Programming and Services for Children
Spring 2011 Greensheet
Other contact information: 707-293-0012
Office Hours: There are no formal office hours. I prefer receiving emails but you are also welcome to telephone. I will typically respond within 24 hours, and will definitely respond within 48 hours unless I have specifically notified the class that I will be out of touch (which is extremely rare).
Textbooks and Readings
ANGEL Information: This course has an Angel site. The enrollment code for Angel will be distributed to all students on or before the first day of the semester via MySJSU messaging.
This course examines the importance of library services and programming for children, including entertainment, cultural, and educational programs, storytimes, outreach techniques, services with schools, summer reading programs, program series such as book discussion groups and other ongoing programs, and reference, readers advisory, and homework help.
Course Prerequisites: LIBR 200.
Student Learning Outcomes
At the completion of this course the student should be able to:
- A. Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence children’s choices of recreational and informational sources and materials;
- B. Evaluate selection tools, and demonstrate the ability to use appropriate resources to develop a collection of materials for the preschool child, including all appropriate formats;
- C. Critically examine representative materials designed for the preschool child, and apply criteria to evaluate them in relation to child development, multi-cultural concerns, and meeting the informational and recreational needs of preschool children;
- D. Evaluate children’s television programming and other digital resources to determine the most developmentally appropriate ones to recommend to parents and discover ones that are less appropriate or useful;
- E. Create an appropriate materials collection for this age group, including print and nonprint materials;
- F. Assist parents and caregivers with questions about appropriate materials for their children.
LIBR 260a supports the following MLIS 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
This course requires a number of assignments designed to introduce students to the concepts covered in class and in the texts, as well as to practical applications of methods. Students will work individually and participate in group discussions on Angel. Students accumulate up to 1000 points. The total is then divided by 10 to determine the course grade. See Grading Scale below for details.
- Assignment 1: Children's Area: 100 points, due March 4, 2011. 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. (Objectives A and B)
- Assignment 2: Children's Webpage: 100 points, due March 18, 2011. 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 and parents, podcasts of various kinds, booklists and bibliographies. Include games and activities that are appropriate for various ages and enhance developmental tasks and needs. (Objectives A, B, and E)
- Assignment 3: Twelve Month Programming Plan: 250 points, due April 29, 2011. 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. (Objectives A, B, D and F)
- Assignment 4: Story Hour series: 150 points, due May 13, 2011. Plan a two-month story hour series with three story hours each week. Include different age groups, such as 1-2 year olds, 3-5 year olds, beginning elementary school age children, and whole families. Include everything necessary for presenting the story hours , and explain how each helps meet the developmental needs of the age group it is intended for. (Objectives A and C)
- Assignment 5: Story Hour Demonstration: 100 points, due May 17, 2011. Create a bibliography for parents of this age group, including at least 15-20 informational items about this age group and materials to share with their child. (Objective C)
- Class Participation: 300 points (20 points per week). Participate in weekly Angel discussion forum. (Objectives A, E and F) Students will participate in Angel discussion forums (under the Lessons tab, look for Discussion Forums) in order to practice professional discourse on the course topics and materials. All discussion postings must be of graduate standard writing and content. Students must proofread discussion posts for correct spelling, grammar, and usage. I expect proper etiquette and professional behavior in responding to the work of your colleagues in the course, that you participate in all discussion forums, that you post your original contribution early in each forum, and that you respond later in the week to at least one of your colleagues in each discussion forum. Therefore, my expectation is that you post a minimum of two (2) times per discussion forum. I will base your grade for participation not only on frequency and timeliness of posting, but also on quality of information in your discussion posts. (Please don't just say "Me too," or say "That book sounds interesting." Remember that this is a graduate program discussion forum, not Facebook.) Discussion forums for the course will include your professional reflections (based on background reading, personal research, and reading of required books and media). As there is a time frame for beginning and ending dates for each forum, late posting of comments will not count toward credit. I will hold students responsible for carefully and respectfully following the SJSU guidelines for academic integrity.
