LIBR 267-11
Seminar in Services to Children and Young Adults
Topic: Early Childhood Literacy
Fall 2014 Greensheet

Professor Beth Wrenn-Estes, Lecturer
E-mail
Other contact information: 510-410-1959 Cell
Office location: Home
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 covers a wide variety of topics important for an understanding of early childhood multi-literacies in library and non-library environments, including current research, best practices and practical examples that can be implemented in various work environments with children.

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 concerns or questions.

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 267_11_YOUR LAST NAME

Format the file name for all of your assignments:
LIBR 267-12_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 sessions, group work and 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 (please see grading scale in other part of this Greensheet)

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.

RUBRICS
There will be a rubric provided with every assignment. These rubrics will be posted on the Canvas course site.

ASSIGNMENTS/POINTS AND DUE DATES

DISCUSSION THREADS

Discussion Thread #1 – Week 1 - August 25 to August 31

Introductions

Tell us about yourself and where you are presently in the program. Feel free to post pictures (we love to see and hear about dogs, cats, children, hobbies) and anything else for us to get to know a little bit about you. Remember this is how you’ll find out information on potential group partners so tell us a little about what role you like to have in a group (editor, leader, follower, procrastinator, etc.) and why you are taking this course. Remember that you need to let your classmates know something about you so that you can pair up for the small group work. 1 point

Post/Deadlines: Only one substantial post is needed for this discussion thread. Post by Sunday, August 31^st 5 p.m. PST

Discussion Thread #2 -– Week 3 - September 8 to September 14

Child Development

Thread will focus on insights and observations on the readings and lecture from Module Week 1 on children’s development (mental, emotional and physical). 5 points

Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate.
Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, September 9^th; one substantial post on Thursday, September 11^th plus two responses to posts made by classmates by Sunday, September 14 - 5 p.m. PST.

Discussion Thread #3 - Week 4 – September 15 to September 21

Childhood Literacy

Thread will focus on insights and observations on the readings and lectures from Module - Week 2 on early childhood literacy. 5 points

Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate.
Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, September 16^th; one substantial post on Thursday, September 18^th plus two responses to posts made by classmates by Sunday, September 21- 5 p.m. PST.

Discussion Thread #4 – Week 8 – October 13 to October 19

BLOG Insights

We are half way through the semester – give us some insights into what you’ve been writing about in your blog. What discoveries, questions, and ideas have you had so far? 3 points

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, October 14th; one substantial post on Thursday, October 16th plus two responses to posts made by classmates Sunday, October 19 – 5 p.m. PST

Discussion Thread #5 – Week 9 – October 20 to October 26

Story Hour and Literacy Skills and Acquisition
Based on the lectures and readings so far describe in detail how you understand the importance of story hours in children’s literacy based programming. Discuss the roles, responsibilities and some of your ideas of how Story Hour directly relates to the initiatives you have heard about throughout the course so far. 4 points

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, October 21st; one substantial post on Thursday, October 23rd plus two responses to posts made by classmates by Sunday, October 26th- 5 p.m. PST.

Discussion Thread #6 - Week 11 – November 3 to November 9th

The role of children’s programming and services librarians/practitioners in early childhood development and literacy skills and acquisition. You do not need to include Story Hours in this posting rather concentrate on other programming and services. Discuss the roles, responsibilities and some of your ideas of how these programs and services directly relate to the initiatives you have heard about throughout the course. 4 points

Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate.

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, November 4th; one substantial post on Thursday, November 7th plus two responses to posts made by classmates by Sunday, November 9th- 5 p.m. PST.

Discussion Thread #7 – Week 16 – December 8 to 10 (VERY SHORT WEEK)

BLOG Insights

Last week of the semester - time to summarize your thoughts on keeping the blog throughout the semester and what your overall discoveries, thoughts and ideas have been. What will you take away from the course? How will you use it in your professional life? Personal Life? – 3 points

Post/Deadlines: Two substantial posts are due; one on Monday, December 8 and one on Tuesday, December 9^th. One response to a classmates’ post is due on Wednesday, December 10^th – 5 p.m. PST.

WEEKLY OUTLINES

The Canvas course site will include all readings, except for the required textbook, in digital format (either a link to the article or a PDF of the reading).

Each weekly outline will contain all of the readings, websites, assignments and Collaborate sessions the Instructor has assigned. Weekly outlines will include description and link to discussion thread if one is assigned and any lectures that you will be required to watch/listen to during that week.

The Canvas site may have additional information regarding each week so please refer to both the syllabus/Greensheet and the site in tandem to get all the information you need.

