LIBR 260A-10
Programming and Services for Children
Fall 2011 Greensheet

Elizabeth (Beth) S. Wrenn-Estes, Lecturer
E-mail
Cell Phone: 510-410-1959
Office location: Home
Office Hours: Call or Email Instructor to schedule time to talk

THE D2L SITE AND COURSE GREENSHEET/SYLLABUS

This course will be available on D2L by August 22, 2011. You will be automatically enrolled into the site. I will send more information about course access through MySJSU as we approach the first day of class.

The instructor expects each student to check into the D2L course site at least once, if not twice, per day to see course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the D2L course site and Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns quickly so that the instructor can provide an answer/response immediately.

Course Description

This course examines the importance of programming for children*, including parent education programs, story hours, outreach techniques, services with schools, summer reading programs, and program series such as weekly or monthly programs on manga, knitting, book discussions, or homework help.

Course Prerequisites: LIBR 200
* ages 0-10

Course Objectives

Student Learning Outcomes

At the end of this course, students will be able to:

1. Describe the current reading, viewing and listening habits of children, and use this knowledge in program planning
2. Apply information on children’s developmental and psychological needs and tasks to plan appropriate programming and services for this age group
3. Demonstrate storytelling, reading aloud, and finger plays, songs and rhymes, and explain why these activities are developmentally appropriate for the preschool child, and how they fit into library services for this age group
4. Design and run a summer reading program or game, and explain the importance of encouraging parents to read aloud to their children to prepare them for learning to read, and the importance of maintaining reading skills of school age children by encouraging them to read over the summer
5. Demonstrate familiarity with a wide variety of computer software, for use in children’s library programming, including but not limited to Web2.0 applications, gaming software, interactive learning software, and social networking software
6. Design and manage a children’s area based on the developmental, recreational and informational needs of this age group, and create and implement an annual programming and display plan, including but not limited to, crafts, story times for various ages, homework help programs, school visits, outreach to community organizations and groups, reading programs or games

LIBR 260a supports the following MLIS Core Competencies:

• A.   articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom (access to materials and information)
• D.   demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations
• F.    apply the fundamental principles of planning, management and marketing/advocacy
• I.    evaluate programs and services on specified criteria
• M.   contribute to the cultural, economic, educational and social well-being of our communities

Top of Page

Course Requirements

DISCLAIMER
The instructor makes every effort to proofread the Greensheet/Syllabus and the D2L Course Site but errors can occur. Please contact the instructor with any errors you see or any questions or may have.

Instructor’s Instructional Philosophy
The instructor wants each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that communication stays a top priority during the semester. Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.

The instructor expects students to work hard and to come away with a love of children’s programming and services including children’s literature, the ability to defend it, and an understanding of how to best serve children. Students are ultimately responsible for their learning experience.

The Importance of SOTES
Students evaluate the course and instructor at the end of each term.  This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point towards their overall grade. 1 point can make the difference between a higher and a lower grade overall. The importance of SOTES is very easy to describe – it is the student voice to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.

Questions, Comments, Concerns- Discussion Thread
Please post all questions, concerns, and general comments on the discussion thread under Content/Discussion Threads on the D2L class site. If the question or concern is of a personal nature send directly to the instructor’s email address (bwestes@me.com).

Lectures
All lectures are posted with each Weekly Outline as well as in their own module under Content on the D2L site. Lectures may have been recorded during an earlier semester but are still relevant for the present semester.

E-mail Subject Lines/Naming of Assignment Files - Mandatory
Format for subject line for all email correspondence:
LIBR 260A_10_YOUR LAST NAME
(Example LIBR 260_10_ WrennEstes)

Format the file name for all of your assignments:
LIBR 220A_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
(Example LIBR260A_10_WrennEstes_ST_PLAN)

E-mail Response Time
Instructor normally answers email on a regular basis throughout the day and evenings.
Instructor will respond to student emails within 24-hours of receipt. The instructor will
inform the class if a longer response time is needed (instructor out of town, illness, etc.)

Students are expected to promptly answer emails from the instructor and fellow students.

Crisis or Emergency
Please call the instructor if a situation will prevent you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from the instructor for an extension. The instructor reserves the right to deduct points (the number of points is determined by the instructor) for any work not submitted on time or lack of participation in Elluminate session, group work or discussion threads.

Instructor’s cell phone number is 510-410-1959 (pacific time zone).

