INFO 265-01
Materials for Young Adults
Fall 2015 Greensheet

Joni Richards Bodart
E-mail
Phone: (408)924-2728


Greensheet Links
Textbooks
CLOs
Competencies
Prerequisites
Resources
Canvas
iSchool eBookstore
 

Canvas Information: Courses will be available beginning August 20th, 6 am PDT unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open on the first day that the class meets. Course sites will close on February 28, 2016.

You will be enrolled into the Canvas site automatically.

Course Description

This course will allow students to take an in depth look at materials in a variety of formats for teens, including fiction, popular nonfiction, graphic novels, movies, computer games, websites, other media, and determine how they can meet developmental needs. 

Course Requirements

Office Hours
I will be in my office by appointment, Clark Hall, 418H, and will be on campus some weekdays, however, without an appointment, there’s no guarantee I will actually be IN my office.

I will answer e-mail on a daily basis or as quickly as I can. I will also be posting email responses to the FAQs section of the discussion board when questions are asked that are of interest to the whole class.

Please feel free to use BBIM to contact me.  I will respond immediately if I am at the computer, and as quickly as possible if I am not.  If I am writing or in the middle of something, my response may be quite brief.  Such brevity is not intended to be construed as rudeness or lack of willingness to help you.  Complex questions may be more efficiently handled via the FAQs or email.

If you need to speak to me by phone, I will do all I can to be available to you, but scheduling that call in advance to make it convenient for both of us, and ensure that I have enough time cleared to respond to your questions or problems.

DISCLAIMER
I make every effort to proofread the Greensheet and the Canvas website, but errors can occur. Please contact me with any errors you see or any questions or may have so I can correct or explain them.

Instructional Philosophy
I want each of you in this course to succeed, and I will do everything I can to help you do so, but this is a partnership. Please make sure that communication is your top priority during the semester. Ask questions when you have them, seek clarifications when you need them, and take responsibility for understanding all expectations, content and assignments for the course. You are responsible for your own learning experience. I do not make you succeed. YOU make you succeed. You also make you fail. Understanding the contents and expectations explained in the Greensheet is critical for a student’s success in the class.

Collaborate Sessions
There will be three Collaborate sessions.  They will be used for guest speakers and student presentations or discussions.  All are mandatory synchronous attendance.  The dates for these sessions are 9/24, 10/15, 11/19.  All sessions are from 630-900 Pacific Time.  Details on the content of each session will be on the Canvas site for this class.

Course Assignments
This course requires a number of assignments designed to introduce students to the concepts covered in class and in the texts, as well as to practical applications of methods.  Students will work individually and participate in group discussions on the Canvas website.  Detailed descriptions of assignment requirements are in this greensheet after the course outline and also on the Canvas website.  Please feel free to ask me about any assignment you do not understand.  There are reasons for each assignment, and I will be happy to explain them in more detail if necessary.

  • Evaluation of selection tools and review sources:  15% of grade, due week 7, 9/27 at 1159 pm
    • Compare at least five selection tools and review sources and rate them on their usefulness and coverage of materials for this age range, and emulating the style of one of them, write reviews on five items.  You must examine at least two print resources, i.e., the print versions of Voice of Youth Advocates or Booklist.   (Objectives 2 and 3)
  • Digital resources:  20% of grade, due week 9, due at 10/29 at 1159 pm
    • Spend at least three hours examining and using digital resources used by older teens and at least three hours watching and interacting with teens using them, and write an informal paper based on your experiences, that compares how you and they interacted with the resources in similar and different ways (Objectives 3 and 5)
  • Group research paper, 20% of grade, due week 13,  11/18, at 1159 pm
    • Working in groups of two, research a topic of interest to or about teens and present your findings to the (submit to appropriate discussion forum IN ADDITION TO submitting it in the appropriate dropbox) in the format of a research paper.  Please see the Google signup doc on the website for suggested authors/topics/genres and dates for the discussions on each paper.  All students will read, discuss, and critique all 3 of the research papers.  (Objectives 1, 5 and 6)
  • Blog of materials examined:  30% of grade, due weeks 8 and 16, 10/11 and 12/6, at 1159 pm
    • Develop a collection of materials including at least 35 items (reduced this semester from 50, in response to student comments), with detailed information on each, including both print and nonprint sources that reflect your knowledge of the informational, recreational, and developmental needs of this age group.  This assignment will be submitted in two sections, each with 17 or 18 title entries in it.  (Objectives 1, 2, 3, and 6)
  • Participation:  15% of grade due week 16, 12/6 at 1159 pm
    • Participate in Canvas website discussions, group work, and peer evaluation as described in this greensheet and on the Canvas class site. (Objectives 5 and 6) 

