Programming and Services for Children
Fall 2014 Greensheet
This course will be available on Canvas on Monday, August 25, 2014. You will be enrolled into the site automatically. I will send more information about course access as we approach this date through MySJSU.
This course examines the importance of library services and programming for children, including entertainment, cultural, and educational programs, storytimes, outreach techniques, services with schools, summer reading programs, program series such as book discussion groups and other ongoing programs, and reference, readers advisory, and homework help.
This is a web-based course. All of our interaction will take place on the iSchool Canvas site. Course materials will be available primarily through the Canvas site, children’s books and programming from a public library, and journal articles available on the SJSU library database. Assignments for the course should be posted electronically in the Canvas assignment dropbox. Our class discussions (worth 20 percent of your grade) will be conducted using a Canvas Discussion Forum - your responses to a different discussion question posted each week. You will be graded on both the content of your posts (not just “I agree”), and meeting the minimum of posting at least once a week.
Assignment 1: Due Monday, September 22, 2014, by 11:59pm.
Assignment 2: Due Monday, October 20, 2014 by 11:59pm.
Assignment 3: Due Monday, November 17, 2014 by 11:59pm.
Assignment 4: Due Monday, December 1, 2014 by 11:59pm.
Assignment 5: Due Monday, December 15, 2014 by 11:59pm.
All assignments should be a Word file posted to the Canvas site in the assignment dropbox. All assignments must use APA format for sources, and all assignments MUST have sources to demonstrate that research was done.
- Class Discussion - Our class discussions (worth 20 percent of your grade) will be your responses to a different discussion question posted each week. Always post to the Discussion Question by the dates listed under each discussion forum. You will be graded on both the content of your posts (not just “I agree”), and meeting the minimum of posting at least once a week. Last day to post to the Discussion Forum is Monday, December 8, 2014. Related competencies: M, N. Related Course Objectives: 1, 5.
- Assignment 1: Reference and Readers’ Advisory
Choose five websites for children’s reference, and five for children’s readers’ advisory, and evaluate these ten websites (these can include paid databases). These should be websites that are designed specifically for children to use for homework or information, or for a children’s librarian to use, not an adult site that kids sometimes use. Who writes the site, is it user-friendly for a child who may not be the best speller, what are the graphics like, is the information biased or reliable, does the site carry advertising, does the providing library have to pay for this (like a database or tutor.com)? Does it lead a child to book sources also? What homework assignment/topic did you use as the test for the site – be specific? For the readers’ advisory site, what type of books were you looking for (Fantasy, good books for boys, what grade level), and what suggestions did the site offer – again, be specific – which books and authors? List all your sources. Related competencies: M, N. Related objectives: 1, 5.
- Assignment 2: Visit to a Public Library Storytime
Observe a Storytime at a Public Library (you should phone and make arrangements to attend and talk to the presenter after the storytime). Write up a report of this observation, listing all the books, songs, and other activities used during the storytime. What age group was the target audience – Baby Lapsit, Toddler, Preschool, Family, Bilingual, Head Start, etc.? What was the demographic of those in attendance? How did the presenter handle any disturbances? Was the presenter a children’s librarian, support staff, or volunteer? How do they publicize the storytime? Is registration required? Were any Kindergarten Readiness skills featured? How will the storytime help emergent readers? What would you have done differently? Give a clear description of each book used, including author, title, other bibliographic data, and a short description of the plot and illustrations. This should not be the library where you work. List all your sources. Related competencies: A, D. Related objectives: 3.
