| Unit name | Introduction to Literature and Community Engagement 1 |
|---|---|
| Unit code | ENGL10051 |
| Credit points | 20 |
| Level of study | C/4 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Mrs. Thomas-Hughes |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | Department of English |
| Faculty | Faculty of Arts |
‘Introduction to Literature and Community Engagement 1’ is the first in a series of four cumulative units which aim to prepare and support students in the development and execution of individual community-engaged projects as part of their undergraduate studies on the English Literature and Community Engagement BA.
Community Engagement is a practice-led discipline. Teaching in community engagement combines: practical, skills-focused, discussion-based workshops; ‘expert masterclasses’ led by community engagement or reading group experts; and seminars which examine the ideas of community, engagement and the practice of reading in contemporary society.
The unit introduces students to service-learning as a pedagogy for community-based/civically engaged student projects. Students will have the opportunity to engage with sociological and philosophical debates around the definitions and critiques of ‘community’ and ‘community engagement’ might relate to the development of their own projects.
The unit encourages students to consider how they might translate themes from their study of literature and literary theory into project contexts through engagement with diverse literary forms (from novels, short-stories, poems and biography to film, theatre, graphic text and oral-culture).
Aims
On successful completion of this unit, students will be able to:
1) demonstrate an understanding of service-learning as a logic and theory behind students’ community-engaged projects
2) articulate an understanding of why and how ‘community’ and ‘engagement’ can be contested terms.
3) critically assess the relevance of ‘community’ and ‘engagement’ to the study of literature.
4) evaluate community engagement as a literary practice with consideration for the role of readers, literacy and literatures (in the broadest sense) in society and across social and community contexts.
5) articulate at least one practical idea for developing their own community-engaged projects.
Through the year:
1 x 5-10 minute oral presentation and Q&A on community-engaged project. (ILOs: 3,4,5 )
1 x reflective essay (3000 words) (ILOs: 1 - 4) 100%
Billington, Josie. "Reading between the Lines: The benefits of reading for pleasure." Quick Reads, University of Liverpool (2015).
Bolton, Gillie. Reflective practice: Writing and professional development. Sage publications, (2010).
Freeman, Jo. "The tyranny of structurelessness." Women's Studies Quarterly 41.3/4 (2013): 231-246.
Hartley, Jenny. "Reading Groups. A Survey Conducted in Association with Sara Turvey." (2001).
Foasberg, Nancy M. "Online reading communities: From book clubs to book blogs." The Journal of Social Media in Society1.1 (2012).
MacQueen, Kathleen M., et al. "What is community? An evidence-based definition for participatory public health." American journal of public health 91.12 (2001): 1929-1938.
McLellan, Josie, Richard Pettigrew, and Tom Sperlinger. "Remaking the elite university: An experiment in widening participation in the UK." Power and education 8.1 (2016): 54-72.
Plus, a range of texts, resources and toolkits from the voluntary and statutory sectors.
