Materials for Children Ages 0-4
Fall 2012 Greensheet
This course will be available on D2L beginning Monday, August 20, 2012. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.
Survey of children’s materials, including "toy" books, board books, picture books, and various media and technology appropriate for this age group, and how they can meet developmental needs. Collection development tools and techniques for these materials will also be included.
This is a web-based course. All of our interaction will take place on the SLIS D2L site. Course materials will be available primarily through the D2L site, children's books from your public library, and journal articles available on the SJSU library database. Assignments for the course should be posted electronically. Our class discussions (worth 20 percent of your grade) will take place on the Discussion Forum - your responses to a different discussion question posted each week. You will be graded on both the content of your posts (not just "I agree"), and meeting the minimum of posting at least once a week.
Our class discussions (worth 20 percent of your grade) will be your responses to a different discussion question posted each week. Always post to the Discussion Question by the dates listed on each discussion forum. You will be graded on both the content of your posts (not just "I agree"), and meeting the minimum of posting at least once a week. Last day to post to the Discussion Board is Friday, December 7, 2012. Related competencies: A. Related course objectives: #1, #3, #6.
This course requires a number of assignments designed to introduce students to the concepts covered in class and in the text, as well as to practical applications of methods. Students will work indivdually on the following five assignments, and participate in group discussions on D2L.
Assignment 3: Due Monday, November 5, 2012 by 11:59pm.
Assignment 5: Due Monday, December 10, 2012 by 11:59pm.
Assignment 1: Board Books and Picture Books
Choose five board books and five picture books to read and evaluate. Write a book review of each book. Each book review should be at least 100 words in length, not counting the bibliographic information. Give full bibliographic information. Look at reviews in School Library Journal or Horn Book for a model. These are evaluative reviews, not just plot descriptions. Evaluate the text and the illustrations, commenting on the media used for the illustrations and how (or if) the text and illustrations work well together. If the board book is derived from a picture book, compare the two. Would the book be good for Storytime and how would you use it (would it inspire a craft, or is it participatory)? There is a clear explanation of the difference between Board Books and Picture Books in the lectures, but feel free to email me if you are not sure a book "fits" for this assignment. List all your sources. Related competencies: I, M. Related course objectives: #2, #3.
Assignment 2: Caldecott and Other Book Awards
Choose three Caldecott winners or Honor books, one Coretta Scott King Illustrator Award winner or honor book, and one Pura Belpre Illustrator winner or honor book, and write up reviews of the five books. Be sure these are suitable for our age group – many picture book award winners are really for school age children and not for our age group of 0-4 (if you are not sure, email me). Give full bibliographic information, and describe the story and illustrations, and talk about how the book could be used at storytime, one on one, or in a preschool or Pre-Kindergarten class. Evaluate the book – talk in detail about the illustrations as they are half the book! List all your sources. Related competencies: A. Related course objectives: #1, #6.
Assignment 3: Children’s Media
Watch five television programs and/or DVDs intended for toddlers or preschoolers. Write a review of each program/movie, keeping in mind the intended audience. Was the show well produced (high quality acting, music, sets, lighting, cinematography, costumes, etc.)? Will the show add to a child’s vocabulary or knowledge? Is the show suitable for a library program such as Storytime, or Kindergarten class, or just a "time waster?" How (in what way , what craft relates, which books relate) could it be used in a library program? List important information for each DVD such as actors featured, original production dates, network on which it aired, is it based on a book? List all your sources. Related competencies: F. Related course objectives: #4.
Assignment 4: Storytime
Design a half-hour Preschool Storytime you could present at a public library, daycare, preschool, or Kindergarten. Write up your curriculum for that storytime as if you are the supervisor of the new staff member or volunteer who may be doing the storytime (so be detailed). Designate if this Storytime is designed for Preschool Storytime, Bilingual Storytime, Family Storytime, Families for Literacy Storytime, or for a Kindergarten Class (not a baby or toddler time). On your outline of the Storytime, list which books you would use (include at least five books with full bibliographic information, plot description, if they are participatory, and description of the artwork), songs along with lyrics, fingerplays listing the words, flannelboards, apron stories, puppets, craft, and other parts of the Storytime you would use. Have a theme for that storytime, and be sure to include the craft project’s full instructions. Be sure at least one of the books is participatory, involving the audience to chant or call out a repeated phrase. List any and all websites or books you used to find ideas. Related competencies: I. Related course objectives: #1, #6.
Assignment 5: Reader's Advisory Notebook/Database
Create an entry for 75 items (books and media but not websites) appropriate for children ages 0-4. Each entry should include the bibliographic information, a brief plot description, your personal thoughts on the book (yes, you need to read each book), and mention of any books that are similar in style, content, theme or characters. Also include any of the following items that you think might help you with reader's advisory activities in the future:
- Series Information
- Character names/descriptions
- Programming/lesson ideas-how would you use the book at Storytime?
- Anything else you'd like to add
Complete project should include entries for all different book genres and reading levels discussed in class, and media. Complete project should include several recent (2000+) award winning titles (such as Coretta Scott King, Pura Belpre, or Caldecott Award picture books). Be sure to talk about how a book could be used at storytime.
Entries must be formatted using Microsoft Word. You may not use any of the books used in your other assignments. These are 75 other books besides those. They can be a mix of board books, picture books, concept books, nonfiction, Mother Goose collections, folktales, DVDs, magazines, or audio recordings for our age group (but not websites). List all your sources. Related competencies: F, M. Related course objectives: #5, #6.
Class discussions are worth 20 percent of your grade; Assignments 1, 2, 3 are worth 10 percent each, Assignments 4 and 5 are worth 25 percent each. Assignments submitted late are not accepted.
No extra credit options are available.
Penalty for late or missed work – Missed work is an "F;" late work is ONLY allowed by agreement of the instructor BEFORE the due date; late work must be turned in no more than two days late and that is ONLY if the instructor has agreed ahead of the due date and you will be penalized one letter grade for being late.
Besides our textbooks, there is other assigned reading: be sure to see our D2L site for a list of the assigned readings for the class, including journal articles assigned for the class. You will also see a sequence of lectures, the weekly topic for the discussion question, and more extensive descriptions of the assignments. You will also want to visit your local public library to find the children's books you will use for assignments, as well as reading book reviews in School Library Journal, Horn Book, Booklist and Publishers' Weekly.
Course Workload Expectations
Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.
Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.
Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
Core Competencies (Program Learning Outcomes)
LIBR 262A supports the following core competencies:
- LIBR 262A has no supported core competencies defined in the database.
- Horning, K. T. (2010). From Cover to Cover (revised ed.): Evaluating and Reviewing Children's Books. New York: HarperCollins. Available through Amazon: 0060777575.
- Peck, P. (2009). Crash Course in Storytime Fundamentals. Westport, CT: Libraries Unlimited. Available through Amazon: 1591587158.
- Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1598844687
- 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.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
Download Adobe Acrobat Reader to access PDF files.
More accessibility resources.