- Assignment 3: Booktalks and Book Discussion Group
Read a chapter book/novel aimed at 4th-6th graders, from the mystery, historical fiction, sports, adventure, animal story, fantasy, humor, science fiction, or contemporary/realistic fiction genres (pages 25-29 in our textbook by Peck). This should be a book considered “literature;” not a paperback series knock-off but an award-winner or Honor book, or by someone considered a good writer in the field. If you are not sure, email me the title so I can okay it. Read the book and write a booktalk for the book. Write a 5 page description (approx.) of how that book could be used in a Book Discussion Group (sometimes these are called “Mother/Daughter Book Clubs,” or Readers’ Roundtable, etc.). Include at least 5 suggested discussion questions tailored to that particular book, and complete step-by-step instructions for some related fun (non-homework-like) activities (art projects, food, games, crafts, etc. with complete step-by-step instructions.) Suggest four other novels in that same genre but by a different author, that a reader may also enjoy (You should read these books in their entirety, and give full bibliographic information, and write a short booktalk for each of these books also). List all the sources you used. Related competencies: I, M. Related objectives: 2, 4.
- Assignment 4: Children’s Library Program
Attend a children’s library program at a public library that is NOT a storytime, and not at the library where you work. It can be a program where the library hired a professional entertainer, puppet show, holiday program (Halloween event, Dia de los Muertos, etc.), an author or illustrator talk, or a program that the library staff puts on like a videogame tournament. Make an appointment to speak to the librarian after the program or by phone later that week. Write up a clear description of what the program entailed. What publicity did the library do? What age group was the target audience, and what was the demographic that attended the event, and was the target different or the same from who actually attended? How many people attended? Were parents there or have a role in the program? If an outside person was hired, how did the librarian know about the person, what was the fee paid, and who was the sponsor who paid (Friends of the Library, library budget, other group)? Were refreshments served? Was the program part of a grant? What was the goal of the program? Was the program tied to books or reading in any way? List all your sources. Related competencies: D, N. Related objectives: 1, 2.
- Assignment 5: Twelve Month Programming Plan
Write a 12 month programming plan for either a public or school library, intended for our age group 0-12. This would include the usual weekly library storytimes and a regular monthly book discussion group, as well as entertainment programs, homework programs, a summer reading program (yes, even at a school library), author/illustrator visits, online programming and gaming, etc. Design an overall theme for the year, and/or themes for each month and displays that coordinate with them. Include information on how the various activities enhance developmental skills at various ages, and which activities are book related, or are related to electronic resources, and which are designed to get families to come to the library. You need to include the regular reoccurring programs as well as one monthly special event during the school year, and weekly special events during the summer at a minimum. Write out a budget, and include multicultural programming and a summer reading program with details on how it would work, what incentives are given, how reading is measured and rewarded, etc. Related competencies: D, M. Related objectives: 2, 4, 6.
Class discussions are worth 20 percent of your grade; Assignment 5 is worth 25 percent, Assignment 1 is worth 10 percent, Assignments 2, 3, and 4 are worth 15 percent. Penalty for late or missed work – Missed work is an “F;” late work is ONLY allowed by agreement of the instructor BEFORE the due date; late work must be turned in no more than two days late and that is ONLY if the instructor has agreed ahead of the due date and you will be penalized one letter grade for being late.
Other Assigned Reading
Be sure to see the weekly Content area on our Canvas course for the assigned readings for the class, including the journal articles assigned for the class. You will also see a sequence of lectures, the weekly topic for the discussion question, and more extensive descriptions of the assignments.
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.
Student Learning Outcomes
Upon successful completion of the course, students will be able to:
- Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
- Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
- Demonstrate storytelling, reading aloud, finger plays, songs, and rhymes; explain why these activities are developmentally appropriate for the preschool child and how they fit into library services for this age group.
- Design and run a summer reading program or game; explain the importance of encouraging parents to read aloud to their children to prepare them for learning to read, and the importance of maintaining reading skills of school-age children by encouraging them to read over the summer.
- Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
- Design a children's area based on the developmental, recreational, and informational needs of this age group, and create and implement an annual programming and display plan.
Core Competencies (Program Learning Outcomes)
LIBR 260A supports the following core competencies:
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- 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.
- N Evaluate programs and services based on measurable criteria.
- Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1598844687
- Peck, P. (2006). Crash Course in Children's Services. Westport, CT: Libraries Unlimited. Available through Amazon: 1591583527.
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."
- "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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