • preparation for and completion of two coursework essays. This module includes a Learning Support Hour. This is a flexible weekly contact hour, designed to support and respond to the particular cohort taking the module from year to year. This hour will include (but not be limited to) activities such as language, theory and research skills classes; group work supervisions; assignment preparation and essay writing guidance; assignment consultations; feedback and feed-forward sessions.

TypeHours
Teaching36
Independent Study114
Total study time150

Resources & Reading list

Butt, D., (ed.) (1992). Stories and Society: Children’s Literature in its Context. 

Hunt, P., (ed.) (1990). Children’s Literature: The Development of Criticism. 

Foster, S., and Simons, J. (1995). What Katy Read: Feminist Re-Readings of ‘Classic’ Stories for Girls. 

Hunt, P (1999). An Introduction to Children’s Literature. 

Stephens, J (1992). Language and Ideology in Children’s Literature. 

Assessment

Assessment Strategy

Assessments designed to provide informal, on-module feedback • group guidance on the two coursework assignments; • opportunities for individual consultation by appointment with the tutor to discuss preparation for assessment and to review essay feedback.

Summative

MethodPercentage contribution
Essay  (2000 words) 50%
Essay  (2000 words) 50%

Referral

MethodPercentage contribution
Essay 50%
Essay 50%

Repeat Information

Repeat type: Internal & External

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