INFO 269-10
Early Childhood Literacy
Fall 2015 Greensheet

Elizabeth (Beth) Wrenn-Estes, Lecturer
Cell Phone
: 510-410-1959
Office location: Home Office:
Office Hours: By Appointment

Greensheet Links
Weekly Modules
Points Allocation/Due Dates
Collaborate Sessions
Discussion Threads

Canvas Login and Tutorials
iSchool eBookstore


Canvas Information: Courses will be available beginning August 20, 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.

Dates of fall semester are August 20th to December 8th.

I expect 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 read both the Greensheet and the course site and understand the information contained in both. 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

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

I make every effort to proofread the Greensheet/Syllabus and the CANVAS Course Site but errors still can occur. Please contact me with any errors, conflicts in information or areas that need clarification.

Instructor’s Instructional Philosophy
I want 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 and your engagement in class activities stays a top priority for you 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.

I am a believer in the value of working in groups in my classes. Every job in youth services will involve working with groups of people some of whom you will know well and others that you won’t know well at all. How well you work in a group or a team is determined by your understanding of group dynamics compounded by the fact that you are working in a distance education program where staying connected to one another and to me as your instructor is critical to success. 

Just as in real life when you work in a group or as I like to think of the experience as “working on a team” you will have weak members of the group/team and you will have strong group members (leaders) of the group/team. I expect each group member work to their fullest capacity on all of the group assignments. 

I will ask from time to time throughout the semester how things are going in each group and I will require modules on group work that show what individual students have been assigned to each part of the project/assignment. I expect that as librarians or librarians to be that you have high ethical standards and that you will participate fully in the group work process, including but not limited to, collaborating with your group mates, researching your given part of the assignment and completing evaluations when asked to. 

I hold students to high standards of conduct and hope that the group work you do will be of value to you as you go out into the world of youth services. 

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 (              

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

Format for subject line for all email correspondence:

Format the file name for all of your assignments:

E-mail Response Time
I answer email on a regular basis throughout the day and evenings however the official policy is: “Instructor will respond to student emails within 24-hours of receipt”. I will inform the class if a longer response time is needed (I’m out of town, illness, etc.). Students are expected to promptly answer emails.

Crisis or Emergency
Please call me if a situation prevents you from doing assignments or other class activities. You will receive a zero for any course work missed unless you have received permission from me for an extension. I reserve the right to deduct points (the number of points is determined by the me) for any work not submitted on time or lack of participation in Blackboard Collaborate session, group work or individual assignments 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.

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

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. I do not round up to the next number.

Grading Rubric/Individual Assignment Evaluation Forms
Rubrics have been worked into the grade book in Canvas and I will provide evaluation forms to you when needed for specific assignments.

Timeframe for grading papers
The instructor grades assignments as quickly as possible but it may take up to three weeks to get an assignment completely graded and returned to the class if class size is large and the instructor has additional classes to teach/grade assignments for during the semester. The instructor will post grading updates on the announcements page to let students know where in the grading of a certain assignment the instructor is.

NOTE: Weekly outlines will have more content than indicated in the Greensheet. More articles, websites and readings along with additional details as needed on assignments, etc when the Canvas Course website opens The Greensheet comes out quite awhile in advance of the first day of class while the Canvas site is opened and more current because it is created closer to the opening day of the semester. The Greensheet is the foundation document but there will be additions to it that you find on the course website in Canvas. Once the semester starts please check the website for the most up-to-date information.

Assignment Points Due Date
Guest Speakers     5

Collaborate Session (Mandatory) – Week 6 - September 21st – 6:30 p.m. to 9:00 p.m. PST – Guest Speakers 

Article Review 

Electronic Document 


Due Week 8 – October 9th

Pick three articles from the Notes section in Chapter 1 of Ghoting/Martin-Diaz - Storytimes for Everyone. Read and evaluate the articles (research) and write a paper summarizing the articles focus and findings.  Make sure you provide an introduction and conclusion and a narrative that critically looks at each of the articles through the lens of our course of study. Paper length  - 6-8 pages not including the title page and reference pages.  

