Programming and Services for Young Adults
Spring 2009 Greensheet
Textbooks and Readings
You should enroll in the 261A-01 ANGEL site on or shortly before January 13, 2009. The access code to enroll in the ANGEL site will be sent to those enrolled in the class via the MySJSU messaging system during the second week in January.
This seminar will focus on public library services to young adults and the relationship of youth development, asset building and outcomes to the development of effective services. Although the emphasis of the course features public libraries, school librarianship is integral in a youth development framework and will be discussed. The course will focus on working in diverse communities, analysis of community needs, program and service development that is integrated and part of the public and school library's goals and objectives, ethics in youth services, and staff development and becoming an advocate for youth services in the community and within the organization. The seminar will cover partnerships, and extending the public library's ability to leverage funding, enhance overall service and publicity opportunities for youth services.
Course Prerequisites: LIBR 200
Student Learning Outcomes
Throughout this course students will:
- Incorporate asset building and youth development as effective foundations for young adult program and service development. Students will integrate asset building and youth development concepts into a minimum of five products throughout the course.
- Examine existing and future Library services with young adults from an outcomes framework. Students will review practical public and school library environments and will apply an outcomes framework to the development of an existing or future youth services program by the end of the course.
- Review management theories in the areas of ethics, collection development, human resource and personnel issues, strategic planning, and organizational change. Students will work collaboratively with practitioners and one another to articulate and develop values and professional models for each of these areas.
- Develop strategies for outreach and working in a diverse community. Students will develop at minimum of one service program targeting an underserved young adult group. Analysis will include cultural and generational factors, socio-economic levels, information-seeking behavior and current and future demographic projections.
- Determine advocacy positions for professional engagement and development. Students will investigate a minimum of ten local, regional, and national youth development institutions throughout the course.
- Utilize concepts to determine future steps for personal and professional growth in youth services.
Whenever possible, each unit will utilize real-life examples and case studies.
LIBR 261 supports the following SLIS 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.
In addition, this section supports the following SLIS Core Competencies:
- Apply the fundamental principles of planning, management and marketing/advocacy
- Use service concepts, principles, and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users
- Contribute to the cultural, economic, educational and social well-being of our communities.
Students must enroll for 261A-01 through ANGEL. The course is divided into ten units:
- Youth development and asset building and Young Adults as Customers
- Youth participation: moving the organization from service to and for young adults to with young adults
- Outcomes and evaluation and program and service development
- Human Resources: recruitment and selection, job responsibilities, staff development, supervision
- Management of young adult services: ethics, strategic planning, collection development, organizational change, research and analysis
- Outreach and working within a diverse community
- Advocacy and professional development: local, regional, state, and national organizations
- Funding: budgeting, resources, grant and proposal writing
- Partnering with external agencies and natural allies
- Your personal and professional career path
Tentative Course Calendar
The course schedule is subject to change with advance notice of no less than one week.
|January 22, 2009||Class begins: Introductions and Unit 1: Youth Development and Asset Building: The Young Adult as Customer- Class Expectations and Introduction of Final Project|
|January 30, 2009||Unit 2: Youth Participation|
|February 6, 2009||Unit 3 (two weeks): Outcomes-based Programs and Services and Evaluation|
|February 20, 2009||Unit 4 (two weeks): Part I - Programs and Services for Young Adults|
|February 27, 2009||Unit 4: Part II - Collection Development, Teen Spaces, and the Young Adult audience|
|March 6, 2009||Unit 5 (two weeks): Management: Part I – Ethics – Elluminate Session: Ethics, Strategic Planning and Organizational Change|
|March 13, 2009||Unit 5: Management: Part II - Human Resource issues: recruitment and selection, job responsibilities, staff development and continuing education, supervision, the young adult librarian as manager|
|March 23-27, 2009||BREAK|
|March 28, 2009||Unit 6 (two weeks): Needs Assessment and Community Analysis; Outreach and Working Within A Diverse Community|
|April 10, 2009||Unit 7: Advocacy and Professional Development|
|April 17, 2009||Unit 8 (two weeks): Funding: Budgeting, Resources, Grant and Proposal Writing|
|May 1, 2009||Unit 9: Natural Allies and Partnering with External Agencies|
|May 8, 2009||Unit 10: Your Personal and Professional Development and Career Path – personal reflection only – Discussion Board participation only|
|May 13, 2009||Last day of class – Final Project due|
An extra credit assignment (up to 10 points) will be available for Units 3, 4, 5, 6 and 8 and 9. The assignment will be provided with the publication of the assignments associate with those units. Extra credit assignments must be submitted on time for full credit. A total of 5 points is available for those students who participate in the SOTES evaluation.
Each unit will include a discussion forum unique to the topic, a short written assignment (or two), an interview with a practitioner or fieldwork with a local public library, reading and analysis. Unless otherwise noted, the assignments, participation opportunities, discussions, analysis and fieldwork reports will be due one week from the beginning of each unit, or by Friday at 12 midnight. Work may be submitted earlier than the deadline, but the discussion forums rely on full student participation. Extensions may be given on a case by case basis. Each of the first eight units will comprise a total of 100 points distributed accordingly with the Final Project worth 200 points (for a total of 1000 points total for all units):
Each Unit (Units 1-8):
|Discussion Forum/Participation||20 points|
|Written Assignment||40 points|
|Reading and analysis||20 points|
Unit 5 includes one Elluminate Session; students who cannot complete the session will be allowed to substitute a written assignment.
|8 Units x 100 points||800 points available|
|Final Project||200 points available|
|Total||1000 points available|
|Extra Credit||65 points available|
A penalty of five (5) points will be deducted for every week that an assignment is late or incomplete. A penalty of one (1) point will be deducted for each incomplete discussion forum assignment.
Textbooks and Readings
- Jones, P., Gorman, M., amp; Suellentrop, T. (2004). Connecting Young Adults and Libraries (3rd ed.). New York: Neal-Schuman Publishers. Available through Amazon: 1555705081.
- Jones, P. (2002). New directions for library service to young adults. Chicago: American Library Association. Available through Amazon: 0838908276.
- Jones, P., & Shoemaker, J. (2001). Do it right! Best practices for serving young adults in school and public libraries. New York: Neal-Schuman. Available through Amazon: 1555703941.
- Vaillancourt, R. J. (2000). Bare bones young adult services: Tips for public library generalists. Chicago: American Library Association. Available through Amazon: 0838934978.
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.
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