LIBR 264-10
Materials for Tweens
Spring 2014 Greensheet

Dr. Mary Ann Harlan
Office Hours: On an as needed basis via phone or Blackboard Collaborate

Greensheet Links
iSchool eBookstore

Canvas: This course will be available beginning Jan. 17th. It will be taught on Canvas.  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


Discussion Groups: There are four required discussion throughout the semester.  Interaction is a hallmark of discussion and students will be expected to respond to each other's postings as well as contribute original postings. Depending on the size of the class discussions may occur in small groups.  (Supports SLO 1)

Evaluating Review Resources: Students will discuss, present, and reflect of sources used to review materials for tweens, and their parents.  This is a 3 step assignment:

  1. Discuss resource (Group assignment)
  2. Develop and present your resource for classmates (Group assignment)
  3. Review and reflect upon resources (Individual paper)

(Supports SLO 2, 5)

Review Notebook: Digital record that provides information for reader's advisory regarding items materials reviewed for tweens and the adults engaged with tweens.   The review notebook includes the following: 

  1. 20 items related to theme of import to tweens
  2. 10 items related to adult concerns in regard to tweens 
  3. 15 required items

 (Supports SLO 3, 4, & 6)

Course Calendar

  • Introduction due -1/31
  • Discussion - Societal Construction of Tween - 2/7
  • Evaluation of Material: Step 1 - Discussion - 2/14
  • Review Notebook - Requred Material - 2/28
  • Discussion  - Societal Construction of Tween 3/7
  • Evaluation of Material: Step 2 - Presentation - 3/14
  • Discussion - Analysis of research - 3/21
  • Evaluation of Material: Step 3 - Individual Paper - 4/4
  • Discussion - Defining Tween Patron - 5/5
  • Review Notebook, Tween and Adult Focus - 5/9


  • Discussions (50 points)
    • Introduction - 5 points
    • Societal Construction of Tweens - 20 points
    • Analysis of Research article - 10 points
    • Defining Tween Patrons - 15 points
  • Evaluation of Material (50 points)
    • Discussion - 10 points
    • Presenatation - 20 points
    • Individual Paper - 20 points
  • Review Notebook (225 points)
    • Required items - 75 points
    • Tween items - 100 points
    • Adult items - 50 points
All assignments are due at 11:59 pm on the due date.  Extensions will be considered with prior notification, and will receive a penalty.

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:

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence young teens' choices of recreational and informational sources and materials.
  2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for younger teens, including all appropriate formats.
  3. 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.
  4. 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.
  5. Exhibit knowledge of published resources about literature for young teens and tweens, such as reference materials, selection tools, and Web sites.
  6. 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:

  1. A Articulate the ethics, values, and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
  2. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  4. M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.


Recommended Textbooks:

  • Anderson, S. (2006). Serving Young Teens and Tweens. Libraries Unlimited. Available through Amazon: 1591582598. arrow gif indicating link outside sjsu domain
  • Lesesne, T. S. (2010). Reading ladders: Leading studnets from where they are to where we'd like them to be. Heinemann. Available through Amazon: 0325017263 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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