LIBR 267-01
LIBR 267-10
Seminar in Services to Children and Young Adults
Topic: Intellectual Freedom and Youth
Fall 2013 Greensheet

Professor Beth Wrenn-Estes, Lecturer
E-mail
Cell Phone – 510-410-1959
Office Hours: By Appointment

THE D2L SITE AND COURSE GREENSHEET/SYLLABUS

This course will be available on D2L by AUGUST 21, 2013. You will be automatically enrolled into the site. I will send more information about course access as we approach the first day of class.

The instructor expects each student to check into the D2L course site at least once, if not twice, per day to see 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 quickly so that the instructor can provide an answer/response immediately. This Greensheet is the course contract. Please read it and understand it.

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 focus on intellectual freedom issues with youth, the value of youth literature to enhance individuals’ lives, the ethics of intellectual freedom, the psychology of censorship and how to combat it, and how to defend materials for youth.

Course Requirements

Faculty Responsibilities
My role in this course is to serve as a facilitator. I will present you with information related to the subject, and will help you to synthesize the material used in class. I will both ask and answer questions; this class is your opportunity to discuss the issues. I am available outside of class time to answer questions concerning assignments and topics covered in class. I will also give you a grade. My expectations for your performance are clearly outlined in this greensheet. If anything appears unclear, or if you have any questions, please ask me. Most of all, my role is to encourage you to learn -- encourage, not force. You will take from this course what you put into it. I hope you will take advantage of the opportunity to learn in this class, from me, from the materials on the subject, and from your colleagues.

I want each of you in this course to succeed, and I will do everything I can to help you do so, but this is a partnership. Please make sure that communication is your top priority during the semester. Ask questions when you have them, seek clarifications when you need them, and take responsibility for understanding all expectations, content and assignments for the course. You are responsible for your own learning experience. I do not make you succeed. YOU make you succeed. You also make you fail. Understanding the contents and expectations explained in the greensheet is critical for a student’s success in the class.

Incompletes
Please make sure you understand the SLIS policy regarding the awarding of an Incomplete for a course. Link is: https://ischool.sjsu.edu/current-students/registration-and-enrollment/incompletes

The Importance of SOTES
Students evaluate the course and instructor at the end of each term. This evaluation is known as the SOTES. An announcement will go out from the administration letting students/faculty know when the SOTES are available to complete. Those completing the SOTES, and informing me of doing so, will receive 1 point towards their overall grade. 1 point can make the difference between a higher and a lower grade overall. The importance of SOTES is very easy to describe – it is the student voice to the administration and the instructor giving feedback on the positives and negatives of the student’s experience in the class. Completing the SOTES is so very important to improving courses and instruction.

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 especially between the time that the Greensheet is published and when the d2L course site goes live. Students should always check the Weekly Outlines for the d2L site for the most current version of “Readings”. Additional readings assigned once the d2L site goes live will be publicized no less than 14 days (two-weeks) out from the week the readings are to be read.

The instructor will also build in links to all pertinent weekly assignments, discussions threads into the d2L site under Content. Some of the readings in this Greensheet do not have the link information added.

Lectures
Please listen to the lecture indicated under each of the Weekly Outlines. If there is not a lecture listed then there is none for that particular week. Lectures may have been recorded during an earlier semester but are still relevant for the present semester.

COLLABORATE SESSIONS – Mandatory

Week 10 - Wednesday, October 23 (20 pts)
Group Presentations
Issues in Intellectual Freedom and Youth
6:30 – 9:00 p.m. Pacific
Session is Mandatory

Week 13- Wednesday, November 13 (10 pts)
GUEST SPEAKERS– Cathi MacRae and Amy Sonnie
A discussion about IF and Youth – frontline viewpoint
6:30 – 9:00 p.m. Pacific
Session is Mandatory

SLIS Competencies: D,I,M,N
Course Outcomes: 1,5,7,8

GRADING
Grades not rounded up to the next grade level. For example if at semester’s end you have a 90.7%/100 you will get a B (90%) in the class.

