LL ED 464: Nonfiction Literature for Children and Adolescents

Nonfiction Literature for Children and Adolescents (3) A study of nonfiction literature for children and adolescents with an emphasis on inspiring curiosity and agency.

The information contained on this page is designed to give students a representative example of material covered in the course. Any information related to course assignments, dates, or course materials is illustrative only. For a definitive list of materials, please check the online catalog 3-4 weeks before the course start date.

Overview

Nonfiction Literature for Children and Adolescents explores a wide range of nonfiction literature in a variety of subject areas including social studies, science, math, and the arts. This course takes the position that reading nonfiction literature can inspire curiosity and a life-long love of learning, shape inquiry, nourish empathy and compassion, and inform agency.

Topics include nonfiction as literature, resources for locating nonfiction literature, nonfiction literature as a catalyst for inquiry, hybrid texts and creative nonfiction, nonfiction literature in different subject areas, biographies and autobiographies, and nonfiction literature for agency.

As we explore nonfiction literature for children and adolescents, you’ll find several themes that inform the lessons. This course is about passion for learning through reading and discussing nonfiction literature. While we are looking at the genre of nonfiction, we’ll be exploring complexities and nuances of the genre that lead us into areas that do not have clear boundaries. Sometimes a given title can fit in more than one category. We’ll also be looking at works of nonfiction that—like fictional literature—invite emotional responses and enjoyment of a “story” that enriches, broadens, and educates us.

This course also examines techniques of writing nonfiction literature to develop an understanding of strategies that published authors use to create engaging works to inform readers and provide pleasurable reading experiences. This understanding can help adults who work with children and adolescents recognize and identify the qualities that they find desirable for selecting and sharing nonfiction literature with children and youths, whether shared for reading or serving specifically as mentor texts.

Course Objectives

• Develop and demonstrate an understanding of nonfiction as literature.
• Explore a variety of nonfiction literature for children and adolescents, including hybrid texts and creative nonfiction.
• Consider nonfiction literature as a means to inspire and inform curiosity, inquiry and agency.
• Evaluate works of nonfiction literature and identify mentor texts.

Required Course Materials

 

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

 

Library E-Reserves

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more.

You can view the Online Students' Library Guide for more information.

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and services. Once you have a Penn State account, you will automatically be registered with the library within 24–48 hours. If you would like to determine whether your registration has been completed, visit the Libraries home page and select  My Account.

Technical Requirements

Technical Requirements

Operating System	Canvas, Penn State's Learning Management System (LMS), supports most recent versions of Microsoft Windows and Apple Mac operating systems.  To determine if your operating system is supported, please review Canvas' computer specifications.
Browser	Canvas supports the last two versions of every major browser release. It is highly recommended that you update to the newest version of whatever browser you are using. Please note that Canvas does not support the use of Internet Explorer. Students and instructors should choose a different browser to use.    To determine if your browser is supported, please review the list of Canvas Supported Browsers. Note: Cookies must be enabled, and pop-up blockers should be configured to permit new windows from Penn State websites.
Additional Canvas Requirements	For a list of software, hardware, and computer settings specifically required by the Canvas LMS, please review Canvas' computer specifications.
Additional Software	All Penn State students have access to Microsoft Office 365, including Microsoft Office applications such as Word, Excel, and PowerPoint. Students will need a PDF reader, such as Adobe Reader.
Hardware	Monitor: Monitor capable of at least 1024 x 768 resolution Audio: Microphone, Speakers Camera (optional, recommended): Standard webcam - many courses may require a webcam for assignments or exam proctoring software.
Mobile Device (optional)	The Canvas mobile app is available for versions of iOS and Android. To determine if your device is capable of using the Canvas Mobile App, please review the Canvas Mobile App Requirements.

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Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information for completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

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If you need technical assistance at any point during the course, please contact the Service Desk.

For registration, advising, disability services, help with materials, exams, general problem solving, visit World Campus Student Services!

Course Requirements and Grading

Course Philosophy

In this course we value risk taking. If you can connect your idea to the assigned readings, or to your own research, or to something you read on the discussion forum, then please take the risk and share your idea.

