LIBR 265-10
Materials for Young Adults
Fall 2010 Greensheet

Beth Wrenn-Estes
E-mail
Phone (Cell): (510-410-1959)
Office Hours: By Appointment


Greensheet Links Textbooks and Readings
Course Requirements
Elluminate Sessions
Grading
Assignments 
Weekly Outlines

Resources
ANGEL
ANGEL Tutorials
iSchool eBookstore


REVIEW THE ANGEL SITE AND COURSE GREENSHEET


Visit the Angel class site often for course updates, resources, announcements, and other relevant information. Students are responsible to know the content on the Angel course site and Greensheet/Syllabus. It is also the student’s responsibility to ask questions and express concerns as quickly as possible so that the instructor can provide an answer/response immediately.

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

Course Description

This course will allow students to take an in depth look at materials in a variety of formats for teens ages 15-18, including fiction, popular nonfiction, graphic novels, movies, computer games, websites, other media, and determine how they can meet developmental needs.

Course Objectives

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

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence teens’ choices of recreational and informational sources and materials
  2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for older teens, including all appropriate formats, print, nonprint, computer software, music, etc.
  3. Critically examine representative materials designed for older teens, including print and non-print formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software, and apply criteria to evaluate them in relation to developmental needs, multi-cultural concerns, and meeting the informational and recreational needs of this age group
  4. Create an appropriate materials collection for older teens, including print and non-print materials and a variety of the digital resources currently available for this age group
  5. Exhibit knowledge of published resources about print and non-print materials for older teens, such as reference materials, selection tools, and Web sites
  6. Assist parents and caregivers with questions about appropriate materials for their older teen children

This course supports the following SLIS Core Competencies:

  • A) Articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom
  • D) Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations 
  • F) Use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information 
  • I) Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users 
  • M) Apply the fundamental principles of planning, management and marketing/advocacy 

Course Requirements

ANGEL Course Site: You must check into the Angel course site at least once per day if not more. The instructor expects that you will promptly answer emails.

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

It is your responsibility to ask questions and express concerns you have about assignments or other materials provided for the class. The Greensheet/Syllabus and the class site in tandem provide you with as much information as possible but if you need clarification please do not hesitate to ask.

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.

Lectures
All lectures are posted under Lessons/Lectures and include the URL to access the lecture on the server. The instructor also maintains a blog with the same materials through iWeb. Lectures may have been recorded during an earlier semester but are still relevant for the present semester.

Elluminate Sessions

  • Week 1 - Tuesday, August 25 (1 point)
    Introduction to Class – Instructor Lecture and Question/Answer Session
    7-8:30 p.m. Pacific (Note this is a shorter sessions than the others)
     
  • Week 6 - Wednesday, September 29 (7 points)
    Discussion of Doctorow’s Little Brother
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.
     
  • Week 10 - Wednesday, October 27 (20 points)
    GROUP PRESENTATIONS (Author-Genre Studies)
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.
     
  • Week 16 - Wednesday, December 8 (7 points)
    Discussion of Collins’ Hunger Games
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.

SLIS Competencies: A,D,F,I,M
Course Objectives: 1,4,5,6

Grading
Grading scale is also included at end of greensheet(syllabus). Grades are not rounded up to the next grade level.For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class.

In order to provide consistent guidelines for assessment for graduate level work in the School of Library and Information Science 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 — LIBR 200, LIBR 202, LIBR 204 —
SLIS requires that students earn a “B” in the course. If a student does not earn a B they will need to retake the course. A represents Exceptional work; a grade of "A" will be assigned for outstanding work only. It is the student’s responsibility to maintain a Grade Point Average (GPA) of 3.0.

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 individual assignment/student evaluation forms are located on the Lessons page on the Angel course site.

