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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title European Children's Literature
Module Code LC518
School SALIS
Module Co-ordinatorSemester 1: Jennifer Mooney
Semester 2: Jennifer Mooney
Autumn: Jennifer Mooney
Module TeacherNo Teacher Assigned
NFQ level 9 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only

The module will focus on a selection of international texts, whose socio-cultural as well as political contexts will be analysed, where relevant. Analysis of these works will be further enriched by their examination through the lens of Imagology (a comparative literary methodological tool), ecocriticism, gender stereotypes and/or the child perspective in a variety of contexts. Experiences of exile in a selection of fictional works for the child / YA reader with a focus on historical narratives about Jewish child refugees from Nazi Europe will also be examined. Depictions of how the young refugee negotiates new linguistic and cultural spaces, copes with everyday life in an unfamiliar environment and the unpredictable nature of existence in exile will be discussed against the backdrop of the loss of language, home and citizenship and how such experiences are introduced to a young readership. The relevance of historical narratives for other, more contemporary issues of exile in multi-modal works for young readers will be examined.

Learning Outcomes

1. On successful completion of this module the learner will be able to: 1. Demonstrate an ability to analyse a range of International Children’s / YA literature and apply particular methodologies in these analyses, e.g. Imagology. 2. Demonstrate an awareness of the challenges and issues involved in translating Children’s / YA Literature. 3. Demonstrate an understanding of the relationship between Children’s / YA literature and the social and political context of the period(s) under discussion. 4. Demonstrate an ability to interpret complex layers of multimodal representations in Children’s / YA literature.

Workload Full-time hours per semester
Type Hours Description
Assessment Feedback250Lectures 20 Assigned Independent Weekly Reading 129 Independent Learning 101
Total Workload: 250

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Indicative Primary Sources:
Some of these works will be provided by the lecturer in class: • Dubois, Claude K. Akim Court (2012) • Hansi: My Village (1914) • Astrid Lindgren: Pippi Longstocking (1945) • Antoine de Saint Exupéry: The Little Prince (1943) • Judith Kerr - When Hitler stole Pink Rabbit • Irene N. Watts: Escape from Berlin (2013) • Silent Books collection of wordless picturebooks