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’s evaluation forms are located on the Contents page on the d2L course site.

Timeframe for grading papers
Papers are graded within fourteen days from the date turned in. Turning in assignments late is not allowed except in the case of true extenuating circumstances and with prior approval of the instructor. The instructor requires a note from the student’s doctor to verify sickness that illness prevents assignment deadlines from being met. Extenuating circumstance discussions are facilitated on a one-to-one basis and the instructor will determine whether consideration is granted and a time extension is granted for the assignment. Students should contact instructor as early as possible with potential problems or issues.

The instructor will always inform the student(s) if papers will take longer than 14 days to grade.

POINTS ALLOCATION BY ASSIGNMENT

NOTE: The instructor reserves the right to deduct points for any work not done on time, Collaborate sessions not attended and not participating in discussion threads.

E-mail Subject Lines/Naming of Assignment Files - Mandatory

• Format for subject line for all email correspondence:
  • LIBR 267_01_10_YOUR LAST NAME
  • (Example LIBR 267_ WrennEstes)
• Format the file name for all of your assignments:
  • LIBR 267_01_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
  • (Example LIBR267WrennEstes_RATIONALES)

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, Collaborate 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 points is determined by the instructor) for any work not done on time, missed Collaborate 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.

Writing-Research 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 writer’s 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 Lessons on the D2L class site for description of criteria/expectations.

Spelling and Grammar
Instructor may not read entire paper for spelling and grammar mistakes; if, in their opinion, the assignment contains too many errors a reduction in points in that section of the rubric will occur.

Paper Composition

• Prepare all assignments in MS Word 2003/Word 2007, either single or double-spaced;
• May not exceed the number of pages specified by the instructor.
• Must have a title page with the following information: Title of paper, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment
• Papers must be doubled spaced
• Reference page must be included and meet APA guidelines
• Citations within the paper itself must be done according to APA guidelines
• Page numbers and the name of the assignment must appear on all pages except the title page
• All papers are to be written in formal style unless otherwise noted on the assignment description.
• Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm;
• Because this is an online class, students must pay particular attention to the Distance Learning (SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm. Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia;
• If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.

Presentation
Tips on how to create effective PowerPoint presentations are included under Content.

Plagiarism
The instructor has a zero tolerance policy in regards to plagiarism and will inform the University of any incidences of plagiarism for disciplinary action. All assignment documents are run through Turnitin through the d2L site.

DISCUSSION THREADS
Mandatory participation is required

Introduction Thread – One post required by 5pm on Sunday of the week assigned. See description below. Worth -1 point.

Topic Discussion Threads

There are 6 topic discussion threads each worth 4 points and requiring three posts.

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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned.

Remember that additional posts are always welcome and show work that goes beyond just the required amount and into the “Exceptional” work category.

SLIS Competencies: D,I,M,N
Course Outcomes: 1, 5, 6, 7, 8

DISCUSSION THREAD SCHEDULE

• Discussion 1
  Week 1 (1 pt)
  August 21 – August 25
  Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are, pets you have, hobbies, library or non-library experience…… (1 post per student)
• Discussion 2
  Week 3 (4 pts)
  September 2 – September 8
  Time for self-reflection – self-censorship happens even in our profession since each of us has topics, issues, situations that we are afraid of or find offense in. However, as a librarian we are charged with keeping our personal issues out of our professional life. Read through the Library Bill of Rights and the Freedom to Read principles and discuss your commitment to the ideas and principles described in both. What self-censorship issues do you think you personally need to address. Are you willing to share one with the group? This discussion thread and the answers you give here will help you see how different you may be thinking by the time you get to discussion thread #7 at semester’s end where you describe your reflections on the semester and what you have learned.
  
