formerly known as CREADE
Collaborative Reading Education And Distance Education
ED 564: Literature in the Literacy Program (2 credits)
Spring 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013
Summer 2008, 2009, 2010, 2011, 2012, 2013
Dr. Aimee Alexander-Shea, Eastern Oregon University
This course is designed to enhance the classroom teacher's knowledge about the rationale for using children's literature in the literacy program, to provide a greater awareness of the qualities of children's literature, and to familiarize the teacher with instructional strategies for using children's literature in the literacy program.
There are no required prerequisites for this course. However, learners are assumed to be teachers with access to elementary and/or secondary students.
Textbook readings; weekly postings and responses to postings on Blackboard Discussion Board; compilation of strategies; professional statement.
This course supports the following International Reading Association's 2010 revised Standards for Reading Professionals:
Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
Candidates develop and implement strategies to advocate for equity.
Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
This course will focus on three questions:
Why should literature be an integral part of the classroom? What is the theoretical and research foundation that supports the use of children's literature to teach reading and writing within an integrated curriculum?
What literature should be chosen for young students? What are our criteria for selecting quality literature in various genres?
How should literature be shared in a classroom setting? What are our strategies for helping students read and respond to literature? What are our strategies for using children's literature to develop and support an integrated curriculum?
This graduate course can be used as 2 elective credits in the Literature thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
Dr. Aimee Alexander-Shea, Assistant Professor, College of Education, Eastern Oregon University. K-12 teaching: 2 years as elementary teacher, 1 year as reading resource specialist. College-level teaching: 12 years. (BA and M.Ed., University of Florida; Ph.D., University of South Florida.)
Elementary classroom teachers wishing to learn more about incorporation of literature into the literacy curriculum.
Students should expect to spend 6 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees.
For more details on this course, please contact Dr. Aimee Alexander-Shea, Eastern Oregon University.