LIBR 265-10
Materials for Young Adults (Ages 15-18)
Spring 2011 Greensheet

Elizabeth Wrenn-Estes, Instructor
E-mail
Cell Phone: 510-410-1959    
Office Hours: By Appointment


Greensheet Links
Textbooks and Readings
Course Requirements
Resources
D2L
iSchool eBookstore
 

THE D2L SITE AND COURSE GREENSHEET/SYLLABUS
This course will be available on d2L by January 19th. 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.

Visit the d2L class site often for 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 as quickly so that the instructor can provide an answer/response immediately.

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.

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 Prerequisites: LIBR 200 required.

Course Objectives

Student Learning Outcomes

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

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces that 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, non-print, 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.

LIBR 265 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;
  • compare the environments and organizational settings in which library and information professionals practice;
  • recognize the social, cultural and economic dimensions of information use;
  • use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information;
  • describe the fundamental concepts of information-seeking behaviors.

Course Requirements

D2L Course Site
You must check into the D2L 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 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).

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 Content/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 – Mandatory

  • Week 7 - Tuesday, March 8 (20 points)
    GROUP PRESENTATIONS (Author-Genre Studies)
    7-9:30 p.m. Pacific
    Session is Mandatory
  • Week 16 - Tuesday, May 10 (10 points)
    Discussion of Hope In Patience (Fehlbaum)
    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

ELLUMINATE SESSIONS – Optional
The instructor may schedule additional Elluminate sessions but these, if held, will be optional and available through the Elluminate archives or as lectures on the SLIS server. The instructor will let you know if and when scheduled and how to access.

Assignments - Point Allocation

   

Assignment

Points

Due Dates

Elluminate – Introduction Lecture (URL/password to be provided by 1/26)

0

February 1st

Digital Resources Paper

15

March 4

Group Presentations - Genre/Author Project

20

March 8

Elluminate Session - Book Discussion - Hope in Patience

10

May 10

Blog/Database Project

30

May 20

Discussion Forums

24

See Wkly Schedule

SOTES

1

End of semester

TOTAL

100

 

NOTE: The instructor reserves the right to deduct points for any work not done on time, Elluminate session not attended and not participating in discussion threads. 

E-mail Subject Lines/Naming of Assignment Files - Mandatory

  • Format for subject line for all email correspondence:
    LIBR 265_10_YOUR LAST NAME
    (Example LIBR 265_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_GenreAuthor)

E-mail Response Time
Instructor normally answers email on a regular basis throughout the day and evenings.

The “policy” for responding to email is: 24-hours from receipt of the email by the instructor.

The instructor will inform the class if a longer response time is needed (instructor out of town, illness, etc.)

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 for an extension. 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 participate in this class. Please see the Technology Requirements and Instructions for Success handout.

Course Grading
The rubric for written assignments and the instructor individual assignment/student evaluation forms are located under Contents on the d2L course site.

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

DISCUSSION FORUMS - Mandatory

NOTE: The instructor will act as a facilitator for the forum. Students are expected to contribute to the forum and to keep the discussion moving throughout the designated time frame. The instructor may comment from time-to-time but the expectation is that the discussion is student driven.

Discussion 1 - Week 1 (1 pt)                        January 26 to January 30

Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student due by 5 p.m. on January 30th)

Discussion 2 - Week 4 (3 pts)                      February 14 – February 20

Discuss the brain articles and readings assigned. 2 points (2 posts per student)

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 5 p.m. on February 20th. 

Discussion 3 - Week 6 (7 pts)                        February 28 – March 6

Tantalize 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).

Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, March 1, Second post – by Friday, March 4th, Third post – by Sunday, March 6th,  5 p.m. PST. 

Discussion 4 - Week 8 (3 pts)                        March 14 – March 20

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)

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 5 p.m. – Sunday, March 20th.

Discussion 5- Week 11 (7 pts)                        April 4 – April 10

Little Brother 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) 

Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, April 5th, Second post – by Friday, April 8th, Third post – by Sunday, April 10th, 5pm PST. 

Discussion 6 – Week 15 (3 pts)                      April 25 – May 1

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 your comments on adolescent materials you’ve read and experiences with youth this semester.

