This study analyses the compulsory subjects in Spanish language related to the Didactics of Children’s and Young Adult Literature in the degrees of teachers in Primary Education of Spanish universities based on the analysis of the data reflected in their teaching plans. Information was obtained from 40 Spanish universities. Several aspects are analysed, such as their field of knowledge (specific didactics - social and legal sciences or philology - humanities), its nature within the various curricula, the credits assigned, its name as a subject, the frequency of its main thematic descriptors and course bibliography. Based on this eminently quantitative analysis, the general conclusion is that in almost all these aspects there is great heterogeneity and a lack of common criteria, at least in the presentation of the subjects. This may be due to the relatively recent creation of departments of language and literature didactics in Spanish universities, which has repercussions both on the efforts to stabilise the area and on the progressive epistemological accommodation of children’s and young adult literature in the degrees where it is taught.
Article Details
How to Cite
Soto-Vázquez, J., Pérez-Parejo, R., Jaraíz-Cabanillas, F. J., & Ruiz-Labrador, E. E. (2022). The The Didactics of Children’s and Young Adult Literature in Spanish university teaching plans . Ocnos. Journal of reading research, 21(2). https://doi.org/10.18239/ocnos_2022.21.2.2917
Soto-Vázquez, Pérez-Parejo, Jaraíz-Cabanillas, and Ruiz-Labrador: The Didactics of Children’s and Young Adult Literature in Spanish university teaching
plans
Introduction
Compared to the existence of teaching studies, the incorporation of children’s literature
and its didactics into the curricula of Spanish universities is a relatively recent
development, which led to an epistemological revision of the concept in the 1980s
(; ; , among others). To a large extent, the “marginal” nature of children’s literature
in the sphere of literary studies has been one of the reasons for this recent incorporation
(; ; ; ; ; ), whose aspects were definitively closed by works such as those by , , or , who gave an autonomous and differentiating entity thereto. The university restructuring
of teacher training curricula as a result of the adaptation to the European Higher
Education Area () led to the inclusion of children’s literature as a didactic discipline at the service
of early childhood education, in a competency-based model () with new methodological approaches (), all supported by a large number of children’s publications that have appeared in
recent years (). Therefore, in the meanwhile, various university teaching manuals have been published
aimed at addressing this didactic area in the field of teacher training: , , , , , , , , , , , or the recent joint monograph coordinated by . They are all clear examples of the interest of researchers in the field in delimiting
the perimeter of the area for future teachers.
Despite this, there is a lack of studies that analyse how this incorporation of subjects
related to the Didactics of Children’s and Young Adult Literature has exactly taken
place in Spanish universities in order to measure the degree of homogeneity and establishment
and, in this way, to see at what stage of the process we are at. Although such analysis
can be approached from different angles, there is no doubt that checking curricula
against each other can provide solid information, the data and metadata of which can
be statistically cross-checked.
A number of studies have increasingly shifted the field of analysis towards our quantitative
and statistical research method, focusing on the evidence from the curricula. addressed this issue by highlighting the training of future teachers in literature
and reading, an approach that would later be developed by Larrañaga, Yubero and Cerrillo
(). Other research focused on the initial training that future teachers receive in
relation to their reading mediation skills ( or ) or on their training in the field of children’s literature and the need to modify
their previous vision (), but has not focused on teaching plans, as proposed herein. Therefore, the precedents
of , , , and already advanced the problem of training future teachers through the revision of
curricula. We then find the work of , which directly addresses the issue by focusing on Universidad de Valencia. Other
studies, such as the recent one by , are completely at the heart of our research. In short, they show the unequal way
Spanish universities have incorporated subjects related to the Didactics of Children’s
and Young Adult Literature in their curricula. Firstly. this analysis shows that the
65 subjects for Early Childhood Education Teachers’ studies included in the Register
of Universities, Centres and Degrees, RUCT (), show a high degree of differentiation both in their form of enunciation and in
their development. Therefore, only 38 of these degrees offer a subject devoted to
literature, not always to children’s literature. On the other hand, students’ vision
of these subjects is very unequal, as note for the field of Early Childhood Education.
In this context of research, this article falls within what these lines describe from
the more general to the more particular. The following general objective is presented:
to identify the characteristics of the teaching plans on Children’s and Young Adult
Literature taught in Primary Education Degrees in Spanish universities when it is
considered as a compulsory subject of Spanish language, since it is only in these
cases when it is a question of homogeneous training among all the students who take
this degree in Spain. The specific objectives are as follows: (1) to identify the
university degrees where it is taught and the field of knowledge (Humanities or Social
and Legal Sciences, in this case in Specific Didactics) it belongs to; (2) to analyse
the degree of homogeneity in its denomination; (3) to know the credits awarded thereto;
(4) to identify the authors and works most cited in the bibliography of the teaching
plans with the intention of configuring a canon of bibliographical sources.
