A Survey of literature for children and young-adults.
History of children’s and YA’s literature and scholars who study on this subject.
Variety of readings from children's and YA’s literature through various genres
Worldwide / national classics listed by Ministry of National Education
Vertical Tabs
Course Learning Outcomes
| Learning Outcomes | Teaching Methods | Assessment Methods |
| Be able to demonstrate an understanding of the history, traditions, and chief characteristics of literature written for and read by children and young adults | 1,2, 4,5 | A, E, F, H |
| Be able to think critically about representations of race, ethnicity, class, gender and/or sexuality in texts for children | 1,2, 4,5 | A, E, F, H |
| Knows the primary facts and points of view for a variety of issues in children’s and YA literature including genre distinctions, academic status, gender politics, and censorship | 1,2, 4,5 | A, E, F, H |
| Makes critical readings of worldwide / national classics listed by Ministry of National Education . | 1,2, 4,5 | A, E, F, H |
Course Flow
| Week | Topics | Study Materials |
| 1 | Introduction. General discussion about books for children and young-adults readers. | |
| 2 | What is children's literature? What is YA’s literature? What is its purpose, how does it function, and why? | Related readings |
| 3 | The history of children’s literature | Related readings |
| 4 | The history of YA’s literature. Gülten Dayıoğlu Fadiş | Related readings |
| 5 | Scholars. The concept of “100 Temel Eser”. Muzeffer İzgü Ekmek Parası | Related readings |
| 6 | Oral Genres: Tales, epics..etc. Student’s Presentations. | Related readings |
| 7 | Short Story. Oktay Akbal Kırmızı Yoyo. Student’s Presentations. | Related readings |
| 8 | Novel. Serpil Ural Şafakta Yanan Mumlar Student’s Presentations | Related readings |
| 9 | Theather. Poetry. Student’s Presentations | Related readings |
| 10 | The relation between literature and art (cinema, music..etc) How it helps us to teach literature. Oscar Wilde Mutlu Prens. | Related readings |
| 11 | Non fictional texts for children and YA (I) | Related readings |
| 12 | Non fictional texts for children and YA (II) The student’s submittings book for the list of “100 Temel Eser” Discussion about them | Related readings |
| 13 | Cencorship . Antoine de Saint-Exupéry Küçük Prens | Related readings |
| 14 | General Revision | Related readings |
Recommended Sources
| Required |
* Gülten Dayıoğlu, Fadiş
* Muzeffer İzgü, Ekmek Parası * Oktay Akbal, Kırmızı Yoyo *Serpil Ural Şafakta Yanan Mumlar * Oscar Wilde Mutlu Prens * Antoine de Saint-Exupéry Küçük Prens (Le Petit Prince-The Little Prince) |
| Recommended |
*Türkiye’de yapılmış çalışmalar
Ciravoğlu Öner Çocuk Edebiyatı (Esin Yayınevi) Dilidüzgün Selahattin İletişim Odaklı Türkçe Derslerinde Çocuk Kitapları (Morpa) Gökşen Enver Naci, Örnekleriyle Çocuk Edebiyatımız (Remzi Kıtabevi) Kıbrıs İbrahim Uygulamalı Çocuk Edebiyatı (Eylül Yayınları) Neydim Necdet Türkiye’de Çeviri ve Telif Eserlerde Genç Kız Edebiyatı (Bu yayınevi) ......................... Çocuk ve Edebiyat ( Çocukluğun Kısa Tarihi Edebiyatta Çocuk Figürleri) (Bu yayınevi) Sever Sedat Çocuk ve Edebiyat (Kök Yayınevi) *Yurt dışında yapılmış çalışmalar Botelho, M. & M. Rudman. 