SFF42115 Literature in Teaching II: French (Autumn 2024)

The introductory theoretical section addresses key 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 field of literary didactics in terms of text selection, working methods and the communication potential of literary texts.
• has specialized insight into central literary theoretical 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 French-language children's and young adult literature and can define the didactic potential of literary texts within French 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 themes of the subject are presented and discussed; 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 and collaborative learning, both synchronously and asynchronously on the University College's learning platform. Individual support occurs through ongoing guidance related to assignments and preparation of the term paper, 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 student shall:

• 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.
• present a topic and a plan for the semester assignment.

Required coursework must be approved before the student can appear for the exam.

Individual written semester assignment.

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

Individual ongoing guidance is provided by the subject teacher in the form of written feedback on the learning platform and/or verbally in synchronous online meetings. The bibliography and an adequate system of citation are expected for the semester assignment. The assessment emphasizes the level of reflection, knowledge, and language 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. The course is evaluated each semester through ongoing and final evaluations.

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