Materials for Tweens
Spring 2011 Greensheet
Mary Ann Harlan
Office Hours: Please contact me by e-mail.
Textbooks and Readings
ANGEL Information: This course will use ANGEL. The enrollment pin will be distributed the week before the semester begins.
Survey of materials in various formats including fiction, nonfiction, movies, music, and digital materials and how they can meet the developmental needs of this age group. Collection development tools and techniques will also be included.
Course Prerequisites: LIBR 200 required.
Student Learning Outcomes
- Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence young teens’ choices of recreational and informational sources and materials
- Evaluate selection tools, and use appropriate resources to develop a collection of materials for younger teens, including all appropriate formats
- Critically examine representative materials designed for younger teens and tweens, and apply criteria to evaluate them in relation to child development, multi-cultural concerns, and meeting the informational and recreational needs of this age group
- Create an appropriate materials collection for younger teens, including print and nonprint materials and a variety of the digital resources currently available for this age group
- Exhibit knowledge of published resources about literature for young teens and tweens, such as reference materials, selection tools, and Web sites
- Assist parents and caregivers with questions about appropriate materials for their tween children
LIBR 264 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;
- 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. demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- Maintain a digital record of items (50 minimum): this will represent a variety of items including print, audio, and media materials.
- Participate in group project focused on genres (5 items minimum). This project will include creating a digital presentation and sharing with the group your best item during an Elluminate presentation. Items for the group project will not count in your digital record.
- Participate in one of two group projects focused on media or information resources (5 items minimum). This project will include a digital presentation of the collected items and an Elluminate presentation discussing the process of the group in selecting quality materials.
- A 3 -5 page paper comparing established review resources using one - two titles as a lens for comparision.
- Reflective journal - this is designed to reflect on the images and presentations of tweens in their world.
- Participate in Discussion Boards - this means more than one post, but that you thoughtfully respond to other's posts as well
- Final Project - Digital Book Marketing Project
- Ellumintate session - Introduction to the Course. Jan 26th 6-7 pm (PST)
- Genre presentation Due Feb 27th
- Elluminate session - Presenting best items from genre projects. March 2nd 6-8 pm (PST)
- Review Comparison - Due March 7
- Elluminate Session - Presenting Informational items collections. March 23rd 6-8 pm PST
- Elluminate Session - Presenting media collections. April 13th 6-8pm PST
- Elluminate Session - Wrapping up, digital marketing project May 11th 6-8pm PST
- Digital Marketing Assignment Due May 11th
- Digital Record and Reflective Journal Due May 15th
- Digital Record - 100 pts.
- Genre Presentation - 25 pts
- Group Informational/Media - 25 pts
- Reflective Journal - 30 pts
- Review Evaluation - 10 points
- Elluminate Attendance - 25 pts
- Discussion - 30 points
- Final Project - 25 pts
Please turn work in on time, late work will be assessed a penalty of 10%/day.
In addition to textbook the professor will share readings throughout the semester. These are supplemental readings.
- Anderson, S. (2006). Serving Young Teens and Tweens. Libraries Unlimited. Available through Amazon: 1591582598.
- Goodstein, A. (2007). totally wired: What teens and tweens are really doing online. New. York: St. Martin's Press. Available through Amazon: 0312360126.
- Lesesne, T (2006). Naked Reading. Stenhouse Publishers. Available through Amazon: 1571104168.
- Lesesne, T. S. (2010). Reading ladders: Leading studnets from where they are to where we'd like them to be. Heinemann. Available through Amazon: 0325017263
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|
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).
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."
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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