Graduate Diploma of Children's Literature
CHIL18DPV1
• GPA of 5.00 (out of 7.00)
| Minimum number of credit points at 800 level or above | 32 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 8 Graduate Diploma |
| Overview and Aims of the Program | The Graduate Diploma 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. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: KNOWLEDGE 1. 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) 2. gain an understanding of the relationship between texts and the cultural construction of childhood and adolescence (K, T) SKILLS 3. demonstrate the capacity to think creatively, critically and reflectively about literary texts and writing practices (K, T, P, I) 4. conduct independent research that engages critically and creatively with scholarship in the fields of literature and writing (K, P, T, J) 5. interpret, communicate and present ideas in written language or symbolic representations appropriate to specific readerships or audience contexts (K, T, P, I) APPLICATION OF KNOWLEDGE AND SKILLS 6. exercise skilled judgment in the evaluation and performance of academic or creative practice research (K, J, P) 7. produce written work that demonstrates technical skills and specialist knowledge of literary and creative practices (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 | There is a strong emphasis on assessment connected to research and research methodologies in this postgraduate program. 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 (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| 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. |
| 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 | The Graduate Diploma of Children's Literature provides students with the skills and knowledge to work in primary and secondary school settings and libraries, in arts and media industries as writers and editors; as professional and creative writers; and in publishing. |
| 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. |
| 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. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements