| AQF Level |
Level 9 Masters by Coursework Degree |
| CRICOS Code |
084545E |
| Overview and Aims of the Program |
The Master of Children's Literature engages with current principles and practices in analysing children's literature from the perspective of literary and cultural theory, and the social and historical contexts of children's literature. Students gain practical experience in analysing and critiquing a diversity of texts and genres, including picture books, graphic novels, young adult fiction and children's film.
For those wishing to pathway to higher degree study, the degree can be credited towards a Masters in Research leading to a PhD. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
KNOWLEDGE
1. demonstrate a specialised understanding of children’s literary criticism, encompassing current critical debates across a variety of contexts (K, P, T)
2. demonstrate a coherent and advanced knowledge of the range and types of narratives produced for children, as evident in a variety of different multi-media modes (novels, picture books, graphic novels, films, etc.) (K)
3. recognise the social, cultural and ethical issues, and global perspectives, relevant to the production of narratives for children (K, T, E)
4. gain an understanding of the relationship between children’s texts and the cultural construction of childhood and adolescence (K, T)
SKILLS
5. conduct independent research that engages critically and creatively with scholarship in the field of children’s literature (K, P, T, J)
6. synthesise and analyse information from a variety of sources in order to show an awareness of the various ways in which children’s literature is oriented by cultural assumptions, practices and ideologies (K, T, P)
7. interpret, communicate and present ideas about children’s literature and how it seeks to position its readers (K, T, P, I)
APPLICATION OF KNOWLEDGE AND SKILLS
8. apply complex cultural, social or global perspectives to the discipline of children’s literature (K, T, P)
9. exercise skilled judgment in the evaluation of children’s literary research (K, J, P)
10. produce written work that demonstrates analytical skills and specialist knowledge of children’s literature (C, K, T). |
| Learning and Teaching Methods |
Learning and teaching in the Department of English occurs through a wide variety of methods and styles. Seminars, lectures, tutorials, workshops and a range of assessment tasks are designed to engage student interest, stimulate active learning and cultivate an enjoyable and effective learning experience, regardless of learning style. Such strategies are supported for distance students via highly developed online facilities. Students have opportunities to learn through individual and collaborative study, discussion, debate, research and autonomous, self-directed methods.
Common strategies include:
• Employing a variety of teaching and assessment formats that engage diverse learning styles and encourage student participation, discussion and creative collaboration.
• Developing and presenting materials to support key concepts and knowledge in oral and written formats (the latter both electronically and in print).
• Facilitating post-graduate-level inquiry and research-based assignments throughout the program.
• Drawing upon the experience, expertise and mentoring skills of department staff.
• Offering prompt and detailed feedback that identifies student strengths and weaknesses in order to facilitate effective learning.
The Department deploys these strategies through the following teaching methods:
• Lectures: Staff and invited guest lecturers deliver information and unit materials, provide demonstrations, and offer invaluable information that is used to further individual and group study.
• Tutorials: Tutorials are small, group-learning environments that allow for a more interactive discussion of topics, lecture materials, student research and assigned readings. They provide a forum for the debate and discussion of topics, for raising questions and engaging in scholarly conversations.
• Seminars: Seminars blend lecture and tutorial activities, providing the opportunity for more interactive discussion of key issues and ideas relating to unit content and research. This format is highly effective for the development of sophisticated engagement with unit concepts and is strongly emphasised in teaching on the program.
• Independent learning: Students are expected to engage in self-directed study, especially in undertaking research projects.
• Group learning: Students work within small groups on selected class projects. Group work enables students to exercise professional judgment, develop valuable team-playing skills, peer networks and experience in working with individuals who hold diverse perspectives.
• Online media: Students have access to a variety of online resources to facilitate their learning process. For example, study and tutorial aids, films, videos, discussions forums and supplementary online readings are provided in this format. |
| Assessment |
Given the research focus of 900 level programs, there is a strong emphasis on assessment connected to research and research methodologies. Across all core units, students produce research essays (usually 3000 to 4000 words in length) and complete tasks related to research methods, such as the composition of literature reviews, reports on research methodologies in the field and annotated bibliographies. The department also assesses the ability of students to engage in critical and theoretical conversations about unit concepts and the field more broadly, both via written work (in the form of essays) and via oral reports/presentations and seminar/online participation. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
Graduates in the Master of Children's Literature have the skills and knowledge to work in primary and secondary school settings and libraries as heads of subject and mentors with advanced knowledge of their field; in arts and media industries as writers and editors; as professional and creative writers; and in publishing, marketing and publicity. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| External Benchmarks |
Creative and Performing Arts Learning and Teaching Academic Standards Project 2010
Teaching Australian Literature Survey http://teaching.austlit.edu.au/
Good Practice reports http://www.olt.gov.au/resource-library/good-practice-reports
|
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
Accreditation with the NSW Institute of Teachers (English Studies secondary teachers) has been initiated. Accreditation will be attained by the commencement of the program in 2015. |