Point Allocations By Assignment
TOTAL 100 points

AssignmentPointsDue Date
Digital Resources Paper 12

October 7
(Week 7)

Database Project - Blog 40 December 9
(Week 16)
Discussion Threads (5 total) 10 See Weekly Outline for point allocations
Elluminate Introduction Session 3 August 25
(Week 1)
Elluminate Book Discussion - Little Brother 7 September 29
(Week 6)
Group Presentations - Elluminate
Genre/Author Project
20
October 27
(Week 10)
Elluminate Book Discussion - Hunger Games 7

December 8
(Week 16)

SOTES Completion 1  End of Semester

NOTE: The instructor reserves the right to deduct points for any work not done on time, missed Elluminate sessions or non-participation in discussion threads.

E-mail Subject Lines/Naming of Assignment Files

Format for subject line for all email correspondence:
LIBR 265_10_YOUR LAST NAME
Example: LIBR265_10_WrennEstes

Format the file name for all of your assignments:
LIBR 265_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
Example: LIBR265_10_WrennEstes_DigitalResources

E-mail Response Time

Instructor answers email on a regular basis throughout the day and evenings.
The “policy” for responding to email is up to 24-hours from receipt of the email by the instructor. The instructor, from time-to-time, may have to increase response time between receipt and answer but will inform the class if and when a longer response time is needed.

Crisis or Emergency

Please call the instructor if a situation will prevent you from doing assignments, Elluminate sessions and discussion threads. You will receive a zero for any course work missed unless you have received permission from the instructor and other arrangements have been made. The instructor reserves the right to deduct points (the number of which is determined by the instructor) for any work not done on time, missed Elluminate sessions or non-participation in 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 take this class. Please see the Technology Requirements and Instructions for Success handout.

SOTES 


Students evaluate the course and instructor at the end of each term. An announcement will go out from the administration letting students/faculty know when they are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point. The importance of SOTES is very easy to describe – it is the student voice to the administration and the instructor and it is so very important to improving courses and instruction.

DISCUSSION THREADS - Mandatory

Introduction Thread – One post required by 5pm on Sunday of the week assigned. See description below. Worth 1 point.

Topic Discussion Threads
There are three topic discussion threads each worth two points and requiring two posts.

The first post addresses the topic of the thread and includes your insights and opinions on the topic and references to your readings and our discussions. You need to create a short bib indicating what resources you are using in your post. The substantial post must be on the thread by midnight Thursday of the week assigned. The second post must be a response to one of you classmates and this post must be on the thread by the 5pm on Sunday of the week assigned.

Book Discussion Thread - One thread. Three posts required. One by Tuesday Midnight, One by Thursday Midnight and one by Sunday at 5 p.m. The first two posts will answer question(s) posed by the instructor and the third a substantial comment posted to one of your classmate’s posts.

Remember that additional posts are always welcome and show work that goes beyond just the required amount and into the “Exceptional” work category.

SLIS Competencies: F,I,M821
Course Objectives: 2,3,4,5

DISCUSSION THREAD SCHEDULE

NOTE: The class for discussion thread purposes will be divided into section 02/11 and section 10. Each grouping will have a separate thread to post to and members are to post to their thread only. The class is encouraged to read both section’s posts but it is not mandated to do so.

The division into the two sections helps limit the number of students participating in a discussion so the amount of emails to read and respond to be a manageable number. The dates and subject matter are the same for each section.

  • Discussion 1 - Week 1 (1 pt) August 25 - 29
    Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student)
  • Discussion 2 - Week 6 (2 pts) September 27 – October 3
    Discuss the brain articles and readings assigned. 2 points (2 posts per student)
  • Discussion 3 - Week 8 (2 pts) October 11 - 17
    Discuss the value of controversial literature for young adults. The instructor will post a question to get the discussion going in advance of the thread start. 2 points
    (2 posts per student)
  • Discussion 4  - Week 13 (2 pts) November 15 - 21
    Intellectual Freedom (IF)/Censorship
    Base your posts on your feelings and observations from the readings (both print and web based) and the LaRue lecture. Discuss the different Intellectual Freedom/Censorship issues in school libraries versus those found in the public library setting. Focus on adolescent materials.
  • Discussion 5 - Week 15 (3 pts) November 29 – December 5
    Parrotfish will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)

Weekly Outlines

SCHEDULE/ASSIGNMENTS/READINGS
NOTE: The Instructor reserves the right to add readings to each week with adequate notice (usually 10 days). Please check the weekly assignments carefully to make sure you read everything indicated.

