LIBR 265-10
Materials for Young Adults
Summer 2011 Greensheet

Instructor Elizabeth (Beth) Wrenn-Estes
Email
Other contact information: 510-410-1959 (Cell) 
Office location: Home Office
Office Hours: By Appointment


Greensheet Links
Textbooks and Readings
Course Requirements

Resources
D2L Login and Tutorials
iSchool eBookstore
 

D2L Information: This course will be available on d2L by June 1, 2011. 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.

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
  • 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
  • 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

Course Requirements

d2L Course Site
You are expected to check into the d2L course site at least once, if not twice, per day. The instructor expects that you will promptly answer emails and keep up with additional postings and information put on the site.

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. Lectures may have been recorded during an earlier semester but are still relevant for the present semester.

ELLUMINATE SESSIONS – Mandatory

  • Week 3 – Wednesday, June 22nd (10 points)
    Discussion of Hope In Patience (Fehlbaum)
    7-9:30 p.m. Pacific
    Session is Mandatory
    Note: Beth Fehlbaum will be joining us for a meaningful and insightful look at her writing and life experiences. Instructor will send out assignment to be completed two weeks before Elluminate session.
  • Week 7 – July 20th (20 points)
    GROUP PRESENTATIONS (Author-Genre Studies)
    7-9:30 p.m. Pacific
    Session is Mandatory
    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.

Course Calendar
The course calendar includes all relevant dates pertaining to assignments and instructor travel schedule. Visit often so you can see what due dates are coming up and other relevant information for the course. 

Course Grading

Rounding – The instructor does not round points to the next whole number. If you receive an 89.6 you will get the grade equivalent for those points.

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

POINT ALLOCATION BY ASSIGNMENT

Assignment Points Due Date
Elluminate - Introduction Lecture (URL/Password provided for archived session approximately June 1 0 Listen by June 10th (Week 1)
Elluminate Book Discussion – Hope In Patience 10 June 22nd (Week 3)
Digital Resource Paper 10 July 8th (Week 5)
Group Presentations - Elluminate
Genre/Author Group Project
20 July 20th (Week 7)
Hot Topics Paper 5 August 5 (Week 9)
Database Project/Blog 30 August 10th (Week 10)
Discussion Threads (total)
(Wk 1) Intro (1 pt)
(Wk 4)Discussion Adolescent Brain (3pts)
(Wk 7)Book Discussion – Tantalize (7pts)
(Wk 8) Discussion Controversial Lit (3pts)
(Wk 9) Book Discussion - Little Brother (7pts)
(Wk 10) Discussion IF/Censorship (3pts)
24 June 6 - 12
June 27 –July 3
July 18 – July 24
July 25 – July 31
August 1 – August 7
August 8 – August 12
SOTES Completion 1 End of Semester
TOTAL POINTS 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. 

MANDATORY

E-mail Subject Lines/Naming of Assignment Files   

  • 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.

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 THREADS - 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)
    June 6-12
    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 June 12th)
  • Discussion 2 - Week 4 (3 pts)
    June 27 – July 3
    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 (June 30). 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 July 3rd. 
     
  • Discussion 3 - Week 7 (7 pts)
    July 18 - 24
    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, July 19 (midnight), Second post – by Friday, July 22 (midnight), Third post – by Sunday, July 24th,  5 p.m. PST. 
     
  • Discussion 4 - Week 8 (3 pts)
    July 25 - 31
    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 (July 28). 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, July 31st.
  • Discussion 5- Week 9 (7 pts)
    August 1 - 7
    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, August 2nd (Midnight), Second post – by Friday, August 5 (Midnight), Third post – by August 7th, 5pm PST. 
     
  • Discussion 6 – Week 10 (3 pts)
    August 8 – 12 (SHORT WEEK)
    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. (2 post 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 Tuesday, August 9). The second post must be a response to one of you classmates and this post must be on the thread by FRIDAY, August 12th,  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,M

