LIBR 260A-10
Programming and Services for Children (Ages 0-8)
Fall 2014 Greensheet

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

THE CANVAS SITE AND COURSE GREENSHEET/SYLLABUS

This course will be available on CANVAS by AUGUST 25, 2014. Dates of fall semester are August 25 to December 10, 2014

The instructor expects each student to check into the CANVAS 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 CANVAS 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.

Course Description

This course examines the importance of programming for children, including parent education programs, story hours, outreach techniques, services with schools, summer reading programs, and program series such as weekly or monthly programs on manga, knitting, book discussions, or homework help. Course Prerequisites: LIBR 200

Course Requirements

DISCLAIMER
The instructor makes every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors can occur. Please contact the instructor with any errors you see or any questions or may have.

Instructor’s Instructional Philosophy
The instructor wants each student in the course to succeed and will do everything to help students do so but it is a partnership. Please make sure that communication stays a top priority during the semester. Ask questions when you have them, seek clarifications when you need them, take responsibility for understanding all expectations, content and assignments for the course.

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. The importance of SOTES is very easy to describe – they are student voices 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 Modules on the CANVAS class site. If the question or concern is of a personal nature send directly to the instructor’s email address (bwestes@mac.com).

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

Format for subject line for all email correspondence:
LIBR 260A_10_YOUR LAST NAME

Format the file name for all of your assignments:
LIBR 260A_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE

E-mail Response Time
Instructor answers email on a regular basis throughout the day and evenings.

(Policy-Instructor will respond to student emails within 24-hours of receipt). The instructor will inform the class if a longer response time is needed (instructor out of town, illness, etc.)

Students are expected to promptly answer emails from the instructor and fellow students.

Crisis or Emergency
Please call the instructor if a situation will prevent you from doing assignments or other class activities. 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 submitted on time or lack of participation in Blackboard Collaborate session, group work or discussion threads.

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.

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.

POINTS ALLOCATION
NOTE: The Instructor may add readings to the outline. If additional readings are assigned the instructor will indicate well in advance what they are and what week they are assigned to.

BLACKBOARD COLLABORATE SYNCHRONOUS SESSIONS(MANDATORY) will be held on the following dates:

Week 6

October 2nd

Lecture/Guest Speaker

6:30-9:00 p.m. Pacific

Week 13

November 20th

Story Hour Performances

(1/2 of the Class only)

6:30-9:00 p.m. Pacific

Week 15

December 4th

Story Hour Performances (1/2 of the Class only)

6:30-9:00 p.m. Pacific

Competencies: D, N
Objectives: 1, 2, 3

DISCUSSION THREADS

See each thread for number of posts and submission dates/times that are required. Additional posts are always welcomed and more posts create a much richer exchange of ideas and insights between classmates.

WEEK 1 - Discussion #1 (August 25th – August 31st)
Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what is your current employment. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures (we love to see and hear about dogs, cats, children, hobbies). (1 point)

Post/Deadlines: 1 post by 5 p.m. Pacific, Sunday, August 31^st (11:59 p.m. Pacific).

WEEK 4 - Discussion #2 (September 15th – September 21st)

Child Development

Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, September 16^th 11:59 p.m. Pacific, one substantial post on Thursday, September (September 18^th 11:59 p.m. Pacific plus two responses to classmates by Sunday at 5 p.m. September 21st (11:59 p.m. Pacific).

WEEK 7 - Discussion #3 (October 6^th – October 12th)

Evaluation of Children’s Library Websites

You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst websites that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points)

Evaluation of Children’s Library Websites

You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst websites that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, October 7^th by 11:59 p.m. Pacific, one substantial post on Thursday, October 9th by 11:59 p.m. Pacific and two responses to classmates by Sunday, October 12^th at 5 p.m. Pacific.

WEEK 10 - Discussion #4 (October 27th – November 2)

Management

We’ve read a lot about management in children’s programming and services and whether you are coming from the manager of the children’s department or someone who is in charge of managing programs you need to think about management on several levels. Please describe your overall feelings on the readings; what skills and abilities do you think creative and effective managers have (be specific). Also discuss what obstacles/challenges face those charged with management in today’s libraries and non-libraries (be specific and include your insights into solutions to obstacles/challenges).(4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, October 21st by 11:59 p.m. Pacific; one substantial post on Thursday, October 23rd by 11:59 p.m. Pacific and two responses to classmates by Sunday at 5 p.m. Pacific, October 26^th.