  • WEEK 1 – August 25 – August 29
    • Discussion #1 - Week 1 (1 pt)
      Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student)
    • Elluminate Session - Mandatory
      Tuesday, August 25 (3 points)
      Introduction to Class – Instructor Lecture and Question/Answer Session
      7-8:30 p.m. Pacific (Note this is a shorter sessions than the others)
    • Readings
      Under Lessons on class site/ Week 1 In Textbooks
      • What is Young Adult Literature? Garland
      • What is YA Literature – Michael Cart
      • The Art of the YA Novel
      • What is Young Adult? - Wikipedia
      • Redefining YA
      • Extending the Five-Foot Bookshelf-More Essential Books for Professionals
      • Who Serves Teens
      • Digital Based Learning
      • Goodstein, Introduction and Chapter 1
      • Anderson, Chapter 1
      • Cole, Chapter 1
    • Weekly Topics:
      Young Adult Materials/Literature, Adolescent Characteristics and explanation of the class assignment and expectations.
  • WEEK 2 – August 30 – September 5
    • Discussion Thread - None
    • Readings
      Under Lesson on Class Site – Week 2
      • Primal Teen, Strauch – Chapter 1,3
      • Angel class site (Lessons Week 2) - Read the articles on the Teenage Brain
    • In Textbooks
      • Goodstein, Chapter 2,3
      • Cole – Chapters 2, 3
    • Weekly Topics:
      Teenage brain and emotional development, the young adult reader, trends and issues in young adult literature
  • WEEK 3 – September 7 - 12
    • Discussion Thread - None
    • Readings
      Under Lesson on Class Site - Week 3
      • Visit the YALSA site – explore
        http://www.ala.org/ala/mgrps/divs/yalsa/yalsa.cfm
      • Continue reading brain and development articles under Lessons-Week 2
    • Weekly Topics:
      Teenage brain and emotional development, YALSA site
  • WEEK 4 – September 13 - 19
    • Discussion Thread - None
    • Readings
      Under Lessons on Class site - Week 4
      • Social Networking and Bullying
      • Herald, Chapter 1
    • In Textbooks
      • Goodstein, Chapters 4,5
    • Weekly Topics:
      Serving Older Teens, Internet bullying, Parental controls and responsibilities
  • WEEK 5 – September 20 - 26
  • WEEK 6 – September 27 – October 3
    • Discussion #2 - Week 6 (2 pts)
      Discuss the brain articles and readings. 2 points (2 posts per student)
    • Readings
      Under Lessons Week 6
      • The Relevance of YA Literature
      • Are Videos Good for Learning?
      • Herald, Chapters 2-3
      • Aronson, Exploding the Myths, Chapters 3, 4
    • In Textbooks
      • Anderson, Chapters 3,5
      • Cole, Chapters 4,5
    • Lecture – Genres (On instructor’s blog and the SLIS server
    • Instructor Blog: http://web.me.com/bwestes/YA_MATERIALS_15-18,_FALL_2010/Podcasts_Videos/Podcasts_Videos.html
    • Elluminate Session
      Wednesday, September 29 (7 points)
      Discussion of Doctorow’s Little Brother
      7-9:30 p.m. Pacific
      Session is Mandatory
      Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.
    • Weekly Topics:
      Genres – Realistic Fiction/Issues and Contemporary Life, Romance – Humor – Sports, Reader's Advisory
  • WEEK 7 – October 4 - 10
    • Discussion Thread - None
    • Readings
      Under Lessons Class Site Week 7
      • Disturbing the Universe, Trites, Chapter 4
    • In Textbooks
      • Anderson, Chapter 6
      • Goodstein, Chapter 6,7
      • Cole, Chapter 6,7
    • Lecture – Selection Tools, Collection Development, Writing Reviews (On instructor’s Blog and SLIS server)