Course Objectives:   2,3,4,5

WEEKLY OUTLINES

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

  • WEEK 1 - June 6 - 12
    • 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 June 12th)
    • Lecture 
      • Introduction to Class – Instructor Lecture (Listen by June 10th)
      • Access through Content/Lectures/Introduction
    • Readings
      Under Content on d2L class site/ Week 1
      • Listed websites and articles
    • In Textbooks
      • Goodstein, Introduction and Chapter 1
      • Anderson, Chapter 1
      • Hart, Part 1, Chapters 1,2,3
    • Weekly Topics:
      Young Adult Materials/Literature, Adolescent Characteristics and explanation of the class assignment and expectations.
  • WEEK 2 – JUNE 13-19 
    • Discussion Thread - None
    • Readings
      Under Content on d2L Class Site – Week 2
    •  
      • Listed websites and articles
    • In Textbooks
      • Goodstein, Chapter 2,3
      • Hart, Part 1, Chapter 4,5
    • Lecture
      • Genre, Part 1
      • Access through Content/Lectures
    • Weekly Topics:
      • Teenage brain and emotional development, the young adult reader, trends and issues in young adult literature
  • WEEK 3 – JUNE 20 - 26
    • Discussion Thread - None 
    • Readings
      Under Content on d2L Class Site - Week 3
      • Listed websites and articles
      • (Continue reading brain and development articles under Content-Week 2)
    • Lecture
      • Genre, Parts 2,3
      • Controversial Literature
      • Access through Content/Lectures
    • ELLUMINATE SESSION – MANDATORY
      • Wednesday, June 22nd
        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.
    • Weekly Topics:
      • Teenage brain and emotional development, YALSA site
  • WEEK 4 – JUNE 27 – JULY 3
    • 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 (June 30). 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 July 3rd. 
    • Readings
      Under Content on d2L Class site - Week 4
      • Listed websites and articles
    • In Textbooks
      • Goodstein, Chapters 4,5
      • Hart, Part 2, Chapters 6,7
    • Weekly Topics:
      • Serving Older Teens, Internet bullying, Parental controls and responsibilities
  • WEEK 5 – JULY 4-10 (4th is a holiday) 
    • Discussion Thread - None
    • Readings
      Under Content on d2L Class site - Week 4
      • Listed websites and articles
    • In Textbooks
      • Anderson, Chapter 4
      • Hart, Part 2, Chapters 8, 9
    • From Instructor's Blog
      • Listen to Booktalks on Instructor’s blog (blog address will be posted closer to semester start)
    • Assignment Due:  Digital Resource Paper by midnight, July 8th to Dropbox
    • Weekly Topics:
      • BookTalking, Alternative Formats - Reading Interests of Older Teens
  • WEEK 6 – JULY 11 - 17
    • Discussion Thread - None
    • Readings
      Under Content on the d2L site for Week 6
      • Listed websites and articles
    • In Textbooks
      • Anderson, Chapters 3,5
      • Hart, Part 2, Chapters 9, 10
    • Weekly Topics:
      • Genres – Realistic Fiction/Issues and Contemporary Life, Romance – Humor – Sports, Reader's Advisory
         
  • WEEK 7 – JULY 18-24
    • 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, July 19 (midnight), Second post – by Friday, July 22 (midnight), Third post – by Sunday, July 24th,  5 p.m. PST. 
    • Readings
      Under Content on d2L Class site - Week 7
      • Listed websites and articles
    • In Textbooks
      • Anderson, Chapter 6
      • Goodstein, Chapter 6,7
      • Hart, Part 2, Chapter 11
    • Lecture
      • Author Visit from Spring 2011 with Cynthia Leitich-Smith
      • Access through Content/Lectures/Introduction
    • ELLUMINATE SESSION - MANDATORY
      • July 20th (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 – JULY 25 - 31
    • 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 (July 28). 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, July 31st.
    • Readings
      Under Content on d2L Class site - Week 8
      • Listed websites and articles
    • In Textbooks
      • Anderson, Chapter 7
      • Hart, Part 2, Chapters 11,12
    • Weekly Topics:
      • Genre - Fantasy/Science Fiction, Non-print collections, YA Lit-History
  • WEEK 9 – AUGUST 1 - 7
    • Discussion 5 (7 pts)
      • 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, August 2nd (Midnight), Second post – by Friday, August 5 (Midnight), Third post – by August 7th, 5pm PST. 
    • Readings
      Under Content on d2L Class Site -  Week 9
      • Listed websites and articles
    • In Textbooks
      • Hart, Part 2, Chapters 13, 14
      • Anderson, Chapters 2, 7 and the Conclusion
    • Lecture
      • Jack Bauer lecture on Graphic Novels/Comics from spring semester 2011
      • Access through Content/Lectures/Introduction
    • Assignment Due: Hot Topics paper due by midnight, August 5 to Dropbox
    • Weekly Topics: 
      • Genres - Graphic Novels/Manga, Short Stories, Poetry, Drama, Non-fiction, Autobiographies, Biographies, and adolescent alienation, the future of YA, Marketing and Fiction
  • WEEK 10 – AUGUST 8-12  (SHORT WEEK)
    • Discussion 6
      • 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.
        (2 post 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 Tuesday, August 9). The second post must be a response to one of you classmates and this post must be on the thread by FRIDAY, August 12th,  5 p.m.
    • Readings
      Under Content on d2L Class Site - Week 10
      • Listed websites and articles
    • Lecture:
      • Interview with Jamie LaRue 
      • Censorship In Schools
      • Access through Content/Lectures/Introduction
    • Assignment Due
      • Database/Blog Project (30 points) –  AUGUST 10 WEDNESDAY - (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: 
      • Intellectual Freedom and YA Materials ,Genres - Multicultural, Alternative, Christian Fiction, GLBT, Finish Database/Blog

DETAILED DESCRIPTIONS OF ASSIGNMENTS

ASSIGNMENT 1
DIGITAL RESOURCES PAPER/JOURNAL
DUE JULY 8TH (by midnight)
WORTH 10 points
FORMAT: Electronic Document (Word preferred) – Research Paper