Course Outline

Week 1

  • Defining older teens or adolescents
    • Societal perspectives
    • Psychological perspectives
    • Information processing styles
    • Social interaction styles

Weeks 2-3

  • Adolescent Psychology—Understanding the Teen Brain

Week 4

  • Defining literature/materials for older teens
    • Impact of technology
    • Print and online materials, including but not limited to books, magazines, websites, blogs, and wikis
    • Multimedia materials, including but not limited to computers, movies, television
    • Developing trends
    • Radical or controversial titles
    • Adult titles

Week 5

  • Selection tools and reviewing
    • Defining quality in materials for older teens
    • Publishers’ imprints for older teens
    • Mock Printz Committee
    • Mock Alex Committee
    • Evaluating selection tools for print, nonprint and online materials and resources
    • Writing reviews
    • Collection development

Week 6

  • Developing trends in technology
    • Computer games or programs, including but not limited to social networking software, blogs and wikis
    • Audiobooks
    • DVDs
    • CDs
    • Television programming
    • Movies and book tie-ins
    • Other digital resources, including but not limited to iPods, cell/camera phones, other MP3 players, and handheld games

Week 7

  • Censorship and intellectual freedom
    • Selection policies
    • Reconsideration policies and procedures
    • Hot button topics
    • Resources for IF

Week 8

  • Types of materials
    • Realistic fiction
    • Controversial materials

Week 9

  • Types of materials
    • Romance
    • Adventure

Week 10

  • Types of materials
    • Mystery
    • Thriller/suspense

Week 11

  • Types of materials
    • Verse novels
    • Multicultural materials

Week 12

  • Types of materials
    • Short story collections
    • Historical fiction

Week 13

  • Types of materials
    • Fantasy and science fiction
    • Graphic novels and comics
    • Award winners

Weeks 14-15

  • Types of materials
    • Nonfiction
      • Materials specifically designed for teens, such as sexual information, social interaction, sports, careers, college prep, psychology, religion and other topics.
    • Poetry
    • Biography
    • Magazines

