Main Content
Syllabus
LLED 561: Cultural Pluralism in Children's and Adolescent Literature (3 credits): A critical exploration of literature that addresses multicultural issues; emphasis on cultural diversity in children's lives.
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
This course is not only about ideas but also about specific ways that ideas are used by professionals [authors/illustrators, educators/scholars], to construct racial, class, gender identities and disability in and about the body of literature considered as multicultural. Multicultural literature loosely defined is a generic term for a wide spectrum of culturally diverse literatures for children and young adults. In this course, one of our challenges and excitements would be to discuss ideas as we attempt to arrive at a workable definition. Cai (2006) identifies three types of multicultural literature: Literature that is classified by content and cultural audience; classified by cultural specificity, classified by geographical and cultural boundaries. According to him, it is important that educators expose children to multicultural literature because our society is increasingly becoming diverse.
Every day teachers make decisions as to how to approach multicultural texts in their classrooms. Understanding theory facilitates this process. Theory provides a lens through which we can read, interpret, and make sense of literary texts. Therefore using theory to read and discuss multicultural literature engages readers in a meaningful dialogue as they share divergent ideas on the readings of how cultural groups are constructed in these texts.
The course is structured around specific cultural components, so that we can have a vibrant discussion on ideas that may seem familiar but at times controversial to some. Although there would be instances that we may not feel comfortable with certain issues raised in the readings and/or in the trade books, and moments when we may not feel comfortable with a scholar's perspective on an issue, it is imperative that we maintain an open mind throughout. This is the only way we can have an animated dialogue discussing ideas as collectively we explore these points of contentions.
We are striving in this course to answer some basic questions in our reading assignments, class discussions, reaction papers and final projects, while also problematizing constructions of race/ethnicity, class, gender/sexuality, and disability. Some of these questions include the following:
- How have we come to understand race to mean in the United States, especially since Gloria Ladson-Billings and William Tate (1995), Critical Race Theorists argue that it is a social construct. What does this mean? And how are authors imagining and constructing race in literature for children and adolescents?
- How have we come to understand class to mean? How are authors imagining or constructing class in literature for children/adolescents?
- How have we come to understand gender and sexuality to mean? How are authors constructing and imagining gender and sexuality in literature for children/adolescents?
- How have we come to understand disability to mean? How are authors constructing disability in literature for children/adolescents?
I ask that we try to disagree in respectful ways and also recognize each response as adding to a collective endeavor to make sense of our multicultural world that has been depicted in texts. In brief, we need to have a scholarly dialogue on sensitive cultural issues raised in this category of literature that we may be sharing with our children, students, relatives, and colleagues. If the conversation makes us emotional or uncomfortable, then we would have succeeded, especially if we express these ideas that make us emotional in constructive ways. Better yet, if it makes us want to "rise up" and "rethink" our world and how it functions, the course would have succeeded in accomplishing its broader social justice goal.
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.
Be aware that there is much reading in this course. 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. Please, kindly refrain from using language and/or words/terms that may be offensive to members of our virtual community!
Objectives
Throughout this course you will:
- Expand your strategies and repertoire for reading culturally diverse literature for children and adolescents
- Learn about Critical Multiculturalism as a framework for exploring stories in the classroom
- Become familiar with a variety of critical lenses through which one can read literature
- Become familiar with resources related to multicultural literature
- Demonstrate a deeper understanding of race, class, gender and disability issues in children's and adolescent literature
- Explore cultural, literacy and sociopolitical issues related to children's/adolescent literature
- Gain a new appreciation for cultural diverse literature.
- Consider what role multicultural literature plays in a literature-based literacy curriculum
- Have fun.
Materials
You may purchase course materials from Barnes & Noble College (the bookstore used by Penn State's World Campus). For pricing and ordering information, please see the Barnes & Noble College website. Materials will be available at Barnes & Noble College approximately three weeks before the course begins. Alternatively, you may obtain these texts from other favorite bookstores. Be sure you purchase the edition/publication date listed.
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.