WEEK 13 - Discussion #5 (November 17th – November 23rd)

The instructor will assign each student to a group and groups will work on the thread and creation of the other documents together. Each group will work separately on the assignment described below.

Children’s Area Design – Discussion thread (4 points), Google Docs spreadsheet build (5 points), and drawing of area as designed by your group (6 points).

Part 1 - CHILDREN’S AREA DESIGN: ONE DRAWING PER GROUP: Drawing is due on Saturday, November 22nd by 5 p.m. Pacific. Please include the number of the Group on it. No hand drawings please. Worth up to 6 points

It is important to indicate all of the various areas, equipment and furniture you’d include in your children’s area design as part of the Google Doc and area drawing.

Part 2 - DISCUSSION THREAD: Post to the discussion thread what you included in your design, your thoughts on decisions you’d have to make. Discussion posts must be throughout the week scheduled. Post two substantial posts by November 18^th, 5 p.m. Pacific; Two substantial posts by November 20^th 5 p.m. Pacific and 2 posts in response to other group member posts by Sunday, November 23rd 5:00 p.m. Pacific. You will only participate in your group’s discussion. Worth up to 4 points

Part 3 - BUILD GOOGLE DOC – Each group must contribute to the document on Google Docs. Do not create your own. All individual members in the group must contribute to the spreadsheet. Items should be lists of resources for equipment and furniture (tables, chairs, shelving, etc.) as well as any other physical items you think needed for the area including all pertinent information including name of supplier, cost, and contact info (web link for instance). You must list your name by ever item you post. There is a wealth of information on the web (see links provided on the course outline) about providers of furniture, shelving, equipment etc. and it will require research on your part to complete the assignment successfully.CAREFUL – be careful posting as this is a community worksheet and it is critical not to change, alter or delete other member’s posts. Last Day to Post to document is Sunday, November 23rd by 5 p.m. Pacific. Worth up to 5 points

Each student must participate in all three of the elements of this discussion thread including the extra two pieces - 15 points total.

WEEK 15 - Discussion #6  (December 1^st to December 7th)

Reflection

Write about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc.

Posts: one substantial post by Thursday, December 4th 5:00 p.m. Pacific and one post to a classmate’s post by Sunday, December 7^th 5:00 p.m. Pacific. (2 points)

Discussion Thread - Competencies: D, M,
Objectives: 1, 2, 6

WEEKLY OUTLINES

WEEK 1 – August 25 to August 31

TASKS:
Sign-Up Group Presentation Topic - Google Docs (by September 8^th – Week 3)
Sign-Up Story Hour Performance – Google Docs  (by September 15^th – Week 4)

START GROUP WORK IMMEDIATELY!


From Detailed Assignment Description - Group Presentations

Students are allowed to pick the topic/group they want to research from the list provided by the Instructor.

• You must sign up by for groups by September 8^th (specific number allowed in each group – will be first-come, first-served).
• Sign-Up for Story Hour Performance night no later than September 15^th.
• The Instructor will place any student not responding in a group or performance night after the deadlines have passed.

LECTURES:
Overview of Week 1

DISCUSSION THREADS
Discussion Thread #1

Introduce yourself to the class. This is your opportunity to tell us a few things about you. One of the things I’d like to know if where each of you is in the iSchool program and what is your current employment. Feel free to tell us other things about you but only if you are comfortable doing so - post pictures (we love to see and hear about dogs, cats, children, hobbies). (1 point)
Post/Deadlines: 1 post by 5 p.m. Pacific, Sunday, August 31^st (11:59 p.m. Pacific)

READINGS
Peck
Chapter 1(Reference)
Chapter 2 (Homework Help)


Fasick

Preface

Chapter 1 (Children’s Services Moving Into the Future)

Brain Development Research - Kidsource.com (URL)
Pre-School Rainbow (URL)
Piaget Developmental Theory (URL)

ParentFurther (Developmental Overviews) (URL)
Zero to Eight: Children’s Media Use in America. Common Sense Media in the Lives of 8 – to – 18 Year Olds. www.kff.org/entmedia/upload/8010.pdf

WEEK 2 – SEPTEMBER 1 to SEPTEMBER 7th
(includes Labor Day on September 1)

TASKS:
Sign-Up Group Presentation Topic - Google Docs
(by September 8^th – Week 3)

Sign-Up Story Hour Performance – Google Docs
(by September 15^th – Week 4)

START GROUP WORK IMMEDIATELY!