DETAILED INFORMATION ON ASSIGNMENTS

Expectations for Success Applied to All Assignments

  • This Greensheet is the course contract. Please read it and understand it.
  • 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 and 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.
  • There may be a few additional readings that I will choose from newly-published articles relating to this course’s subject matter.
  • Title pages: All course assignments must have a title page.
  • Prepare all assignments in MS Word, double-spaced.
  • All pages must have a header with your name and the page number (assignment pages must be consecutively numbered).
  • Students must proofread written assignments (including discussion forum postings) for correct spelling, grammar, and usage. I encourage you access the SLIS Writing Resources site. You are also welcome to peer edit each other’s work.  On the Canvas site, under Greensheet and other documents, there are several documents and links about grammar, punctuation, and appropriate sentence and paragraph construction.  Please read them, especially if I have commented on your grammatical/writing errors.
  • Use the following file name convention when you attach your work to the assignment drop-boxes: YOURLASTNAME_KEYWORD-FOR-ASSIGNMENT.
  • Students should use the Manual of the American Psychological Association, (6th ed.) as the standard for all bibliographic citations.
  • Students and faculty are bound by the U.S. copyright regulations and need to cite the sources of the intellectual property of others, including information, images, or ideas that do not belong to us. Follow the regulations located in the Fair Use of Copyrighted Materials policy at http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm;
  • Because this is an online class, students must pay particular attention to the Distance Learning (SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at http://www.sjlibrary.org/services/distance/fac_copyright.htm. Students need to pay special attention to the third bullet item at the website: Fair Use Guidelines for Educational Multimedia.
  • If you submit work with words, images, or ideas that are not their original ideas, words, or images, you must cite the sources of those words, images, or ideas. It is important for students in library science courses to develop a respect for the work of others and to be responsible users of the work of others. Although the work of students does have some fair-use protection, you are never safe in using words, images, or ideas of others in a course in which we share our work with one another. Not only will you need to remember this when you are posting to the discussion forums, you must also practice responsible use of resources in your projects that you will be sharing with your colleagues.

DESCRIPTION OF COLLECTION ASSIGNMENT/BLOG

This is an assignment in which you will research the kinds of materials available in a collection for older teens, and create a sample collection, in blog format, including both print and nonprint materials.  The purpose of this assignment is to acquaint yourselves with specific materials that you would include in your collection.  All must be well-written and appropriate for this age group.  You should be able to describe clearly and succinctly why you would want to make them a part of the collection you are creating.  DO NOT include materials that you would not include in a school or public library collection for older teens.  If you take a look at something, and after consideration, feel that it would not be appropriate for this kind of collection, do NOT include it.

Choose the blog creation software carefully; several are listed below. Start the blog creation early in the semester (first two weeks). Warning: START EARLY on this assignment. Poor planning on your part does not guarantee an extension beyond the due date on mine.  All work on this blog must be your own, not quoted from published sources, either in print or online.

Students in past classes have used the following (there may be others):

  • Live Journal (livejournal.com)
  • Blogger (blogger.com
  • Blogspot (blogspot.com)
  • Weebly (weebly.com)
  • Word Press (wordpress.com)

Please review criteria for this assignment described below and make sure you follow the directions and understand the assignment. This research project must include all types of materials for teens aged 15-18.

SAMPLE BLOG ENTRIES DUE – 2 complete blog book entries must be sent to me by 9/13 (word format please) to make sure that each student is writing in the correct style and tone. This hopefully will avoid losing points when final blogs are submitted.

COMPOSITION OF THE BLOG: 35 items/entries are required (mandatory) for your project (students will read, watch, play, or listen to the entirety of each of the titles/material selected for inclusion in the project). Materials used for other assignments will NOT be eligible for this assignment.  Please note that this has been reduced from 50, starting this semester, in response to students’ comments.  The number of items in your collection will NOT be reduced further.

These materials are directly tied to the library collection and should be ones that can be acquired/purchased by the library. An example – if you include games that are provided free on the Internet the library is supplying the computer and the Internet access, NOT the game. You would not include games that are free on the library computers. If the library provides games for checkout-loaded to computers in the library-related to a program then the library is providing that material. Ask if you need further clarification on any “materials”.

DIVERSITY OF MATERIAL FORMATS IS THE KEY TO A SUCCESSFUL COLLECTION - you may not include only books in your blog/collection. 

MAXIMUMS/CLARIFICATIONS

These are the maximums allowed for different types of materials in your blog/collection project.

ALL MATERIALS – must be appropriately focused on 15-18 (older teens) and materials that you would see in a public or school library.