Method
The starting point being prior similar studies by for Primary Education and in the field of Early Childhood Education, as well as comparative analyses of subject
teaching plans such as that conducted by , following the models of , we first downloaded the teaching plans of 43 subjects belonging to 40 Spanish universities
where Primary Education Degree is taught for the 2020-2021 academic year (10 years
after the implementation of the Bologna Plan).
The study sources used correspond to the information that appears on the different
official websites of the Spanish universities where Primary Education degrees are
taught. The universities under study, in alphabetical order, are the following: Universidad
de Alcalá de Henares, Alicante, Almería, Autònoma de Barcelona, Autónoma de Madrid,
Barcelona, Burgos, Cádiz, Cantabria, Castilla-La Mancha, Católica de Murcia, CEU,
Comillas, Complutense, Córdoba, Extremadura, Granada, Huelva, Illes Balears, Jaén,
A Coruña, La Laguna, La Rioja, León, Lleida, Málaga, Murcia, Navarra, Oviedo, País
Vasco, Palmas de Gran Canaria, Pontificia de Salamanca, Rey Juan Carlos, Salamanca,
Santiago de Compostela, UNIR, Valencia, Valladolid, Vigo and Zaragoza.
The sample obtained is deed to be sufficiently valid to conduct a descriptive analysis
of the presence of the aforementioned subject. Table 1 shows the number of subjects analysed per university in the Degree in Primary Education
that refer to Children’s and Young Adult Literature.
Subjects under analysis
Universities
1 subject
37
2 subjects
3
Table 1Number of subjects analysed per university in the Degree in Primary Education
A total of 43 compulsory subjects were analysed. In order to determine the homogeneity
or heterogeneity of the criteria used in the different teaching plans on Children’s
and Young Adult Literature taught in Primary Education Degrees at Spanish universities,
we analysed the credits assigned to the subjects, their names, the courses where they
are taught and the bibliographical references referred to in the teaching plans, as
well as the links to different areas of knowledge (didactics or philology) and departments.
The restriction to a specific qualification (Primary Education) and to a specific
nature (compulsory) makes the results more accurate, as it is in line with the training
that in principle should be compulsory for any university student taking these studies.
Interesting factors referred to in the description of the data sources were analyse
by means of a descriptive rather than inferential analysis, as the replicability of
the results is highly conditioned by the sample analysed, which practically represents
the entire population, although not all universities make this information available
on their online portals.
Results
In the light of the analysis of these teaching plans, a number of results emerge,
which are presented below.
With regard to their names, there is great heterogeneity, as will be shown below.
On the other hand, the analysis of the content descriptors in the teaching sheets
shows a fairly homogeneous thematic development. Thus, epistemological questions,
the history of literature, promotion plans and the dynamisation of school libraries
are dealt with.
With regard to the number of subjects in Primary Education, 92% of the universities
under analysis have only one compulsory subject in Children’s and Young Adult Literature
over the 4 years of the degree. The rest of their literary teacher training, which
depends on the elective subjects taken, is completed in the curricula with elective
subjects, an aspect that should be addressed in the near future, as the picture here
is very uneven.
If we examine the compulsory teaching load in the degrees, the contents related to
Children’s Literature are taught in the degrees of Primary Education teachers unequally,
although 86% share the allocation of 6 training credits, as we can see in figure 1:
Figure 1Percentage distribution of subjects by credits
The most common model, the 6-credit course load in Degree in Primary Education, is
reflected with a similar distribution from the second academic year onwards, as it
can be seen in figure 2.
Figure 2Distribution of the subject taking the course within the degree (left)and the distribution
of credits in each of them (right) into account
With regard to the responsibility for teaching within the Teaching Organisation Plan
of each university, there is an unequal allocation to different types of university
departments (table 2). We identify two very marked trends within this heterogeneity: most faculties link
it to departments in the branch of knowledge of the Social Sciences (this is also
reflected in the teaching accreditations of the National Agency for Quality Assessment
and Accreditation, ANECA, for Senior Lecturer in the ACADEMIA Programme), while vestiges
of the previous link to the Human Sciences and Philology or Spanish Literature are
preserved. In those cases where the department is not included, it is because the
universities themselves do not provide this information, especially in private universities,
where teaching is not organised in departments as such.