You must sign up by for groups by September 8^th (specific number allowed in each group – will be first-come, first-serve).
Story Hour Performance session. Please sign-up no later than September 15^th.
The Instructor will place any student not responding in a group or performance night after the deadlines have passed.

LECTURE:
Overview of Week 2

DISCUSSION THREAD - None

READINGS
Peck
Chapter 3 (Reader’s Advisory)

Fasick
Chapter 2 (How Have Services to the Youngest Changed?)

The Way We Used To Walk The Dog (URL)
Fundraising (Chronicle of Philanthropy) www.philanthropy.com/fundraising
Knowledge to Build On  http://foundationcenter.org

WEEK 3 – SEPTEMBER 8 TO SEPTEMBER 14

TASKS:
Sign-Up Group Presentation Topic - Google Docs(by September 8^th – Week 3)
Sign-Up Story Hour Performance – Google Docs  (by September 15^th – Week 4)

• You must sign up by for groups by September 8^th (specific number allowed in each group – will be first-come, first-serve).
• Story Hour Performance session. Please sign-up no later than September 15^th
• The Instructor will place any student not responding in a group or performance night after the deadlines have passed.

DISCUSSION THREAD - None

LECTURE:
Overview Week 

READINGS
Peck
Chapter 4 (Book Selection)
Chapter 5 (Storytime)

Fasick
Chapter 3 (What Has Changed for Children from Five to Nine?)



Early Childhood Literacy
Every Child Ready to Read (PDF)
Early Learning Public Library Partnership(Seattle) (URL)
Check out reading lists for under 6
Ready at 5 (URL)

Birth to 6 - Hennepin County Library (URL)


WEEK 4 – SEPTEMBER 15 TO SEPTEMBER 21

TASKS
Choose Story Hour Performance Night by September 15^th (11:59 p.m. Pacific)
Continue reviewing all of the story hour performance videos provided under Modules – Detailed Assignments Descriptions - Performances/Examples.

Give Instructor Group liaison’s name by September 15^th (11:59 p.m. Pacific)

DISCUSSION THREAD
Discussion Thread #2
Child Development
Thread will focus on insights and observations on the readings about children’s development (brain, emotional and physical). (4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, September 16^th 11:59 p.m. Pacific, one substantial post on Thursday, September (September 18^th 11:59 p.m. Pacific plus two responses to classmates by Sunday at 5 p.m. September 21st (11:59 p.m. Pacific).

LECTURE
Overview of Week 4

READINGS
Fasick
Chapter 5 (Changing Literacies for the 21^st Century)

WEEK 5 – September 22 TO SEPTEMBER 28

DISCUSSION THREAD – None

LECTURE
Overview of Week 5

READINGS
Peck
Chapter 6 (Programming)
Chapter 7 (Issues in Children’s Library Service)

SUMMER READING PROGRAM
NY Statewide Summer Reading Program (URL)

Normal Illinois Public Library (URL)

California Library Association Summer Reading Program (URL)

Summer Reading Programs Tied to Improvement in Reading Skills (Doc)



PROGRAMMING


Mother-Daughter Book Club Programming (PDF)
All Ages Halloween Program - Spooky Share (PDF)
Wisconsin Children's Performers Directory (URL)

MHLS Library Programming (URL)

Enchanted Learning (URL)

Program-Let's Go Camping for All Ages (PDF)

From PUBYAC Posting - Barbara Moore (Doc)

Oakland Public Library Provides Free Meals (URL)

Supplemental Program Information setting up program like Oakland's Free Meals (URL)