  • Young Adult titles—These are materials that have been created primarily for teens and are marketed to that age group
  • Classic Titles—These five titles are required reading, and are among some of the earliest YA titles written when the age group began to have separate services and collections, and are still popular and widely read today.  The Chocolate War, by Robert Cormier, Weetzie Bat by Francesca Lia Block, The Outsiders, by SE Hinton, and Forever, by Judy Blume.  In your entries on each of these titles, please explain how they are/are not still relevant to today’s teens.  (These titles will be discussed on discussion forums during five weeks of the semester.  Please see Canvas list of discussion forums for dates.)
  • Adult Titles—”cross-overs” for teens aged 15-18 – Up to 5
  • Series – Include no more than two titles from a series. You may only have 3 series in your blog.
  • Individual Author – Maximum of two titles per author – your collection must have a wide variety of authors with diverse perspectives.
  •  Individual Genre – Make sure you include as many genres/sub-genres as you can. The collection is to be good representation of what materials are available.
  • Audiobooks are considered to be books – Up to 5 audiobooks. Either listen to the entire book in lieu of reading it, or listen to about one hour of the audio version of titles you have already read for your database, and include the comments on the audio version in your entry on this title.  (Count these titles ONLY ONCE when counting the items in your collection, since they contain the same content.)  Notice the differences between reading and listening—how well did the book translate to audio?  Also comment on the quality of the reader and how it impacted your enjoyment (or not) of the book.  Listening to full cast recordings in addition to single narrators is recommended.
  • Non-Fiction- you may include NF titles in your book selections, up to one-third of the books.
  • Games - Up to 3 games may be included. Games that are found free on the Internet and are not supplied by the Library and do not count as games in the definition of this assignment. Games purchased by the library are the types of games you should consider for inclusion in your collection - both digital and physical board games.
  • Subscription databases like Proquest or Britannica Online, etc. marketed specifically to teens aged 15-18 (Facebook and other social media sites, etc. are not “provided/purchased” by the Library. They are available free on the Internet) – Up to 2 databases
  • Magazines that are marketing primarily to teens – Up to 3
  • Music CD’s – Up to 3
  • Movies – Must be primarily focused on teen audience (Clueless, Twilight, etc.) – Up to 3  CLARIFICATION – you may not include both the movie and the book in your collection unless you are able to show in significant detail how they are different.  For instance, there are not significant differences between books by John Green and the movies made of them.

ORGANIZATION—Create a list in alphabetical order (either by author or title) of the titles you included. This list must either appear on the side margin of the blog or if you chose a blog software that does not allow alphabetical listings create the list as your last blog entry thus placing it at the top of the blog. I must be able to see easily the titles you are including. You can create a blog entry as your last entry putting it first in the blog chronology and simply type an alpha list of the titles in the blog. Most software will allow you to create an index but the individual blog entry is a work around that has worked for students in the past.

Each element in an entry must be separate and not combined with another element. For example do not combine Plot Summary and Critical Evaluation. They are two separate required elements. Please do not include fields within an entry on separate blog pages – this makes it a nightmare to read and creates an un-necessarily long blog. Keep the elements with the title in one entry.  Format each entry to make it easy to read.  LOOK at how it appears on the screen, and make it as attractive as possible.

HINT—When you are planning evidence for your eportfolio, this assignment will show that you not only know how to create a collection for older teens, you also know how to create an attractive and useful blog, something teen librarians are frequently asked to do.

The project MUST include the following elements, however, other elements may be included in addition to the required ones, if there is information you would like to include that doesn’t fit within one of the sections/elements below. Use the names of the individual parts of the assignment as the headers throughout your blog.

Please use the order below to organize the sections on each of the items in your collection.  In other words, each title in your collection will have the following sections in the following order included in the entry about it.