    • Instructor Blog: http://web.me.com/bwestes/YA_MATERIALS_15-18,_FALL_2010/Podcasts_Videos/Podcasts_Videos.html
    • ASSIGNMENT DUE – Digital Resources Paper (12 points) – October 7 (midnight pacific). Please use the drop box provided under Lessons/Drop boxes
    • Weekly Topics:
      Teachers in the online world, teenage activism, media creation, Booktalking, Genres – Historical Fiction and Adventure and Mystery/Suspense/Thrillers
  • WEEK 8 – October 11 - 17
    • Discussion #3 - Week 8 (2 pts)
      Discuss the value of controversial literature for young adults. The instructor will post a question to get the discussion going in advance of the thread start. 2 points
      (2 posts per student)
    • Readings
      Under Lesson on Class site for Week 8
      • Hersch – A Tribe Apart – Preface, Intro, and Epilogue
    • In Textbooks
      • Anderson, Chapter 7
      • Cole, Chapter 8
    • Weekly Topics:
      Genre - Fantasy/Science Fiction, Non-print collections
  • WEEK 9 – October 18 - 24
    • Discussion Thread – None
    • Readings
      Under Lessons Week 9
      • Graphic Novels/Manga -Folder of Readings
      • Clark – Hurt – Chapter 2
    • In Textbooks
      • Cole, Chapters 9, 10
      • Anderson, Chapters 2, 7 and the Conclusion
    • Weekly Topics: Genres - Graphic Novels/Manga, Short Stories, Poetry, Drama, Non-fiction, Autobiographies, Biographies, and adolescent alienation.
  • WEEK 10 – October 25 - 31
    • Discussion Thread - None
    • Readings
      Under Lesson on Class Site - Week 10
      • Website folder for Week 10
      • Article about Jamie LaRue
    • Elluminate Session
      Wednesday, October 27
      GROUP PRESENTATIONS (Author-Genre Studies)
      7-9:30 p.m. Pacific
      Session is Mandatory
      Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.
    • Weekly Topics: Genres - Multicultural, Alternative, Christian Fiction
  • WEEK 11 – November 1 - 7
  • WEEK 12 – November 8 - 14
    • Discussion Thread – None
    • Readings
      Under Lessons Week 12
      • From Romance to Realism, Cart
      • The Value of YA Literature in Canada
    • Weekly Topics: YA Literature History
  • WEEK 13 – November 15 - 21
    • Discussion #5 - Week 13 (2 pts)
      Intellectual Freedom (IF)/Censorship
      Base your posts on your feelings and observations from the readings (both print and web based) and the LaRue lecture. Discuss the different Intellectual Freedom/Censorship issues in school libraries versus those found in the public library setting. Focus on adolescent materials.
    • Readings
      Under Lessons Week 13
      • Read all the articles that are posted on the site under Week 13
    • In Textbooks
      • Cole, Chapters 12, 13
      • Optional Cole, Appendix A - E
    • Weekly Topics: Advocacy, Genre - Christian Fiction and GLBT
  • WEEK 14 – November 22 – 28
    (THANKSGIVING WEEK)
    • Discussion Thread – None
    • Readings
      Under Lessons Week 14
      • Read all of the articles listed under Week 14
    • Weekly Topics: The Future of YA, Marketing/Publishing
  • WEEK 15 – November 29 – December 5
    • Discussion #6 - Week 15 (3 pts)
      Parrotfish will be discussed via the discussion thread. The instructor will provide discussion thread question(s) in advance of the thread start date. (3 posts per student)
    • Readings
      Under Lessons Week 15
      • Read all articles and links under Week 15
    • Weekly Topics: The Future YA Readers, Future of YA
  • WEEK 16 – December 6 – 9
    (Semester ends on December 9)