WEEK 6 – SEPTEMBER 29 TO OCTOBER 5

DISCUSSION THREAD – None

LECTURES
Overview Week 6

INSTRUCTOR VIDEOS

Ain't Gonna Paint No More (URL)
Big Green Scary Monster (URL)
I'm Still Here in the Bathtub (URL)

A Sick Day for Amos McGee (URL)


COLLABORATE SESSION 

October 2, 2014 (Thursday)

6:30 pm to 9 pm Pacific

Guest Speakers

Attendance is Mandatory


READINGS
Fasick 
Chapter 7 (Changing Library Building to Meet Changing Needs)

Early Literacy Resources
The Colorado Libraries for Early Literacy have outlined the six skills that help children prepare for reading, which we will have the unique opportunity to promote through story hours. These include: print motivation, learning to be interested in books; vocabulary, knowing what things are called; print awareness, noticing that letters equal specific words; narrative skills, the ability to tell of and/or describe something; letter knowledge, identifying individual letters; and phonological awareness, sounding out words.

http://www.thebestkidsbooksite.com/ (URL)
http://earlyliteracy.ning.com/ (URL)
http://breitlinks.com/earlyliteracy/great_links.htm(URL)
http://www.ala.org/ala/mgrps/divs/altaff/products_services/booksforbabies/earlyliteracy.cfm (URL)
http://www.a4access.org/accessliteracy12008.doc (Doc)
http://www.webjunction.org/early-literacy (URL)

http://books.google.com/ebooks?id=1S7vmxOGf9QC&num=13&source=gbs_slider_cls_metadata_7_mylibrary (URL)
http://www.statelibraryofiowa.org/ld/t-z/youthservices/early-child-lit/toddler/Planning (URL)

http://www.kimboed.com/classicsongseries.aspx (URL)



Read Alouds

Jim Trealease_one of the leading authorities on Reading Aloud (URL)
How to read aloud in classrooms and school libraries (URL)

Children's Books - Read Alouds (URL)
Reading Aloud to Children (URL)

WEEK 7 – OCTOBER 6 TO OCTOBER 12

DISCUSSION THREAD

Discussion #3
Evaluation of Children’s Library Websites

You should have reviewed all of the links that instructor provided (as well as reached beyond the resources given to ones you found on your own). This thread is focused on looking at children’s library web pages and critically evaluating them as to how easy it is to find services and programming that the library is offering for children/parents. What were some of the best and worst websites that you found? Include links in posts if possible. Be specific and include explanations supporting opinions. (4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, October 7^th by 11:59 p.m. Pacific, one substantial post on Thursday, October 9th by 11:59 p.m. Pacific and two responses to classmates by Sunday, October 12^th at 5 p.m. Pacific.

 
Websites to look at as you discuss children’s sites online.
New York City Public Library (URL)

Charlotte Mecklenberg Public Library (URL)

Jackson Hinds Library (URL)

Centerra Mirage Elementary School Website (URL)

Westminster Elementary School (URL)

Schenectady K-12 School District (URL)

LECTURE

Overview of Week 7

READINGS

Fasick 
Chapter 8 (Designing a Blended Library)

Walter (PDF)
Chapter 6 – Emerging Trends in Library Services for Children

Finger Plays (PDF)
StoryTime, Read Alouds, Misc. Video Bib (Doc)

WEEK 8 – October 13 to October 19

TASK:
Group Liaison – turn in outline for group presentation. Must be submitted no later than 11:59 p.m. Pacific, Saturday, October 19th.

DISCUSSION THREAD – None

LECTURES
Overview of Week 8

Dialogic Reading Part 1 (URL)
Written Transcript Part 1
Dialogic Reading Part 2 (URL)
Written Transcript Part 3



If you'd like to open the URL's for the lectures in separate browser windows use these URL's:
Part 1 - http://amazon.sjsu.edu/html-bwestes/DiaReadingP1.m4v
Part 2 - http://amazon.sjsu.edu/html-bwestes/DiaReadingP2.m4v
Part 3 - http://amazon.sjsu.edu/html-bwestes/DialogicReadP3.mov


READINGS
Fasick 
Chapter 9 (Preparing for Service in the New Children’s Library)

Fasick/Holt (PDF)
Section 1 and Chapter 5 (Budgeting and Finance)

Dialogic Reading

Emergent and Dialogic Reading (PDF)
Dialogic Books (PDF)
WWW Dialogic Reading (PDF)
MSP Dialogic Reading (PDF)
Dialogic Title List (PDF)
Accelerating Language - Whitehurt Article (PDF)

Dialogic Reading - Multnomah County Library (URL)


WEEK 9 – October 20 to October 26

DISCUSSION THREAD – none

Research and work on items assigned for Week 13’s Discussion Thread #5.