Student Expectations

A Web-based course grants you a great deal of freedom but also a great deal of responsibility. While you don't have a fixed schedule of classes, you do have a fixed schedule of deadlines by which assignments must be completed. In general, you should expect to put in about as much work, and about as many hours, as you would for a traditional resident-instruction course.

Note that this course requires much reading. Pace yourself accordingly and don't allow yourself to get behind. This class is also highly participatory as you will be in electronic discussions with your classmates throughout the semester.

Major Assignments

1) Posting on Discussion Forums

Because we meet only in cyberspace, it is vital to post during each lesson. I expect you will post in a thoughtful and pertinent manner to each of the threaded discussions. Not only should you respond to the readings, but you should also respond to the ideas and questions put forth by your fellow classmates. At a minimum, you are expected to make at least one initial post and two replies to classmates for each threaded discussion. Each lesson is active for a week, which runs from Wednesday to Tuesday. Initial posts are due by Sunday (11:59 p.m. Eastern Time); replies are due by Tuesday (11:59 p.m. Eastern time).

Note: For weeks when we have two lessons combined, your initial posts for the second lesson are due by Monday (11:59 p.m. Eastern Time).

2) Reaction Papers

Throughout the course, you will be asked to turn in 700 to 1,000 words of your thoughts concerning the reading you are doing for the class. The reaction paper is an opportunity for reflection, further exploration, and synthesis.  If there is overlap between what you shared in a forum and your paper, be sure that you are saying something new in your paper. Reaction papers may focus primarily on one particular piece as long as you make connections to other assigned readings. I expect you to discuss both the nonfiction books and the scholarly pieces assigned.  Submit each reaction paper to the appropriate drop box.

3) Testimonials

Read three nonfiction books (or eBooks) for children or adolescents that are NOT among the required readings for this course. Write a testimonial (400 to 500 words) evaluating each book as a mentor text. Discuss the literary qualities and textual features of the book, how the book has the potential to engage readers and encourage inquiry, and the age range for this book. Provide specific examples from the book to support your testimonial with evidence. Good testimonials are more about sharing your response to the book than providing a summary of the contents.

Be sure to include complete bibliographic information for the book or eBook.  For the bibliographic information, include the following: author name, illustrator or photographer name (if applicable), book title, place of publication, publisher, and year.  (For a book read on an electronic device, include the type of file.)

Evaluation Methods

Students will participate in discussions, write reaction papers, and write testimonials for mentor texts.

Evaluation Methods

Assessment	Quantity	Individual Point Value	Total Point Value
Discussion Forums	15	2	30
Reaction Papers	5	10	50
Testimonials	1	6	6
Testimonials	2	7	14
Total:			100

Grading Scale

The World Campus follows the same grading system as the Penn State resident program. The grades of A, B, C, D, and F indicate the following qualities of academic performance:

Grading Scale

Letter Grade	Description
A	(Excellent) Indicates exceptional achievement.
B	(Good) Indicates extensive achievement.
C	(Satisfactory) Indicates acceptable achievement.
D	(Poor) Indicates only minimal achievement.
F	(Failure) Indicates inadequate achievement necessitating a repetition of the course in order to secure credit.

 

Letter Grade (Percent)

Letter Grade	Percent
A	95-100
A-	90-94
B+	85-89
B	80-84
B-	75-79
C+	70-74
C	65-69
D	60-64
F	Below 60

Please refer to the University Grading Policy for Undergraduate Courses for additional information about University grading policies. Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.

If, for reasons beyond the student's control, a student is prevented from completing a course within the prescribed time, the grade in that course may be deferred with the concurrence of the instructor. The symbol DF appears on the student's transcript until the course has been completed. Non-emergency permission for filing a deferred grade must be requested by the student before the beginning of the final examination period. In an emergency situation, an instructor can approve a deferred grade after the final exam period has started. Under emergency conditions during which the instructor is unavailable, authorization is required from one of the following: the dean of the college in which the candidate is enrolled; the executive director of the Division of Undergraduate Studies if the student is enrolled in that division or is a provisional student; or the campus chancellor of the student's associated Penn State campus.

For additional information please refer to the Deferring a Grade page.

Late Policy

Assignments are due by 11:55 p.m. (Eastern Time) on the due date and will be considered late if submitted after this deadline. Unless you have contacted me beforehand and received an extension, points will be deducted. In the event of an emergency, contact me as soon as possible.