    • Discussion Thread – None
    • Reading – None
    • Elluminate Session
      Wednesday, December 8 (7 points)
      Discussion of Collin’s Hunger Games
      7-9:30 p.m. Pacific
      Session is Mandatory
      Note: Instructor will assign questions for the discussion and distribute at least 10 days before the Elluminate session.
    • ASSIGNMENT DUE
      Database/Blog Project (40 points) – December 9 (midnight pacific). Please send instructor URL address as well as post URL on the proved discussion thread so your classmates may access your blog.
    • Weekly Topics: Finish your database/blog assignment

DETAILED DESCRIPTIONS OF ASSIGNMENTS

DIGITAL RESOURCES PAPER/JOURNAL
DUE OCTOBER 7th (by midnight)
WORTH 12 points

FORMAT: Electronic Document – Research Paper

DESCRIPTION
The research paper must include:

  • An Introduction
  • An Interview/Observation Overview (include the questions you asked observation conclusions – do not include your journal entries – this is a synopsis of them)
  • A Critical analysis and description of the technology you observed and the technology you discovered beyond your observations through additional research into the topic. You should spend a minimum of 4 hours researching and trying out digital resources used by older teens.
  • A Discussion (in detail) about the trends you see in digital resource use by older teens.
  • A Conclusion (synthesis of all parts of your paper)
  • A Reference Page(s) (there are no excuses for not having references for this assignment).
  • A Journal as a separate section of the paper and included as an appendix at the end of your paper.

Interview/Observation

  • Observe teens wherever you can find them (malls, coffee shops, your neighborhood, etc) but school or public library settings are preferred.
  • Observe for a minimum of 2 hours.
  • Observe your own children if they are the age we are studying this semester or your children’s friends.
  • Interview at least two teens as part of this assignment. Questions must be submitted to the instructor before you interview any teens. The questions must elicit answers that will be relevant to the subject of the assignment. Teens must be in the age group we are studying (15-18 years of age).
  • You may have to try more than one location to find teens to observe and interview.

Length of Paper

  1. The body of your paper (see the description above) – 15 pages minimum double-spaced
    Reference page must be APA style.
  2. Journal – a detailed record of where, when and what you observed in journal format. Journal can be single-spaced. Page lengths of journals are normally 3-5 pages.
    Example: Date and Place of Observation
    Length of observation time
    What was observed (in full sentences and grammatically correct

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.

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.

Digital Resources Research Paper MUST include:

  • Cover/Title page (name, course name and section number, school name, date, instructor’s name. Title should be what the Instructor has named the assignment. The title you have created for the assignment may be used as a secondary title.
  • Page Numbers (except on the Title Page).
  • Name of assignment on each page (other than the cover page) and use the Instructor’s name for the assignment not any you have created.
  • Reference Page/Works Cited in full accordance with APA formatting
  • Citations/Quotes in the body of the paper need to be formatted according to APA rules.
  • Body of Work to be double-spaced and typed and journal to be single-spaced.
  • Journal must be written in complete sentences and no use of abbreviations or acronyms without clarification of what the letters stand for.
  • Spelling, grammar, and syntactical errors are not tolerated.

Plagiarism
Zero Tolerance

EXAMPLES OF ASSIGNMENT: There are examples of the assignment on the Lessons Page.

SLIS Competencies: F,I,M
Course Objectives: 1,3,5

GROUP PRESENTATION – GENRE/AUTHOR STUDY
WORTH - 20 pts.

FORMAT: Elluminate Presentation and electronic document(s) submission

ELLUMINATE PRESENTATION DATES
Week 10 - Wednesday, October 27 (20 points)
GROUP PRESENATIONS (Author-Genre Studies)
7-9:30 p.m. Pacific
Session is Mandatory for members of the sections indicated

GENRE ASSIGNMENT
The instructor will assign each group a genre to research and each group will present it’s findings to the class during an Elluminate session (see schedule below).

GROUP ASSIGNMENTS
The instructor will assign each member of the class to a group within their section divisions. The instructor will ask each group to designate a “group leader”. The group leader will be the point of contact with the instructor. The group leader also communicates with the Elluminate assistant. Having one person designated as the leader helps eliminate multiple emails and allows a smoother process.

Each group will have a discussion thread created for their group to use on the class Angel site for communication between members of the group.

The instructor will assign each group a genre to research and present.

PARTICIPATION IN GROUP
Each group member must participate fully in the research for the presentation and the presentation itself. The group leader will provide the instructor with an outline of the presentation content and what member is assigned to each of those content areas.

