LIBR 262A-10
Materials for Children Ages 0-4
Fall 2011 Greensheet

Shirley Lukenbill, Lecturer
Phone: Mrs. Lukenbill will send her telephone contact information to students enrolled in the class.
Location: This course is an online course, so all class interactions are conducted via the Desire2Learn (D2L) Course Management System.

Greensheet Links
Textbooks and Readings
Course Requirements
iSchool eBookstore

SJSU will enroll all registered students in the course site on D2L.  You will have access to the course on August 24, 2011. I will email you to let you know that the course is open and ready for you to enter via the My.SJSU.Edu messaging system on or before August 24, 2011. You must be enrolled via MY.SJSU.EDU to receive the email message with the course information. The course begins on August 24, 2011 and ends on December 8, 2011. Class holidays will be Labor Day, Monday, September 5, 2011; Veteran’s Day, Friday, November 11, 2011; and Thanksgiving Holidays, November 24-25, 2011.

Special Note:  LIBR 262A-10 will be taught via the new Desire2Learn (D2L) course management system. I hope you will find that the format is very user-friendly and  easy to learn. Please take advantage of the wonderful D2L tutorials the IT department has prepared for you at

Course Description

This course is a children’s materials collection development course in which students will learn to build library collections for children from birth through age 4, including “toy” books, board books, cloth books, picture books, informational books, as well as non-print media, toys that teach early-learning skills, websites, computer and other technology applications appropriate for this age group, and how these resources meet the developmental and learning needs of this client group and their parents and caretakers. The course will include an introduction to collection development tools and techniques for these materials, as well as professional and parenting resources that provide support and background information about this client group for librarians, parents, caretakers, and teachers who serve this age group.

Course Objectives

At the completion of this course the student should be able to:

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces which influence children’s choices of recreational and informational sources and materials
  2. 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
  3. 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
  4. 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
  5. Create an appropriate materials collection for this age group, including print and non-print materials
  6. Assist parents and caregivers with questions about appropriate materials for their 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;
  • B. compare the environments and organizational settings in which library and information professionals practice;
  • C. recognize the social, cultural and economic dimensions of information use;
  • D. apply the fundamental principles of planning, management and marketing/advocacy;
  • F. use the basic concepts and principles related to the creation, evaluation,  selection, acquisition, preservation and organization of specific items or collections of information;
  • G. understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge;
  • J. describe the fundamental concepts of information-seeking behaviors;
  • L. understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
  • M. demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
  • N. evaluate programs and services on specified criteria; and
  • O. contribute to the cultural, economic, educational and social well-being of our communities.

Course Requirements

Communicating with the Instructor:
I live in Austin, Texas (Central Time Zone). My preference is that students communicate with me first by email. If the student requests a follow-up phone call, the student should provide the following information for me: time zone, preferred time for contact, complete 10-digit phone number. The best time for students to reach me by telephone is between 6:00-9:00 p.m. Central Standard Time. I will respond to an email message or phone call within 24 hours of the contact.  I will set up a special dropbox in the course for you to leave me your personal contact information, so watch for the dropbox at the beginning of the semester.

Important note
The communication part of this course will be conducted via a distance education program entitled “Desire2Learn (D2L)” You do need to plan to begin the course work on time, as you will have assigned discussion forums and readings to complete in the very first week of class! It is important that you communicate with me about any special circumstances or special needs that might occur during the semester so that I can work with you to help you to succeed in the couse.  I cannot help you if I don't know what your needs are!

E-mail Messages and E-mail Response Time

It is best that you use D2L's Email tool to email me so that you and I can both have a record of the communication. If for any reason I will be away from Internet access, I will send a message to the class to let you know of my absence. In every email message to me, please include the following information in the subject line of the message:   LIBR 262A-10 and a Brief topic statement

I am teaching for the SLIS, but also for the University of Texas at Austin. Therefore, if you do not use the course number to identify your email message as one from this class, it may take me longer to respond to you. 

“FAQ: Ask Any Question” Discussion Forum
I will create an “FAQ Ask Any Question” discussion forum so that you can post your course concerns. When you post a question to this discussion forum, all class members can see your question and my response. Often, if one student has a question, other students have the same question, so in this way, everyone has a chance to know my responses. For this forum, any class member may also step in to answer the question to help a colleague.  I will respond to messages on the FAQ forum within 48 hours of posting.

Expectations for Success:

