Programming and Services for Children
Spring 2009 Greensheet
Textbooks and Readings
Angel Course Site
A course site has been created in Angel. The instructor will give all students access to the course site and no passwords will be necessary. Access will be granted on January 15th approximately.
The instructor maintains a blog where recorded lectures are located. Other course resources are also on the blog and students should check in often to listen or read through resources listed there.
Blog Address: http://web.me.com/bwestes/Programming_and_Services_for_Children/Blog/
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
Student Learning Outcomes
At the end of this course, students will be able to:
- Describe the current reading, viewing and listening habits of children, and use this knowledge in program planning
- Apply information on children’s developmental and psychological needs and tasks to plan appropriate programming and services for this age group
- 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
- 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
- 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
- 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 SLIS Core Competencies:
- articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations
- apply the fundamental principles of planning, management and marketing/advocacy
- evaluate programs and services on specified criteria
- contribute to the cultural, economic, educational and social well-being of our communities
Participation is required - not optional. The instructor expects all students to check the ANGEL course site frequently and to participate in the discussion threads and all Elluminate sessions.
Please read the following carefully:
All work must be of graduate standard.
This means: no assignments submitted after the due date and time; all work will be typed and double-spaced; all pages will be consecutively numbered in each assignment; spelling, grammatical, and syntactical errors will not be allowed and will cause loss of points on the assignment; and all work cited should be in full in accordance with APA format.
Writing style and content will be of graduate standard as well and include all stated criteria for the assignment.
- LIBR 280-3_YOUR LAST NAME
- Files Submitted for Assignments must include the following:
- LIBR 280-3_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE (i.e. Research)
E-mail Response Time
Instructor checks email on a regular basis throughout the day and evenings. HOWEVER the general policy is that your email will be answered within 24 hours. It is recommended that you only use the instructor's personal email if the question or concern is something you do not feel comfortable sharing with the class or the instructor asks you to. Holidays and spring break may be an exception to the 24 hour policy but a response will be sent as soon as possible.
If the instructor will be away from Internet access an email will be sent out to the class with that information beforehand.
There is a discussion board link where you should post general questions and concerns. It helps the instructor and your classmates to see the question and the instructors response.
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.
Subject to change with fair notice.
- No extra credit assignments will be given.
- Late assignments will not be accepted. If you have an illness you must supply a note from your physician or a family tragedy occurs please contact the instructor immediately.
- Missed Work will result in 0 points for that particular assignment. Please contact the instructor immediately if you miss any work for the class.
- Instructor will return your paper if appropriate with the assignment evaluation within 7-10 days. Your points on that assignment will be posted in the grade book as quickly as your assignment is graded.
- Students with extenuating circumstances that necessitate turning in work late will be handled on a one-to-one basis and the instructor will determine whether the extension is granted. Students should contact the instructor as soon as they know of any situation that will prevent turning in assignments on time.
Students "earn" grades. The instructor does not "give" grades. It is the responsibility of the student to work on a graduate level to achieve an exceptional.
Please see course outline on the course blog or the course site for specific date(s) and information for assignments.
- February 12th 7-9 p.m. Pacific Time
- April 9th 7-9 p.m. Pacific Time
- April 23rd 7-9 p.m. Pacific Time
- Introductory Lecture: posted 2/1
- Front line view of story telling/time: posted 3/8
- Dialogic Reading: posted 3/15
- Children's Programming and Services: posted 4/26
NOTE: The Instructor may add other readings in advance of the readings indicated in the outline. If additional readings are assigned the instructor will indicate well in advance what they are and what week they are associated with.
|Children's Area Design||15||3/1|
|Children's Web Page Design||15||3/15|
|Story Time Presentations||12||Elluminate Sessions 4/9 and 4/23|
12 Month Programming Plan
|Story Time Series Plan||25||5/8 (Written)|
|Discussion Forums||17||Wk1,4,8,14,16 (Includes 1 Elluminate Discussion
2/12-Wk. 4) - See topic descriptions below
|Wk. 1 1/22-1/25||Discussion Thread (#0)||Introduce yourself to your classmates.
Tell us a bit about yourself and where you are in the program at SJSU.
Peck, Chapters 1, 2; Cerny Chapters 1, 2
|Readings||Continue - Peck, Chapter 3; Cerny Chapters 3,4|
|Instructor Lecture||Introduction to Programming for Children||2/1|
2/2 – 2/8
Peck, Chapters 4,5 ; Cerny, Chapters 5,6
Brain Development (this is just a sampling there is much more.....)