Groups will present their findings to the class during an Elluminate session (see below). The group will be graded as a whole not as individual members. It is critical that the group produce a team effort on the assignment. The instructor may reduce points on an individual who is found not participating on the same level as the other group members.

TECHNICAL ASPECTS OF PRESENTATION
Each group must use presentation software compatible with Elluminate to create an informative and creative look at the genre. Elements in past presentations have included PowerPoint slides, desktop sharing, video links including videotaping individual group member presentations; music and some have included all of these elements. Review the resources provided for creating effective PowerPoint presentations.

The technical elements for what will be used to create the presentation must be discussed with our Elluminate Assistant to insure that what the group is planning will work on Elluminate. Each group is encouraged to practice their presentations in advance so that no technical issues arise on presentation night.

PRESENTATION CONTENT CRITERIA

OUTLINE
The group leader for each group must provide to the instructor an outline of the presentation with the name of each group member indicated next to each of the items. The outline will indicate to the instructor how the research work was allocated and will indicate who is responsible to present each are of content during the presentation.

Outlines are due to the instructor no later than October 20th by email to bwestes@mac.com

The Presentation must include the following:

  • The genre’s history within the body of literature
  • YA authors best known in the genre and some bibliographic information about each of those authors – choose only those that are best known due to time limitations for presentations.
  • Examples of titles within the genre – a list of top titles and brief synopsis about each of them – again watch the number due time restrictions.
  • Summary – a synthesis of what conclusions your research has brought forward about the genre.
  • Creation of an electronic annotated bibliography

This document can provide more titles than can be presented in the limited presentation time for each group. The Instructor will create a discussion thread where these bibliographies can be posted.

Getting full-points for the assignment:
Make sure that your presentation includes all of the required content areas. Full points will only be awarded to “exceptional” work. Exceptional work goes above the required and pays strict attention to all details of the assignment meeting and exceeding the elements of “good” presentations and pushes the group’s effort into the realm of exceptional presentations.

SLIS Competencies: A,F,M
Course Objectives: 2,3,4,5 

YOUNG ADULT MATERIALS RESEARCH/BLOG PROJECT
DUE DECEMBER 9 (by midnight)
WORTH 40 POINTS

FORMAT: Blog (has all the elements included in a research paper but in blog format)

DESCRIPTION
You must create a blog for this assignment. Choose the blog creation software carefully. Start the blog creation early in the semester (first weeks). Warning: START EARLY on this assignment. Poor planning on your part does not necessitate an extension beyond the due date on mine. This assignment is worth 40% of your grade.

Students in past classes have used the following (there may be others):

  • Live Journal (livejournal.com)
  • Blogger (blogger.com
  • Blogspot (blogspot.com)
  • Weebly (weebly.com)
  • Word Press (wordpress.com)

Please review criteria for this assignment described in the list below and make sure you follow the directions and understand the assignment. This research project must include all types of materials for teens aged 15-18.

COMPOSITION: 50 items/entries are required (mandatory) for your project (the instructor assumes students will read, watch, play, or listen to each of the titles/material selected for inclusion in the project).

MAXIMUMS/CLARIFICATIONS (If you have other questions please post to the discussion thread provided for questions and/or concerns)

These are the maximums of materials that you can include in your blog/database project:

  • Adult Titles - "cross-overs" for teens aged 15-18 – Up to 5
  • Single Series (Example Harry Potter) – No more than 2 books in the series.
  • Individual Author – Up to 3 titles
  • Individual Genre – Up to 6 titles
  • Games - Up to 3 games
  • Websites that the library is providing as subscription databases like Proquest or Britannica Online, etc. to teens aged 15-18 (Facebook, MySpace, etc. are not “provided” by the Library. They are available free on the Internet) – Up to 4 databases
  • Magazines that are marketing primarily to teens – Up to 4
  • Music CD’s – Up to 3
  • Movies – Must be primarily focused on teen audience (Clueless, Twilight, etc.) – Up to 5
  • Audiobooks are considered in the book count – Up to 35 books/audiobooks

You cannot include only books in your database but must include all types of materials that are available to teens 15-18.

The project must include the following elements however you can add more information of your choosing: Use the names of the individual parts of the assignment as the headers throughout your blog.