- Week 1 *short week* (January 26-28, 2011)
Text readings: Peck, Chapters 1, 2; Cerny Chapters 1, 2;
Ready to Read – King County Library
Ready at 5
http://www.hclib.org/BirthTo6/EarlyLit_Skill.cfm (parent-friendly terms for the skills);
Six Early Literacy Skills
- Week 2 (January 29-February 4, 2011)
Text readings: Peck, Chapter 3; Cerny Chapters 3,4; Partington Chapters 1, 2
- Week 3 (February 5-11, 2011)
Text readings: Peck, Chapters 4,5; Cerny, Chapters 5,6;
- Week 4 (February 12-18, 2011)
Brain Development Research - Kidsource.com
Piaget - Developmental Theory
Reading Aloud to Children
- Week 5 (February 19-25, 2011)
Text readings: Peck, Chapter 5; Cerny, Chapters 7
- Week 6 (February 26-March 4, 2011)
Text readings: Peck, Chapters 6,7
- Week 7 (March 5-11, 2011)
Text readings: American Library Association Great Websites
- Week 8 (March 12-18, 2011)
Text readings: Partington Chapters 3-5
- Week 9 (March 19-25, 2011)
Text readings: Partington Chapters 6-8; Look at all the websites referred to in Appendix A, Cerny, Page 84, Chapter 5
- Week 10 (April 2-April 8, 2011)
Text readings: Partington Chapters 7-10
- Week 11 (April 9-15, 2011)
Text readings: TBD
- Week 12 (April 16-22, 2011)
Sheppard Software for Children
Can Social Software Change Teaching and Learning?
Family Computing - Kids and Computers
- Week 13 (April 23-29, 2011)
Text readings: Read through Appendix A, Cerny, Page 85, Chapter 7
- Week 14 (April 30-May 6, 2011)
Strong, S. Sights, sounds, and silence in library service to children. Public libraries, 43(6), 313-14.
- Week 15 (May 7-May 13, 2011)
Text readings: TBD
Expectations for Success:
- This Greensheet is the course contract. Please read it and understand it.
- There will be a few additional readings that I will choose from newly-published articles relating to this course's subject matter.
- Title pages: All course assignments must have a title page.
- Prepare all assignments in MS Word 2003/Word 2007, and double-spaced;
- All pages must have a header with your name and the page number (assignment pages must be consecutively numbered);
- Students must proofread written assignments (including discussion forum postings) for correct spelling, grammar, and usage. I encourage you access the Angel Resources tab for the SLIS Writing Resources site. You are also welcome to peer edit each other's work.
- Use the following file name convention when you attach your work to the assignment drop-boxes: YOURLASTNAME_KEYWORD-FOR-ASSIGNMENT;
- Students should use the Manual of the American Psychological Association, (6th ed.) as the standard for all bibliographic citations.
- Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm;
- Because this is an online class, students must pay particular attention to the Distance Learning (SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm. Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia;
- If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.
In addition to being posted within this Greensheet, important dates are listed in the Calendar in the course Angel site.
- Penalty for late work: I will accept late work on Projects (but not on the discussion forums), but you will lose 2 points for each day the assignment is late. Therefore, if your project is submitted to me by email 7 days late, I will subtract 14 points from your total grade for the project. Students must submit assignments to the ANGEL "Drop Box" by the deadline for each assignment in order to get full credit. If a student misses the deadline set on the drop-boxes for the various projects, he/she should send the project to me via Angel's "Communicate" email so that the student and I both have a record of the date/time of submission. In the event that your project cannot be submitted to the drop-box even if you are submitting your work on time, you should also use Angel's "Communicate" to submit your work to me.
- Note about partial submissions of work: If you post an unfinished assignment to the drop-box by the deadline and then send a revision to me later, I will consider the last date of submission as the date of the revision, not the date of the original partial submission. Therefore, to avoid penalties for late submission, students should plan their work in order to post their finished products to the Angel "Drop Box" by the Assignment's due date. Students need to communicate with me about personal or other issues that might affect completion of the work on time.
- Extra Credit: You will have the opportunity to earn 10 points of extra credit toward the end of the semester by completing and submitting your SOTES form for this class and then notifying me by email that you have done so.
- Cerny, R., Markey, P., amp; Williams, A. (2006). Outstanding Library Service to Children. Chicago: American Library Association. Available through Amazon: 0838909221.
- Partington, R. (2010). I Second That Emotion: Sharing Children's and Young Adult Poetry a 21st Century Resource Guide for Teachers & Librarians. Salt Lake City, UT: Hi Willow Research and Publishing. Available through Amazon: 1933170557. See also Hi Willow Press.
- Peck, P. (2006). Crash Course in Children's Services. Westport, CT: Libraries Unlimited. Available through Amazon: 1591583527.
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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