  Here are a couple of things I want you to read to help you with the discussion:
  Chapter 11 of Intellectual Freedom and Youth – PDF Under Week 2 Outline
  and
  A Dirty Little Secret: Self-Censorship by Debra Whelan from School Library Journal, 2009. URL is: http://www.schoollibraryjournal.com/article/CA6632974.html
• Discussion 3
  Week 6 (4 pts)
  September 23 – September 29
  Speaking from the research done for the selection policy assignment what are insights do you have surrounding the purposes of selection policies and written procedures focused on getting material reconsidered?
• Discussion 4
  Week 7 (4 pts)
  Septembe 30 - October 6
  Review the Children’s Internet Protection Act (CIPA) and Sund vs.The City of Wichita. Discuss as a class the significance of each of these as it pertains to our course of study. Draw your own insights into the discussion and using both references from your reading and your own opinion look at each as they impact Intellectual Freedom for Youth.
• Discussion 5
  Week 10 (4 pts)
  October 21 – October 27
  Controversial Young Adult Fiction and Intellectual Freedom. Do a bit of research into what books are being banned or challenged in the genre of realistic fiction. Visit some of the more outspoken young adult authors websites and see what they are saying about censorship and YA (Crutcher, Blume, Hopkins, Halse Anderson, Brewer, Alexi, and more). Have a discussion with your youth services librarian hat on and describe what the major issues are but make it more personal taking it down to what the authors themselves are saying about censorship and their viewpoints of it.
• Discussion 6
  Week 12 (4 pts)
  November 4 – November 10
  Library Conduct of Youth is a major discussion topic across the country. What issues are out there for librarians to deal with in respect to what rights youth have in expressing their intellectual freedom/freedom of expression/right to read? What examples can you find from your readings or what is in the media that describe incidences of this type and what are your reactions to them.
  
  This thread is also looking at electronic issues like social media and free expression. One of the controversial topics is social media and the culture of rape. Review these three articles before posting to the discussion about the last issue in the description above:
  http://inthesetimes.com/uprising/entry/14749/the_problem_with_social_media_in_steubenville/
  
  http://thepotterblogger.blogspot.com/2013/04/what-rape-culture-is-and-why-it-matters.html
  
  http://www.theatlanticwire.com/national/2013/04/rape-suicides-audrie-pott-rehtaeh-parsons/64172/
• Discussion 7
  Week 16 (4 pts)
  December 2 – December 9
  Reflection – look back at the semester and tell major insights, changes in attitude, best practices for dealing with YA and Youth in either school or public library setting and anything else you’d like to add about your experience this semester.

WEEKLY OUTLINE AND ASSIGNMENT DESCRIPTIONS

DISCLAIMER: The instructor may add readings to the outline at any time.  The instructor will make an announcement of such postings but the student has the ultimate responsibility to check the Course Outline on a regular basis.

NOTE: Due to the date when syllabi are required for posting some links may not be added. Use the d2L site Weekly Outline for the most current version of all links.

WEEK 1 – AUGUST 21 to AUGUST 25

TASK
Put your picture up on Collaborate in anticipation of our Collaborate sessions. It helps so much to see what you look like. Instructions for adding your photo are pretty intuitive. Thanks!

DISCUSSION THREAD #1
Introduction Thread – One post required by 5pm on Sunday of the week assigned. See description below. Worth -1 point.

Introductions – Introduce yourself – tell us a little about yourself including how far into the program you are, pets you have, hobbies, library or non-library experience…… (1 post per student)

Collaborate Lecture – Archived
Listen by August 25th
Introduction to Class – Instructor Lecture
Access Information will be provided on the d2L course site under Wk 1

READINGS

LaRue (The New Inquisition), Introduction and Chapter 1 (A Historical Perspective)

VOYA’s Guide to Intellectual Freedom for Teens, Chapter 1, 12 and 13

Study: First Amendment Still Left Behind in Schools
http://www.firstamendmentfuture.org/

ALA-Office of Intellectual Freedom
http://www.ala.org/ala/oif/default.cfm
(Basics, Library Bill of Rights, First Amendment, Court Cases, Intellectual Freedom and Censorship Q&A, Dealing with Challenges to library books and materials, Freedom to Read statement, what can you do to oppose censorship)

List of Banned Books (1990-2000) http://www.ala.org/ala/oif/bannedbooksweek/bbwlinks/challengedauthorsofcolor.cfm

List of Most Commonly Challenged Books in the US (since 1900)
http://en.wikipedia.org/wiki/List_of_most_commonly_challenged_books_in_the_U.S.