2009. Critical Multicultural Analysis of Children’s Literature: Mirrors, Windows, and Doors. NY: Routledge Brown, Joanne and Nancy St. Clair. The Distant Mirror: Reflections on Young Adult Historical Fiction. Lanham, Md: Scarecrow Press, 2006. Brown, Joanne and Nancy St. Clair. Declarations of Independence: Empowered Girls in Young Adult Literature, 1990-2001. Lanham, MD: Scarecrow Press, 2002. Cadden, Mike. “The Irony of Narration in the Young Adult Novel.” Children’s Literature Association Quarterly 25.3 (2000): 146-154. Cart, Michael. From Romance to Realism: 50 Years of Growth and Change in Young Adult Literature. New York : HarperCollins, 1996. Hogan, Walter. Humor in Young Adult Literature: A Time to Laugh. Lanham, MD: Scarecrow Press, 2005. Makowski, Silk. Serious About Series:Evaluations and Annotations of Teen Fiction in Paperback Series. Ed. Dorothy M. Roderick. Lanham, MD: Scarecrow Press, 1998. Trites, Roberta Seelinger. Disturbing the Universe: Power and Repression in Adolescent Literature. Iowa City: University of Iowa Press, 2000. -------------------------- . Waking Sleeping Beauty: Feminist Voices in Children’s Novels. Iowa city: University of Iowa Press, 1997. |
Material Sharing
| Documents | Hand outs sheets and photocopied booklet |
Assessment
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Mid-terms | 1 | 25 |
| Quizzes | 1 | 15 |
| Attendance | 1 | 10 |
| FINAL | 1 | 50 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 50 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 50 | |
| Total | 100 |
| COURSE CATEGORY | Expertise/Field Courses |
Course’s Contribution to Program
| No | Program Learning Outcomes | Contribution | ||||||||||||
| 1 | 2 | 3 | 4 | 5 | ||||||||||
| 1 | To have the necessary knowledge about “History of Turkish Language” as a part of teaching Turkish language and literature curriculum in high schools. | X | ||||||||||||
| 2 | To have the necessary knowledge about “Turkey Turkish” and “Modern Turkish Grammar” as a part of Turkish language and literature teaching in high schools. | X | ||||||||||||
| 3 | To have the necessary knowledge about historical lexicology and philological evolution of Turkish language. | X | ||||||||||||
| 4 | To have the necessary knowledge about the stages of acculturation and oral / written sources of Turkish language. | X | ||||||||||||
| 5 | To have the necessary knowledge about modern Turkish dialects and their literatures. | X | ||||||||||||
| 6 | To have the necessary knowledge about “History of Turkish Literature” as a part of Turkish language and literature teaching in high schools. | X | ||||||||||||
| 7 | To have the necessary knowledge about all major figures of Turkish literature (writer, poet, critic, academic, etc.) as a part of Turkish language and literature teaching in high schools. | X | ||||||||||||
| 8 | To have the necessary knowledge about oral / written sources of medieval and early modern Turkish literature. | X | ||||||||||||
| 9 | To have the necessary knowledge about modern Turkish literature from Tanzimat to Republic period throughout the history. | X | ||||||||||||
| 10 | To instruct students to synthesize the dynamics of Turkish modernization with the content of Turkish Language and Literature teaching and to have critical attitudes with historiography of Turkish literature. | X | ||||||||||||
| 11 | To instruct students to make critical readings of worldwide / national classics listed by Ministry of National Education . | X | ||||||||||||
| 12 | To instruct students to synthesize their common knowledge of literary genres, forms and literary history with the theoretical frameworks about construction of national history. | X | ||||||||||||
| 13 | To have ability to design original materials for field education and develop new projects. | X | ||||||||||||
| 14 | To have the necessary knowledge about paleography, research and presentation techniques using in Humanities. | X | ||||||||||||
| 15 | To have a critical and comparative perspective about Turkish literature among world literatures. | X | ||||||||||||
ECTS
| Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 16x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Project | 1 | 5 | 5 |
| Presentation | 3 | 2 | 6 |
| Assignment | 6 | 2 | 12 |
| Final examination | 1 | 2 | 2 |
| Total Work Load | 115 | ||
| Total Work Load / 25 (h) | 4.6 | ||
| ECTS Credit of the Course | 5 |