SFE42215 Literature in Teaching II: English (Autumn 2024)

The introductory theoretical section addresses central issues within the field of reception aesthetics and reader-oriented research, gender issues, multiculturalism, and post- and late-modern children's and young adult literature.

While students in the course Literature in Teaching I have practiced evaluating and selecting relevant texts, the focus in this course is on developing concrete teaching projects. The students are also required to work on integrating other media, such as film, into their teaching. They are tasked with choosing literary texts, films, and websites or other electronic resources that they believe are suitable as a basis for specific teaching projects. Therefore, they create their own curriculum in primary literature based on this. This requires them to actively use the library and familiarize themselves with necessary library, media, and ICT resources.

Knowledge

The student

• has in-depth knowledge of the literature didactic field, including text selection, working methods, and the communicative potential in literary texts.
• has specialized insight into central literary theory themes and methods, including gender and multiculturalism
• is familiar with a broad range of literature and films for children and young adults, and has knowledge of the use of relevant digital work methods and tools.
• has increased knowledge of English-language children's and young adult literature and can define the didactic potential of literary texts within English as a foreign language.

Skills

The student can

• translate the didactic potential of literary texts into concrete teaching projects.
• locate relevant media and ICT resources, assess and explain how they can be used in teaching.

General Competence

The student

• has become aware of the connection between literary/literature didactic theory, and practical classroom teaching.

Through lectures/seminars, the main aspects of the course are presented and examined; through group work, student-active learning is emphasized to challenge their critical thinking and independence, as well as to motivate them for further work.

Emphasis is placed on individual learning and collaborative learning, both synchronously and asynchronously on the University College's learning platform. Individual support is provided through ongoing guidance in connection with assignments and preparation of the semester project, in the form of written feedback on the learning platform and in synchronous online meetings with the instructor and fellow students.

The learning platform's various group functions facilitate academic discussion, where students in smaller groups share and discuss each other's work and provide feedback through peer review. In addition, teaching and guidance are offered in synchronous online meetings.

The students are required to:

• complete between three to five assignments (oral and/or written). At least one of the assignments should involve online discussions on problem-related topics and be subject to peer assessment. The assignments are to be carried out according to specified criteria on the learning platform.
• Students must present a topic and a plan for the work on the term paper.

Required coursework must be approved before the student can proceed to the examination.

Individual Written Semester Assignment

The semester assignment is intended to be a didactic plan for the use of fiction texts in the classroom. The teaching plan should have both a literary and a literature didactic basis. The work is to be written in English and should have a length of approximately 3000-3500 words.

Individual ongoing guidance will be provided by the instructor in the form of written feedback on the learning platform and in written and/or oral synchronous online meetings. The assignment is expected to include a bibliography and an appropriate system of citation. The evaluation will consider both the level of reflection, level of knowledge, and linguistic skills.

Grading scale: A-F.

Feedback from our students is essential for us to be able to offer the best possible courses and study programs. This course is evaluated through a mid-term evaluation and a final evaluation.

The results are processed by the Head of Studeis in dialog with student representatives and lecturers. The programme committee follows up on student evaluations at the institute.