  • DESCRIPTION
    The research paper (BODY) 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 2 hours researching and trying out digital resources used by older teens. See definitions of critical analysis 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).
  • APPENDICES
    • The Journal required as an appendix at the end of your paper AFTER the reference page.
  • Interview/Observation
    • Observe OLDER teens wherever you can find them (malls, coffee shops, your neighborhood, libraries, friends, etc).
    • Observe/Interview for a minimum of 1-2 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, including title and reference pages and the appendices)
    • The body of your paper (see the required elements listed above) – 8-10 pages double-spaced – write clearly and concisely in academic/research style.
  • Reference page must be APA style. 
    • Journal – a detailed record of where, when and what you observed in journal format. Journal is single-spaced. Page lengths of journals are normally 3-5 pages. Include as an appendices.
      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.
    • 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
  • DISCLAIMER - EXAMPLES OF ASSIGNMENT:  There are examples of the assignment under Content on the d2L class site but these are from previous semesters and the requirements or format of the assignment may have changed. The examples are provided as a guideline not necessarily what the present semester assignment requires.
  • SLIS Competencies: F,I,M
  •  Course Objectives: 1,3,5


ASSIGNMENT 2
GROUP PRESENTATION – GENRE/AUTHOR STUDY
ELLUMINATE SESSION -  JULY 20th, 2011
WORTH - 20 pts.

 

  • FORMAT: Elluminate Presentation and electronic document(s) submission
  • ELLUMINATE PRESENTATION DATE
    • Wednesday, July 20th
    • GROUP PRESENATIONS (Author-Genre Studies)
    • 7-9:30 p.m. Pacific
    • Session is Mandatory for members of the sections indicated
  • GROUP ASSIGNMENTS (Clarification – once the semester starts and the instructor knows the final student count in the class the length of the presentation will be determined and announced).
    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. This person is not responsible to organize the group – each member of the group has to take the responsibility on to work (communicate) with the group on a regular basis.

    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 many past presentations 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 July 13th (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

 

  

ASSIGNMENT 3
HOT TOPICS PAPER
DUE AUGUST 5TH (by midnight
WORTH 5 POINTS

 

  • Take one of the assigned readings or an article that you are drawn to that is related to trends in Young Adult Literature and Materials. Write a synopsis of the article or reading and explain why the topic drew you in and what significance it has to our study of materials for young adults this semester. Why is this topic important to YA in your opinion and the opinions of the writer of the article/reading? Why did you select it? Do you consider it a “hot” topic in YA right now or has it been or will it be one?
  • Length of Paper: MAXIMUM 7-10 pages (cover and reference page counts in the total). Double space the body of the paper. Informal writing style is allowed but paper formatting is to remain academic (see requirements below)
  • 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.
  • Hot Topics 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.

 

ASSIGNMENT 4
YOUNG ADULT MATERIALS RESEARCH/BLOG PROJECT
DUE AUGUST 10th (by midnight)
WORTH 30 POINTS

 

  • FORMAT: Blog (has all the elements included in a research paper but in blog format – you will need to include all the information you would have in a title page on the banner of the blog or in a predominant place on the homepage)
  • 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). These materials are directly tied to the library collection and should be considered “acquired” by the library. In other words if you want to include games that are provided free on the Internet the library is supplying the computer and the Internet access not the game. If the library provides games for checkout-loaded to computers in the library-related to a program then the library is providing that material. Ask if you need further clarification on any “materials”.
  • MAXIMUMS/CLARIFICATIONS – YOU MAY NOT BUILD A DATABASE MADE UP ENTIRELY OF BOOKS – DIVERSITY OF MATERIALS IS THE KEY.
  •  These are just a few of the materials 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 suggested – again you are to provide a diverse look at materials not just materials by one or two specific authors.
    • 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 (Games that are found free on the Internet are not supplied by the Library. Games purchased by the library are the types of games you should consider for inclusion in your database).
    • 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. Bib information will be specific to type of material so check out an entry from your local library catalog to see what is included for non-print materials.
    • 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. This is to be kept simple. You can look up the curriculum standards in your state and cut and past into this field or you can put down topics like Political Science/Civics, Diversity of Cultures, etc. You do not need to include examples from materials.
    • Booktalking Ideas (compose in your own words). DO NOT WRITE BOOKTALKS; give ideas for booktalks only. One or two ideas is fine.
    • Reading Level/Interest Age (these may be two different ages – look at respected review sources)
    • 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? See Instructor’s lecture on creating a defense file.
    • Why did you include this book in you’re the titles you selected?
  • (Compose in your own words) and indicate the selection tool (journal, website, etc.), 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 but should be of substantial length since it is a ten-week effort.
  • 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
  • Cart, M. (2010). Young adult literature: From romance to realism. American Library Association. Available through Amazon: 0838910459 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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