Department/Year
Year 1
Year 2
Year 3
Year 4
Education Science
1
Human and Communication Science
1
Education, Linguistics and Literature
1
Languages
1
Language and Literature Didactics
5
7
5
Language, Art and Physical Education Didactics
1
Social Science, Languages and Literature Didactics
1
Language, Art and Physical Education Didactics
1
Specific Didactics
2
1
1
Education
1
1
Philology
1
1
Catalan Philology and General Linguistics
1
Spanish and Classical Philology
1
Philology, Communication and Documentation
1
Hispanic and Classical Philologies
1
1
Spanish Language
1
Spanish Literature
1
Spanish Literature and Language and Literature Didactics
1
Not specified (N/S)
1
2
Total
1
10
18
14
Table 2Distribution of the Children’s Literature subject according to the department and
year it is taught
Approximately three quarters of the subjects are thus assigned to general or specific
Didactics departments, while only in a quarter of the cases are they assigned to philological
departments in which several areas of knowledge are included, including Literature
Didactics.
In both contexts (philological or didactic areas), the subject is most commonly found
in the third and fourth year, with only one case where it is offered in the first
year of the degree (figure 3).
Figure 3Assignment of the subject by area of knowledge (Didactics andPhilology) and year when
it is taught
As regards the number of ECTS credits assigned to the subject (figure 4), there is a wide range also arising from the location in the general curriculum
of the degree. Range is between 4 and 10 credits. The most frequent option is a 6-credit
subject in both types of departments.
Figure 4Subjects by area of knowledge (Didactics and Philology) and credits
There is also an unequal link to departments that are mainly didactic or, to a lesser
extent, philological (table 3).
Subject/field of knowledge
Didactics
Philology
N/S
Verbal and Technical Competence in Language and Literature Teaching
1
Reading and Literature Didactics
1
Didactics of the Spanish Language andLiterature
1
Language and Literature Didactics
2
Didactics of Language and Literature inPrimary Education
1
Didactics of the Spanish Language andLiterature
1
Didactics of Literature
2
Didactics of the Spanish Literature
1
Didactics of Children’s Literature andReading Promotion
1
Didactics of Children’s Literature and Reading and WritingPromotion
1
Didactics of children’s and young adultliterature
3
Literature and Children’s Literature Didactics
1
Literary Education
1
Literary and Aesthetics Education inPrimary Education
1
Teaching and Learning Spanish Languageand Literature
1
Teaching and Learning Children’sLiterature
1
Literary Training for Teachers
1
Literary Education and Children’sLiterature
1
Planning of Language and Literature inPrimary Education
1
Reading and Children’ Literature
1
Spanish Language and Literature and itsDidactics
1
Spanish Language and Literature and itsDidactics III
1
Language and Literature: Spanish
1
Languages and Learning
1
Catalan and World Literature forPrimary School Education
1
Spanish Literature and its Didactics
1
Spanish Literature, Children’sLiterature and Literary Education
1
Children’s Literature
2
Children’s Literature and ReadingPromotion
1
Children’s Literature and LiteraryEducation in Primary Education
1
Children’s Literature and ReadingPromotion
1
Children and Youth Literature
3
Children’s Literature and LiteratureTeaching
1
Literature and Creativity
1
Literature and Education
1
Literature, Children’s Literature andPromotion Reading Habits
1
Total
31
9
3
Table 3Name of the subjects and link with the assigned area of knowledge (Didactics and Philology)
As for these denominations, five main families predominate, which have to do with
the enunciations related to the educational components (Didactics of) or that linked
to the content of the same (Children's Literature), as can be seen in figure 5.
Figure 5Names of the most repeated subjects related to Children’s and Young Adult Literature
The academic canon of children’s literature in the teaching guides of Spanish universities
As a conclusion to our analysis, we would like to focus on those works and authors
who are used as recommended texts in these plans since, to a large extent, they are
the creators of the bibliographical canon in the discipline, that is, their sources
of reference. In this sense, it should be clarified that the vast majority of the
plans propose a double bibliography: on the one hand, a basic bibliography that deals
preferably with the epistemological statutes and the basic contents of the subject,
together with a second group of entries under the heading of complementary, which
preferably covers specific questions. Exceptionally, in some (such as Universidad
de Oviedo), it has been decided to include a specific bibliography for each subject
or block individually.
First of all, we would like to point out that the analysis shows that most sources
found, more than 95% of them (contrary to what happens in children’s literature publications
at international level according to ), come from national authors in Spanish, especially monographic works from the end
of the 20th century and the first decade of the 21st century (figure 6). Among the international ones, of particular importance are Rodari’s Grammar of Fantasy, the most frequently mentioned and recommended, more than 14 times; Bruno Bettelheim’s
The Uses of Enchantment: The Meaning and Importance of Fairy Tales; and Vladimir Propp’s Morphology of the Folktale Likewise, along with scientific and essayistic studies, repertoires and anthologies
of texts are included, with special mention of Cada cual atienda a su juego by Ana Pelegrín (with more than 10 hits) or the Cuentos al amor de la lumbre by Antonio Rodríguez Almodóvar, although it is only fair to highlight the prominence
of the Historia y antología de la literatura infantil española y universal by Carmen Bravo Villasante, which is included in the basic bibliography
of more than 10 teaching plans.