  • Your course projects must have a title page and table of contents.
  • Prepare all assignments in MS Word 2003/Word 2007;
  • 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. Professional people must be careful about all of their communications, so consider your communications in this course as a way to practice that high-quality professional communication.
  • Use the following file name conventions when you attach your work to the assignment drop-boxes: 
    1. 1.  Your file name cannot be more than 50 characters in length with no spaces between characters. If you need to indicate a space, use an underscore (_) or a hyphen (-). Do not use parentheses or plus signs ( ) in the file name.
    2. 2.   Follow my instructions for each assignment as to naming conventions.
  • Students should use the Manual of the American Psychological Association, (6th ed.) as the standard for all bibliographic citations for reviews of materials and for articles in the journals indexed through the online databases at SJSU Library.
  • 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
  • Because this is an online class, my students must pay particular attention to the Distance Learning (SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at Students need to pay special attention to the third bullet item at the above website: Fair Use Guidelines for Educational Multimedia, Section 6 at
  • If my students submit work with words, images, or ideas that are not their original ideas, words, or images, they must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop 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.
  • Special Cautions: As this is a course in selection of materials for children, I expect that my students will use in their projects and discussion posts only materials media, online materials, and print materials) that are in-print and that have received positive reviews (retrieved from full-text databases--not just abstracts or citations--but complete full text of articles and reviews) available from San Jose State University Library's databases which also have Persistent URLs (PermaLinks) cited for retrieval of those reviews.  Not acceptable as sources of reviews are databases such as Children's Literature Comprehensive Database, Book Review Digest Plus, and other tertiary databases that do not provide complete citations to reviews in journals or do not provide Persistent (retrievable) URLs (PermaLinks) for the reviews.  Also not acceptable is your listing as a “review” any article that simply lists the books that have won a certain award or a bibliography of resources with brief book descriptions instead of individual reviews. Such bibliographies do not review items, but just annotate them. That is not a review. I require that you locate the actual reviews in the review sources and cite the complete bibliographical information for the sources in APA (6th ed.) format. You must learn to cite acceptable reviews, the database in which you found the review, and the Persistent URLs or PermaLinks for the reviews or articles you locate in the SJSU Library databases (not in your local public library or school library databases) on the books and materials you include in your assignments or discussion forum postings. All review citations for items in the bibliographies and discussion forums MUST come from the SJSU Library's full-text databases and NOT from your local library or from personal/your library’s subscriptions to journals.
  • All materials cited in the selection project and in discussion forums must be in print.  Materials in print form (books, Big Books, and Board Books) must be available in durable hardcover or library bindings (as these are best for use in library collections), and students should verify the in-print and binding status by checking Follett's Titlewave, as Children's Books in Print is not available in the SJSU Library or for SLIS faculty and students.  Just because the material is available in a library does not mean that it is now in print.

Penalty for Late Work, LIBR 262A-10
I will accept late work for Assignments, but you will lose 2 points for each day the assignment is late. Therefore, if your assignment 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 D2L Drop Box for each assignment 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 assignments, he/she should send the assignment to me via D2L Email so that the student and I both have a record of the date/time of submission.  In the event that there is a technical issue and you cannot submit an assignment to the assignment drop-box, you should use the D2L Email to submit your work to me with the proper Subject Line on the email message:  LIBR 262A-10 with the assignment title.  Do not submit to a different drop box as I may not locate your work.

If you post an unfinished assignment to the D2L Drop Box by the deadline and then send a revision to me later by email, I will base my evaluation on the revision, not on the original submission, and assess the penalty if your work is submitted late.   Therefore, to avoid penalties for late submission, students should plan their work in order to post their finished products to the D2L Drop Box by the assignment deadline. Students need to communicate with me about personal or other issues that might affect completion of the work on time.

Course Assignments
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 D2L.

  • Participation in Discussion Forums. (40% of course grade).
    (Meets Course Objectives A, B, C, D, E, F; Meets Related SLIS Competencies: A, B, C, D, F, G, J, L, M, N, O).

    See Expectations for Success above.

    Students will participate in D2L 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 will provide specific guidelines for participation in the course discussion forums on our Angel course site, as well as proper etiquette and professional behavior in responding to the work of your colleagues in the course. In addition to the textbooks, students will experience various articles, online videos, podcasts, websites, and other resources posted to the D2L course site. I expect that you participate in all discussion forums, that you post your original contribution early in each forum (no later than Wednesday of each week, 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--once with your original answers to my questions early in the assignment period, and once as a response to a colleague's response.  Of course, you are encouraged to contribute more than the required amount, as you will learn so much from sharing with one another.  Most students state that they gain a lot of knowledge from the discussion forums because of the diversity of viewpoints and materials shared in the discussions. 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. 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 and following the U.S. copyright regulations.

  • Homework exercises:  (30% of final grade). (Meet Course Objectives A, B, C, D, E, F).  Complete directions for the homework will be posted to the D2L course site in the Homework folder in D2L Content.

    See Expectations for Success above.

    All student products (assignments) must be prepared in MS Word and posted to the D2L "drop box" by the due date for each assignment. Detailed descriptions of the assignments will be available on D2L's Content for each assignment. Certain parts of assignments will specify that bibliographies should be prepared using the Manual of the American Psychological Association, 6th ed.

  • Project:  Readers' Advisory Collection: (30% of final grade). (Meet Course Objectives A, B, C, D, E, F).  Complete directions and a rubric for the project will be posted to the D2L course site in the Project folder in D2L Content.

    See Expectations for Success above.

    All student products (assignments) must be prepared in MS Word and posted to the D2L "drop box" by the due date for each assignment. Detailed descriptions of the assignments will be available on D2L's lessons for each assignment. Certain parts of assignments will specify that bibliographies should be prepared using the Manual of the American Psychological Association, 6th ed.

In addition to the textbooks, students will experience various articles, online videos, podcasts, websites, and other resources posted to the D2L course site. 

Textbooks and Readings

Required Textbooks:

  • Horning, K. T. (2010). From Cover to Cover (revised ed.): Evaluating and Reviewing Children's Books. New York: HarperCollins. Available through Amazon: 0060777575. arrow gif indicating link outside sjsu domain
  • Lynch-Brown, C., Tomlinson, C., & Short, K. (2010). Essentials of children's literature (7th ed.). Pearson. Available through Amazon: 0137074026 arrow gif indicating link outside sjsu domain
  • Straub, S & Dell'Antonia, K.J. (2006). Reading with Babies, Toddlers, and Twos Naperville, IL: Sourcebooks, Inc. Available through Amazon: 1402206127. arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Ghoting, S. N., & Martin-Diaz, P. (2006). Early literacy storytimes @ your library: partnering with caregivers for success. Chicago: American Library Association. Available through Amazon: 0838908993. arrow gif indicating link outside sjsu domain
  • Peck, P. (2009). Crash Course in Storytime Fundamentals. Westport, CT: Libraries Unlimited. Available through Amazon: 1591587158. 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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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