CMNS 420/HSRV 420: Topics in Communication: Children and Media (Rev. C2) Report a Broken Link

Children and Media focuses on how children up to the age of thirteen encounter and employ the media and genres of storytelling: from oral narrative and print, to the audio and visual mediation of narrative in picture books, radio and other audio forms, and screen technologies such as television, film, and video games. The course applies contemporary theory and methodology to examine narrative and considers the competencies, or “literacies,” that children develop in order to understand narrative and produce their own.

Unit 1

Required Readings
Fulton, Helen, Rosemary Huisman, Juliet Murphet, and Ann Dunn. Narrative and Media. Cambridge, MA: Cambridge University Press, 2005. E-book. Read Chapter 2: Narrative Concepts (pp. 11-27) and Chapter 3: From Structuralism to Post-Structuralism (pp. 28-44) by Rosemary Huisman.
Nikolajeva, Maria. "Beyond the Grammar of Story, or How Can Children's Literature Criticism Benefit from Narrative Theory?"Children's Literature Association Quarterly 28.1 (2003): 5-16.

Unit 2

Required Readings
Brice Heath, Shirley. “What No Bedtime Story Means: Narrative Skills at Home and School.” Language and Society 11.1 (1982): 49-76.
Livingstone, Sonia. “Media Literacy and the Challenge of New Information and Communication Technologies.” The Communication Review 7.1 (2004): 3-14.
Biørgen, Anne Mette. “Boundary Crossing and Learning Identities – Digital Storytelling in Primary Schools.” International Journal of Media, Technology & Lifelong Learning 6.2 (2010): 161-76.
Buckingham, David. “Chapter 2: Rethinking Television Literacy.” Children Talking Television: The Making of Television Literacy. London and Washington: The Falmer Press, 1993. 20-36. E-book.
Page, Judith L., and Sharon R. Stewart. "Story Grammar Skills in School-age Children." Topics in Language Disorders 5.2 (1985): 16–30.
Supplementary Readings
Marshall, Nancy. “Using Story Grammar to Assess Reading Comprehension.” The Reading Teacher 36.7 (1983): 616-20.

Unit 3

Required Readings
Pullen, Paige C., and Laura M. Justice. “Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children.” Intervention in School and Clinic 39.2 (2003): 87-98.
Rooks, Di. “Can I Tell You My Story? How Storytelling Contributes to Pupils’ Achievements in Other Aspects of Speaking and Listening and to the Understanding of How Language Works.” Reading 32.1 (1998): 24-8.
Casbergue, Renee Michelet, and Karen Harris. “Listening and Literacy: Audiobooks in the Reading Program.” Reading Horizons 37.1 (1996): 49-59.
Varley, Pamela. “As Good as Reading? Kids and the Audio Book Revolution.” The Horn Book Magazine 78.3 (2002): 251-62.
Supplementary Readings
Wasik, Barbara A.  “Phonemic Awareness and Young Children.” Childhood Education 77.3 (2001): 128-33.
Leguy, Cécile, and R. H. Mitsch. “Revitalizing the Oral Tradition: Stories Broadcast by Radio Parana (San, Mali).” Research in African Literatures 38.3 (2007): 136-47.
Isbell, Rebecca, Joseph Sobol, Liana Lindauer, and April Lowrence. “The Effects of Storytelling and Story Reading on the Oral Language Complexity and Story Comprehension of Young Children.” Early Childhood Education Journal 32.3 (2004): 157-63.
Moerk, Ernst L. “Picture-Book Reading by Mothers and Young Children and Its Impact upon Language Development.” Journal of Pragmatics 9.4 (1985): 547-66.
Ferreri, Patricia. "Listening for Literacy." Teaching Pre K-8 31.2 (2000): 61.

Unit 4

Required Readings
Henrick, Harry.  “Constructions and Reconstructions of British Childhood: An Interpretive Survey, 1800 to the Present,” in Constructing and Reconstructing Childhood: Contemporary Issues in the Sociological Study of Childhood. 2nd ed. Ed. Allison James and Alan Prout. London: Routledge, 1997. 33-60. E-book.

Unit 5

Required Readings
Engelhardt, Tom. “Reading May Be Harmful to Your Kids: In the Nadirland of Today’s Children’s Books.” Harper’s Magazine (June 1991): 55-62.
Ross, Catherine Sheldrick. “’If They Read Nancy Drew, So What?’: Series Book Readers Talk Back.” Library and Information Science Research 17.3 (1995): 201-36.
Supplementary Readings
Mayer, Connie. “What Really Matters in the Early Literacy Development of Deaf Children.” Journal of Deaf Studies and Deaf Education 12.4 (2007): 411-31.
Capps, Lisa, Molly Losh, and Christopher Thurber. “‘The Frog Ate the Bug and Made his Mouth Sad’: Narrative Competence in Children with Autism.” Journal of Abnormal Child Psychology 28.2 (2000): 193-204