LECTURE
Overview of Week 9

ASSIGNMENT DUE
Group Presentations – URL’s Due

October 26^th 11:59 p.m. Pacific

Post URL to the discussion thread provided

READINGS

Fasick 
Chapter 10 (Making Change Happen)

WEEK 10 – OCTOBER 27 TO NOVEMBER 2

LECTURE:

Overview of Week 10

DISCUSSION THREAD
Discussion Thread #4

Management

We’ve read a lot about management in children’s programming and services and whether you are coming from the manager of the children’s department or someone who is in charge of managing programs you need to think about management on several levels. Please describe your overall feelings on the readings; what skills and abilities do you think creative and effective managers have (be specific). Also discuss what obstacles/challenges face those charged with management in today’s libraries and non-libraries (be specific and include your insights into solutions to obstacles/challenges). (4 points)

Post/Deadlines: You must post two substantial posts and two responses to others.  One substantial post on Tuesday, October 21st by 11:59 p.m. Pacific; one substantial post on Thursday, October 23rd by 11:59 p.m. Pacific and two responses to classmates by Sunday at 5 p.m. Pacific, October 26^th.

READING

Fasick/Holt (PDF)
Chapter 14 Leadership and Staff Communication

WEEK 11 – NOVEMBER 3 TO NOVEMBER 9

TASK
Research and work on items assigned for Week 13’s Discussion Thread #5.

DISCUSSION THREAD – None

LECTURE

Overview of Week 11

READINGS
Rothman
Children Reading Tools (URL)
Walter (PDF)
Chapter 5 – Getting It Right for the Children

WEEK 12 – NOVEMBER 10 TO NOVEMBER 16

DISCUSSION THREAD – None

LECTURE

Overview of Week 12

READING

Cerny/Markey/Williams
Chapter 5 Programming Skills

WEEK 13 – November 11 to November 17

LECTURE:
Overview of Week 13

BLACKBOARD COLLABORATE SESSIONS
Story Hour (Hour) Performances (1/2 Class)

November 20th

6:30 – 9:00 p.m. Pacific

ASSIGNMENT DUE – November 19^th
For those performing on November 20^th - Story Hour (Hour) Plan (Written Paper or blog - If blog provided URL to Instructor using discussion thread provided.

DISCUSSION THREAD (3 PARTS)

Discussion Thread #5
The instructor will assign each student to a group and groups will work on the thread and creation of the other documents together. Each group will work separately on the assignment described below.

Children’s Area Design – Discussion thread (4 points), Google Docs spreadsheet build (5 points), and drawing of area as designed by your group (6 points).

Part 1 - CHILDREN’S AREA DESIGN: ONE DRAWING PER GROUP: Drawing is due on Saturday, November 22nd by 5 p.m. Pacific. Please include the number of the Group on it. No hand drawings please. Worth up to 6 points

It is important to indicate all of the various areas, equipment and furniture you’d include in your children’s area design as part of the Google Doc and area drawing.

Part 2 - DISCUSSION THREAD: Post to the discussion thread what you included in your design, your thoughts on decisions you’d have to make. Discussion posts must be throughout the week scheduled. Post two substantial posts by November 18^th   5 p.m. Pacific; Two substantial posts by November 20^th 5 p.m. Pacific and 2 posts in response to other group member posts by Sunday, November 23rd 5:00 p.m. Pacific.