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 Sunday, May 1st,  5 p.m.

DISCUSSION PARTICIPATION = Remember that additional posts are welcome and participation is an important part of the distance learning environment and exhibits behavior that goes beyond just the required participation level and into the “Exceptional” level of effort.

SLIS Competencies: F,I,M821

Course Objectives:   2,3,4,5

WEEKLY OUTLINES

SCHEDULE/ASSIGNMENTS/READINGS

NOTE: The Instructor reserves the right to add readings to each week with adequate notice (usually 10 days).

 

WEEK 1 – JANUARY 26 – JANUARY 30 (Short week)

Discussion 1  (1 pt)                       

Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are. (1 post per student due by 5 p.m. on the last day of the thread)

Lecture

Introduction to Class – Instructor Lecture

Access through Content/Lectures/Introduction

Readings

Under Content on d2L class site/ Week 1

  • 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

In Textbooks

  • Goodstein, Introduction and Chapter 1
  • Anderson, Chapter 1
  • Chance, Chapter 1

Weekly Topics:

Young Adult Materials/Literature, Adolescent Characteristics and explanation of the class assignment and expectations.

 

WEEK 2 – JANUARY 31 – FEBRUARY 6

Discussion Thread - None

Readings

Under Lesson on d2L Class Site – Week 2

  • Primal Teen, Strauch – Chapter 1,3
  • d2L class site (Content Week 2) - Read the articles on the Teenage Brain  

In Textbooks

  • Goodstein, Chapter 2,3
  • Chance, Chapter 1

Weekly Topics:

Teenage brain and emotional development, the young adult reader, trends and issues in young adult literature

 

WEEK 3 – FEBRUARY 7 – FEBRUARY 13

Discussion Thread - None

Readings

Under Content on d2L 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 Content-Week 2

Weekly Topics:

Teenage brain and emotional development, YALSA site

 

WEEK 4 – FEBRUARY 14 – FEBRUARY 20

Discussion 2 (3 pts)                       

Discuss the brain articles and readings assigned. 2 points (2 posts per student)

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.

Readings

 Under Content on d2L 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 – FEBRUARY 21 – FEBRUARY 27

Discussion Thread - None

Readings

Under Content Week 4

  • All articles on Booktalking

In Textbooks

  • Anderson, Chapter 4
  • Chance, Chapter 2

From Instructor's Blog

  • Listen to Booktalks on Instructor’s blog

Blog address is: http://web.me.com/bwestes/LIBR_265-10,_Spring,_2011/Lectures/Lectures.html


Weekly Topics:

BookTalking, Alternative Formats - Reading Interests of Older Teens

WEEK 6 – FEBRUARY 28 – MARCH 6

Discussion 3 (7 pts)                       

Tantalize 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).

Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, Second post – by Friday, Third post – by Sunday 5pm PST. 

Readings

Under Content on the d2L site for Week 6

  • The Relevance of YA Literature
  • Are Videos Good for Learning?
  • Herald, Chapters 2-3

In Textbooks

  • Anderson, Chapters 3,5
  • Chance, Chapters 3-4

Lecture – Genres (On instructor’s blog and the SLIS server)

Instructor Blog: http://web.me.com/bwestes/LIBR_265-10,_Spring,_2011/Lectures/Lectures.html
 

ASSIGNMENT DUE – Digital Resources Paper (12 points) – March 4 (midnight pacific). Please use the drop box provided under Content/Drop boxes

Weekly Topics:

Genres – Realistic Fiction/Issues and Contemporary Life, Romance – Humor – Sports, Reader's Advisory

 

WEEK 7 – MARCH 7 – MARCH 13

Discussion Thread - None

Readings

Under Content Class Site Week 7

  • Disturbing the Universe, Trites, Chapter 4
  • Aronson, Exploding the Myths, Chapters 3, 4

In Textbooks

  • Anderson, Chapter 6
  • Goodstein, Chapter 6,7

Lecture – Selection Tools, Collection Development, Writing Reviews (On instructor’s Blog and SLIS server) Instructor Blog: http://web.me.com/bwestes/LIBR_265-10,_Spring,2011/Lectures/Lectures.html

Elluminate Session

Tuesday, March 8 (20 points)

GROUP PRESENTATIONS (Author-Genre Studies)

7-9:30 p.m. Pacific

Session is Mandatory

Weekly Topics:

Selection Tools and Collection Development, Writing Reviews,  Booktalking, Genres

 

WEEK 8 – MARCH 14 – MARCH 20

Discussion 4  (3 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)

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.