List of Banned Films (International)
http://en.wikipedia.org/wiki/List_of_banned_films

Minors Rights to Receive Information
www.ifmanual.org/minorsrights

RESOURCES FOR SELECTION POLICY PAPER (Paper is Due Week 5)

Websites: Examples of selection policies and how to write them.

American Library Association – Workbook for Selection Policy Writing
http://www.ala.org/Template.cfm?Section=dealing&Template=/ContentManagement/ContentDisplay.cfm&ContentID=57020
Resources for School Librarians
Collection Development and Selection Policies
http://www.sldirectory.com/libsf/resf/coldev2.html
Iola-Scandinavia School District
http://www.iola.k12.wi.us/hs/districtselection.cfm
Mt. Ararat High School Library Media Selection Policy
http://www.link75.org/mta3/library/selectionpolicy.html
Somerville Public Library Book Selection Policy
http://www.somervillelibrary.org/bookselection.html
Becoming Digital: Policy Implications for Library Youth Services
http://corinnafales.com/docs/library-trends.pdf#page=18
Materials Selection Policy for School Libraries – Department of Education State of Hawaii
Oakland Unified Public Schools Selection Policies
Oakland Public Library Materials Selection Policies
Teens, Social Media and Privacy
http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy/Introduction/Teenage-life-online.aspx

http://www.concordmonitor.com/home/5142177-95/students-district-policy-social

WEEK 2 – AUGUST 26 to SEPTEMBER 1

DISCUSSION THREAD – NONE 

READINGS 

LaRue (The New Inquisition), Chapters 2 (Religion and Libraries) and 3 (Generations) VOYA’s Guide to Intellectual Freedom for Teens, Chapter 2 and 3

Website – Censorship in Schools
http://www.ncac.org/education/schools/
First Amendment Center
http://www.firstamendmentcenter.org
First Amendment Schools
http://www.firstamendmentschools.org
Fran Lebowitz on Censorship
http://www.youtube.com/watch?v=pPAm_uI38jE&feature=related

Hot English Lesson – Book Censorship – Another viewpoint
http://www.youtube.com/watch?v=FOWZ10GYZRk
Book banning school board speech
http://www.youtube.com/watch?v=fr0Fb-ETX7c&feature=related

Here is a newspaper article about the above:
http://www.abffe.org/bbw-milwaukie.htm
The website of those who would have had the book banned:
http://newexcellence.home.comcast.net/~newexcellence/index.html

Instructor Lecture
Silent Censoring – our own “hot” buttons
Link will be under Weekly Outline for Week 2

WEEK 3 – SEPTEMBER 2 to SEPTEMBER 8 (includes Labor Day)

DISCUSSION THREAD #2
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned. 

TOPIC:
Time for self-reflection – self-censorship happens even in our profession since each of us has topics, issues, situations that we are afraid of or find offense in. However, as a librarian we are charged with keeping our personal issues out of our professional life. Read through the Library Bill of Rights and the Freedom to Read principles and discuss your commitment to the ideas and principles described in both. What self-censorship issues do you think you personally need to address. Are you willing to share one with the group? This discussion thread and the answers you give here will help you see how different you may be thinking by the time you get to discussion thread #7 at semester’s end where you describe your reflections on the semester and what you have learned. 4 pts. 

