History of Youth Literature
Fall 2014 Greensheet
This course will be available on Monday, August 25th. You will be enrolled into the site automatically. However, this intensive course will begin on October 13th. I will send more information about course access as we approach this date through MySJSU. This is an intensive course, lasting 7 weeks. This section will meet from October 13 to December 8, 2014.
The history of literature for children and teens from its earliest examples to today's current trends, including how childhood has changed over the years, the influence of culture on those changes, and on the materials created for children and teens.
Required Home Computing Environment:
Familiarity with Canvas Course Management Software:
Completion of Assignments:
- Readings:There is no way to avoid a lot of reading in a children's literature course. In each unit, you may be responsible for textbook readings, a lecture reading, selected article readings, and at least one children's book representative of unit topics and themes.
- Expeditions and Experiments: On at least three occasions, you will conduct a field experiment of sorts and share the results in a discussion forum or a “quick write”. Quick Writes are informal observations and reflections based on assigned activities, 1-2 pages in length.
- Discussion Boards: Discussion boards are a very important part of an online class. You will be participating in at least one major discussion for each unit of study and responding to your classmates’ posts. Recently Read discussion boards will provide an opportunity to share your historical literature selections.
- Final Project:The Classic You Never Got Around To. We will discuss the final project to determine its direction, content and format together.
- Each unit will begin with a detailed task list, providing specific instructions and due dates.
- As this is an intensive course, I have restructured all of the units to eliminate and condense assignments, in order to accommodate our time frame. I reserve the right to make reasonable changes to the assignments and course schedule, but will not do so without notifying you.
|Once Upon A Time: An Introduction
Discussion: Pleased to Meet You! (12 pts.)
Literature: A Neglected Classic from The Top 100/final project selection
Assignments support SLO #4
|The Timeline: A History of Youth Literature
Text: Pavonetti, Chapters 2, 4
Expedition and Literature: Attic Adventures, pre-1900 (25 pts.)
Discussion: Connect the Dots (15 pts.)
Assignments support SLO #1, SLO #4
|Mother's Little Darling: A History of Childhood
Literature: 3 Family Life Examples, post-1900 (25 pts.)
Discussion: Illustrators with Impact (15 pts.)
Assignments support SLO #2, SLO #3, SLO #1, SLO #5
|Keeping It Real: A History of Teen Lit
Text: Cart, Chapters 1-5
Expedition and Quick Write: Teenagers in the Mist (25 pts.)
Literature: Milestone Young Adult Novel (10 pts.)
Discussion: “Too Dark to See” (15 pts.)
Assignments support SLO #2, SLO #3, SLO #4, SLO #5
|Series-ly, To Be Continued: A History of Series Literature
Literature: Series Book (10 pts.)
Discussion: A Prize in Your Serial (15 pts.)
Assignments support SLO #1, SLO #4, SLO #5
|November 11||Veterans Day, no classes|
|The Dog Ate My Basal: A History of Youth Literature in the Classroom
Text: Pavonetti, Chapter 9
Literature: Curriculum Connections (15 pts.)
Assignments support SLO #7
|Mirrors and Windows: A Multicultural History of Youth Literature
Text: Pavonetti, Chapters 12, 13; Cart, Chapters 9, 11
Literature: Multicultural Example (10 pts.)
Expedition and Quick Write: Bookstore Inventory Letter (25 pts.)
Discussion: Eyes on the Prize (15 pts.)
Assignments support SLO #6, SLO #8
|They Called Me Snow White But I Drifted: A Critical Analysis of Youth Literature
Text: Pavonetti, Chapter 5
Literature: Sourcing Two Versions of the Same Story (15 pts.)
Assignments support SLO #2, SLO #5
|November 27-28||Thanksgiving Recess, no classes|
|Back to the Future: An Exploration of Today's Youth Literature
Literature: Graphic Novel, App or Ebook (10 pts.)
Assignments support SLO #8
|And They All Lived Happily Ever After: Final Projects (50 pts.)
Assignments support SLO #1, SLO #4, SLO #8
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:
- Identify literature written for children during major historical time periods;
- Explain the purpose of children's literature in the social pattern;
- Describe the images of childhood as revealed in children's literature;
- Identify authors, illustrators and publishers who have contributed to milestones in children's and young adult literature;
- Describe various genres and literary movements in children's literature;
- Identify historical children's and young adult literature from different ethnic and cultural perspectives;
- Explore the historical use of children's literature in educational settings;
- Research and explain trends, technology and controversies affecting contemporary children's and young adult literature.
Core Competencies (Program Learning Outcomes)
LIBR 268 supports the following core competencies:
- C Recognize and describe cultural and economic diversity in the clientele of libraries or information organizations.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital items and collections.
- M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
- Cart, M. (2010). Young adult literature: From romance to realism. American Library Association. Available through Amazon: 0838910459
- Pavonetti, L. (2003). Children's Literature Remembered: Issues, Trends, and Favorite Books. Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 0313320772.
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|
- 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
Dropping and Adding
Consent for Recording of Class and Public Sharing of Instructor Material
- "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."
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