Course Calendar
Subject to change with fair notice.

Technology Requirements
You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class. Please see the Technology Requirements and Instructions for Success handout.

GRADING

• Rounding – The instructor does not round points to the next whole number. If you receive an 89.6 you will get the grade equivalent for those points.
• Grading Rubric/Individual Assignment Evaluation Forms
• The rubric for written assignments and the instructor’s evaluation forms are located on the Contents page on the d2L course site.

ALLOCATION OF POINTS BY ASSIGNMENTS
NOTE: The Instructor may add readings to the outline. If additional readings are assigned the instructor will indicate well in advance what they are and what week they are assigned to.

ELLUMINATE SESSIONS (MANDATORY) will be held on the following dates:

DISCUSSION THREADS
See each thread for number of posts required. Additional posts are always welcome creating a much richer exchange of ideas and insights. The substantial posts are due on Thursday of the week of the thread by midnight. The responses to other student’s posts are due by Sunday the week of the thread by 5:00 p.m.

• Discussion #1 - Week 1 (August 24 – August 28)
  Introduce yourself to the class. Tell us about yourself and where you are presently in the program. Feel free to post pictures (we love to see and hear about dogs, cats, children, hobbies) and anything else for us to get to know a little bit about you. Post once during the thread. (0 points)
   
• Discussion #2 – Week 4 (September 12 to September 18)
  Child Development
  Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (3 points)
  
  You must post two substantial posts and two responses to others.  
  
  
• Discussion #3 – Week 7 (September 26 to October 2)
  Evaluation of Children’s Library Websites
  You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points)
  
  You must post two substantial posts and two responses to others.  
  
  
• Discussion #4 – Week 9 (October 17 to October 23)
  Access
  Using the text Crash Course in Children’s Services, Chapter 7, pages 95-110 discuss the general issues involved in providing “access” to children patrons and their parents or caregivers. Give original comment and include an additional look beyond these readings to see what is currently considered access issues for libraries (both school and public). You will have to do some brief research into the topic. We have group presentations on  Homework Help/Tutoring and Early Literacy so these two don’t have to be included in the comments for this thread except in the most general of terms. (4 points)
  
  You must post two substantial posts and two responses to others.
  
  
• Discussion #5 – Week 11 (October 24 to October 30)
  Selecting Books with programming and services in mind.
  What major points have you taken away from the class readings in regards to book selection materials, etc? Give specific examples from the reading but also reach beyond to other sources for insights and opinions regarding what should be included. Cite resources. (4 points)
  
  This thread will need at least two substantial posts and two responses to other’s posts.
  
  
• Discussion #6 – Week 13 (November 14 to November 20)
  The instructor will assign each student to a group and groups will work on the thread and creation of the other documents together. Each group will work separately on the assignment described below.
  
  Children’s Area Design – Discussion thread (3 points - two substantial posts and two responses to other’s posts), Google Docs spreadsheet build (4 points), and drawing of area as designed by your group (5 points) Drawing can be hand drawn and then scanned for submission but it is preferred to create electronically if at all possible. Post your drawing to the dropbox provided and include the number of the Group on it for instructor reference.
  
  It is important to know all of the various areas, equipment and furniture you’d include in your children’s area design as part of the Google Doc and area drawing. Post to the discussion thread what you’d want to include in your design, your thoughts on decisions you’d have to make. Create a list of resources for equipment and furniture (tables, chairs, shelving, etc.) for the area including all pertinent information including name of supplier, cost, and contact info (web link for instance). There is a wealth of information on the web (see links provided on the course outline) about providers of furniture, shelving, equipment etc. and it will require research on your part to complete the assignment successfully. (12 points total)
  
  
• Discussion #7 – Week 15 (November 29 to December 4)
  Reflection
  Write one substantial post about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc. You must also answer 2 posts to other student’s posts. (2 points)

Discussion Thread - Competencies:            A, D, M            Objectives: 1, 2, 6

SPELLING AND GRAMMAR ERRORS
I may not read your entire paper for spelling and grammar mistakes; if, in my opinion, your paper or database contains too many I will reduce your points substantially stop grading your paper for mechanics and will go on for content and other elements that are required in the assignment.

WRITING STANDARDS
Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is critical to proofread your work before turning it in. Graduate level writing standards do not tolerate spelling or grammatical errors of any kind. Students are encouraged to refer to a writing handbook - Strunk and White’s Elements of Style for example. APA is mandated for citations included within the text of the paper and reference/bib page(s). See class rubric under Lessons on the Angel class site for description of criteria/expectations for each grade level.

