Latest Module Specifications
Current Academic Year 2025 - 2026
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Description This module has two sections. The first section of the module familiarises students with the techniques and values of academic research and writing, and explores how these elements can be used in practice. Special attention will be paid to issues of conceptualising and structuring essays and theses, presentation, and scholarly values. The second section of this module introduces theoretical and critical approaches to the study of children’s and young adult literature. It introduces students to a broad theoretical framework, and select works of criticism, against which they are encouraged to engage in close readings of literary texts representing major forms and genres in the discipline. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. On successful completion of this module the learner will be able to: LO1 Contextualise their readings of literary texts in light of a broad theoretical framework LO2 Situate their readings of literary texts within a wider critical discourse LO3 Identify the major forms and genres of children’s and young adult literature LO4 Use a specialised, technical vocabulary when discussing children’s and young adult literature LO5 Communicate their viewpoints effectively, through oral and written language, but especially in light of established linguistic, literary, scholarly and/or cultural conventions LO6 Understand what is involved in researching effectively and producing written work that me | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
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 Content and Learning Activities Introduction: What is Research? n/a Conducting Research n/a Research Sources, Terminology, Using Theory n/a Referencing n/a Children’s Literature: An Introduction An overview of the concerns of contemporary scholarship in the discipline. Structuralism and Narratology General Theory: de Saussure, Ferdinand. ‘Course in General Linguistics’, in Rivkin, Julie and Ryan, Michael, eds. Literary Theory: An Anthology. 2nd edn. Oxford: Blackwell, 2004, pp. 59–71; Children’s Literature Approach: Stephens, John. ‘Narratology’, in Rudd, David. The Routledge Companion to Children’s Literature. New York and London: Routledge, 2010; Suggested Children’s Text: Ahlberg, Janet and Allan, The Jolly Postman, Or Other People’s Letters (1986). Post-Structuralism and Reader-Response Criticism General Theory: Fish, Stanley. ‘Intepreting the Variorum’ (1976), in Rivkin, Julie and Ryan, Michael, eds., pp. 217–221; Children’s Literature Approach: Wall, Barbara. ‘Problems of Audience’, in Hunt, Peter, ed. Children’s Literature, Critical Concepts in Literary and Cultural Studies, Vol I, pp. 375-389; Suggested Children’s Text: Haddon, Mark. The Curious Incident of the Dog in the Night-TIme (2003). Gender and Psychoanalysis General Theory: Butler, Judith. ‘Performative Acts and Gender Construction’ (1988), extract in Rivkin, Julie and Ryan, Michael, eds., pp. 900-911; Children’s Literature Approach: Mallan, Kerry. Gender Dilemmas in Children’s Fiction. Basingstoke: Palgrave Macmillan, 2009; Suggested Children’s Text: Artell, Mike and Harris, J. Petite Rouge (2001). General Theory: Lacan, Jacques. ‘The Mirror Stage as Formative of the Function of the I’, in Rivkin, Julie and Ryan, Michael, eds., pp. 441–446; Children’s Literature Approach: McCallum, Robyn. Ideologies of Identity in Adolescent Fiction; The Dialogic Construction of Subjectivity (‘Introduction’); Suggested Children’s Text: Rowling, J. K. Harry Potter and the Chamber of Secrets (1998). Colonialism and Postcolonialism General Theory: Said, Edward. Orientalism (1978), in Rivkin, Julie and Ryan, M., eds., pp. 873-886; Children’s Literature Approach: Bradford, Clare. ‘Race, Ethnicity, and Colonialism’ in Rudd, David. The Routledge Companion to Children’s Literature; Suggested Children’s Text: Hodgson Burnett, Frances. A Little Princess (1990). Moderism and Postmodernism General Theory: Lyotard, Jean-François. The Postmodern Condition (1979), in Rivkin, Julie and Ryan, Michael; Children’s Literature Approach: Lewis, David. Reading Contemporary Picturebooks: Picturing Text. New York and London: Routledge, 2001; Suggested Children’s Text: Macaulay, David. Black and White (1990 Essential Book Resources Dusinberre, Juliet 1999, Alice to the Lighthouse. Children's Books and Radical Experiments in Art, 2 Ed., Palgrave Macmillan London Grenby, Matthew O 2008, Children’s Literature., Edinburgh UP Edinburgh Grenby, Matthew O. and Kimberley Reynolds (eds) 2011, Children’s Literature Studies: A Research Handbook, Palgrave London MLA 2009, MLA Handbook for Writers of Research Papers., 7th ed. Ed., Modern Language Assocation of America New York | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Indicative Reading List Books: None Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||