  • Create a list in alphabetical order of the material titles you included. This list must either appear on the side margin of the blog or if you chose a blog software that does not allow alphabetical listings create the list as your last blog entry thus placing it at the top of the blog. The instructor must be able to see what titles you are including easily.
  • Each element must be a separate entry and not combined with another element. For example do not combine Plot Summary and Critical Evaluation. They are two separate required elements. Please do not include fields within an entry on separate blog pages – this makes it a nightmare to read and creates an un-necessarily long blog. Keep the elements with the title in one entry.
  • Bibliographic information (at a minimum Title, Author, ISBN/any other identifying numbers present on DVD's, Publisher, Copyright Date.
  • Plot Summary (compose in your own words).
  • Critical Evaluation (compose in your own words).
  • Reader’s Annotation (compose in your own words).
  • Information about the author (at least two paragraphs of text)
  • Genre
  • Curriculum Ties, if any – if there aren’t any then put N/A by the header.
  • Booktalking Ideas (compose in your own words). DO NOT WRITE BOOKTALKS; give ideas for booktalks only.
  • Reading Level/Interest Age
  • Challenge Issues, if any and brief idea of how you would prepare, as the librarian, if the material were to be challenged. How would you prepare and what would you have on hand if approached by a patron/parent concerned about material in your library?
  • Why did you include this book in you’re the titles you selected?
    (Compose in your own words) and indicate the selection tool, if appropriate.
  • A reference page is optional with this assignment unless you are directly citing material. You should either include the citation within the appropriate entry or create a blog page that you can include all of the citations on.

Example: There are examples of past student’s blog(s) on the class Angel site. You may not copy or reproduce these blogs in any way. This example is provided as just that - an EXAMPLE and the assignment is from a previous semester so not all assignment criteria will be the same. The requirements may have changed for the assignment this semester so please follow the requirements listed for the fall, 2010 assignment.

Writing-Research Standards
Creation of this assignment in blog format does not change the writing and research standards for this assignment.

Students will produce writing and research that meet the standards for graduate level work. It is critical to proofread before turning the assignment 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.

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.

The blog is in essence a research paper using new technology to allow presentation of the information in a different format.

  • Banner at the top of the blog that MUST include the following information: your name, course name and section number, school name, date and the instructor’s name. Title should be what the Instructor has named the assignment. The title you have created for the assignment may be used as a secondary title. Exceptions – Reference page – not necessary.
  • Citations/Quotes included in the body of the paper according to APA format.
  • Create a list of included titles in alphabetical order. The list must either appear on the side margin of the blog or if you chose blog software that does not allow alphabetical listings then you must create the list as the last blog entry so it appears as the first entry. The instructor must be able to see what titles you are including easily.

Plagiarism
Zero Tolerance

SUGGESTED LENGTH: None, blog format
SLIS Competencies: A,F,M
Course Objectives: 1,2,3,4,5,6

Textbooks

Required Textbook:

  • Anderson, S. (2004). Serving Older Teens. Westport, CT: Libraries Unlimited. Available through Amazon: 0313317623. arrow gif indicating link outside sjsu domain
  • Cole, P.B. (2009). Young Adult Literature in the 21st Century. New York: McGraw Hill/Higher Education. Available through Amazon: 0073525936. arrow gif indicating link outside sjsu domain
  • Collins, S. (2009). The Hunger Games. New York: Scholastic Press. Available through Amazon: 0439023483. arrow gif indicating link outside sjsu domain
  • Doctorow, C. (2008). Little Brother. New York City, NY: Tom Doherty Associates, LLC. Available through Amazon: 0765319853. arrow gif indicating link outside sjsu domain
  • Goodstein, A. (2007). totally wired: What teens and tweens are really doing online. New. York: St. Martin's Press. Available through Amazon: 0312360126. arrow gif indicating link outside sjsu domain
  • Wittlinger, E. (2007). Parrotfish. New York: Simon & Schuster Children's Pub. Available through Amazon: 1416916229. arrow gif indicating link outside sjsu domain


Grading Scale

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

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F

 

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.

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