Disclaimer:
The instructor reserves the right to assign additional readings on the weekly outlines. Additional readings will be assigned no less than 10 days out from the week the readings are to be read.

WEEKLY OUTLINES

WEEK 1 – August 24 to August 28

Discussion Thread (#1)
Introduce yourself to the class. Tell us about yourself and where you are presently in the program. Feel free to post pictures (we love to see and hear about dogs, cats, children, hobbies) and anything else for us to get to know a little bit about you. Post once during the thread. (0 points)

Readings

• Peck - Chapter 1(Reference), Chapter 2 (Homework Help)
• Cerny - Chapter 1 (Knowledge of the Client Group), Chapter 2 (Administrative and Management Skills)
• Brain Development Research – Kidsource.com
  http://www.kidsource.com/kidsource/content4/brain.development.html
• Pre-School Rainbow
  http://www.preschoolrainbow.org/brain-growth.htm
• Paget Developmental Theory
  http://www.learningandteaching.info/learning/piaget.htm
• Additional Readings will be added - see the Week 1 outline on the D2L course website

WEEK 2 – August 29 to September 4

Readings

• Peck - Chapter 3 (Reader’s Advisory)
• Cerny - Chapter 3 (Communication Skills), Chapter 4 (Materials and Collection Development)
• Snow - Chapter 1 (Introduction to Early Childhood), Chapter 2 (Introduction to Workshops) 

Lectures – Archived Elluminate

• By 9/4 please listen to the archived lecture – Walk through the Greensheet/Syllabus for Fall 260A-10. There is a discussion thread provided under Discussions on the D2L homepage that you can post any questions or clarifications that you may need.
• Listen to Introduction to Programming for Children

WEEK 3 – September 5 to September 11 (note that the 5^th is a holiday)

Readings

• Peck - Chapter 4 (Book Selection), Chapter 5 (Storytime)
• Cerny- Chapter 5 (Programming Skills), Chapter 6 (Advocacy, Public Relations, and Networking Skills)
• Snow - Chapter 3 (Print Motivation 1^st Adult Workshop and Reading Aloud), Chapter 4 Print Motivation 1^st Session Children’s Workshop)

WEEK 4 – September 12 to September 18

Discussion Thread #2
Child Development
Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (3 points)

You must post two substantial posts and two responses to others.  

Readings

• Cerny - Chapter 7(Professionalism and Professional Development)
• Snow - Chapter 5 (Print Awareness – Adult Workshop), Chapter 6 (Print Awareness – 2^nd Children’s Workshop)

WEEK 5 – September 19 to September 25

Readings

• Peck - Chapter 6 (Programming), Chapter 7 (Issues in Children’s Library Service)
• Cerny - Appendix A
• Snow - Chapter 7 (Letter Knowledge – 3^rd Session Adult), Chapter 8 (3^rd Letter Knowledge Children’s Workshop)

LECTURE
Children’s Programming and Services

WEEK 6 – September 26 to October 2

Readings

• Snow - Chapter 9 (Vocabulary – 4^th Session Adult Workshop), Chapter 10 (Vocabulary 4^th Session Children’s Workshop

WEEK 7 – October 3 to October 9

Discussion Thread #3
Evaluation of Children’s Library Websites
You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points)

You must post two substantial posts and two responses to others.

Readings

Snow - Chapter 11 (Narrative Skills 5^th Session Adult Workshop), Chapter 12 (Narrative Skills 5^th Session Children’s Workshop)

Lecture
Story Time – a front line perspective

WEEK 8 – October 10 to October 16

Reading

• Snow - Chapter 13 (Phonological Awareness 6^th Session Adult Workshop), Chapter 14 (Phonological Awareness 6^th Session Adult Workshop)
• On D2L Class Website under Weekly Outlines (Week 8)/Content – Story Time Articles. Look especially at Story Time Plans and also information on Dialogic Reading
• Dialogic Reading
  • http://www.multcolib.org/birthtosix/elitdialogic.html
  • http://www.childtrends.org/lifecourse/programs/dialog.htm  

Lecture
Dialogic Reading

WEEK 9 – October 17 to October 23

Discussion Thread #4
Access
Using the text Crash Course in Children’s Services, Chapter 7, pages 95-110 discuss the general issues involved in providing “access” to children patrons and their parents or caregivers. Give original comment and include an additional look beyond these readings to see what is currently considered access issues for libraries (both school and public). You will have to do some brief research into the topic. We have group presentations on  Homework Help/Tutoring and Early Literacy so these two don’t have to be included in the comments for this thread except in the most general of terms. (4 points)

You must post two substantial posts and two responses to others.