Indicative Secondary Sources
• Anagnostopoulou, Diamanti & Marianna Missiou (2016) ‘Challenging Time and Space in Wordless Picturebooks’, In: Interjuli (Internationale Jugendliteratur), 2, 2016, pp. 72-88 (on Loop) • Andersen, Jens (2018) Astrid Lindgren: The Woman behind Pippi Longstocking. New Haven: Yale University Press. • Beckett, Sandra (2012) Crossover Picturebooks. A Genre for all Ages. New York: Routledge • Brinson, Charmian & Andrea Hammel (eds) (2016) Exile and Gender I: Literature and the Press. Leiden, Boston: BrillRodopi • Frasher, Ramona S. (1977) ‘Boys, Girls and “Pippi Longstocking”, In: The Reading Teacher, 30, 8, pp. 860-863 (on Loop) • Capestany, Edward J (1982) The Dialectic of the Little Prince. North Carolina: Wake Forest University • Gaard, Greta (2009) ‘Children’s Environmental Literature: from ecocriticism to ecopedagogy.’ In: Neohelicon 36, pp.321–334 (on Loop) • Heneghan, Liam (2018) 'Caring for the Rose', In: Beasts at Bedtime: Environmental Wisdom in Children's Literature. Chicago: Chicago University Press, pp.256-271 (on Loop) • Hodge, Deborah (2012) Rescuing the Children. The Story of the Kindertransport. Toronto: Tundra • Hoffeld, Laura (1977) ‘The Comedy of the Natural Girl’, In: The Lion and the Unicorn, 1, 1, pp.47-53 (on Loop) • Hope, Julia (2008) ''One Day We Had to Run': The Development of the Refugee Identity in Children's Literature and its Function in Education.” Children's Literature in Education, 39, 4, pp.295-304. • Houlihan, Ciara (2015) ‘A World without Words’, In: Inis, 45, pp.2-3 • Keyes, Marian Thérèse & Áine McGilllicuddy (eds) (2014) Politics and Ideology in Children’s Literature. Dublin: Four Courts Press • Kokkola, Lydia (2007) ‘Holocaust Narratives and the Ethics of Truthfulness’, In: Bookbird, 4, pp.5-12 • Kümmerling-Meibauer, Bettina & Astrid Surmatz (eds) (2014) Beyond Pippi Longstocking: intermedial and international approaches to Astrid Lindgren's work New York: Routledge • Lathey, Gillian (1998) The Impossible Legacy: Identity and Purpose in Autobiographical Children's Literature set in the Third Reich and the Second World War. Bern: Peter Lang • ___ ___ ___ (2006) The Translation of Children’s Literature: A Reader. Clevedon: Multilingual Matters • Leerssen, Joep. “Imagology: History and Method.” IN: Beller, Manfred & Joep Leersson (eds) (2007) Imagology: The Cultural Construction and Literary Representation of National Characters, A Critical Survey. Amsterdam: Rodopi • Lepman, Jella (2002) A Bridge of Children’s Books: the Inspiring Autobiography of a Remarkable Woman. Dublin: O’Brien Press • Lundqvist, Ulla (1989) ‘The Child of the Century’, In: The Lion and the Unicorn, 13, 2, pp.97-202 (on Loop) • Maguire, Nora & Beth Rodgers (eds) (2013) Children’s Literature on the Move: Nations, Translations, Migrations. Dublin: Four Courts Press • McGillicuddy, Áine (2014) 'Out of the Hitler Time: Growing up in Exile'. In: Keyes, Marian Thérèse & Áine McGilllicuddy (eds) Politics and Ideology in Children’s Literature. Dublin: Four Courts Press, pp.127-140 • McGillicuddy, Áine (2016) ‘From Germany to England: Girls in Exile in the Works of Judith Kerr and Irene N. Watts’. In: Brinson, Charmian & Andrea Hammel (eds) (2016) Exile and Gender I: Literature and the Press. Leiden, Boston: BrillRodopi (on Loop) • McGillicuddy, Áine (2018) ‘Breaking Down Barriers with Wordless Picturebooks: “The Silent Books Exhibition, from the World to Lampedusa and Back”, In: Studies in Arts and Humanities, 4, 2, pp. 93-108 (on Loop) • McGillis, R., Mallan, K. & Wu, Y. (2013) (Re)imagining the world: children's literature's response to changing times. Berlin: Springer • Ní Bhroin, C & Kennon, P. (eds) (2012) What Do We Tell the Children? Newcastle upon Tyne: Cambridge Scholars • Ommundsen, A.M. (2013) Looking Out and Looking In: National Identity in Picturebooks of the New Millennium. Novus Press. • O’Sullivan, Emer (1990) Friend and foe: the image of Germany and the Germans in British children's fiction from 1870 to the present. Tübingen: G. Narr Verlag • O’Sullivan, Emer (2005) Comparative children's literature. Abingdon, Oxfordshire: Routledge • O’Sullivan, Emer (2008) S is for Spaniard’. In: European Journal of English Studies, 13, 3, pp. 333-349 (on Loop) • O’Sullivan, Emer (2011) ‘Imagology Meets Children’s Literature’, In: International Research in Children’s Literature (4.1), pp.1-14 (on Loop) • Salisbury, M. (2012) Children’s Picturebooks. The Art of Visual Storytelling. London: Laurence King Publishing • Sims Bishop, Rudine (1990) ‘Mirrors, Windows and Sliding Glass Doors.’ In: Perspectives: Choosing and Using Books for the Classroom, 6, 3, pp. 9-11. • Sylvester, Louise (2002) ‘A Knock at the Door: Reading Judith Kerr’s Picture Books in the Context of her Holocaust Fiction’, In: The Lion and the Unicorn (26), pp.16-30 (on Loop) • Travis, Madelyn, J. (2013) Jews and Jewishness in British Children’s Literature. New York: Routledge • Webster, Paul (1993) Antoine de Saint-Exupéry: the life and

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

    Other Resources

    Programme or List of Programmes
    MAHCLMA in Childrens & Young Adult Literature

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