Taking into account the professional profile to be formed in the course, it is considered that there must be an understanding of the reading resources for children and young people. This Curricular Unit addresses the themes and subjects which relate mainly to the work of teacher-librarian in reading promotion, in order to act appropriately in the management of the collection of the SL and support for students and teachers.
Children’s Literature; Literature for Adolescents; Reading Promotion; Reading and the Curriculum
This course aims to bring the participants in the course:
- To understand the relationship between social and cognitive development of children and youth and their reading interests; ~To reflect on the role of society and school in the development of reading habits;
- To analyse the various genres of literature for children and youth.
-To develop joint strategies between the school library and the curriculum, in what concerns que role that books for children and young people can have in different curricular subjects.
1. Children and Youth Literature: general frameworks
1.1 The concept of book / children's literature and book / youth literature
- literature for children
- Literature for young people - a recent debate
1.2 Age groups and reading interests
1.3 Current trends in children's literature
2. Children's literature genres
3.1 The narrative for children and young people
3.2 The theatre
3.4 Other genres
- The album and the picture book
- The informative book
3. Books for children and young people and the curriculum
3.1 The role of children's literature in the curriculum
3.2 The NRP in school
Glória Bastos, Literatura Infantil e Juvenil, Lisboa: Universidade Aberta, 1999. Natércia Rocha, Breve história da literatura para crianças, Lisboa: Caminho, 2001.
E-learning (fully online).
Evaluation is made on individual basis and it involves the coexistence of two modes: continuous assessment (60%) and
final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.