READINGS
VOYA’s Guide to Intellectual Freedom for Teens, Chapter 4 and 5
Does Censorship Matter (PDF) 

American Library Association. “Access to Resources and Services in the School Library Media Program: An Interpretation of the Library Bill of Rights”
http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/accessresources.cfm

American Library Association. “Free Access to Libraries for Minors: An Interpretation of the Library Bill of Rights”
http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/freeaccesslibraries.cfm

Literacies and Issues of Intellectual Freedom in the Digital Age, How Librarians Are Coping with New Challenges, BC Library Conference, April, 2010
http://www.slideshare.net/casllibrarian/literacies-and-issues-of-intellectual-freedom-3807304

Larisa and Bernice Take On LeVar Burton
http://www.youtube.com/watch?v=tM3PcD_hPLc 

GROUP ASSIGNMENT
Topics and group members will be assigned by the instructor and announced by September 9 

GROUP ASSIGNMENT
Group should select their “group representative”. The group representative should send their name to the Instructor no later than September 15^th. 

INSTRUCTOR LECTURE

Censorship in Schools

Link: http://amazon.sjsu.edu/html-bwestes/CensorshipinSchools.mp3

WEEK 4 – SEPTEMBER 9 to SEPTEMBER 15

READINGS 

VOYA’s Guide to Intellectual Freedom for Teens, Chapter 6, 7 and 8

John Green – I am not a pornographer
http://johngreenbooks.com/i-am-not-a-pornographer
from his website January 30, 2008

WEEK 5 – SEPTEMBER 16 to SEPTEMBER 22

READINGS 

VOYA’s Guide to Intellectual Freedom for Teens, Chapter 9, 10, 11

Fear Factor: Kids’ Lit Style, Brian Kenney, July 2010 from School Library Journal Newsletter online. http://www.schoollibraryjournal.com 

ASSIGNMENT

Selection Policy Analysis (Paper) – DUE SEPTEMBER 20 – 16 points 

Select a public or school library. Find the materials selection policy.

Compare the policy you have found with the ALA guidelines for writing a Selection Policy. How do they differ? How are they similar? Pay particular attention and include Internet and Social Media policies. Please provide any additional insights or comments about the value and necessity of having a selection policy.

ALA Guidelines
http://www.ala.org/Template.cfm?Section=dealing&Template=/ContentManagement/ContentDisplay.cfm&ContentID=11173 

Analyze the selection policy for materials that are directly used or accessible to “youth” (including selection philosophy, selection criteria, reconsideration policy and procedures, intellectual freedom and access to information and statement of privacy and confidentiality). Describe any legal precedence for content/statements that are included and dig a bit deeper into the details of what makes a good selection policy. 

Papers are to be approximately 15 pages in length (excluding title page and reference page(s). Follow writing standard guidelines posted in the first part of the Greensheet. 

Writing style for paper is formal. Visit: http://ezinearticles.com/?The-Difference-Between-Formal-and-Informal-Writing&id=594208 for more information on differences between formal and informal writing style. 

Post papers to the dropbox provided.

An excellent resource for this assignment is Ensuring Intellectual Freedom and Access to Information in the School Library Media Program, Helen R. Adams, 2008

Examples: Posted when d2L site opens

Competencies: D,M,N
Outcomes: 1,2,3

WEEK 6 – SEPTEMBER 23 to SEPTEMBER 29

DISCUSSION THREAD #3
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned. 

TOPIC
Speaking from the research done for the selection policy assignment what are insights do you have surrounding the purposes of selection policies and written procedures focused on getting material reconsidered? 4 points 

READINGS

La Rue, Chapter 4 (Responding to Challenges) and 5 (Beyond the Basics: Taking It to the Street) 

VOYA’s Guide to Intellectual Freedom for Teens, Chapter 14 and 15

Speaking Up for Library Services to Teens (PDF) 

Trites (Disturbing the Universe), Chapter 4, Sex and Power in YA Literature (under Course Documents) 

Laurie Halse Anderson, TWISTED banning update, September 26, 2009
http://madwomanintheforest.com/twisted-banning-update/