Unit 6

Required Readings
Kervin, Lisa, and Jessica Mantei. “Using Computers to Support Children as Authors: An Examination of Three Cases.” Technology, Pedagogy and Education 18.1 (2009): 19-32.
Doiron, Ray. “Motivating the Lifelong Reading Habit Through a Balanced Use of Children’s Information Books.” School Libraries Worldwide 9.1 (2003): 39-49.
Benson, Vicki. “Informing Literacy: A New Paradigm for Assessing Nonfiction.” The New England Reading Association Journal 39.1 (2003): 13-20.
Varelas, Maria, Christine C. Pappas, Sofia Kokkino, and Ibett Ortiz. “Students as Authors.” Science & Children 45.7 (2008): 58-62.
Foster, John. “Picture Books as Graphic Novels and Vice Versa: The Australian Experience.” Bookbird: A Journal of International Children’s Literature 49.4 (2011): 68-75.
Supplementary Readings
Howell, Lyn C. “Chapter 24: Using Technology to Create Books for Students by Students.” Handbook of Research on Literacy in Technology at the K-12 Level. Ed. Leo Tan Wee Hin and R. Subramaniam. IGI Global, 2006. 425-36.
Mercurio, Mia Lynn, and Abigail McNamee. “Monsters that Eat People – Oh My! Selecting Literature to Ease Children’s Fears.” Dimensions of Early Childhood 36.2 (2008): 29-38.
Boyd, Maureen P., and Meredith K. Devennie. “Student Voices and Teacher Choices: Selecting Chapter Book Read-alouds.” Childhood Education 85.3 (2009): 148-53.
Lo, Deborah Eville, and R. Jeffrey Cantrell. “Global Perspectives for Young Readers: Easy Readers and Picture Book Read-alouds from around the World.” Childhood Education 79.1 (2002): 21-5.
Kurkjian, Catherine, Nancy Livingston, and Vicki Cobb. “Inquiring Minds Want to Learn: The Info on Nonfiction and Informational Series Books.” The Reading Teacher 60.1 (2006): 86-96.

Unit 7

Required Readings
Fulton, Helen. “Chapter 9: Film Narrative and Visual Cohesion.” Narrative and Media. Ed. Helen Fulton, Rosemary Huisman, Julian Murphet, and Anne Dunn. Cambridge, MA: Cambridge University Press, 2005. 108-22 only. E-book.
Supplementary Readings
Moses, Annie M., and Nell K. Duke. “Portrayals of Print Literacy in Children’s Television Programming.” Journal of Literacy Research 40.3 (2008): 251-89.

Unit 8

Required Readings
Brown, Harry J. “Chapter 1: Videogames and Storytelling.” Videogames and Education. Armonk, NY: M. E. Sharpe, Inc., 2008. 3-20. E-book.

Unit 9

Required Readings
Yampbell, Cat. “Judging a Book by Its Cover: Publishing Trends in Young Adult Literature.” The Lion and the Unicorn 29.3 (2005): 348-72.
Hade, Daniel D. “Curious George Gets Branded: Reading as Consuming.” Theory into Practice 40.3 (2001): 158-65.
Scoleri, Carlos Alberto. “Transmedia Storytelling: Implicit Consumers, Narrative Worlds, and Branding in Contemporary Media Production.” International Journal of Communication 3 (2009): 586-606.
Lacroix, Celeste. “Images of Animated Others: The Orientalization of Disney's Cartoon Heroines from The Little Mermaid to The Hunchback of Notre Dame.” Popular Communication 2.4 (2004): 213-29.
Buckingham, David. “Chapter 10: Hidden Persuaders? Advertising, Resistance and Pleasure.” Children Talking Television: The Making of Television Literacy. London: The Falmer Press, 1993. E-book.
Supplementary Readings
Ronai, Francesca. “All Tied Up.” The Bookseller 5384 (May 2009): 24-6.

Unit 10

Required Readings
Unsworth, Len. “Reframing Research and Digital Pedagogy Relating to CD Narratives: Addressing ‘Radical Change’ in Digital Age Literature for Children.” Issues in Educational Research 13.2 (2003).
Baumgarten, Miki. “Kids and the Internet: A Developmental Summary.” ACM Computers in Entertainment 1.1 (2003): 1-10.
Hug, Theo. “Storytelling – EDU: Educational – Digital – Unlimited?” International Journal of Media, Technology, and Lifelong Learning 8.1 (2012): 16-26.
Supplementary Readings
Colletta, Jean-Marc. “Comparative Analysis of Children’s Narratives at Different Ages: A Multimodal Approach.” Gesture 9.1 (2009): 61-96.
Sefton-Green, Julian, Helen Nixon, and Ola Erstad. “Reviewing Approaches and Perspectives on ‘Digital Literacy.’” Pedagogies: An International Journal 4.2 (2009): 107-25.
Archer, Arlene. “A Multimodal Approach to Academic ‘Literacies’: Problematising the Visual/Verbal Divide.” Language and Education 20.6 (2006): 449-62.
Banaszewski, Tom. “Digital Storytelling Finds Its Place in the Classroom.” Multimedia Schools 9.1 (2002): 32-5.