2/9 – 2/15
Peck, Chapter 5; Cerny, Chapters 7
Jump on Children's Area Design (this is just a sampling....)
|Elluminate Session (Discussion #1)||Topic that will lead the discussion will be centered on children’s brain development. Instructor will post all articles and websites that need to be read in preparation for the session by 2/5||2/12 7-9 p.m. Pacific|
|Wk. 5 2/16 – 2/22||Readings||Reading Peck, Chapters 6,7|
|Wk. 6 2/23 – 3/1||Readings||Jump on website design (these are a few sites - there are more...)|
|ASSIGNMENT DUE||Children’s Area Design||3/1|
|Wk. 7 (3/2 – 3/8)||Readings||
Jump on 12-Month Programming
|Instructor Lecture||Story Time - a front line perspective||3/8|
3/9 – 3/15
Under Course Documents – Story Time articles. Look especially at Story Time Plans and also information on Dialogic Reading
|Discussion Thread #2||Dialogic Reading – be prepared to share titles and thoughts on the method of using dialogic reading for programming with children. (articles will be available under Course Documents on the ANGEL site.|
|Instructor Lecture||Dialogic Reading||3/15|
|ASSIGNMENT DUE||Children’s Web Page||3/15|
|Wk. 9 3/16 – 3/22||Readings||Look at all the websites referred to in Appendix A, Cerny, Page 84, Chapter 5|
3/23 – 3/29
|Readings||SPRING BREAK - Enjoy!|
|Wk. 11 3/30 – 4/5||Readings||Selected Articles Assigned by the Instructor
|Wk. 12 4/6 – 4/12||Readings||
Jump on look at techology
There may be other sites that you'd like to visit on your own by doing some of your own research.
|ELLUMINATE SESSION||ELLUMINATE SESSION 7-9 p.m. Pacific
Story Time Presentations
SESSIONS ARE: 4/9 and 4/23
|ASSIGNMENT DUE||Twelve Month Programming Plan||4/12|
|Wk. 13 4/13 – 4/19||Readings||
Professionalism and Professional Development
Read through Appendix A, Cerny, Page 85, Chapter 7
|Wk. 14 4/20 – 4/26||Instructor Lecture||Children’s Programming and Services||4/26|
|Discussion Thread #3||Discussion will surround your reading about technology for kids in the 21st century|
|ELLUMINATE SESSION||ELLUMINATE SESSION 7-9 p.m. Pacific
Story Time Presentations
SESSIONS ARE: 4/9 and 4/23
4/27 – 5/3
|WORK ON YOUR FINAL ASSIGNMENT|
5/4 – 5/10
|Discussion Thread #4||Reflect back over the semester. What did you learn? What opinions changed, if any, for you.|
|ASSIGNMENT DUE||Story Time Programming/Series||5/8|
ASSIGNMENTS IN DETAIL
Wk. 1 Introduce Yourself 0 points
Wk. 4 Elluminate Session on Brain Development
Wk. 8 Dialogic Reading
Wk. 14 Software, Gaming, Interactive Learning, Social Networking
Wk. 16 Reflection
Discussion threads are designed to help recreate an in-class feeling of discussion exchange in an online environment. The idea is to become engaged with both your classmates and the instructor. Please make sure that you participate. None participation can lose you points that can make a difference when it comes time to assign your overall grade in the class. Loss of those points can make the difference between one grade and another.
You must make two posts to the thread during the week assigned. Your first post needs to be a reaction to the topic – original and substantial. Your second post is a comment back to a post one of your classmates has made. The reply post can’t simply say “I agree”. Your posts must reflect an understanding of the topic, discussion in process and your opinions. It is also good to quote from the readings to support your opinions.
It is important to post a bit before the deadline for posting so that responses to the post can be accomplished.
All posts must be made no later than 11:59 p.m. Pacific Time the date listed for the thread.
Threads will be worth 4 points if postings are appropriate to the criteria described above. The Elluminate Session (discussion thread 2/12) will be worth 5 points. Total of 17 points if full points are earned.
CHILDREN'S AREA DESIGN
Design a children’s area, including floor plan, furniture, equipment, collection, displays, and an area for programs and story hours that helps meet the developmental needs and tasks of children of various ages.
There is a wealth of information on the web about providers of furniture, shelving, equipment etc. and it will required research on your part to complete the assignment.
It would be helpful to you as part of your research to visit a few children's areas for ideas.
You must be specific in all of your descriptions and include the following:
Description of furniture and pictures of the furniture
- Hand drawn or computer generated floor plan - detailed
- Equipment you would include and pictures of the equipment (for example would you be putting in a listening station, stuffed animals, etc.)