Readings

• Cerny - Appendix A, Five: Programming Skills, page 84 (look at all websites)

ELLUMINATE SESSIONS
Hot Issues in Children’s Programming and Services
October 19 and October 20
7-9 p.m. Pacific
The instructor will assign ½ the class to the first session and ½ the class to the second session.

WEEK 10 – October 24 to October 30

Catch up week – readings or lecture may be added during semester for this week. Announcement will be made through the D2L course website if and when readings or lecture are added.

WEEK 11 – October 31 – November 6 (HAPPY HALLOWEEN!)

Discussion Thread #5
Selecting Books with programming and services in mind.
What major points have you taken away from the class readings in regards to book selection materials, etc? Give specific examples from the reading but also reach beyond to other sources for insights and opinions regarding what should be included. Cite resources. (4 points)

This thread will need at least two substantial posts and two responses to other’s posts.

Readings

• Research for Discussion Thread 6 – Week 12

WEEK 12 – November 7 to November 13

Readings

• Research for Discussion Thread 6 – Week 12

WEEK 13 - November 14 to November 20

Discussion Thread #6
The instructor will assign each student to a group and groups will work on the thread and creation of the other documents together. Each group will work separately on the assignment described below.

Children’s Area Design – Discussion thread (3 points), Google Docs spreadsheet build (4 points), and drawing of area as designed by your group (5 points) Drawing can be hand drawn and then scanned for submission but it is preferred to create electronically if at all possible. Post your drawing to the dropbox provided and include the number of the Group on it for instructor reference.

This thread will need at least two substantial posts and two responses to other’s posts.

It is important to know all of the various areas, equipment and furniture you’d include in your children’s area design as part of the Google Doc and area drawing. Post to the discussion thread what you’d want to include in your design, your thoughts on decisions you’d have to make. Create a list of resources for equipment and furniture (tables, chairs, shelving, etc.) for the area including all pertinent information including name of supplier, cost, and contact info (web link for instance). There is a wealth of information on the web (see links provided on the course outline) about providers of furniture, shelving, equipment etc. and it will require research on your part to complete the assignment successfully. (12 points total)

ELLUMINATE SESSIONS
Story Time (Hour) Performances
November 17 and November 18
7:00-9:30 p.m. Pacific
The instructor will assign ½ the class to the first session and ½ the class to the second session.

ASSIGNMENT DUE – November 18^th Midnight
Story Time (Hour) Plan (Written Paper)
Submit to Dropbox
If blog provide URL to Instructor using discussion thread provided.

WEEK 14 – November 21 to November 27 (HAPPY THANKSGIVING)

Keep working but enjoy the holiday week

WEEK 15 – November 28 to December 4

Discussion Thread
Reflection
Write one substantial post about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc. You must also answer 2 posts to other student’s posts. (2 points)

Readings

• Cerny - Appendix A, Seven: Professionalism and Professional Development, page 85
• Youth Services Librarians Roles and Competencies
  http://www.arrowhead.lib.mn.us/renewal/youth.htm
• LibraryJournal.com
• The Suicide of the Public Librarian/Management efforts to look good in the short term are leading to the demise of the MLS http://www.libraryjournal.com/article/CA289162.html
• Additional Reading may be added

WEEK 16 – December 5 – December 8 (Short Week)

ASSIGNMENT DUE - DECEMBER 8^th Midnight
12-Month Programming Plan –Send URL for blog to Instructor using the discussion thread provided under Discussions on the D2L Course homepage.

DETAILED ASSIGNMENT DESCRIPTIONS

HOT TOPICS – GROUP PRESENTATIONS

Format    Group Project – Elluminate Presentation – October 18 or October 19
Points     15

Assignment

The Instructor has chosen several “hot issues” in Children’s Programming and Services. Each of the topics will be described in detail on the D2L course web site. Each group will research the issue chosen/assigned. Findings will be presented during the designated Elluminate sessions on either October 18 or 19^th. Each group will present for 25 minutes, including question and answer period. All presentations are both visual and audio and no audio only presentations are allowed.