Resources:
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 Specifications
| 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. |
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| 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. 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. |
| Hardware | Monitor: Monitor capable of at least 1024 x 768 resolution |
| 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. |
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.
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
A Note on Risk Taking. 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. Because we will be dealing with sensitive issues in this course it is important that we disagree in respectful ways. Our goal is to have a healthy dialogue on cultural diversity as is evident in children’s/adolescent literature.
Semester Grading
| Posting to Threaded Discussions | 30% | |
| Reaction Papers | Paper #1 | 15% |
| Paper #2 (Storytelling) | 10% | |
| Paper #3 | 15% | |
| Research Proposal Presentation | 10% | |
| Research Paper | 20% | |
| Semester Total | 100% | |
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:
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 | Percentage |
| 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 |
Major Assignments
- Posting to the Threaded Discussion Forums. Because we meet only in cyberspace, it is vital to post regularly each week. I would recommend you make a minimum of two posts of substance each week in the threaded discussion, in addition to responding to your peers' postings. Respond in a thoughtful manner to the readings and the ideas put forth by your fellow classmates.
- Reaction Papers. Within Lessons 3, 8, and 10, you will be required to turn in a 500-700 words paper of your thoughts concerning the reading you are doing for the class. Reaction papers should discuss each reading assignment, at least briefly and should have a clear focus. Reaction papers may focus primarily on one particular piece as long as you mention something about the other assigned readings. You should discuss both the works of children’s literature and the scholarly essays assigned.
The second reaction paper involves you "creating/narrating/sharing" a story that represents your understanding of American heritage and culture. Convey the story through any mode of your choice that reflects your understanding of what it means to be American. The story could stem out of a particular region, represent a national perception, an international perception, a family perception; it can parody a perception, and/or focus on particular practices, etc.
Submit each reaction paper to the appropriate drop box.
- Research Proposal. In order to prepare for the research paper, create a 10-15 minutes proposal to be presented using VoiceThread.
Please address the following in the proposal: -
- A brief description of your research: In a few sentences describe what you would like to study and why.
- Provide some background information to the study; a context
- What is the focus of the study? If an author/illustrator, provide a clear rationale for studying this author
- What would you like to know about this author/illustrator? The question (s) or thesis should be clear and simple. You could include a link to his/her website too
- If the focus is on a phenomenon in literary studies, or on the relationship between education and literature etc; a subject/topic of interest, what is your rationale for studying this phenomenon or topic?
- What would be some possible Research Questions that would guide your inquiry? [RQs should be clear, simple and for this project, not be more than three]
- If you plan to do a thematic study, provide a clear rationale for the theme selected. etc. What is your thesis? What have other scholars said about this theme in literature? That is, how does your research connect with what already exists in the field -- related research? What are you contributing that is new to this conversation? [New Insights/trends]
- List of possible book titles you may examine in the study
- Sample scholarly sources you may consult.
- Explain briefly how your proposal will enlighten peers, educators, scholars with interests in any of the following: Children's or Adolescent Literature, Multicultural Literature, Literacy Curriculum, and Education.
This proposal will be due by 11:59 p.m. Eastern Time, Saturday in the week of Lesson 9. By the end of Lesson 10, you should review and give comments to at least three proposals (you are only required to make a general comment to the proposal on the last slide. But, if you would like to make some specific comments to a certain side, feel free to do so.) However, if a proposal has received five comments already, please choose another proposal to comment on. All the comments are due at the end of Lesson 10. Begin with a compliment and then add one or two constructive criticism that would enable the presenter to strategically revise his/her research paper as he/she works on the final draft.
- Research Paper.
Select an author/topic/theme of your choice. Why is this research important?
If the focus of your research is on an author or illustrator, examine a minimum of 5 of his/her works through a theoretical lens of choice. Use a theoretical lens that would enable you to find possible answers on the subject -- author/illustrator, or that would enable you to provide new insights on the subject under study. Include a minimum of 6 scholarly sources.
Whatever you decide, the research tradition guiding your study should be clear!
