LIBR 264-10
Materials for Tweens
Spring 2013 Greensheet
Mary Ann Harlan
E-mail
Office Hours: Please use BB IM for quick and immediate questions. Email longer questions and concerns. Meetings can be arranged via phone, SKYPE, BB, or Collaborate. Throughout the semester there will be Collaborate Office Hours.
| Greensheet Links Textbooks SLOs Competencies Prerequisites |
Resources D2L Login and Tutorials iSchool eBookstore |
D2L Information: This course will be available beginning January 23. You will be enrolled into the site automatically.
Course Description
Survey of materials in various formats including fiction, nonfiction, movies, CDs, computer games and other materials, and how they can meet the developmental needs of this age group. Collection development tools and techniques for this material will also be included.
Course Requirements
Assignments
The major assignment for this course is a blog that is a record of your reading and a vehicle for discussion with other class members. The blog will consist of the following:
- Reviews of 50 or more tween titles and/or media that you encounter over the course of the semester (Supports SLO #2, #3, #4).
- Some titles of the 50 will be required.
- Personal responses to discussion questions as well as responses to group members answers (Supports SLO #5, #6).
Additional assignments include:
- Research paper exporing a "tween issue" through the lens of tween materials and research. This requires several check-in points throughout the semester (Supports SLO #1).
- Digital advertisements using free Web tools including an animation, a video, and a graphic design. Specific tools are provided for you (Supports SLO #4).
- Review Comparison - A written comparision of professional reviews using a common title (Supports SLO #2).
Course Calendar
Unit 1: What is a Tween?
- Introduciton
- Blog URL due Feb 1st
Unit 2: Classics
- Potential Topic - Feb 8th
- Discussion Due - Feb 6th
Unit 3: Gender Gap?
- Book Promotion Exercise #1 - Podcast - Feb 18th
- Discussion Due - Feb 20th
Unit 4: Tough Issues
- Discussion Due - March 6th
Unit 5: Bullying
- Annotated Bibliography Due March 8th
- Discussion - Due March 13th
Unit 6: Diversity
- Review Comparison - Due March 22
- Book Promotion #2 - 30 sec video - April 1st
- Discussion Due - April 3rd
Unit 7: Reading Up
- Draft Research Paper - April 8th
- Discussion Due - April 17th
Unit 8: Alternative Formats
- Book Promotion Exercise #3 - April 22nd
- Discussion Due - April 24th
Unit 9: Media
- Discussion Due - May 1st
- Final Paper Due - May 3rd
Unit 10:
- Book Promotion #4 - May 10th
- Blog Due -May 13th
Grading
- Book Promotion Exercies: 5 points each, Total 20 points
- Discussion: 10 Points each (inc. Introduction), Total 100 points
- Review Comparison: 10 points
- Research Paper:
- Topic - 1 point
- Annotated Bibliography - 20 points
- Draft - 5 points
- Final Paper - 50 points
- Blog Reviews - 100 points
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.
Course Prerequisites
LIBR 200, LIBR 260A or LIBR 261A.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence young teens' choices of recreational and informational sources and materials.
- Evaluate selection tools, and use appropriate resources to develop a collection of materials for younger teens, including all appropriate formats.
- Critically examine representative materials designed for younger teens and tweens, and apply criteria to evaluate them in relation to child development, multicultural concerns, and meeting the informational and recreational needs of this age group.
- Create an appropriate materials collection for younger teens, including print and nonprint materials and a variety of the digital resources currently available for this age group.
- Exhibit knowledge of published resources about literature for young teens and tweens, such as reference materials, selection tools, and Web sites.
- Assist parents and caregivers with questions about appropriate materials for their tween children.
Core Competencies (Program Learning Outcomes)
LIBR 264 supports the following core competencies:
- A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
Textbooks
Required Textbooks:
- Anderson, S. (2006). Serving Young Teens and Tweens. Libraries Unlimited. Available through Amazon: 1591582598.
- Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. Basic Books. Available through Amazon: 0465005152
Recommended Textbooks:
- Lesesne, T (2006). Naked Reading. Stenhouse Publishers. Available through Amazon: 1571104168.
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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