Week 1 - August 25th – August 31st

Start Here: Libraries Matter: Early Literacy YouTube - https://www.youtube.com/watch?v=w7VH-tVnf18

Tasks:

• Blog/Journal URL to Google Doc provided
• Work on choosing partner for small group work – when ready post to Google Doc provided.
• Sign up for Group Presentation topic – Google Doc provided

Instructor Lectures:

• Overview Week 1
• Child Development – Hitting the Highlights

Reading:

• Barone, D.M. & Mallette, M.H. (2013). Best Practices in Early Literacy Instruction – Part I
• Other readings may be added by instructor and will appear on the Canvas course site.

Discussion Thread #1

Introductions
Tell us about yourself and where you are presently in the program. Feel free to post pictures (we love to see and hear about dogs, cats, children, hobbies) and anything else for us to get to know a little bit about you. Remember this is how you’ll find out information on potential group partners so tell us a little about what role you like to have in a group (editor, leader, follower, procrastinator, etc.) and why you are taking this course. Remember that you need to let your classmates know something about you so that you can pair up for the small group work. 1 point

Post/Deadlines: Only one substantial post is needed for this discussion thread. Post by Sunday, August 31^st 5 p.m. PST

Topic: Child Development – Basics

Week 2 – September 1^st to September 7^th

Discussion Thread – None

Tasks:

• Blog/Journal URL to Google Doc provided (Due September 14^th)
• Work on choosing partner for small group work – when ready post to Google Doc provided (deadline September 14^th)
• Sign up for Group Presentation topic – Google Doc provided (Due September 14^th)

Instructor Lectures:

• Overview of Week 2
• Overview of course assignments – separate overviews will be provided
• Early Literacy Components with multi-literacy influences (Singing, Oral Language (Talk), Phonological Awareness and Concepts of Print - Reading, and Alphabetic Knowledge and Writing, Play, Singing, Dancing and Art)

Readings:

• Barone, D.M. and Marla H. Mallette. Best Practices in Early Literacy Instruction -Part II
• Other readings may be added by instructor and will appear on the Canvas course site.

Topic: Early Childhood Literacy 101

Week 3 – September 8^th to September 14th

Tasks:

• Blog/Journal URL to Google Doc provided (Due September 14^th
• Work on choosing partner for small group work – when ready post to Google Doc provided (deadline September 14^th)
• Sign up for Group Presentation topic – Google Doc provided (Due September 14^th)

Lecture:

Overview of Week 3

Discussion Thread #2

Child Development

Thread will focus on insights and observations on the readings and lecture from Module Week 1 on children’s development (mental, emotional and physical). 5 points

Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate.
Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, September 9^th; one substantial post on Thursday, September 11^th plus two responses to posts made by classmates by Sunday, September 14 - 5 p.m. PST.

Readings:

• Barone, D.M. & Mallette, M.H. (2013). Best Practices in Early Literacy Instruction – Part III
• Howard, M.L. (2013). Growing Young Minds: How Museums and Libraries Create Lifelong Learners. Institute of Museum and Library Services. http://www.imls.gov/assets/1/AssetManager/GrowingYoungMinds.pdf Download Adobe PDF Reader
• Early Literacy Skills – Maine State Library
  https://www.maine.gov/msl/libs/services/childliteracy.htm
• Marks, B.(2006) Early Literacy Programs and Practices at Colorado Public Libraries, Library Research Services. http://www.lrs.org/documents/closer_look/early_lit.pdf Download Adobe PDF Reader
• Lonigan, C. J. & Shanahan.T. (1972) Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don’t Know. Educational Researcher
  http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3268039/#__ffn_sectitle

• Green, S.D. & Peterson, R. (2006). Language and Literacy Promotion in Early Childhood Settings: A Survey of Center-Based Practices. http://ecrp.uiuc.edu/v8n1/green.html
• The National Early Literacy Panel (NELP). (2002). Early Beginnings. http://lincs.ed.gov/publications/pdf/NELPEarlyBeginnings09.pdf Download Adobe PDF Reader
• Other readings may be added by instructor and will appear on the Canvas course site.

Topic: Early Childhood Literacy 101

Week 4 – September 15^th to September 21^st

Instructor Lectures:

• Overview of Week 4
• The Importance of Understanding Theory and Research for Children Services and Programming Practitioners. Includes: A review of the following developmental theories (and theorists) psychoanalytic, behaviorism and social learning theory, cognitive development theory, information processing, ethology and evolutionary developmental psychology, sociocultural theory, ecological systems theory and dynamics systems perspective

Announcement

• BLOG/Journal - Instructor will be visiting student blog sites this week

Discussion Thread #3

Childhood Literacy

Thread will focus on insights and observations on the readings and lectures from Module - Week 2 on early childhood literacy. Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate. 5 points

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, September 16^th; one substantial post on Thursday, September 18^th plus two responses to posts made by classmates by Sunday, September 21- 5 p.m. PST.

