Introduction and Description

 

Children’s literature constitutes a complex and multidimensional field situated at the intersection of literary studies, developmental psychology, cultural theory, and contemporary pedagogical practice. Far from being a marginal or simplified literary domain, it encompasses sophisticated aesthetic forms, rich narrative traditions and diverse ideological positions that shape how young readers engage with language, identity and the world around them. This course offers an in-depth, research-informed examination of children’s literature as both a cultural artefact and a pedagogical instrument within today’s increasingly heterogeneous and multimodal school environments.

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Participants explore the historical evolution of literature for children, tracing major turning points from oral storytelling and moralising early works to the emergence of imaginative, play-oriented and visually driven narrative forms. Through critical engagement with canonical texts, contemporary picturebooks, graphic novels and multimodal narratives, teachers develop advanced analytical competencies for interpreting how meaning is constructed through verbal, visual and material elements. Particular emphasis is placed on the dialogic relationship between text and illustration, on the semiotics of picturebooks, and on the ways literary artefacts position child readers as meaning-makers.

 

A central strand of the course addresses the teacher’s role as a mediator of reading—a conceptualisation rooted in sociocultural theories of literacy. Participants examine evidence-based strategies that support reading motivation, comprehension and emotional resonance, especially within multilingual and inclusive classrooms. In parallel, they engage with storytelling as a pedagogical and narrative practice, drawing on performative, multimodal and embodied approaches that cultivate imagination, empathy and oral language proficiency.

 

The course also foregrounds issues of diversity, representation and cultural responsiveness, equipping educators with critical frameworks to evaluate children’s literature in relation to equity, social justice and intercultural understanding. Through sustained workshop practice and guided reflection, participants learn to curate high-quality literary materials, design meaningful literature-based learning sequences, and integrate children’s literature across disciplinary areas using creative, inquiry-driven and arts-enriched methodologies. Ultimately, the course aims to empower teachers to cultivate vibrant, inclusive reading cultures that nurture curiosity, critical literacy and lifelong engagement with literature.