Readings

Under Lesson on Class site for Week 8

  • Hersch – A Tribe Apart – Preface, Intro, and Epilogue

In Textbooks

  • Anderson, Chapter 7

Weekly Topics:

Genre - Fantasy/Science Fiction, Non-print collections

 

WEEK 9 – MARCH 21 – MARCH 27

Discussion Thread – None

Readings

Under Content on d2L Class Site -  Week 9

  • Graphic Novels/Manga -Folder of Readings
  • Clark – Hurt – Chapter 2

    In Textbooks
  • Chance, Chapter 5
  • 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 – MARCH 28 – APRIL 3 (SPRING BREAK)

Discussion Thread – None

Readings

Under Content on d2L Class Site - Week 10

  • Website folder for Week 10
  • Article about Jamie LaRue

Weekly Topics: Genres - Multicultural, Alternative, Christian Fiction

 

WEEK 11 – APRIL 4 – APRIL 10

Discussion 5 (7 pts)            DOWNLOAD FREE COPY OF LITTLE BROTHER FROM: http://craphound.com/littlebrother/download/    

Little Brother 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) 

Class will be divided into discussion groups by the instructor and will only post to the group they are assigned to. First post – by Tuesday, Second post – by Friday, Third post – by Sunday 5pm PST. 

Readings

Under Content on d2L Class Site - Week 11

  • Defending Books: A Title Index
  • Websites Folder

In Textbooks

  • Chance, Chapter 7


Lecture: Interviews with Jamie LaRue (on Instructor's Blog SLIS Server)

Instructor Blog: http://web.me.com/bwestes/LIBR_265-10,_Spring,_2011/Lectures/Lectures.html

Weekly Topics: Intellectual Freedom and YA Materials

 

WEEK 12 – APRIL 11 – APRIL 17

Discussion Thread – None

Readings

Under Content on the d2L Class Site - Week 12

  • From Romance to Realism, Cart
  • The Value of YA Literature in Canada

Weekly Topics: YA Literature History

 

WEEK 13 – APRIL 18 – APRIL 24

Discussion Thread - None           

Readings

Under Content on the d2L Class Site - Week 13

  • Read all the articles that are posted under Week 13

Weekly Topics: Advocacy, Genre - Christian Fiction and GLBT

 

WEEK 14 – APRIL 25 – MAY 1

Discussion Thread – None

Readings

Under Content Week 14
Read all of the articles listed under Week 14

Weekly Topics: The Future of YA, Marketing/Publishing 

 

WEEK 15 – MAY 2 – MAY 8

Discussion 6 (3 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 your comments on adolescent materials you’ve read and experiences with youth this semester.

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

Readings

Under Content on the d2L Class Site - Week 15

  • Read all articles and links indicated

Weekly Topics: The Future YA Readers, Future of YA

 

WEEK 16 – MAY 9 – MAY 17 (Semester ends on May 17th)

Discussion Thread – None

Reading – None

Elluminate Session

Tuesday, May 10 (10 points)

Discussion of Fehlbaum’s Hope In Patience

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 (30 points) – May 20th – Friday - (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, book discussion

DETAILED DESCRIPTIONS OF ASSIGNMENTS

DIGITAL RESOURCES PAPER/JOURNAL

DUE MARCH 4th (by midnight)

WORTH 15 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. See definition under Content – Assignments on the d2L site
  • 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 OLDER teens wherever you can find them (malls, coffee shops, your neighborhood, libraries, friends, etc).
  • 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. The questions must elicit answers that will be relevant to the subject of the assignment – using digital resources. 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 (approximately 20 pages MAXIMUM)

  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 Content on the d2L 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 under Content on the d2L class site.