Banned Books Week adopts author’s anti-censorship poem as manifesto from guardian.co.uk by Alison Flood, September 24, 2009
http://www.guardian.co.uk/books/2009/sep/24/ellen-hopkins-anti-censorship-poem

Ellen Hopkins – Poem “manifesto”
http://www.youtube.com/watch?v=juRla77tFOY

Judy Blume on reading John O’Hara

http://www.youtube.com/watch?v=uJpifDSQhoM 

INSTRUCTOR LECTURE

Interview with Jamie LaRue, author of The New Inquisition

Link Part 1

http://amazon.sjsu.edu/html-bwestes/JamiePart1-1.mp3

Link Part 2

http://amazon.sjsu.edu/html-bwestes/JamiePart2-2.mp3 

WEEK 7 – SEPTEMBER 30 to OCTOBER 6

READINGS

The New Book Banning, Eye on the News, February 12, 2009 by Walter Olson. Retrieved from http://www.city-journal.org/2009/eon0212wo.html 

INSTRUCTOR LECTURE

Creating a First Defense File/Writing Rationales

WEEK 9 – OCTOBER 14 to OCTOBER 20

DISCUSSION THREAD #4
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned.

TOPIC
Review the Children’s Internet Protection Act (CIPA) and Sund vs. The City of Wichita. Discuss as a class the significance of each of these as it pertains to our course of study. Draw your own insights into the discussion and using both references from your reading and your own opinion look at each as they impact Intellectual Freedom for Youth. 4 points

READINGS
Banning books is alive and well in American and Arizona, Tucson Citizen.com, by Rynski, Sept. 29, 2009. http://tucsoncitizen.com/rynski/2009/09/29/banning-books-is-alive-and-and-well-in-america-and-arizona/ 

INSTRUCTOR LECTURE
Value of Controversial Materials, Bibliotherapy

WEEK 10 – OCTOBER 21 to OCTOBER 27

DISCUSSION THREAD #5
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned. 

TOPIC
Controversial Young Adult Fiction and Intellectual Freedom. Do a bit of research into what books are being banned or challenged in the genre of realistic fiction. Visit some of the more outspoken young adult authors websites and see what they are saying about censorship and YA (Crutcher, Blume, Hopkins, Halse Anderson, Brewer, Alexi, and more). Have a discussion with your youth services librarian hat on and describe what the major issues are but make it more personal taking it down to what the authors themselves are saying about censorship and their viewpoints of it. 

READINGS
The role of censorship in school, Journal of Instructional Psychology, Sept, 2005 by Ken Petress
http://findarticles.com/p/articles/mi_m0FCG/is_3_32/ai_n15734480/
Homework Help: Social Studies: Psychology: Ban the Book! By David A. Gershaw, PhD
http://www.jiskha.com/social_studies/psychology/ban_book.html
First Amendment Center
http://www.firstamendmentcenter.org/Speech/studentexpression/overview.aspx 

INSTRUCTOR LECTURE
Freedom- The Right to Read

ASSIGNMENT
Issues in Intellectual Freedom and Youth -Group Presentation - Collaborate
OCTOBER 23rd – 20 points

Instructor will post a Google Docs with topics and number of students needed for each particular group. The number of Groups will be determined by final enrollment in the class. Each group will research the topic given and present findings as a group presentation during the Collaborate session. The group must create their presentation using presentation tools that are compatible with Collaborate (Powerpoint, Application sharing, Video). The length of the presentation will be approximately 25 minutes (again this is dependent on the number of groups). Final groups and presentation times will be determined by September 1st.

Each group with then select one person who will communicate with the instructor and with the Collaborate Assistant – act as the group representative. They are in no way charged with making group work happen, writing outlines, etc. All work within the group is just that “group” generated. The representative is the communicator for the group – this cuts out on multiple emails from everyone in the group to the instructor or our Collaborate Assistant. This person must let the Instructor know they are the group facilitator by September 6th.