CLO 1,2,6, /Comp K,N  

Small Group Presentations


Collaborate Session (asychronous)

20 Small Group Presentations - Due - Week 10 – October 25th

Children’s Early Childhood Literacy Programming Proposals

Students will be asked to pair up for this presentation. Each student must post to the Introduction Discussion Forum during Week 1 of the course so that others in the class can get to know each other and decide with whom they want to be paired with for the assignments.. Partners must be declared by the end of Week 3 – September 6th

Each dyad will create a Children’s Literacy/Program proposal (one that would be presented to management/administration) to get implementation and funding. Each presentation will be recorded using Collaborate and the instructor and class be view and evaluate. 

CLO 4,5/Comp J, K and M    

Small Group Presentation 



Due Week 11 - November 1st

All students in the class will watch evaluate each of the proposal presentations, except their own, using an established evaluation criteria provided by the instructor. See Detailed Assignment Descriptions when the semester begins.

Depending on class size the Instructor may designate a smaller number of evaluations for each student to do. This will be announced at the beginning of the semester.

CLO 5/Comp N    

Group Presentations    


Collaborate Session (asynchronous)


URL to Collaborate Session (asynchronous) – Week 14 – November 13th – 6:30 p.m. to 9:00 p.m. PST 

Working in groups of 3-5 students will select an issue/topic from the list the Instructor provides to the class.The instructor will provide a Google Doc for sign- up during the first week of class. There are a limited number of spots in each group so the selection is first come/first served.


All of these topic/issues have at least two sides of opinion and thought. Each group will present the issues’ pros and cons and come to consensus on what side of the issue they fall. See Detailed Assignment Descriptions on the Canvas site when the semester starts.

CLO 1,2,4,6/Comp K, M and N  

Group Presentation 



Due Week 15 November 16th

All students in the class will evaluate each of the proposal presentations using an established evaluation criteria provided by the instructor. 

Depending on class size the Instructor may designate a smaller number of group evaluations for each student to do. This will be announced at the beginning of the semester.

CLO 5/Comp N    

 Guest Speakers  


Collaborate Session (Mandatory) – Week 15 –November 23rd – 6:30 p.m. to 9:00 p.m. PST – Guest Speakers 

Discussion Forums (6)     20

See Discussion Threads Schedule for topics and point allocations.

CLO 1,2,3,6/Comp J, K, M and N   

Total  100  

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

  • September 21st
    Guest Speakers
    6:30-9:00 p.m. PST
  • November 23rd
    Guest Speakers
    6:30-9:00 p.m. PST


See each thread for number of posts and submission dates/times that are required.The instructor may penalize students for not posting by the stated deadlines or after the thread has closed. Remember that additional posts are welcomed and encouraged and participation is an important part of making distance learning environments effective. Additional posts beyond the minimum are always welcomed and more posts create a much richer exchange of ideas and insights between classmates. Posting more than the minimum of times exhibits student behavior that goes beyond just the required participation level and into the “Exceptional” level of effort.

WEEK 1 - Discussion #1 (August 20th to August 23rd)

Discussion Forum #1


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. 1 point

Post/Deadlines: 1 post by 5 p.m. Pacific, Friday, August 21st..

WEEK 3 – Discussion #2 (August 31st to September 6th)

Child Development

Thread will focus on insights and observations on the readings and lecture from Unit 1 on children’s development (mental, emotional and physical). 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. Posts must contain citations of any resources quoted.

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others. One substantial post on Tuesday, September 1st; one substantial post on Thursday, September 3rd plus two responses to posts made by classmates by Sunday, September 6th 5:00 p.m. PST

WEEK 5- Discussion #3 (September 14th to September 20th)
Early Literacy Basics

Thread will focus on insights and observations on the readings and lecture from Unit 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. Posts must contain citations of any resources quoted.

Post/Deadlines: Suggested posting schedule: three substantial posts and two responses to others.  Substantial posts by Tuesday (September 15th), Thursday (September 17th), Saturday, September 19th and two responses to classmate’s posts by Sunday, September 20th.