Collaborate Session (Mandatory)

September 16^th – 6:30 p.m. to 9:00 p.m. – PST

Guest Speakers – Elf 2.0 and what employers look for in children’s programming and services staff. Speakers: Suzanne Flint (Library Program Consultant – CA State Library) and Carolyn Brooks (Branch Manager El Dorado County Library)

Readings:

• Barone, D.M. & Mallette, M. (2013). Best Practices in Early Literacy Instruction –Part IV
• Lankshear, C. & Knobel, M. (2003). New technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, v 3(a): 59-82. http://www.everydayliteracies.net/files/03_ECL_3-1_Lankshear_tech.pdf Download Adobe PDF Reader
• Whitehurst, G. J. & Lonigan, C.J. (1998 June) Child Development and Emergent Literacy. Child Development,v.69, 848-872. (Instructor provided PDF)

Other readings may be added by instructor and will appear on the Canvas course site.

Topic: Review of developmental theories past and present

Week 5 – September 22nd to September 28th

Instructor Lectures

• Overview Week 5
• Reading and Writing Basics for Children’s Programming and Services Practitioners

Readings:

• Cervetti, G.N. & Hiebert, E. H. (2014). Knowledge, Literacy and the Common Core. Language Arts. (Instructor provided PDF)
• The Children of the Code – Dr. Ripley - YouTube - http://youtu.be/0J4yNRaPx24
• Other readings may be added by instructor and will appear on the Canvas course site.

Topics: Foundations of Reading and Writing

Week 6 – September 29^th to October 5^th

Discussion Thread – None

Instructor Lectures:

• Overview Week 6
• Early Childhood Literacy Development in the Digital Age (multi-literacies)

Assignment Due:

• Due to October 2^nd by 11:59 p.m. PST
• Research Paper – Compare and Contrast major child development theories and theorists – 20 points

Readings:

• The Case for Digital Media Literacy in Early Childhood Education, Faith Rogow, PhD, (2012). http://www.earlychildhoodwebinars.com/wp-content/uploads/2012/10/CASE-FOR-DML-handout.pdf Download Adobe PDF Reader
• Key Questions to Ask When Analyzing Media Messages/Media Literacy Capabilities. National Association for Media Literacy Education (NAMLE). www.NAMLE.net/coreprinciples
• Media Use by Children Younger Than 2 Years (URL – http://pediatrics.aappublications.org/content/early/2011/10/12/peds.2011-1753.full.pdf+html Download Adobe PDF Reader

• Technology and Interactive Media as Tools in Early Childhood Program Serving Children from Birth through Age 8. A joint position statement of the National Association for the Education of Young Children and the Fred Rogers Center for Early Learning and Children’s Media at Saint Vincent College
  http://www.naeyc.org/files/naeyc/file/positions/PS_technology_WEB2.pdf Download Adobe PDF Reader
• Kanoon Elementary: iPads in the Library (YouTube - https://www.youtube.com/watch?v=Majj1jUDYkU)
• Larson, Joanne. (2006 Fall) Multiple Literacies, Curriculum, and Instruction in Early Childhood and Elementary School. Theory Into Practice. v.45:Issue 4: 319-327. (Instructor provided PDF)

• Other readings may be added by instructor and will appear on the Canvas course site.

Topics: Early Childhood Literacy in the Digital Age (multi-literacies)

Week 7 – October 6^th to October 12th

Discussion Thread - None

Instructor Lecture:

• Overview Week 7

Readings:

• Who will serve the children: recruiting and educating future children’s librarians (PDF)
• Role of Public Librarians in Children’s Literacy Development (PDF)
• Graham, S. & Gagnon, A. (2013). A Quasi-experimental Evaluation of an Early Literacy Program at the Regina Public Library. Canadian Journal of Information and Library Science. v.37:Number 2:103-121 (Instructor provided PDF)
• Other readings may be added by instructor and will appear on the Canvas course site.