Course Schedule

Note: All due dates reflect North American eastern time (ET).

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments.

• Course length: 13 weeks

Lesson 1: Course Introduction

Lesson 1

Readings:	Textbook N/A Online Resource Colman, "Hooked on Nonfiction"
Assignments:	Post and reply to Introduction Discussion Forum. Contribute to class Wordle: "Nonfiction."  Create Student Home Page. Optional Practice using course email. Practice using the Drop Box.

Lesson 2: Nonfiction as Literature, Part One

Lesson 2

Readings:

Textbook Heard, Finding the Heart of Nonfiction, “Types of Nonfiction,” pages 8-12 eReserve Colman, “Point of Departure” for Kiefer and Wilson’s “Nonfiction Literature for Children: Old Assumptions and New Directions, pages 299-301 Kiefer and Wilson, “Nonfiction Literature for Children: Old Assumptions and New Directions,” pages 290-299 Tribunella and Hintz, “Conversation Currents: Considering Informational Texts,” pages 296-302

Assignments:

Post and respond to Discussion Forum.

Lesson 3: Nonfiction as Literature, Part Two

Lesson 3

Readings:	Textbook Aston and Long, A Seed Is Sleepy Heard, Finding the Heart of Nonfiction, “Reading Nonfiction with Different Lenses,” pages 20-24 eReserve Lehman, “Literary Qualities in Nonfiction,” pages 58-63 Rosenblatt, “Literature—S.O.S!,” pages 89-95 Zinsser, “The Transaction,” pages 3-5
Assignments:	Post and respond to Discussion Forum.

Lesson 4: Mentor Texts

Lesson 4

Readings:	Textbook Heard, Finding the Heart of Nonfiction eReserve N/A
Assignments:	Post and respond to Discussion Forum. Submit reaction paper #1.

Lesson 5: Nonfiction Literature as a Catalyst for Inquiry

Lesson 5

Readings:

Textbook Montgomery and Bishop, Kakapo Rescue: Saving the World’s Strangest Parrot eReserve Harvey, “Nonfiction Inquiry: Using Real Reading and Writing to Explore the World,” pages 12-22 Stead, “Nurturing the Inquiring Mind through the Nonfiction Read-Aloud,” pages 488-495 Maloch and Horsey, “Living Inquiry: Learning From and About Informational Texts in a Second Grade Classroom,” pages 475-485 Zarnowski and Turkel, “Nonfiction Literature that Highlights Inquiry: How Real People Solve Real Problems,” pages 30-37

Assignments:

Post and respond to Discussion Forum. Submit and post testimonial #1.

Lesson 6: Nonfiction Literature for Young Children, Children, and Adolescents--Engaging Curiosity and Developing Literacy

Lesson 6

Readings:	Textbook Stanton, Little Humans Video Singh, “The Power of Curiosity” TEDx Talk eReserve Kerper, "Choosing Quality Nonfiction Literature: Examing Aspects of Design," pages 65-78 Peterson, “Award-Winning Authors and Illustrators Talk About Writing and Teaching Writing,” pages 498-506 Yopp and Yopp, "Young Children's Limited and Narrow Exposure to Informational Text," pages 480-490
Assignments:	Post and respond to Discussion Forum.

Lesson 7: Hybrid Texts

Lesson 7

Readings:	Textbook Sidman and Prange, Song of the Water Boatman & Other Pond Poems eReserve Colman, “A New Way to Look at Literature: A Visual Model for Analyzing Fiction and Nonfiction Texts,” pages 257-268 Kesler, “Evoking the World of Poetic Nonfiction Picture Books,” pages 338-354 Ward and Young, “Quiet Echoes from the Heart: Joyce Sidman and Her Poetry,” pages 131-135
Assignments:	Post and respond to Discussion Forum. Submit reaction paper #2.

Lesson 8: Creative Nonfiction

Lesson 8

Readings:	Textbook Sheinkin, Bomb: The Race to Build—and Steal—the World’s Most Dangerous Weapon eReserve Gutkind, “Private and Public,” pages 11-25 Hesse, “Imagining a Place for Creative Nonfiction,” pages 18-24
Assignments:	Post and respond to Discussion Forum. Submit and post testimonial #2.