  • Cover Art  You must have a picture of the cover of the book or other material.  Please choose the cover that you consider the most attractive or recent.
  • Bibliographic information (at a minimum Title, Author, ISBN/any other identifying numbers present on DVD’s, Publisher, Copyright Date. Bib information will be specific to type of material so check out an entry from your local library catalog to see what is included for non-print materials. Some materials may not have the traditional bibliographical information you will find with books.
  • Genre(s)  Which genre or subgenre does it fit into?
  • Reading Level/Interest Age (these may be two different ages – look at respected review sources)
  • Reader’s Annotation (compose in your own words). 25 words or less, designed to intrigue the reader and make him/her want to read/view/use the item.
  • Plot Summary (compose in your own words). Summarize the important plot points and introduce the characters and the situation.  This should be done in some detail, so the item is clearly identifiable.  For music, introduce the composer, singer/group, and discuss the individual songs.  For games, describe game play in such detail that a teen would be able to begin playing, based on your description.  Movies should be discussed like books, but with the various visual and sound effects included.  Use common sense—what do you need to remember about this item if you were asked why you included it in your collection?
  • Critical Evaluation (compose in your own words). This is a review of the item.  What did you like and not like about it?  Why do you think it is important to be included in your collection?  Who will want to read/listen/play it?  What formats is it available in, and which should you include in your collection?  You do a critical evaluation for each entry. For musical CD’s you can include how good you think the lyrics are and the production; for movies cinematography, actors, plot, etc. HINT—use the assignment on review sources to help you find examples of appropriate reviews.
  • Author Bio/Information  Give information about the author (at least two paragraphs of text). You may cut and paste from another source but you must give credit to the source in the entry text.  Appropriate info includes: bio info, other titles, awards and honors, etc.  Authors’ websites are good sources for this information.
  • Ties to Curriculum Units, if any – if there aren’t any then put N/A by the header. This is to be kept simple. You can look up the curriculum standards in your state and cut and paste into this field or you can put down topics like Political Science/Civics, Diversity of Cultures, etc. You do not need to include examples from materials.
  • Booktalking Ideas (compose in your own words). DO NOT WRITE BOOKTALKS; give only ideas for booktalks. List one to three ideas.
  • Challenge Issues  Describe and brief idea of how you would prepare, as the librarian, if the material were to be challenged. How would you prepare and what would you have on hand if approached by a patron/parent concerned about material in your library? Why did you include this book in the titles you selected? Including excerpts from positive reviews, articles by the author, articles about the title, awards it has won, and lists it has been placed on are all appropriate defenses.  You do not need to provide the complete text—a list of links is fine.

DESCRIPTION OF DIGITAL RESOURCES PAPER

The research paper (BODY) must include:

  • An Introduction
  • An Interview/Observation Overview (include examples of the questions you asked and your observation conclusions – do not include your journal entries or interview scripts – this is a synopsis of them)
  • A Critical Analysis and Description of the technology you observed and the technology you discovered beyond your observations through additional research into the topic. You should spend a minimum of 2 hours researching and trying out digital resources used by older teens.
  • A Discussion (in detail) about the trends you see in digital resource use by older teens.
  • A Conclusion (synthesis of all parts of your paper)
  • A Reference Page(s) (there are no excuses for not having references for this assignment).

APPENDICES

  • The Journal
  • The Interview Script

Interview/Observation

  • Observe OLDER teens wherever you can find them (malls, coffee shops, your neighborhood, libraries, friends, etc).
  • Observe/Interview for a minimum of 1-2 hours.
  • Observe your own children if they are the age we are studying this semester or your children’s friends.
  • Interview at least two teens as part of this assignment. The questions must elicit answers that will be relevant to the subject of the assignment – using digital resources. Teens must be in the age group we are studying (15-18 years of age).
  • You may have to try more than one location to find teens to observe and interview.