You will only participate in your group’s discussion. Worth up to 4 points

Part 3 - BUILD GOOGLE DOC – Each group must contribute to the document on Google Docs. Do not create your own. All individual members in the group must contribute to the spreadsheet. Items should be lists of resources for equipment and furniture (tables, chairs, shelving, etc.) as well as any other physical items you think needed for the area including all pertinent information including name of supplier, cost, and contact info (web link for instance). You must list your name by ever item you post. There is a wealth of information on the web (see links provided on the course outline) about providers of furniture, shelving, equipment etc. and it will require research on your part to complete the assignment successfully.CAREFUL – be careful posting as this is a community worksheet and it is critical not to change, alter or delete other member’s posts. Last day to post to document is Sunday, November 23rd by 5 p.m. Pacific. Worth up to 5 points

WEEK 14 – November 24 TO NOVEMBER 30

HAPPY THANKSGIVING!!!!!

WEEK 15 – DECEMBER 1 TO DECEMBER 7

DISCUSSION THREAD

Discussion Thread #6

Reflection

Write about what you’ve learned in the class this semester – what insights you’ve gained, opinion’s that were changed or were confirmed, etc.

Posts: one substantial post by Thursday, December 4th 5:00 p.m. Pacific and one post to a classmate’s post by Sunday, December 7^th 5:00 p.m. Pacific. (2 points)

LECTURE

Overview of Week 15

BLACKBOARD COLLABORATE SESSIONS
Story Hour (Hour) Performances (1/2 Class)

December 4th

6:30 – 9:00 p.m. Pacific

ASSIGNMENT DUE – December 3rd
For those performing on December 4th- Story Hour (Hour) Plan (Written Paper or blog - If blog provide URL to Instructor using discussion thread provided.

READINGS

Youth Services Librarians Roles and Competencies
http://www.arrowhead.lib.mn.us/renewal/youth.html

LibraryJournal.com
The Suicide of the Public Librarian/Management efforts to look good in the short term are leading to the demise of the MLS http://www.libraryjournal.com/article/CA289162.html

WEEK 16 – DECEMBER 8 TO DECEMBER 10 (WEDNESDAY)

DISCUSSION THREAD – None

ASSIGNMENT DUE

12-Month Programming Plan/Blog URL
December 10th (11:59 p.m. Pacific) to the discussion thread provided.

DETAILED ASSIGNMENT DESCRIPTIONS

GROUP PRESENTATIONS 

Format:  Group Project – Blackboard Collaborate Presentation

The instructor will give students a list of group topics to choose from. Students will then select the group topic of their choosing by signing up using Google Docs. There will be limited spaces in each of the groups so spaces are reserved first come/first served.

Each group will research, plan and create a 20-minute presentation. Each group will create this presentation using PowerPoint. Presentations will be recorded using Blackboard Collaborate.

The URL link to the archived session must be posted to the provided discussion thread Week 9 no later than Saturday, October 26^th (11:59 p.m. Pacific).

Points - 10

8 points - presentation

2 points for completing evaluation form on all groups presenting

Group Liaison

The group liaison will communicate with the instructor and the Blackboard Collaborate assistant during the semester eliminating the need for everyone in the group to communicate directly with the instructor and Blackboard Collaborate assistant and vice versa about general group questions. Names to instructor by September 15^{th – 11:59 p.m. Pacific} (Week 4)

The group must post an outline of their presentation (table of contents like document – keep it simple) with the area or topic to be presented and the person or person(s) that will be responsible for researching and presenting that part of the presentation.

Group Presentation Outline

The outline must be posted to the discussion thread provided no later than Week 8, Saturday, October 19^th (11:59 p.m. Pacific). The importance of each member’s participation in the project is critical. Each member must contribute equally to the research and presentation creation.

Assignment

The Instructor has chosen several topics in Children’s Programming and Services. Each of the topics will be described in detail on the CANVAS course web site. Each group will research the issue chosen/assigned. Members of each group must start working together immediately. Don’t delay in getting together and planning, researching and designing. Presentations will be conducted using Blackboard Collaborate. Each group presents using PowerPoint or another approved method. Blackboard Collaborate allows showing video, whiteboard, application share and showing of PowerPoint slides. Our Blackboard Collaborate Assistant will be a great resource on what can be used to facilitate the presentation. We’ll discuss approved formats as we move into the semester. An audio (only) presentation is not acceptable.