WEEK 8 – Discussion #4 (October 5th to October 11th)

The place of storytimes in the landscape of literacy and learning

Based on the lectures and readings so far describe in detail how you understand the importance of storytimes in early childhood literacy and learning in school and public libraries. 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. Posts must contain citations of any resources quoted.

Post/Deadlines: Suggested posting schedule: two substantial posts and two responses to others.  One substantial post on Tuesday, October 6th; one substantial post on Thursday, October 8th plus two responses to posts made by classmates by 5:00 p.m. PST Sunday, October 11th.

WEEK 12 – Discussion #5 (November 2 to November 8th)

What’s the most important thing you’ve learned this semester (so far). - – 2 points

Be specific and detailed about why you chose what you did to write about this week. 

Post/Deadlines: One substantial post by Friday, November 6th. Post a response to a classmate’s post too by Sunday, November 8th at 5:00 p.m. PST/

WEEK 16 – Discussion #6 (November 30th to December 6th)

Reflection – 4 points

Please write two substantial posts and one response to a classmate’s post related to what you have learned over the course of this semester. Make your posts as detailed as possible citing different readings, lectures, speakers, etc. and include where you were at semester’s start in your knowledge base about early childhood literacy in libraries and where you are now.

Post/Deadlines: Suggested posting schedule: two substantial posts and one response to a classmate’s post. One substantial post on Tuesday, December 1st; one substantial post on Thursday, December 3rd plus one response by 5:00 p.m. PST Sunday, December 6th.

Discussion Thread Connections - Competencies: J, K, M, N/Objectives: 1, 2

Paper Composition/Blog Banner and General formatting instructions:

  • Prepare all assignments in MS Word 2003/Word 2007, either single or double-spaced. Blogs do not have this requirement.
  • May not exceed the number of pages specified by the instructor. For a blog think about how many words you'd include in that number of pages and then include a similar amount in your blog.
  • Must have a title page (or blog homepage/banner) with the following information:  Title of assignment, Class number and title, Name of Student, Name of Instructor, University and Date of Assignment. 
  • Papers must be doubled spaced – this does not apply to the Blog formatted assignments.
  • Reference page must be included and meet APA guidelines. References should be included in blog form as well.
  • Citations within the paper/blog itself must be done according to APA guidelines
  • Page numbers and the name of the assignment must appear on all pages except the title page. Does not apply to blogs.
  • All papers and blogs are to be written in formal style unless otherwise noted on the assignment description.
  • 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;
  • Because this is an online class, students must pay particular attention to the Distance Learning (iSchool/SJSU), Copyright, and Fair Use, and Plagiarism Guidelines at 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.

I may not read your entire paper for spelling and grammar mistakes; if, in my opinion, your paper or database contains too many I will reduce your points substantially stop grading your paper for mechanics and will go on for content and other elements that are required in the assignment.

Students will produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. It is critical to proofread your work before turning it in. Graduate level writing standards do not tolerate spelling or grammatical errors of any kind. Students are encouraged to refer to a writing handbook - Strunk and White’s Elements of Style for example. APA is mandated for citations included within the text of the paper and reference/bib page(s). See class rubric under Lessons on the Canvas class site for description of criteria/expectations for each grade level.

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 200

Course Learning Outcomes

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

Core Competencies (Program Learning Outcomes)

INFO 269 supports the following core competencies:

  1. INFO 269 has no supported core competencies defined in the database.


Required Textbooks:

  • Barone, D.M., & Mallette, M.H. (Eds.). (2013). Best practices in early literacy instruction. The Guilford Press. Available through Amazon: 1462511562arrow gif indicating link outside sjsu domain
  • Ghoting, S.N., & Martin-Diaz, P. (2013). Storytimes for everyone!. ALA Editions. Available through Amazon: 0838911692arrow gif indicating link outside sjsu domain

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: 0137057628arrow gif indicating link outside sjsu domain
  • Shanahan, T., & Lonigan, C.J. (2013). Early childhood literacy. Paul H. Brookes Publishing. Available through Amazon: 159857115Xarrow 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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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