Lesson 9: Nonfiction Literature and Social Studies

Lesson 9

Readings:

Textbook Nelson, Heart and Soul: The Story of America and African Americans Online Journal Article Almerico, "Linking Children's Literature with Social Studies in the Elementary Curriculum" eReserve Murphy, The Great Fire, “Introduction” and “A City Ready to Burn,” pages 11 and 13-25 Zarnowski, “History Writing That’s ‘Good to Think With’: The Great Fire, Blizzard!, and An American Plague,” pages 250-262

Assignments:

Post and respond to Discussion Forum. Submit reaction paper #3.

Lesson 10: Nonfiction Literature and Math

Lesson 10

Readings:	Textbook Leedy, Seeing Symmetry eReserve Altieri, “Using Children’s Literature and Other Texts to Support Mathematical Learning,” pages 18-33 Jewett, Johnson, McKoy Lowery, and Stiles, “Connecting Science and Math Concepts With Children’s and Young Adult Literature in a CCSS World,” pages 44-47
Assignments:	Post and respond to Discussion Forum.

Lesson 11: Nonfiction Literature and Science

Lesson 11

Readings:	Textbook Cassino, Nelson, and Aoyagi, The Story of Snow: The Science of Winter’s Wonder eReserve Pappas, “The Information Book Genre: Its Role in Integrated Science Literacy Research and Practice,” pages 226-250 Zarnowski and Turkel, “How Nonfiction Reveals the Nature of Science,” pages 295-310
Assignments:	Post and respond to Discussion Forum. Submit reaction paper #4.

Lesson 12: Nonfiction Literature and the Arts

Lesson 12

Readings:	Textbook Greenberg, Jordan, and Floca, Ballet for Martha: Making Appalachian Spring eReserve Floca, “Pen, Ink, Watercolor, Repeat,” pages 60-61 Lehman, Freeman, and Scharer, “The Arts,” pages 85-99 Vardell, “Talking with Jan Greenberg,” pages 19-23
Assignments:	Post and respond to Discussion Forum.

Lesson 13: Biographies

Lesson 13

Readings:	Textbook Choose at least one of the following: McClafferty, Something Out of Nothing: Marie Curie and Radium Morales and O’Meara, Viva Frida! Schubert and DuBois, Monsieur Marceau eReserve Ash and Barthelmess, “What Makes a Good Picture Book Biography?,” pages 40-45 Edmondson, “Constructing and Engaging Biography: Considerations for High School English Teachers,” pages 44-50
Assignments:	Post and respond to Discussion Forum.

Lesson 14: Autobiographies and Memoirs

Lesson 14

Readings:	Textbook Woodson, Brown Girl Dreaming Online Resource Doyen, “What is a Memoir?  What Makes a Memoir Different from an Autobiography or Biography?”
Assignments:	Post and respond to Discussion Forum. Contribute to the class Wordle for "nonfiction: revisted." Submit reaction paper #5.

Lesson 15: Nonfiction Literature for Agency

Lesson 15

Readings:	No readings assigned.
Assignments:	Post and respond to Discussion Forum. Submit and post testimonial #3.

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Academic Integrity

According to Penn State policy G-9: Academic Integrity , an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity ). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, the Policy on Academic Integrity indicates that procedure requires an instructor to inform the student of the allegation. Procedures allow a student to accept or contest a charge. If a student chooses to contest a charge, the case will then be managed by the respective college or campus Academic Integrity Committee. If that committee recommends an administrative sanction (Formal Warning, Conduct Probation, Suspension, Expulsion), the claim will be referred to the Office of Student Accountability and Conflict Response.

All Penn State colleges abide by this Penn State policy, but review procedures may vary by college when academic dishonesty is suspected. Information about Penn State's academic integrity policy and college review procedures is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page .

Accommodating Disabilities

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has resources for students with disabilities. The Student Disability Resources (SDR) website provides contacts for disability services at every Penn State campus. For further information, please visit the SDR website.

In order to apply for reasonable accommodations, you must contact the appropriate disability resources office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation based on the documentation guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability resources office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Additional Policies

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Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Requests for taking exams or submitting assignments after the due dates require documentation of events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Principles