Research Methods
If the focus of the author/illustrator study is on how he/she has imagined specific cultural groups, ideas, or characters in his/her book you may need to discuss how he/she has accomplished this.:
What research evidence supports your interpretation?
What gaps do you notice in his/her construction?
What is your professional opinion on these gaps?
What could be some basic pedagogical implications?
Etc. Share your thoughts on this author’s [illustrator's] approach to cultural diversity in your final paper.
Make some recommendations.
For a research paper on any subject/topic/theme of choice, you may address the following:
What is the subject/topic/theme?
What point do you want to make?
What books/texts would you examine on this subject/topic/theme? [a minimum of 5 is needed].
What research method/theoretical framework guide(s) your research?
Include a minimum of 6 scholarly sources in your research paper, and the length should be at least 2000 words, double spaced and writen in font size 12.
Papers should follow either the APA or MLA style.
All ASSIGNMENTS are due at the end of that particular World Campus week by 11:59 p.m. Eastern time. Inform the course instructor, if you do need an extension.
Please refer to the University Grading Policy for Undergraduate 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.
Course Schedule
Note: All due dates reflect North American eastern time (ET).
Lesson 1: Course Introduction
Lesson 2: Multiculturalism and Critical Multiculturalism
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Readings: |
Textbook
Course Reserves (To access these articles, click on the Course Reserves link in your Course Navigation Menu.)
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Assignments: |
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Lesson 3: Race/Ethnicity: African Americans
Lesson 4: Race/Ethnicity: Arab Americans
Lesson 5: Race/Ethnicity: Chinese Americans
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Readings: |
Required
Readings on African Americans (Select one professional reading from below and a primary text of interest.)
Readings on Arab Americans (Select one or two from the list below and a primary text.)
Readings on Chinese Americans (Select one from the professional readings listed below)
Note: To access course reserve articles, click on the Course Reserves link in your Course Navigation Menu. |
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Assignments: |
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Lesson 6: Race/Ethnicity: Hispanics
Lesson 7 - Race/Ethnicity: Jewish Americans
Lesson 8 - Race/Ethnicity: Native Americans
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Readings: |
Required Readings
Readings on Hispanics (Select one of the professional readings below)
Primary Texts
Readings on Jewish Americans
Required
Readings on Native Americans (Select one of the following professional readings)
Required Primary Text
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Assignments: |
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Lesson 9: Social Class
Lesson 10: Gender Issues
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Readings: |
Readings on Social Class (Select one of two professional readings below)
Required Primary Text
Readings on Gender and Sexuality (Select three of choice and one primary text)
Required Primary
Note: To access course reserve articles, click on the Course Reserves link in your Course Navigation Menu. |
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Assignments: |
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Lesson 11: Disability, Cultural Diversity & Authenticity
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Readings: |
Read one of following professional readings below:
Primary Readings: (Read one of the two below, and any of the professional readings listed below)
Note: To access course reserve articles, click on the Course Reserves link in your Course Navigation Menu. |
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Assignments: |
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Lesson 12: Cultural Diversity, Globalization and Literature for Children and Adolescents
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Readings: |
Required
Choose one of the following
Choose one of the following professional readings below:
Note: To access course reserve articles, click on the Course Reserves link in your Course Navigation Menu |
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Assignments: |
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Formal instruction will end on the last day of class. Provided that you have an active Penn State Access Account user ID and password, you will continue to be able to access the course materials for one year, starting from the end date of the academic semester in which the course was offered (with the exception of library reserves and other external resources that may have a shorter archival period). After one year, you might be able to access the course based on the policies of the program or department offering the course material, up to a maximum of three years from the end date of the academic semester in which the course was offered. For more information, please review the University Course Archival Policy.
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
For information about additional policies regarding Penn State Access Accounts; credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals, please see the World Campus Student Center website.
NOTE: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please see "Graduation" on the World Campus Student Policies website.
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.
Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you will be responsible for abiding by any such changes. Your instructor will notify you of any changes.