In order not to make this a never-ending section, we will focus on the 10 authors
who are most present in the plans analysed, although we would not wish to fail to
mention others who are also referenced (such as López Tamés, Cassany, Tabernero Salas,
Borda Crespo, Cendán Pazos, Ballester i Roca, Yubero Jiménez, Larrañaga Rubio or Sotomayor
Sáez) who would follow these more prominent entries.
Figure 6Histogram of frequency of authors included in the bibliography of the teaching
Discussion and conclusions
The analysis of the teaching plans for subjects related to children’s and young adult
literature in the 40 Spanish universities generally shows the lack of common criteria
in their implementation at university level, despite the attempt at homogenisation
present in the ministerial order regulating the teaching profession in 2007 for Primary
Education (Annex I of , within the competences and descriptors established by the Disciplinary Didactic
Module, Language).
The subject does not have the same number of credits in all universities, nor does
it have a fixed location in a specific module within the degree programme. Therefore,
the figures pointed out by showed an average of 4.5 credits for these subjects; on the other hand, the current
study plans confirm a trend of 6 credits, since 37 of the 43 teaching plans under
analysis (86%) present this value, which represents a 1.5 credits increase compared
to previous situations. This fact confirms the increasing relevance of these subjects
within the teaching plans of the degrees intended for teacher training.
As for the assignment of subjects, in the light of the analysis conducted, it is possible
to confirm the first approximations of a qualitative aspect that both and pointed out with regard to children’s literature and its inclusion in the new Spanish
university curricula after Bologna. It being traditionally linked to the branch of
knowledge of Humanities, these researchers demanded the incorporation of this subject
into the departments of Language and Literature Didactics in the Schools and Faculties
of Education. According to the information analysed, 72% of the subjects are already
attached to departments exclusively related to didactics, thus confirming that Moreno
and Sánchez’s so-called “transition phase” is consolidating.
It is also striking to note the disparity of criteria regarding their denomination,
which sometimes makes it difficult to locate them and even to assemble them with related
materials. This same aspect has already been highlighted by , who pointed out different ways of naming these subjects and even the absence of
the term “children” in a considerable part of them. On the other hand, the same sequence
of general contents or descriptors is found in its thematic development, ranging from
internal aspects such as the study of its history and literary genres to didactic
aspects such as its development in the curriculum, the design of activities or its
links with the promotion of reading and the training of readers. However, a detailed
analysis of these aspects and their comparison with the Early Childhood Education
degree could be the focus of a more detailed study for future research.
Finally, in relation to the main bibliographic sources proposed, we would like to
point out that high-impact publishing in the area of Didactics of Literature, understood
as that which is included in the JCR and Scopus evaluation agencies, has not had well-positioned
journals until recently. We would like to highlight, with a view to the consideration
of indexing and quality impact of publications in Language and Literature Teaching
from a scientific and contrasted point of view, that the studies in this area have
a certain singularity. argue with firm data that only six years ago there was only one journal included
in JCR (SSCI), which shows that the population of Spanish-language journals and the
Hispanic field was scarce and did not allow for publication in indexed journals. This
is also the opinion of , , , or in relation to the consolidation of this field. Similar circumstances apply to children’s
literature, which, in the words of , began to take off in publishing in 2007. The fact that in Spain there is only one
journal in the area in the JCR (within the Core, since July 2021 saw the appearance
of the new JCI index of the Journal Citations Report, which exclusively covers the
year 2020) oriented towards the teaching of foreign languages and not Spanish as a
first language, partly justifies the use of monographic studies that are largely individual
and of national origin, as can be seen in the bibliographical references included
in the syllabuses. To a large extent, research in this area has been boosted by the
consolidation of organisations that promote its study (for example, SEDLLL, CEPLI,
RIUL or ANILIJ), the good positioning of journals in the area (see Porta Linguarum,
Investigaciones Sobre Lectura, Bellaterra, Tejuelo and Ocnos), as well as the creation
of research groups in this field.
In summary, analysing the set of questions evaluated in this article, the general
conclusion is that there is a high degree of disparity in the implementation of the
discipline but, at the same time, there is a tendency towards homogenisation in all
the items examined. The disparity of criteria may be due to the relatively recent
introduction of Children's and Young People's Literature subjects in academic curricula,
as well as to the creation of Language and Literature Didactics departments in Spanish
universities, which has promoted a theoretical discourse to identify the boundaries
of the areas of these specific didactics from an epistemological point of view.
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