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Syllabus
LL ED 568 Doing Research in Children's Literature
A review of text-based research approaches to Children's Literature Studies including aesthetics, feminism, cultural theory, and linguistics.
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 has two major goals. One is to help you prepare for writing the paper that is the capstone of this program. The other is to acquaint you with a variety of research traditions that are used to frame research in children's literature studies.
Contrary to what many outsiders might assume, children's literature studies have a rich and varied body of research. Any tradition that considers language, literacy, literature, culture, psychology, and children can be used to frame research in children's literature studies.
Historically, we've looked at research in children's literature studies as coming from the three disciplines most commonly associated with children's literature: education, English literature, and library sciences. Broadly, researchers from the field of Education have looked at children's literature through the lens of pedagogy; researchers from English literature have used literary criticism as the lens for their studies, and scholars from Library Science have tended to be concerned with matters of bibliography. We will be looking at research that emanates from each of these traditions; however, we will also be looking at theoretical foundations that cut across the three disciplines.
There are some research basics that are common to all types of research in children's literature studies. We'll take some time to acquaint ourselves with online databases, special collections, style manuals, and other resources that are invaluable to conducting research in children's literature studies.
Research, ultimately, is a claim to know something. These claims rest upon some theoretical and philosophical assumptions about knowledge and truth. Epistemology is the branch of philosophy that looks at questions of how we know what we know, how we can tell if what we know is true, what we should do with knowledge, and what counts as evidence of knowing. Epistemological traditions cut across the disciplines. We will be considering epistemological traditions that value proficiency and technical skill, initiation and practical knowledge, self-actualization, and social justice/emancipation. We will also be considering a wide range of possible evidence for supporting research in children's literature studies. Though this section is highly theoretical, understanding epistemology is vital for being able to read and evaluate scholarship in children's literature studies and it provides a solid foundation to your own research.
The course will then take up a quick overview of teachers-as-researchers. Many of you are practitioners and are perhaps interested in conducting some kind of study at your own workplace be it a classroom, a library, or some other kind of venue where children's literature is present and used by children and/or adults. We will take in the first few chapters of Hubbard and Powers' Living the Questions to gain a sense of what teacher-research is about. For those of you who may wish to conduct such a study for your master's paper, the remainder of the book will help you set up your study and give you pointers for carrying out the study and then writing it up. Any research that collects data from living human beings is subject to human subjects review. If you plan to do research to collect data from human subjects, contact your advisor as soon as possible.
The rest of the course will focus on major bodies of theory that can serve as foundations for research. Literary theory, new criticism, reader response, literacy and learning, new historicism, Marxist criticism, cultural theory, feminism, and other theories will be touched upon. We don't expect you to become proficient at each of these theories, but we do hope you will grasp the kinds of assumptions about knowledge and research, and the kinds of questions each of these theories often generate. These theories are sometimes confusing and difficult to understand. We think Lois Tyson's Critical Theory Today will be very helpful in providing background about these theories.
The major goal of this class is for you to develop a problem statement for the research you would like to do for your master's paper. This course will guide you in how to compose a problem statement, what questions need to be addressed in such a statement, and how to form a plan of study to accomplish conducting and writing your research. You will then bring this problem statement to your advisor, who will guide you through the process of composing a complete draft of your master's paper.
Note: If you intend to use your problem statement to prepare for writing your master's paper and your advisor is not the professor teaching this course, seek the advice and consent of your advisor for your topic and methods.
Course Objectives
Upon completion of this course you will
- develop knowledge of a range of research approaches in children literature studies,
- be familiar with credible Internet sources,
- become familiar with epistemological traditions,
- describe major bodies of theory that serve as foundations for research, and
- explore your own research interest.
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.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 must have an active Penn State Access Account to take full advantage of the Libraries' resources and service. The Off-Campus Users page has additional information about these free services.
Technical Requirements
For this course we recommend the minimum World Campus technical requirements listed below:
| 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. 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!
Major Assignments and Requirements
Posting on Discussion Forums [35% of your grade]
The forums include general discussions and keyword discussions. The general discussion forums provide spaces for you to share your thoughts on lesson topics and readings, and there will be opportunities for you to develop your own research questions based on different theories/perspectives covered in that week's content. The keyword discussions are focused on assigned keyword readings from Philip Nel and Lissa Paul's Keywords for Children's Literature. For the keyword discussion forums, you will be asked to write a brief response that summarizes, elaborates, and discusses the importance or nonimportance (to you) of the keyword(s). There is also a discussion for draft problem statements.
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 a classmate for each threaded discussion. Each lesson is active for a week, which runs from Wednesday to Tuesday. Initial posts in the general discussions are due by Sunday (11:59 p.m. Eastern Time), and initial posts in the keyword discussions are due Monday (11:59 p.m. Eastern Time); replies are due by Tuesday (11:59 p.m. Eastern time).