Competencies: D, I
Objectives: 1, 5, 6

STORY TIME (Hour) PERFOMANCES - 20 points

Format: VideoTape (will be shown during synchronous Collaborate session)

SIGN UP: Students will be asked to choose a night signing up via a Google Doc. Spaces are limited for each night so spaces are on a first-come/first-served basis

Performance nights are:

Week 13 - November 20th  Story Hour Performances (1/2 Class)    6:30 to 9:00 p.m. Pacific

Week 15 - December 4th    Story Hour Performances (1/2 Class)    6:30 to 9:00 p.m. Pacific

TIME LIMIT: Each student performs for 10 minutes (you must fill the entire time). This time includes the introduction to each performance.

ASSIGNMENT DETAILS

This assignment is to allow you to have fun and be creative and at the same time develop a necessary skill for being an effective children’s librarian in the areas of programming and services.

Students must design and perform a snippet of a Story Hour for two of the three age groups listed below. You are not required to do an entire story hour because they can last anywhere from 20-40 minutes. This is just a glimpse of what can be done during a story hour. Students may create performances for all three age groups below and include in their ten minutes but the performances MUST stay within the ten-minute time limit allowed.

• Baby Lapsit
• Toddler
• All Ages (Families with kids usually 0-8 years in age)

Use the template under Modules – Detailed Assignment Descriptions – Story Hour Performances - Resources for Story Hour Assignments

Performances must be videotaped. Please load videos using YouTube, Vimeo or BlipTV.  Audio only performances are not allowed. We will watch student videos before the Blackboard Collaborate sessions as well as watch specific ones during each of the sessions for evaluation and comment.

• Students must provide an introduction to their performances as a part of the video

(Required). You must include what the audience will see you perform (song, followed by book X, then finger play, then another song for example – you would be way more specific but still brief) and what is the audience (see three categories above) you are performing for?

• You may perform for no audience or find a daycare, school or public library that may allow you to videotape yourself in front of a live audience. Performing for friends and their children is allowed. Live audiences are much better but they are not mandatory.

URL’s must be posted to the discussion threads provided:

For those performing on November 20th by Sunday, November 17th 11:59 p.m. Pacific

For those performing on December 4th by Sunday, November 30th 11:59 p.m. Pacific

Written Evaluations

Students watch all videos from all students but only evaluate those students performing during the same session as the student is. Students are expected to evaluate their own performances. If a student wants to evaluate the other session students they are more than welcome to do so. The Instructor evaluates all student performances and will let students know when evaluations will be due after each of the performance sessions.

Sample performances are provided on the CANVAS site under Content – Resources for Story Hour Performances.

Competencies: D, M
Objectives:  1,2,3

STORY TIME (HOURS) PROGRAMMING PLAN – 15 points

Format: Written Paper or Blog

DUE:

November 19^th for November 20^th performances – Week 13

December 3^rd for December 4^th performances – Week 15

NOTE: During the performances you can do 2 out of the 3 ages levels but the written programming plan has to have plans for all three age groups.

ASSIGNMENT

• Plan out a 1-month Story Hour program with a monthly theme. Design weekly themes that compliment the monthly theme (for example the month theme could be Winter - one week of Story Hour themes could be stories about snow, another week focuses on animals that live in the snow).
• Design (write) 8 Story Hours. - 4 weeks, 2 Story Hours per week. Students must include baby lapsit, toddlers, and family - all ages (0-8 focus). You will pick out all materials to be used including any props.
• You must use the template provided by the instructor for the actual Story Hour plan. You must complete each area indicated on the template for each of you Story Hours. You will end up creating 8 of these templates for inclusion in your paper and/or blog/wiki.
• Students need to include at least two from each of the three age/type/categories. You are not allowed to do all the Story Hours for the same age group.
• Students will research the necessary elements of each type of Story Hour and will review all course materials posted on the CANVAS site under Content – Resources for Story Hour Assignment.
• In addition to the templates you must include the following in the narrative part of your paper/blog:
• Demographics for the library community as far as families and ethnicity (imaginary or from real place)
• Schedule for Story Hours including time frame for each program – think marketing blurb about Story Hours that you have seen for your web site discussion thread assignment.
• Include information on how the various activities enhance developmental activities for the intended age group.
• Conclusion – this should be a descriptive section that ties your whole program together and shows a synthesis from start to finish.
• Reference Page
• Create an appendix for examples of any handouts (sample of a coloring page or other activity) that would be included in the Story Hour (see CANVAS Course Site under Content – Resources for Story Hour Assignment for examples). You may include one example say a coloring page you are planning to hand out in your appendix and then include additional links to other handouts.