SLIS Competencies: F,I,M

Course Objectives: 1,3,5


GROUP PRESENTATION – GENRE/AUTHOR STUDYELLUMINATE SESSION -  MARCH 8, 2011
WORTH - 20 pts.

FORMAT: Elluminate Presentation and electronic document(s) submission

 

ELLUMINATE PRESENTATION DATE

Tuesday, March 8, 2011

GROUP PRESENATIONS (Author-Genre Studies)

7-9:30 p.m. Pacific

Session is Mandatory for members of the sections indicated

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

Each group will have a discussion thread created for their group to use on the class d2L 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 the Elluminate session scheduled for the presentations.(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.

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 will create an outline of the presentation in skeletal format. The outline needs to include the name of the person researching the topic and/or presenting the topic during the presentation. This outline is intended to allow the instructor to see how research work was allocated and indicate who is responsible to present each area of content during the presentation. Outlines are due to the instructor February 15th(midnight) by email to: bwestes@mac.com

The Presentation must include the following: All information should be submitted together not separately. In other words if the group creates a PowerPoint everything in the presentation is included in the PowerPoint even if at the end as additional resources or information. The intent is not to have documents for the presentation in multiple formats and places.

  • What is the genre’s history in young adult 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. You can include a bibliography as part of your presentation that includes more titles but that you don’t cover during the actual presentation time.
  • Summary – a synthesis of what conclusions the group’s research has brought forward about the genre.

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 stated requirements 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 MAY 20th (by midnight)

WORTH 30 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 30% 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

These are just a few areas that have needed clarification in the past. The list below does not include all material types that you may want to include. 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:

MATERIALS – must be appropriately focused on 15-18 (older teens) and materials that you would see in a library setting (public or school).

  • Adult Titles -  "cross-overs" for teens aged 15-18 – Up to 5
  • Single Series (Example Harry Potter) – No more than 2 books in an individual series. You can have more than one series in the database but remember that you want to include a diverse collection so don’t include more than 3-4 series (2 titles from each series is allowed).
  • Individual Author – Up to 3 titles by an author is allowed.
  • Individual Genre –  Be careful to include as many genres/sub-genres as you can. The database is to be representative of what materials are available to older teens.
  • 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 must include all types of materials available to teens 15-18.

The project MUST include the following elements however more elements of the student’s choice may be included: Use the names of the individual parts of the assignment as the headers throughout your blog.

  • All of the same components included on regular paper’s title page must be included at the top of the homepage of the blog.
  • Cover Art
  • 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.  You can create a blog entry as your last entry putting it first in the blog chronology and simply type an alpha list of the titles in the blog. Most software will allow you to create an index but the individual blog entry is a work around that has worked for students in the past.
  • 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). READ the definition given under Content on the d2L class site.
  • Critical Evaluation (compose in your own words).  READ the definition given under Content on the d2L class site.
  • Reader’s Annotation (compose in your own words). READ the definition given under Content on the d2L class site.
  • 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 d2L site. You may not copy or reproduce these blogs in any way. This examples are provided as just that - EXAMPLES 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 spring, 2011 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 Content on the D2L 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.

Plagiarism
Zero Tolerance

SUGGESTED LENGTH: None, blog format

SLIS Competencies:   A,F,M

Course Objectives:     1,2,3,4,5,6

Textbooks and Readings

Required Textbooks:

  • Anderson, S. (2004). Serving Older Teens. Westport, CT: Libraries Unlimited. Available through Amazon: 0313317623. arrow gif indicating link outside sjsu domain
  • Chance, R. (2008). Young Adult Literature in Action: A Librarian's Guide (Library and Information Science Text Series. Westport, CT: Libraries Unlimited. Available through Amazon: 1591585554. arrow gif indicating link outside sjsu domain
  • Fehlbaum, B. (2010). Hope In Patience. Lodi, NJ: WestSide Books. Available through Amazon: 1934813419. 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
  • Smith, C.L. (2008). Tantalize. Somerville, MA: Candlewick. Available through Amazon: 076364059X. 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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