Length of Paper (approximately 20 pages MAXIMUM, including the appendices, but not including the title and reference pages)

  • The body of your paper—make sure you write clearly and concisely, in order to include all the necessary information within the allotted length
  • Reference page in APA style.
  • Journal – a detailed record of where, when and what you observed in journal format.
  • Interview script

DESCRIPTION OF SELECTION TOOLS EVALUATION PAPER

You are to examine a number of selection tools and review sources for young adult materials, and choose the five best of them.  Review sources publish professional reviews of new material currently being published.  However, review sources that publish reviews by readers or fans should be examined very carefully to ensure that those reviews are thoughtful and unbiased.    Selection tools do not have reviews, but do have recommendations for important titles.  Examples could be annual awards, annual “best of” bibliographies, and books that recommend titles, but don’t specifically review them.  The Youth Media Awards are examples of selection tools.  So are the various lists of top books—BBYA, BFYA, Teens’ Top Ten, and so on.  Organize your list of tools in order of preference, and explain in your introduction to the bibliography why ordered them that way.  You must include at least three professional review sources, including Voice of Youth Advocates.

Information on each tool should include:

  • complete bibliographic information, including price and frequency of publication
  • a detailed evaluation of the item, including what it reviews, average number of reviews per issue, whether or not they are signed, and length of the reviews.  If it is a selection tool, without reviews, then explain how/why the items are included. 
  • a statement about its usefulness in terms of supporting collection management
  • your opinion of the item, and its importance—is this an item you would want to have for selection purposes?
  • if the item is a print resource, does it also have a web presence?  Is all the info available online a duplicate or an extension of the print resource, and is there web content not reflected in the print resource?

You can find an excellent example of what I am looking for on the class website under Greensheet and Other Organizational Documents.
DESCRIPTION OF GROUP RESEARCH PAPER

The research paper must include:

  • An Introduction explaining the topic you intend to explore and the aspects you will focus on, the reasons why you chose it—why is it important or interesting—and the process used for your group’s formation
  • A discussion of the history of the topic as it as it has been presented in YA literature in the past or a biography of the author(s) you are examining
  • An in-depth discussion and analysis of the topic of your paper, which may be accompanied by graphic material of some kind
  • A Conclusion (synthesis of all parts of your paper, including the new knowledge your research has created, and how/why that knowledge will be useful to you and to others)
  • A Reference Page(s) based on citations within the body of the paper.  Footnotes and endnotes not required.
  • Appendices as necessary. (bibliography of author(s)’s works, bibliography of titles in the genre or subgenre studied, etc.)

Length of Paper (approximately 20 pages MAXIMUM, not including the title, optional graphics, and reference pages)  Make sure you write clearly and concisely, in order to include all the necessary information within the allotted length.  Reference page must be in APA style.

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

INFO 200INFO 260Aor INFO 261A

Course Learning Outcomes

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

  1. Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence teens' choices of recreational and informational sources and materials.
  2. Evaluate selection tools, and use appropriate resources to develop a collection of materials for older teens, including all appropriate formats (print, nonprint, computer software, music, etc.).
  3. Critically examine representative materials designed for older teens, including print and nonprint formats, books, graphic novels, television, movies, music, and a wide variety of computer software, including social networking software; apply criteria to evaluate materials in relation to developmental needs, multicultural concerns, and meeting the informational and recreational needs of this age group.
  4. Create an appropriate materials collection for older teens, including print and nonprint materials and a variety of the digital resources currently available for this age group.
  5. Exhibit knowledge of published resources about print and nonprint materials for older teens, such as reference materials, selection tools, and Web sites.
  6. Assist parents and caregivers with questions about appropriate materials for their older teen children.

Core Competencies (Program Learning Outcomes)

INFO 265 supports the following core competencies:

  1. A Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of intellectual freedom within that profession.
  2. F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
  3. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  4. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.

Textbooks

Required Textbooks:

  • Herald, D. T. (2010). Teen genreflecting 3. Westport, CT: Libraries Unlimited. Available through Amazon: 1591587298arrow gif indicating link outside sjsu domain

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F

 

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

  • C represents Adequate work; a grade of "C" counts for credit for the course;
  • B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
    For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  • A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at 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.

icon showing link leads to the PDF file viewer known as Acrobat Reader Download Adobe Acrobat Reader to access PDF files.

More accessibility resources.