Paper Composition (If you chose blog please consult with the Instructor as to how you have to design to facilitate including all of the criteria necessary for paper format in your blog.)

• May not exceed the 25 pages in length. This includes the title page and the references.
• (Blog must equal the same amount in content that you would include in a paper)
• 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. If you do a blog then you must include all of this information on the banner or in a predominant place on the blog homepage. Page numbers and the name of the assignment must appear on all pages except the title page
• Page Numbers – for papers only (This requirement does not apply to blog).
• Narrative parts of the papers must be doubled spaced. This requirement does not apply to blog.
• Reference page citations within the narrative must meet APA guidelines

Competencies: D, M
Objectives: 1, 2, 3

12-MONTH PROGRAMMING PLAN - 20 points

Format: BLOG

(Use Blog template software that will accommodate all the various elements of the assignment- Blog/Wiki, Live Journal, Weebly to name just a few)

DUE

December 10^th

(11:59 p.m. Pacific - send URL to Instructor via the discussion thread provided)

Develop a 12-month programming plan for a children’s area (department), including activities for all ages, and early literacy training/programming for parents. 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 activities at various ages.

You must go way beyond the Story Hour planning assignment into other areas of programming and services but you may include any materials you created for your Story Hour Plan as part of this assignment if you need to. You must look at this programming plan through the eyes of the person who will manage the programming as well.

Make plan as realistic and detailed as possible even though this may be an imaginary children’s department. Include best guesses for costs of what an activity or professional program might cost. The instructor strongly suggests spending time consulting with an actual public or school librarian to get ideas and make plans as realistic as possible.

You must include the following sections in your blog (you may include more areas or topics but the ones listed must be included:

1. Introduction
2. Month by month programming outline with a description of each program, cost of each program (show your work), overall budget allocation for children’s programming for the year must be stated, volunteers needed, any other support you can think of, marketing/advertising plan, displays, etc. You must include how you think of managing the project based on what you’ve read and studied throughout the semester. Note of Budget: Building cost is not part of the programming budget.
3. If you are going to seek out additional sponsorship to fund your programming plan other than what your library is giving you for a budget would give you please include what companies/entities you think you would approach and why you think they would be interested in supporting your children’s library programming. If you are not seeking outside funding please explain why you aren’t?
4. Summary
5. Additional areas you think would be of interest.

EXAMPLE: Under Content on the CANVAS course website – Resources for 12-Month Planning Assignment

Blog Component Composition

• May not exceed equivalent of a 40-page paper in length.
• (Blog must equal the same amount in content that you would include in a paper worth this percentage of your grade)
• The blog banner must include the following: Title, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. You may chose to place this information in predominant place on the blog homepage instead of the banner but be sure it is very visible when opening the blog.
• Reference page citations within the narrative must meet APA guidelines

Competencies: A, M
Objectives: 2, 3, 6

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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. 

Student Learning Outcomes

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

1. Describe the current reading, viewing, and listening habits of children, and use this knowledge in program planning.
2. Apply information on children's developmental and psychological needs and tasks to plan age-appropriate programming and services.
3. 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.
4. 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.
5. Demonstrate familiarity with a wide variety of computer software for use in children's library programming.
6. 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:

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Textbooks

Required Textbooks:

• Fasick, A.M. (2011). From boardbook to Facebook: Children's services in an interactive age . Libraries Unlimited. Available through Amazon: 1598844687

• Peck, P. (2006). Crash Course in Children's Services. Libraries Unlimited. Available through Amazon: 1591583527.

Recommended Textbooks:

• Cerny, R., Markey, P., amp; Williams, A. (2006). Outstanding Library Service to Children. ALA. Available through Amazon: 0838909221.

• Snow, S. (2007). Building Blocks: Building a Parent Child Literacy Program at Your Library. Libraries Unlimited. Available through Amazon: 159158471X.

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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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