Topics: Role of the Children’s Librarian in Literacy Skills Acquisition, Assessment (Evaluation) of Program and Services

Week 8 – October 13^th to October 19th

Lectures

• Overview of Week 8
• Story Hour and Beyond Story Hour

Begin Here – Early Literacy Study with Eliza Dresang (You Tube - https://www.youtube.com/watch?v=m3uR9cSwF34)

Discussion Thread #4

BLOG Insights

We are half way through the semester – give us some insights into what you’ve been writing about in your blog. What discoveries, questions, and ideas have you had so far? 3 points

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, October 14th; one substantial post on Thursday, October 16th plus two responses to posts made by classmates Sunday, October 19 – 5 p.m. PST

Readings:

• MacLean, J. (2008). Library preschool storytimes: Developing early literacy skills in children. (Instructor provided PDF)
• Prendergast, T. (2011). Beyond Storytime. Children & Libraries: The Journal of the Association for Library Service to Children. (Instructor provided PDF)
• Other readings may be added by instructor and will appear on the Canvas course site.

Topics: The importance of Story Hour, Read Alouds/Shared Reading and early literacy strategies, New Perspectives on Literature for Young Children (informational text)

Week 9 – October 20^th to October 26th

Discussion Thread #5

Story Hour and Literacy Skills and Acquisition
Based on the lectures and readings so far describe in detail how you understand the importance of story hours in children’s literacy based programming. Discuss the roles, responsibilities and some of your ideas of how Story Hour directly relates to the initiatives you have heard about throughout the course so far.

4 points

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, October 21st; one substantial post on Thursday, October 23rd plus two responses to posts made by classmates by Sunday, October 26th- 5 p.m. PST.

Lectures:

Overview of Week 9

Collaborate Session (mandatory)

October 21st – 6:30 p.m. to 9:00 p.m. PST

“Literacy and Learning – Frontline examples of Children’s Programming” -

Speakers: Patrick Remer (Youth Services Librarian at Contra Costa County Library/Pleasant Hill Branch and affilitate of the California State Library's Early Learning with Families 2.0 Initiative) and Cen Campbell (Blogger/Writer, Digital Storyteller, expert on Interactive Media for Kids. Librarian at Mountain View Library and affilitate of the California State Library's Early Learning with Families 2.0 Initiative).

Readings:

• Art Talk: Developing Visual and Verbal Literacy (URL: http://www.communityplaythings.com/resources/articles/2006/art-talk-developing-visual-and-verbal-literacy) 
• Beck, J. Y. (2013). Public Libraries as Places for Stem Learning: An Exploratory Interview Study with Eight Librarians. National Center for Interactive Learning
• Education/Research Report(Instructor provided PDF)
• Binder, M. (2011) Contextual Worlds of Child Art: Experiencing multiple literacies through images. Contemporary Issues in Early Childhood, v.12 Number 4. http://www.academia.edu/1179799/Contextual_Worlds_of_Child_Art_Experiencing_multiple_literacies_through_images
• Other readings may be added by instructor and will appear on the Canvas course site.

Topic: Beyond Story Hour

Week 10 – October 27^th to November 2^nd

Discussion Thread – None

Instructor Lecture:

• Overview of Week 10
• Outreach - programming ideas

Readings:

• Dr. Brazelton: Early Childhood – From Research to Caregivers (YouTube - https://www.youtube.com/watch?v=v_jvdD4oiOE)
• Family Place: Parent Child Workshops in Action – (You Tube - https://www.youtube.com/watch?v=tHCGhUysZNc)
• Every Child Ready to Read: http://www.everychildreadytoread.org
• Atkinson, A.. (2013). Critical Review: Does dialogic book reading improve overall language skills in preschoolers? http://www.uwo.ca/fhs/csd/ebp/reviews/2012-13/Atkinson_A.pdf Download Adobe PDF Reader
• Roving Literacy Program. Child Care Center of Evanston. http://www.childcarecenterofevanston.org/fccc-literacy/
• Children and Family Literacy Programs. Ozarks Literacy Council. http://ozarksliteracy.org/literacy-children-family-programs
• Roberts, J. & Jurgens, J. & Burchinal, M. (2005). The Role of Home Literacy Practices in Preschool Children’s Language and Emergent Literacy Skills. Journal of Language and Hearing Research. v.48:345-359. (Instructor provided PDF).
• Other readings may be added by instructor and will appear on the Canvas course site.

Assignment Due:

• Collaborate Links to Instructor November 2^nd. Post on discussion thread provided.
• Small Group Presentations – 20 points
• Children’s Literacy/Programming Proposals

Topic: Outreach - Connections to schools, caregivers/parents and outreach to non-library community

Week 11 – November 3^rd to November 9th

Lecture:

Overview of Week 11

Discussion Thread #6

The role of children’s programming and services librarians/practitioners in early childhood development and literacy skills and acquisition. You do not need to include Story Hours in this posting rather concentrate on other programming and services. Discuss the roles, responsibilities and some of your ideas of how these programs and services directly relate to the initiatives you have heard about throughout the course. 4 points

Students are urged to express their personal opinions but student’s posts should also show an understanding of the basic themes, theories and principles

expressed in the readings considering the research and literature in the field (currently and historically). Posts must include citations, as appropriate.