Reflection Papers [2 required, each is 10% of your grade]
The reflection papers (700-1,000 words each) are opportunities to look back over selected readings for the course, and to share your thoughts about what you find engaging or inspiring as you think about your research interests. It's fine to focus on one or two readings. You can also mention other assigned readings of interest and how they compare to these particular readings. Consider the arguments, ideas, and sources cited.
Keyword Project [15% of your grade]
We will be using Nel and Paul's Keywords for Children's Literature throughout the course. Keywords are a vocabulary of important ideas and concepts that are central to the study of children's literature. Definitions of keywords are not fixed, but are constantly questioned by scholars and students as to their meaning and importance. You will be working individually or with a classmate (no more than two people in a group). Select a word (or phrase) you believe important but missed, or not included, by Nel and Paul. You are strongly encouraged to include a variety of media in your entry. Offer a summary of the idea(s) the word suggests, examples, and illustrations from a variety of media. If you are working individually, provide at least three scholarly references that demonstrate or illuminate the keyword. If you are working with a classmate, provide at least four scholarly references that demonstrate or illuminate the keyword.
Article Critique [10% of your grade]
Find an article/chapter not on the required reading list that exemplifies a research tradition in children's literature. Write a 700-1,000 word critique; mention the research question and/or thesis, what counts as evidence/data, what is the theoretical base/research methods, and the strength of its claims.
Problem Statement [20% of your grade]
There are two options to the Problem Statement assignment: A) "A Traditional Research Paper" Problem Statement Option and B) "A Creative Option" Problem Statement Option. Choose one depending on what you plan to complete as your final master's paper or capstone project.
- "A Traditional Research Paper" Problem Statement guidelines:
Develop a problem statement that emphasizes a traditional research paper (2,500 words or more) for what could become your master's paper for the program.
A problem statement is a short paper that describes a research question, problem, or issue; identifies the philosophical/theoretical perspective from which the writer will base the study; and provides a plan that outlines how the writer will conduct the research. Here is a brief example of a problem statement (click the link to view the example) for a study on how American children's fiction constructs masculinity. -
"A Creative Option" Problem Statement guidelines:
Develop a problem statement that emphasizes a creative writing research project. Write a synopsis of your proposed creative work. A synopsis is generally short, not more than 250-300 words. It is meant to show overall plot structure and character development. It begins with a clear, straightforward statement that tells what the collection story, or book is about. It should include the theme and/or subjects and an overview of the primary character(s) and basic plot. It should answer the question, "What is the story problem?" and then a description of how the story ends, or the solution to the story problem.
Submit the synopsis and the first 8-10 pages of the creative work. Citations should include essays of interest about the literary influences or craft you find useful in the creative process--essays that discuss the creative process, and aspects of the craft.
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.
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. The majority of our readings will be scholarly articles and books; however, we will be reading a few books in their entirety. These readings will be highlighted on the syllabus; please note where they fall in the schedule and read ahead as needed. This class is also highly participatory, as you will be in electronic discussions with your classmates throughout the semester.
Semester Grading
| Assignment | Percent | |
|---|---|---|
| Posting to Threaded Discussions (General Discussion Forums) | 24% | |
| Posting to Threaded Discussions (Keyword Discussion Forums) |
8% |
|
| Reflection Paper 1 | 10% | |
| Reflection Paper 2 | 10% | |
| Keyword Project | 15% | |
| Article Critique | 10% | |
| Problem Statement Draft Discussion | 3% | |
| Problem Statement | 20% | |
| Semester 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:
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 - <95 |
| B+ | 85 - <90 |
| B | 80 - <85 |
| B- | 75 - <80 |
| C+ | 70 - <75 |
| C | 65 - <70 |
| D | 60 - <65 |
| F | below 60 |
Late Policy
Assignments are due by 11:59 PM (ET) on the due date unless otherwise indicated. Late assignments are not accepted without prior approval from the instructor. Failure to turn in a paper by the required due date may result in a deduction on the final score, up to and including failure of the assignment. Make-up assignments are given at the sole discretion of the instructor on a case-by-case basis.
Work received after the deadline will be considered late, and one letter grade will be deducted unless you have contacted me beforehand. In the event of an emergency, contact the instructor as soon as possible.
Course Schedule
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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.
Grading
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- | 90-95 |
| B+ | 85-90 |
| B | 80-85 |
| B- | 75-80 |
| C+ | 70-75 |
| C | 65-70 |
| D | 60-65 |
| F | below 60 |
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.
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 .
University Policies
- 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.
- Graduation: 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 go to the Graduation Information on the My Penn State Online Student Portal.
- 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.
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.