Past presentations have been facilitated by using PowerPoint, video clips and application sharing. Groups are encouraged to be as creative as they would like to be in presenting their topic to the class.

Students are allowed to pick the topic they want by signing up on a spreadsheet in Google Docs during the first week of the semester (specific number allowed in each group – will be first-come, first-serve). The invitation to access the spreadsheet will be sent out to all students registered in the class by August 24^th (the first day of class). The deadline to respond will be Tuesday, August 30^{th (Midnight)}.The Instructor will place any student not responding by the deadline into a group.

Members of each group must start working together immediately. Don’t delay in getting together and planning, researching and designing. Presentations will be conducted using Elluminate. Each group needs to present using PowerPoint or another approved method. Elluminate allows showing video, whiteboard, screen sharing and showing of PowerPoint slides. Our Elluminate Assistant will be a great resource on what you can use to facilitate the presentation. We’ll discuss approved formats as we move into the semester. An audio (only) presentation is not acceptable.

Each group will select a group representative. The group representative’s name must be given to the instructor no later than Friday, September 2^nd (Midnight) . The representative will communicate with the instructor and the Elluminate assistant during the semester eliminating the need for everyone in the group having to communicate with the instructor and Elluminate assistant and vice versa about general group questions.

The group must post an outline of their presentation (table of contents like document – keep it simple) with the area or topic to be presented and the person or person(s) that that will be responsible for researching and presenting that part of the presentation.

The outline must be posted to the discussion thread provided no later than Friday, October 14^{th (midnight)}. The importance of each member’s participation in the project is critical. Each member must contribute equally to the project creation.

Members of the class only attend the night their group is presenting but are invited to attend on the night they are not presenting as well. All sessions will be recorded and archived.

Competencies:            D, F, I                                     Objectives: 1, 5, 6

STORY TIME (Hour) PERFOMANCES

Points - 20 points

Format: Performance videotaped and watched before and during Elluminate session

Performance nights are:
November 15            Story Time Performances (1/2 Class)            7:9:30 p.m. Pacific
November 16            Story Time Performances (1/2 Class)            7-9:30 p.m. Pacific 

TIME LIMIT: Each student performs for 10 minutes (you must fill the entire time). This time includes the introduction to each performance.

ASSIGNMENT DETAILS

This assignment is to allow you to have fun and be creative and at the same time develop a necessary skill for being an effective children’s librarian in the areas of programming and services.

Students must design and perform two story time (segment) performances for two of the three age groups below. Students wishing to do all three may do so as long as the performances stay within the time limit allotment. There is no extra credit for doing three story times.

• Baby Lapsit
• Toddler
• All Ages (Families with kids usually 0-8 years in age

Use the template found under resources for this assignment under Content – Resources for Story Time for story time to plan your performance.

Performances must be videotaped. Please load videos using YouTube, Vimeo or BlipTV.  Audio only performances are not allowed. We will watch student videos before the elluminate sessions as well as watch specific ones during each of the sessions for evaluation and comment. 

• Students must provide an introduction to their performances as a part of the video (not as a separate piece).
• You must include what the audience will see you perform (song, followed by book X, then finger play, then another song for example – you would be way more specific but still brief) and what the audience (see three categories above) would be.
• You may perform for just the camera or find a daycare, school or public library that may allow you to videotape yourself in front of a live audience.
• Performing for friends and their children is allowed.
• Live audiences are much better but they are not mandatory.

 URL’s must be provided no later than Thursday, November 10^{th (by} midnight) to the discussion thread provided under Discussions on the D2L course homepage. All students watch all videos posted BEFORE class.

Students will receive peer reviews for their performances from those attending the session as well as from the Instructor.

Sample performances are provided on the D2L site under Content – Resources for Story Time (Hour) Performances.

Competencies: D, F, M                                    Objectives:  1,2,3

STORY TIME (HOURS) PROGRAMMING PLAN – 15 points
Format: Written Paper (blogs are also acceptable – inform instructor if doing blog before you begin)
DUE: NOVEMBER 18^th to the dropbox if paper and URL to instructor via discussion thread if blog.

