LIBR 261A-01
LIBR 261A-10
Programming and Services for Young Adults
Summer 2013 Greensheet

Jennifer Velásquez
Office Hours:
By appontment

Greensheet Links
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Mission of the School
The School of Library and Information Science (SLIS) educates professionals and develops leaders who organize, manage and enable the effective use of information and ideas in order to contribute to the well-being of our communities.

Getting Started
SLIS utilizes a content management system called Desire2Learn for class communications, submitting assignments, and grade records. This course will be available in D2L on Wednesday, June 1. You will be enrolled into the site automatically.

Course Description

A comprehensive introductory survey of competencies required of librarians working with or around today’s young adults, featuring an introduction to the skills, relationships, methods, materials, and resources necessary for the delivery of a successful, developmentally-appropriate, and professional library service profile.

Course Requirements

General Requirements
As this is an advanced course (i.e., not a required "core" course), the instructor makes some assumptions about student skills. More specifically, it is assumed that students possess skills in navigating bibliographic resources, group or collaborative work, and in delivering presentations. We will rely upon these skills throughout the term, but apply them to young adult-specific content.

Further, this 261A course requires that you:

All assignments and written products are to be completed and submitted by 11:59pm on the Thursday of the week in which they are due, unless noted otherwise. Discussion Forum Posts (Thought Bubbles) are to be completed and submitted by 11:59pm on the Thursday of the week in which they are due. For example, the entry for Week 1 is due 11:59pm (Pacific Time) on Thursday 06 June for posting via Discussion Forum.


  • Readings Assignments are detailed in Course Outline
  • ThoughtBubbles Entries: topical entries (short, usually no more than 150 words)  instructions provided in Course Materials.
  • One, 2-3 page Developmental Assets/ Programming & Professional Competencies WorkSheet Set
  • One, 5 - 7 page Teen Library Space Analysis: includes audio/video/photo narrated tour w photos/video - camera is necessary.
  • One, 1-2 page Correspondence Scenario: professional correspondence and advocacy exercise
  • One, Teen Service Topic - Group Project: current policies, research and service implications, etc.
  • Participate in Discussion Forums (opportunity to relate to classmates)
Student Deliverables SLOs
Grade Weight Due Dates
ThoughtBubbles - 7 entries
participation in forums & discussions
#2, #4, #6 25 points (total) various
Asset Worksheet Set (2-3 pages) #2, #3, #6 15 points 13 June
Teen Space Examination (5 - 7 pages + audio/video Tour) #2 25 points 11 July
Correspondence Scenario  paper (1-2 pages) #1 5 points 25 July
Teen Service Topic Group Project (multiple components) #1, #2, #5 30 points 01 August
    Total: 100 points  

Note: ThoughtBubbles entries must all be submitted on time to receive a total of 25 points, they do not constitute a series of discretely graded assignments. No partial credit is possible.

All of your major written work will receive written or audio analytical comments. These comments are designed to help strengthen skills and build confidence to perform and deliver developmentally-appropriate library services for young adults at a professional level. They are not necessarily intended to explain your grade.

Late Assignments
Assignments date-stamped after 11:59pm Pacific Time on the due date will receive a 20% reduction of the total points possible for that assignment. An additional 10% reduction of the total points possible for that assignment will be assessed per day until assignment is submitted. Any late ThoughtBubbles will forfeit the entire points for all ThoughtBubbles (25 points).

Assignment Changes
The instructor reserves the right to alter assignments with fair notice.

An incomplete is granted only in the case of documented serious medical or family emergency. The majority of coursework must be completed and supporting documentation is required. Inefficient time management or course overload is not a valid reason to receive an incomplete. Students should avail themselves of the policy for uncompleted coursework on the School’s website.

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

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Demonstrate knowledge of and increase their confidence in delivering library services for young people in a demographically complex contemporary culture.
  2. Demonstrate practical and analytical facility with the innovative principles of youth development and civic participation through involvement in library programs, materials, presentations, atmospherics, and professional resource management.
  3. Begin developing professional skills for working directly with young adults and with adults who work with young people.
  4. Establish familiarity with a wide range of creative forms produced for, desired by, and produced by young people.
  5. Identify one particular domain of youth experience and develop a plan for library service linkage.
  6. Develop an overarching philosophy of today's young people that includes ways in which the library can contribute to their lives and meanings, the institution's public value, and their communities in general.

Core Competencies (Program Learning Outcomes)

LIBR 261A supports the following core competencies:

  1. A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
  2. B Describe and compare the organizational settings in which library and information professionals practice.
  3. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  4. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.


Required Textbooks:

  • Jones, P. (2002). New directions for library service to young adults. ALA. Available through Amazon: 0838908276. arrow gif indicating link outside sjsu domain
  • Jones, P., & Shoemaker, J. (2001). Do it right! Best practices for serving young adults in school and public libraries. Neal-Schuman. Available through Amazon: 1555703941. arrow gif indicating link outside sjsu domain
  • Vaillancourt, R. J. (2000). Bare bones young adult services: Tips for public library generalists. ALA. Available through Amazon: 0838934978. 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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