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Marnie Campagnaro

Kathy G. Short

Nicola Daly

Thursday 19th November 2020

All scheduled times are set in Central European Time (Standard time – CET)

Time Stream A Stream B

Opening Ceremony

Welcome address
Rosario Rizzuto, Rector Magnificus of University of Padova
Egidio Robusto, Dean of Department of Philosophy, Sociology, Education and Applied Psychology FISPPA, University of Padova
Giuseppe Zago, Vice Dean FISPPA and Full Professor of History of Education, University of Padova

Chair: Marnie Campagnaro, University of Padua

Concert Honolulu Quartet (15 min)


Panel 1: Positioning the Teaching of Children’s Literature

Chair: Nicola Daly

Why Literary Studies Matter – New Perspectives on Teaching Children’s Literature
Bettina Kümmerling-Meibauer, Eberhard Karls University of Tübingen, Germany

Engaging Teachers and Children with Literature from a Multicultural Critical Perspective
Carmen Martínez-Roldán, Teachers College, Columbia University, New York City, USA

Affordances of Children’s Literature in Language Education and University Challenges
Janice Bland, Nord University, Norway

Teaching Children’s Literature in a Library and Information Program
Sylvia M. Vardell, Texas Woman’s University, School of Library & Information Studies, USA


A1 A. Children’s Literature as Literature

Chair: Tzina Kalogirou

Giorgia Grilli
The specificity of Children’s Literature

Etti Gordon Ginzburg
Evoking the Ambivalence of Children’s Literature in Undergraduate Courses in Israel

Francesca Orestano
Academic Cinderella: Children’s Literature in the Classroom

B1 B. Shift from Teaching to Learning

Chair: Nina Goga

Macarena García González and Justyna Deszcz-Tryhubczak
Teaching-learning Encounters with Children’s Literature

Anneli Fjordevik and Maren Eckart
German Children‘s and Youth Literature in the Shift from Teaching to Learning

Malgorzata Cackowska
Transmitting knowledge or letting students to gain their own experience? A didactic dilemma of a ‘picturebook lecturer’


A2 C. Programmes of Children’s Literature

Chair: lIgim Veryeri Alaca

Kira Mahamud Angulo and Johari Imani Murray
Diversity and Uniformity in Creating Teaching Guidelines for Children’s Literature Programs in Tertiary Institution in Spain

Maureen Farrell
There’s No Place Like Home: Studying Children’s Literature in Tertiary Education in the UK

Smiljana Narančić Kovač
Courses on Children’s Literature in Tertiary Education: Focus on Croatia

B2 D. Cross-Disciplinary Approaches

Chair: Macarena García González

Marnie Campagnaro and Nina Goga
Designing Sustainable Futures in Digital Literature laboratory. Ecology and Architecture

Anna Antoniazzi
Exploring the boundaries. Children’s Literature and the Discovery of Genoa


A3 E. Reflection on Teaching

Chair: Smiljana Narančić Kovač

Eva Nordlinder and Eva Söderberg

Reflection based on Memories of Teaching Children’s Literature

Char Moffit
A First-person Study on Teaching Multicultural Children’s Literature Online

B3 F. Opening Spaces for Dialogue

Chair: Justyna Deszcz-Tryhubczak

Petros Panaou
Radiant Readings of Global Children’s Literature in the College Classroom

Kathy Short
Encouraging Dialogue around Global Literature through a Dialogic Inquiry Framework

Nicola Daly and Dianne Forbes
Teaching Children’s Literature online: an undergraduate course and a MOOC

Friday 20th November 2020

Time Stream A Stream B

A4 G. Connecting Literature and Literacy

Chair: Laura Tosi

Alyson Simpson
Talking about books: using Children’s Literature to actively engage undergraduate students with effective literacy pedagogy

Xavier Minguez-Lopez
Reading before reading: teaching Children’s Literature for pre-service teachers

Jennifer Farrar
“I prefer to read books at my level”: An enquiry into student teachers’ perspectives of Children’s Literature

B4 H. Teaching in a Place of Change

Chair: Berit Westergaard Bjørlo

Kawthar Jabir Kassoum
Challenges in Teaching Children’s Literature at the Arab Colleges in Israel: Sakhnin College as example

Sandra J. Williams

Falling Walls: developing a Children’s Literature course in a time of radical change

Cintia Carreira Zafra

Preserving Prosperity: How to meet the United Nations Sustainable Development Goals through the Teaching of Children’s Literature Undergraduate Courses at Universities


Panel 2: The Challenges and Potentials of Teaching Children’s Literature Online

Chair: Marnie Campagnaro

Innovative Approaches to the Teaching of Children’s Literature: Exciting Opportunities for Global Impact through Penn State University’s World Campus
Vivian Yenika-Agbaw, Pennsylvania State University, USA

Children’s Books from a Global Perspective. The example of the Universitat Autònoma of Barcelona creating online academic offerings and Ibero-American networks on Children’s Literature
Cristina Correro Iglesias, Universitat Autònoma de Barcelona, Spain, and Université de Nantes, France