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, November 4th; one substantial post on Thursday, November 7th plus two responses to posts made by classmates by Sunday, November 9th- 5 p.m. PST.

Readings:

• Early Discovery Learning Centers (Instructor provided PDF)
• Cleano, D. and Neuman, S. B. (2001). The Role of Public Libraries in Children’s Literacy Development. Pennsylvania Department of Education. (Instructor provided PDF)
• Other readings may be added by instructor and will appear on the Canvas course site.

Topic: Programming and Services - Taking Theory to Practice

Week 12 – November 10^th to November 16^th

Discussion Thread – None

Instructor Lectures:

• Overview of Week 12
• The Inclusion of Play (traditional, non-traditional, with computers) in Programming and Services for children.

Assignment Due:

• Due by November 12^th (11:59 p.m. PST)
• Small Group Presentation Evaluations – 3 points

Readings:

• Eastern Connecticut State University's Center for Early Childhood Education presents the findings of the 2013 TIMPANI Toy Study. URL - https://www.youtube.com/watch?v=PvTxz__-7qw
• How to Raise a Low Media Child. http://www.mamanatural.com/how-to-raise-a-low-media-child/

Topic: A look at the importance of play (all kinds) in early childhood literacy skills and acquisition

Week 13 – November 17 to November 23^rd

Discussion Thread – None

Lecture:
Overview of Week 13

• Rest Week from new materials.
• Continue to work on blog and other course assignments.

Week 14 – November 24^th – November 30^th

HAPPY THANKSGIVING!

Discussion Thread – None

Lecture:

Overview of Week 14

Assignment Due:

• Group Presentations - 15 points

Issues in Early Childhood Literacy and Learning

Collaborate Session (Mandatory)

November 25th – 6:30 p.m. to 9:00 p.m. PST

 
Week 15 – December 1^st to December 7^th

Discussion Thread – None

Instructor Lecture:

• Overview of Week 15
• Carrying the literacy message forward

Readings - None

 Week 16 – December 8^th to December 10th

Discussion Thread #6

BLOG Insights

Last week of the semester - time to summarize your thoughts on keeping the blog throughout the semester and what your overall discoveries, thoughts and ideas have been. What will you take away from the course? How will you use it in your professional life? Personal Life? – 3 points

Post/Deadlines: Suggested posting schedule: one substantial post on December 9^th and 10^th and two responses to classmate’s posts during the Discussion Thread time frame.

Lecture:

Overview of Week 16

Assignment Due:

• Due December 10^th by 11:59 p.m. PST
• Blog/Journal – 10 points
• Final review and evaluation by Instructor

DETAILED ASSIGNMENT DESCRIPTIONS AND RESOURCES

Note: The Greensheet/Syllabus comes out many weeks before the semester starts. Instructor will be adding readings to each of the weekly outlines most likely. Please make sure that you are checking the assignment descriptions both in the assignment chart and in the Canvas site Module that will be entitled Detailed Assignment Description and Resources.

top

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:

1. Identify early literacy skills and activities.
2. Define characteristics of early childhood development.
3. Discuss major early literacy theorists and key research findings, their differences and similarities, and determine which are most useful in library and non-library environments.
4. Develop assessment tools for evaluating early childhood literacy programs and services.
5. Design an early childhood literacy program for a library or non-library environment.
6. Discuss new technologies and new forms of communication and their impact on young children.

Core Competencies (Program Learning Outcomes)

LIBR 267 supports the following core competencies:

top

Textbooks

Required Textbooks:

• Barone, D.M., & Mallette, M.H. (Eds.). (2013). Best practices in early literacy instruction. The Guilford Press. Available through Amazon: 1462511562

Recommended Textbooks:

• Christie, J.F., Enz, B.J., & Vukelich, C. (2011). Teaching language and literacy: Preschool through the elementary grades (4th ed.). Pearson. Available through Amazon: 0137057628

• Ghoting, S.N., & Martin-Diaz, P. (2013). Storytimes for everyone!. ALA Editions. Available through Amazon: 0838911692

• Shanahan, T., & Lonigan, C.J. (2013). Early childhood literacy. Paul H. Brookes Publishing. Available through Amazon: 159857115X

top

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.

Download Adobe Acrobat Reader to access PDF files.

More accessibility resources.