Competencies: D, M, N/Outcomes: 1,2,5,6,7,8

WEEK 11 – OCTOBER 28 to NOVEMBER 3

DISCUSSION THREAD – None

READINGS
Colorado Supreme Court to Hear Tattered Cover Case from Bookselling This Week, November 30, 2001

http://news.bookweb.org/news/colorado-supreme-court-hear-tattered-cover-case

WEEK 12 – NOVEMBER 4 to NOVEMBER 10

DISCUSSION THREAD #6
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned.

TOPIC
Conduct of youth while in the library is a major discussion topic across the country. What issues are out there for librarians to deal with in respect to what rights youth have in expressing their intellectual freedom/freedom of expression/right to read? What examples can you find from your readings or what is in the media that describe incidences of this type and what are your reactions to them.

INSTRUCTOR LECTURE
Dealing with Angry Patrons
Link: http://amazon.sjsu.edu/html-bwestes/Angry Patrons.mp3

WEEK 13 – NOVEMBER 11 to NOVEMBER 17

DISCUSSION THREAD – None

COLLABORATE SESSION – 10 points
NOVEMBER 13^th
GUEST SPEAKERS– Speakers will be announced closer to the night of the session.
A discussion about IF and Youth – frontline viewpoints
6:30 – 9:00 p.m. Pacific
Session is Mandatory

Competencies: I, M, N
Outcomes: 1,2,3,5,7,8

WEEK 14 – NOVEMBER 18 to NOVEMBER 24

DISCUSSION THREAD – NONE

READINGS
The Daily Banning from July 28, 2009
http://thedailybanning.blogspot.com/2009_07_01_archive.html

ASSIGNMENT

Rationales Paper – Due November 22nd – 10 points

Rationales - Based on the lists available at intellectual freedom websites online and class discussions, write detailed rationales for two controversial titles. Explain their value and usefulness, and why they should be included in a public/school library collection.

Papers are to be no more than 6 pages in length.
Follow writing standard guidelines posted in the first part of the Greensheet.

Resources
Paper – example of assignment from past student under Week 13
Resources Under Week 13

How to write a rationale - PDF Under Course Documents
National Consortium for Teachers of English

E-How
How to write a rationale
http://www.ehow.com/how_5017361_write-rationale-statement.html

Post papers to the dropbox provided.

Competencies: I, M
Outcomes: 1,2,4,5,6

WEEK 15 – NOVEMBER 25 to DECEMBER 1

Thanksgiving Break
November 28th-29^th
HAPPY THANKSGIVING!

Keep working and enjoy Turkey Day!

WEEK 16 – DECEMBER 2 to DECEMBER 9

DISCUSSION THREAD #7
There are 6 topic discussion threads each worth 4 points and requiring three posts. 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 will 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 of the week assigned. The second post by Thursday and third post must be on the thread by 5pm on Sunday of the week assigned.

TOPIC
Reflection – look back at the semester and tell major insights, changes in attitude, best practices for dealing with YA and Youth in either school or public library setting and anything else you’d like to add about your experience this semester. 4 points

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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 204, LIBR 260A or LIBR 261A. 

Student Learning Outcomes

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

Core Competencies (Program Learning Outcomes)

LIBR 267 supports the following core competencies:

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Textbooks

Required Textbooks:

• Auguste, M. (2013). Voya's guide to intellectual freedom for teens. Voya Press. Available through Amazon: 1617510076

• LaRue, James (2007). The New Inquisition. Libraries Unlimited. Available through Amazon: 1591582857.

Recommended Textbooks:

• American Library Association. (2010). Intellectual freedom manual (8th ed.). ALA. Available through Amazon: 0838935907

• Reichman, H. (2001). Censorship and selection: Issues and answers for school (3rd ed.). ALA. Available through Amazon: 0838907989.

• Rubin, R. J. (2000). Defusing the angry patron. Neal-Schuman. Available through Amazon: 1555703720.

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Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

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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