The Challenges and Potentials of Teaching Children’s Literature On-Line
Vanessa Joosen, University of Antwerp, Belgium


A5 I. Interdisciplinary Programmes/Courses

Chair: Xavier Minguez-Lopez

Evelyn Arizpe, Justyna Deszcz-Tryhubczak
The Erasmus Mundus Joint Masters Degree in Children’s Literature, Media and Culture: Successes, challenges and potential

Sue Walsh, Soma Das and Karín Lesnik-Oberstein
The Child in Perspective: Notes from the Centre for International Research in Childhood (CIRCL) at the University of Reading

Laura Tosi
Teaching a Children’s Literature Course for Italian Undergraduate Students of Modern Languages/

B5 J. Potentials of Picturebooks

Chair: Petros Panaou

Matea Butković and Ester Vidović
Representation of multicultural picturebooks in teacher education programs in the Republic of Croatia

Berit Westergaard Bjørlo and Ellen Birgitte Johnsrud
Making tutorial films on picturebooks

Danielle Morris-O’Connor
The Benefits of Teaching Children’s Literature in a First-Year Undergraduate English (Literature) Course



Sharing session: Surviving a temporary move to teaching Children’s Literature online
Chair: Kathy Short

Saturday 21st November 2020

Time Stream A Stream B

A7 M. Critical Literacy through Fairy Tales and Poetry

Chair: Sandie Mourão

Nita Novianti, Angela Thomas and Vinh To
Navigating the Complexity of Critical Literacy Practices: A Journey of Pre-Service Teachers in the Land of Fairy Tales

Tzina Kalogirou and Maria Caracausi
How I taught my cat to love poetry: Teaching Young Adult Poems in the University

Karla Fernández de Gamboa Vázquez and Xabier Etxaniz
Teaching Children’s Literature to Senior Learners: On the Multiple Readings of Little Red Riding Hood

B7 N. Connecting University Students with Children

Chair: Farriba Schulz

Iria Sobrino-Freire and Patricia Carballal Miñán
The Literary Circle: Discussing Children’s Books from university to school classrooms

Angela Yannicopoulou and Dimitrios Politis
Teaching Children’s Literature to future teachers: From theory to practice

Jeanette Hoffmann
Reading picturebooks about school in seminars with primary school teaching students


A8 0. Literature and the Teaching of Language

Chair: Jennifer Farrar

Esa Hartmann and Christine Helot
The Three Robbers in Three Languages: Educating Bilingual Student Teachers to Multilingual Literacy

Janice Bland
On widening the range of formats when we teach children’s literature

Sandie Mourão
Picturebooks in teacher education for early English language learning in Portugal

B8 P. Encouraging Responses to Children’s Literature

Chair: Jeanette Hoffmann

Betül Gaye Dinç, Birce Özkan and Ilgım Veryeri Alaca
Narrating through LEDs, Circuits and Light: Inquiry on the Role of Materiality and Technology in Children’s Literature

Farriba Schulz
Mnemosyne in stereo: Exploring ancient Greece with university students

Dorota Michulka
Literature and Emotions – Theory and Practice of Reception (Cognitive Reading of Children’s Literature as an Academic Course – Part of the Teaching Specialization)



Town Hall/General Assembly
Co-chairs: Marnie Campagnaro, Nicola Daly and Kathy Short

Closing remarks and Farewell

Plenary sessions

Thursday 19th November 2020

The first panel will bring together four perspectives on the teaching of children’s literature (Education, Literature, Librarianship and Language teaching), recognizing that where we are located in the university influences our teaching. Each panelist will discuss distinctive aspects of their perspective on teaching children’s literature, its affordances and challenges. This panel will allow us to start our conference acknowledging the different perspectives from which we approach the teaching of children’s literature.

Friday 20th November 2020

This session is a space to share strategies and digital tools you have found useful in teaching children’s literature on-line.  Many of us have made a temporary switch from teaching children’s literature face-to-face, supported by books and interactions, to teaching remotely during the pandemic. Come ready to share a strategy or tool you have found useful in surviving this sudden move to teaching online. The session will be a live zoom session so you can turn on your cameras and mics and share screen to show a tool or strategy to recommend to others.

Friday 20th November 2020

Our second panel will focus on how children’s literature is taught online, because so many university professors are now teaching online due to the pandemic. Many of us have been forced to move to teaching online but without experience in how to design effective online courses in children’s literature, which are typically focused around books and highly interactive.  In this panel we will learn from those who have extended experiences using online instruction to teach children’s literature.

Saturday 21st November 2020

The last plenary session in the programme will be a General Assembly or Town Hall meeting for all conference participants. This final session is a chance for all participants to reflect on our learning and ways forward in the development of our scholarship and our teaching of children’s literature in universities. Participants will share key insights and issues that have emerged from the conference through both chat and in-person discussions, as well as to consider the implications for the future of our field and scholarship.

Fostering dialogue

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Teaching Children's Literature at University

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International Organizing Committee

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