- Shelving - pictures of shelving
- Displays - on what and where in your floor plan
- Anything else you think relevant to the assignment
POINTS = 15
SUBMISSION DATE - MARCH 1st
CHILDREN'S WEB PAGE DESIGN
Design a webpage for your children’s department, and the various things that you might include on it, such as blogs, reviews written by children or parents, podcasts of various kinds, booklists and bibliographies. Include games and activities that are appropriate for various ages and enhance developmental tasks and needs.
There is a wealth of examples on the Internet and you should do a thorough review before designing yours. You can link to many resources from your site so remember that you don't have to create the content but that you should always include resources that you trust.
Remember that there are free webpage sources out there so don't pay for a webpage.
The intent of this assignment is that you think through the different things you would want to include on your web page and create the information in a fun and attractive way for kids.
The webpage can be simple in design.
POINTS = 15
SUBMISSION DATE - MARCH 15
Send URL to instructor via email.
STORY TIME PRESENTATIONS (On Elluminate)
Each student will perform one of the stories they develop for the written assignment - Story Time Series.
Students will present using Elluminate.
Videotaping yourself will be required.
All students will individually present and the instructor will assign the presentation date. Both sessions however will be mandatory for everyone in the class.
The presentation should be a performance of at least one story (you may do two if you don't go over time) and include all puppets or other activities you would include. You should also explain the setting, audience and anything else that will set up your presentation.
Remember that performing a story takes practice and planning not only in the selection of books and props but also practicing in advance of the Elluminate presentation.
See instructor video posted on course site and documents posted on the class Angel site.
POINTS = 12
PRESENTATION DATES - APRIL 9, APRIL 23
12-MONTH PROGRAMMING PLAN
Write a 12 month programming plan for a children’s area, including activities for all ages, and early literacy 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.
Make your plan as realistic and detailed as possible.
You must include the following sections in your paper:
- Month by month programming outline with a description of each program, cost of each program, volunteers needed, any other support you can think of, marketing/advertising plan, displays, etc.
- You should include any Collection Development needs, approvals for your programming plan (who?).
- You must include a monthly budget as well as an overall, line item budget. 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.
- Additional areas you think would benefit the assignment.
I will also post additional programming ideas on the course site.
I always suggest to spend the time consulting with an actual public or school librarian to get ideas and make your plan as realistic as possible.
POINTS = 15
SUBMISSION DATE - April 12th
STORY TIME PROGRAMMING (Written)
(also known as Story Hours but not all performances are an hour. Length of the story time performance will be determined by the audience you are performing for)
Plan out a 1-month story time program with a monthly theme as well as weekly themes (for example the month theme could be Winter - one week of story time themes could be stories about Snow, stories about Animals that live in the snow and anything else you can attach to the theme).
You will be planning 12 story times. - 4 weeks, 3 story times per week.
You should include Baby Lapsit, Toddlers, Family All Ages and presentations for K-3. You don't have to include all 4 but should rotate weekly depending on your demographics.
Take into consideration the age of the child you are performing for and also whether it is a family story time with all ages represented. You'll need to research suggested lengths of time and also the whether you are using puppets (finger as well as other sizes), felt boards, etc.
This paper needs to be well documented and include all necessary content that will allow you to present a story time plan for your children's are.It is strongly suggested to go watch storytellers during actual story times before starting your assignment.
Instructor has posted resources to help you in your planning on the Angel site for the class.
Mandatory parts of the assignment:
- Overview of library
- Demographics your library serves as far as families and ethnicity
- Schedule for Story Times including time frame for each program.
- Story Time Outline (see Course Site) - this will be a detailed look at the individual story time.
- Handouts (Coloring pages, other activities (see Course Site)
- Short Bib of Titles for each Story Time (see Course Site)
- Include all the titles of the books you will use in each of your story times and indicate all props, handouts, and any other items you want to present as part of your paper.
- Include information on how the various activities enhance developmental activities for the intended age group.
- This paper needs to be well documented and include all necessary content that will allow you to present a story time plan for your children's area (pretend or otherwise).
Scenerio : JUST AN EXAMPLE
You and one other librarian present all story times at your library. Ages for story times include baby lapsit 0-2, Toddlers 2-4, Grade School Ages K-3 ( if your paper is focused at public libraries you most likely go to the school to do the performances for Ages K-3 or they come to your library). 1,2,3 Grades you would be creating read alouds and choosing books that would suit that purpose.
BE CREATIVE AND HAVE FUN!
POINTS = 25
SUBMISSION DATE = MAY 8
- Peck, P. (2006). Crash Course in Children's Services. Libraries Unlimited. Available through Amazon: 1591583527.
- Cerny, R., Markey, P., amp; Williams, A. (2006). Outstanding Library Service to Children. ALA. Available through Amazon: 0838909221.
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|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|
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;
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