LIBR 522G: First Nations Literature and other Materials for Children and Young Adults – Course Syllabus (3)

Course Goal:
Aboriginal, Inuit and Métis writers, illustrators and publishers will be the primary focus of this one credit survey of North American First Nations literature and other materials for children from preschool through the teenage years.

Course Objectives:
Upon completion of this course students will be:

1. Familiar with a number of professional resources about First Nations creators from North America.
2. Knowledgeable about a variety of publications for children and teens by North American Aboriginal, Inuit and Métis writers including picture books, poetry, traditional stories , information books for children, anthologies and novels for young adults.
3. Aware of the First Nations Communities Read program, and First Nations Publishers.
4. Familiar with non-native creators who contribute to the literature on aboriginal culture created for youth.
5. Able to examine the literature within the context of research and literary criticism for analysis and appreciation.
6. Able to access, identify and select materials for library collections for youth

Course Topics:

1. Introduction to First Nations literature.
2. Resources and websites for professionals.
3. Survey of picture books, traditional stories, and media by Aboriginal, Inuit and Métis writers from North America.
4. Survey of First Nations novels, anthologies and creative non-fiction.
5. North American publishers and reading programs with a focus on First Nations literature.
6. Non-native contributions to First Nations literature.

Prerequisites and/or Course Restrictions):
PRE or CO-REQUISITES: LIBR 500, LIBR 501 and LIBR 503

Required and Recommended Reading :

Before the course begins, registrants are asked to have read at least two chapters from ONE of the following titles: Thomas King’s The Truth about Stories: A Native Narrative OR from Native Americans in Children’s Literature by Jon C. Stott. You could also read the Forward and any four profiles in Alan Twigg’s Aboriginality: the literary origins of British Colubmia, Vol 2 any two chapters of Penny Petrone’s Native literature in Canada: from the oral tradition to the present or the forward, introduction and any two articles in the first half of A Broken Flute: the native experience in books for children edited by Doris Seale and Beverly Slapin (Oyate, 2005) These readings will form the basis of discussion the first week of class.

During the course, students will be required to read and annotate ten titles for children or teens. Selections will be introduced in class and the reading diary will be due on the second class. It is recommended that your reading for the diary take place between the two Saturdays. For suggestions students are referred to bibliographies such as A Broken Flute: the native experience in books for children edited by Doris Seale and Beverly Slapin (Oyate, 2005)or its previous edition: Through Indian Eyes: The Native Experience in Books for Children(2003) or Children’s and Young Adult Literature by Native Americans: A guide for librarians, teachers, parents and student (2003) by Sherry York. Students are encouraged to visit and use the resources of the Xwi7xwa Library on campus which has a focus on First Nations in BC, with materials on Canadian First Nations, plus issues of interest to First Nations and Indigenous peoples. Previously we have arranged a tour of the library but you are encouraged to visit it independently this year and to make use of its excellent resources between the two class meetings. A link to the library http://www.library.ubc.ca/xwi7xwa/

Course Assignments, Due dates and Weight in relation to final course mark:

Reader’s Response to professional resource title	In Class Sept 20 th - discussion	10% Self evaluation
Reading Journal	Due Oct 4th	30%
Presentation of one book title	In class October 4 th small groups	10%self evaluation
Final Essay	Due: October 21 st, 2008	50%

Course Schedule

Sept 20th	Overview: Introduction to professional resources, and literature from birth to upper elementary	Response to Stott/King/Twigg/ Petrone or Slapin readings	Introduction of literature and resources - preschool, primary, elementary, folklore
October 4th	Focus on publishers, authors, events; issues of appropriation Resources for teens	Presentations during class in small groups of one title from the reading diary. Submission of reading diary.	Novels, creative non-fiction and anthologies for upper elementary and teen readers. Electronic resources & media
Final Paper		Due: Via email on October 21, 2008

Attendance: As a one credit course, attendance on both Saturdays is required.

Evaluation: All assignments will be awarded letter grades using the evaluative criteria given on the SLAIS web site . 

Assignments will not be accepted late unless prior arrangements are made. Consideration will be given to legitimate emergencies. If an extension is granted, a late penalty may be imposed. This will be discussed if an extension is requested.  

Assignment Details:
The preliminary reading of a professional resource is for classroom discussion on Sept. 20 th. Self-evaluation 10%

The Reading Journal due October 4th, should include ten titles, with approximately a half page entry for each. The titles can be made up of approximately four picture books, three legend/myth/folk or informational titles, one novel for elementary school aged children, one novel for teens, and one audio-visual or internet source (cd, cassette, video, DVD, website) I recommend doing the readings and reading diary between the two class meetings rather than before the beginning of class 30%

One of those titles will be presented during classroom discussions on October 4th(approximately five minutes). Self-evaluation 10%

Final essay on a topic of your choice, but approved by the instructor, should be no more than five pages, double spaced. Due via email October 21, 2008. 50%

Academic Dishonesty: Please review the UBC Calendar "Academic regulations" for the University policy on cheating, plagiarism, and other forms of academic dishonesty: http://www.students.ubc.ca/calendar/index.cfm?tree=3,54,111,959 . Also visit and review the contents of these two resources: Plagiarism Resource Centre: For Students: http://www.library.ubc.ca/home/plagiarism/welcome.html and Plagiarism Avoided: Taking Responsibility For Your Work: http://www.arts.ubc.ca/Plagiarism_Avoided.373.0.html for useful information on avoiding plagiarism and on correct documentation. Students are held responsible for knowing and following all University regulations regarding academic dishonesty. If a student does not know how to properly cite a source or what constitutes proper use of a source it is the student's personal responsibility to obtain the needed information and to apply it within University guidelines and policies.

Written & Spoken English Requirement : Written and spoken work may receive a lower mark if it is, in the opinion of the instructor, deficient in English.

Disability Accommodation : The University accommodates students with disabilities who have registered with the Disability Resource Centre [ http://www.students.ubc.ca/access/drc.cfm ]. You must register with the Disability Resource Centre to be granted special accommodations for any on-going conditions.

Religious Accommodation: The University accommodates students whose religious obligations conflict with attendance, submitting assignments, or completing scheduled tests and examinations. Please let your instructor know in advance, preferably in the first week of class, if you will require any accommodation on these grounds. Students who plan to be absent for varsity athletics, family obligations, or other similar commitments, cannot assume they will be accommodated, and should discuss their commitments with the instructor before the course drop date. UBC policy on Religious Holidays: http://www.universitycounsel.ubc.ca/policies/policy65.pdf