ASSIGNMENT

• Plan out a 1-month story time program with a monthly theme. Design weekly themes that compliment the monthly theme (for example the month theme could be Winter - one week of story time themes could be stories about snow, another week focuses on animals that live in the snow).
• Design (write) 8 story times. - 4 weeks, 2 story times per week. Students must include baby lapsit, toddlers, and family - all ages (0-8 focus). You will pick out all materials to be used including any props.
• You must use the template provided by the instructor for the actual story time plan. You must complete each area indicated on the template for each of you story times. You will end up creating 8 of these templates for inclusion in your paper and/or blog.
• Students need to include at least two from each of the three age/type/categories. You are not allowed to do all the story times for the same age group.
• Students will research the necessary elements of each type of story time and will review all course materials posted on the D2L site under Content – Resources for Story Time Assignment.

In addition to the templates you must include the following in the narrative part of your paper/blog:

• Demographics for the library community as far as families and ethnicity (imaginary or from real place)
• Schedule for Story Times including time frame for each program – think marketing blurb about story times that you have seen for your web site discussion thread assignment.
• Include information on how the various activities enhance developmental activities for the intended age group.
• Conclusion
• Reference Page
• Create an appendix for examples of any handouts (sample of a coloring page or other activity) that would be included in the story time (see D2L Course Site under Content – Resources for Story Time Assignment for examples). You may include one example say a coloring page you are planning to hand out in your appendix and then include additional links to other handouts one could chose from.
• Blog Composition - if you chose blog please consult with the Instructor as to how you have to design to facilitate including all of the criteria necessary for paper format in your blog.
• May not exceed the 25 pages in length. This includes the title page and the references.
• Must have a title page with the following information:  Title of paper, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. If you do a blog then you must include all of this information on the banner or in a predominant place on the blog homepage. Page numbers and the name of the assignment must appear on all pages except the title page
• Narrative parts of the papers must be doubled spaced.
• Reference page citations within the narrative must meet APA guidelines

Competencies:            D, F, M                                    Objectives: 1, 2, 3

12-MONTH PROGRAMMING PLAN - 20 points
Format: BLOG
(please use a blog template software that will accommodate all the various elements of the assignment)
DUE – DECEMBER 8^th (Send URL to Instructor via the discussion thread provided)

Develop a 12-month programming plan for a children’s area, including activities for all ages, and early literacy training/programming for parents. Design an overall theme for the year, and/or themes for each month and displays that coordinate with them. Include information on how the various activities enhance developmental activities at various ages. You are going way beyond the story time planning into other areas of programming and services but you may include any materials you created for your Story Time Plan as part of this assignment if you need to.

Make plan as realistic and detailed as possible even though this may be an imaginary library. Include best guesses for costs of what an activity or professional program might cost. The instructor strongly suggests spending time consulting with an actual public or school librarian to get ideas and make plans as realistic as possible.

You must include the following sections in your paper (you may include more areas or topics but the ones listed must be included:

1. Introduction
2. Month by month programming outline with a description of each program, cost of each program (show your work), volunteers needed, any other support you can think of, marketing/advertising plan, displays, etc.
3. If you are going to seek out additional sponsorship to fund your programming plan other than what your place of employment would give you please include what companies/entities you think you would approach and why you think they would be interested in supporting your children’s library programming.
4. Summary
5. Additional areas you think would benefit the assignment.

EXAMPLE: Under Content on the D2L course website – Resources for 12-Month Planning Assignment

Blog Component Composition

• May not exceed the equivalent of a 40 page paper in length.(Blogs must equal the same amount in content that you would include in a paper worth this percentage of your grade)

• The blog banner must include the following: Title, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. You may chose to place this information in  predominant place on the blog homepage instead of the banner but be sure it is very visible when opening the blog.
• Narrative parts of the papers must be doubled spaced.
• Reference page citations within the narrative must meet APA guidelines

Competencies:  A, F, M                                    Objectives:  2, 3, 6

Textbooks and Readings

Required Textbooks:

• Cerny, R., Markey, P., amp; Williams, A. (2006). Outstanding Library Service to Children. ALA. Available through Amazon: 0838909221.

• Peck, P. (2006). Crash Course in Children's Services. Libraries Unlimited. Available through Amazon: 1591583527.

• Snow, S. (2007). Building Blocks: Building a Parent Child Literacy Program at Your Library. Libraries Unlimited. Available through Amazon: 159158471X.

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

• C represents Adequate work; a grade of "C" counts for credit for the course;
• B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
  For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

• "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
  • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
  • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
• "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

Download Adobe Acrobat Reader to access PDF files.

More accessibility resources.