CHILDREN’S BOOK ORIENTATION

In the context of the course, the contemporaty illustrated children’s book is examined. Issues related
to genre identification, its relationship with other narrative forms, and the interpretation of elements
in both verbal and visual text are explored. The properties of illustrated books are investigated, along
with their potential in developing literary readers, the ways in which readers aesthetically respond,
and the issue of the target age group. Emphasis is placed on character development, plot, visual
perspective, theme, time, and space, in conjunction with image conventions and techniques. The
structure of the page and the narrative possibilities of organizing images, lines, colors, shots, etc., are
analyzed. 

Course Outline-ΠΒ3.pdf

Folk literature is constantly developed though time, therefore Folkloristics examines it not only under a literary but also an historical and social scope. As it happens with folk art in general it aims to the fulfillment of communal needs. Recent developments have demonstrated that folk genres, such as tales, proverbs, songs, can be utilized in several social contexts and therefore to contribute towards public awareness related to folk culture and the surviving social memory of each era.

The new millennia has brought new developments in folk culture, as it brings, as Ong prophetically mentioned, an age of secondary orality, with many changes in the diffusion and transmission and also the (re)creation of many folk literature genres. This course aims to a first understanding and familiarization with Myths, Legends and Tales, the way they present themselves in the digital world and their utilization for narrative and educational purposes. 

Course Outline-ΠΒ4.pdf

The course focuses on developing an examination and evaluation framework for children’s nonfiction books, introducing students to their content, thematic and specific categorization, and promoting an interdisciplinary approach. Consequently, the course covers the following topics:

1. Historical Overview of Nonfiction Books
2. Definition and Categorization of Children’s Nonfiction Books
3. Evaluation of Children’s Nonfiction Books
4. Pictures and Materiality in Children’s Nonfiction Books
5. Biographies
6. Ideological Considerations in Children’s Nonfiction Books
7. Historical Children’s Nonfiction Books
8. Children’s Nonfiction Books on Environmental Topics
9. Children’s Nonfiction Books on Art
10. Children’s Nonfiction Books Promoting Active Citizenship

Cource Outline-ΠΒ5.pdf

Diversity constitutes an integral part of contemporary society and is reflected in multiple ways in children’s literature. The module Children’s Literature and Diversity explores the role of children’s books as instruments of understanding, empathy and acceptance, with particular emphasis on their pedagogical use in the classroom and in psycho-educational contexts. It examines key concepts such as diversity, otherness, special educational needs and disability, and inclusion, as well as the ways in which these forms are represented in children’s books. Through the study of plot, characters and illustration, students are invited to analyse contemporary examples, explore criteria for book selection and transform literary works into pedagogical material. The learning process culminates in the design of educational scenarios that promote inclusion and foster a culture of acceptance within the school environment.

Indicative axes of the module:

• Introduction to the module and familiarisation: presentation of aims and content, acquaintance among postgraduate students, and exchange of initial experiences and expectations.
• Introductory concepts: fundamental principles of special and inclusive education and literature, through experiential exercises and activities.
• Theoretical foundations of diversity: definitions (diversity, otherness, disability), the relationship between inclusive education and society, and the experience and identity of the individual with diversity.
• Forms of diversity: learning difficulties, speech and communication disorders, attention deficit and hyperactivity disorder, intellectual disability, autistic spectrum disorders, physical and motor impairments, sensory impairments of vision and hearing, emotional and behavioural difficulties, giftedness, cultural and linguistic diversity.
• The representation of diversity in children’s books: children’s literature as an instrument of understanding, criteria for book selection, and presentation of contemporary examples.
• Literary and aesthetic analysis: plot, character roles, stages of experiencing diversity, language, style and illustration.
• Educational use of children’s literature: design of classroom activities, determination of pedagogical objectives, cultivation of empathy and evaluation.
• Design of teaching programmes and educational scenarios: development of programmes and scenarios based on children’s books that promote inclusion.
• Student assignments: individual and group projects, book analyses, proposals for pedagogical use and the creation of educational interventions.
• Presentation and feedback: presentation of scenarios and assignments, collective discussion, reflection and evaluation of the learning experience.

Course Outline-ΠΒ6.pdf