Materials for Young Adults
Fall 2016 Syllabus
Canvas Login and Tutorials
THE CANVAS SITE AND COURSE SYLLABUS
Canvas Information: Courses will be available beginning August 24th 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.
You will be enrolled into the Canvas site automatically.
This course will allow students to take an in depth look at materials in a variety of formats for teens ages 15-18, including fiction, popular nonfiction, graphic novels, movies, computer games, websites, other media, and determine how they can meet developmental needs.
- Students are responsible to review the Syllabus and the Canvas course site.
- These two important information sources (Syllabus and Canvas Course site) work in tandem to give students directions, requirements and information needed to be successful in Materials for Young Adults. You need to understand the information and expectations outlined in both.
- Each student is expected to check the CANVAS site at least once per day for course updates, additional resources, announcements, and other new information that may be posted by the instructor.
- The student should read the Syllabus carefully and then visit the website and read through everything that is there. Compile questions or clarifications that you need ask and post to Questions and Answers Discussion Thread.
- The instructor makes every effort to proofread the information in both the syllabus and the Canvas course website. However, errors may occur. If you see something that confuses you or doesn’t look correct please let the instructor know by placing the question or comment on the Question and Answer discussion thread.
The Importance of completing SOTES at semester’s end.
Students complete SOTES to evaluate the course and the instructor at the end of each term. An announcement will go out from the iSchool administration letting students know when the SOTES open. The importance of SOTES is very easy to describe – it is the student’s voice to the administration and the instructor giving them both feedback on the positives and negatives of the student’s experience in each class they take in the program. Completing the SOTES is so very important to improving courses and instruction.
E-mail Subject Lines/Naming of Assignment Files – Mandatory
- Format for subject line for all email correspondence:
INFO 265_10_YOUR LAST NAME
- Format the file name for all of your assignments:
INFO 265_10_YOUR LAST NAME_KEYWORD OF ASSIGNMENT TITLE
Official iSchool Email 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.
Students must sign up for Blackboard IM (BbIM). The iSchool will send out information on how to sign up. Blackboard IM is an excellent way for the class to stay in touch with one another and with the Instructor.
Crisis or Emergency
- Please CALL, TEXT or EMAIL the instructor (in advance if at all possible) if a situation will prevent you from completing an assignments or another class activity.
- You will receive a zero for any course work missed unless you have received permission from the instructor for an extension. Most extensions are granted for extenuating circumstances only and not for being overwhelmed at work (for example).
- 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 any class activities or assignment.
Subject to change with fair notice.
You will need a high-speed connection (DSL, cable, etc.) to successfully participate in this class.
GRADING – see scale below
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.
|Essay on Youth (15-18) and Digital Technology (Present and Future) 4-6 pages||7||
Comps: FCLO’s: 2, 3, 6
|Sample of 2 Blog Entries||3||
Blackboard Collaborate Guest Speaker – Author Kristin Elizabeth Clark (read Freakboy) and Guest Speaker Michael Cart
Comps: A, MCLO’s: 1, 3, 4
|Group Presentations (Record Asynchronously– 20 to 30 minutes) Author/Genre Study||14||
Evaluations Due 10/30(Week 10)
2, 3, 4, 5
|Analysis – Fiction Title/Author Study (Student Choice) 7-10 pages||7||
Comps: F, I, MCLO’s: 2, 3, 6
|Blackboard Collaborate Guest Speaker – Author Speakers -Beth Fehlbaum. READ – Hope in Patience and Ann Jacobus READ Romancing in the Dark in the City of Light||5||
Comps: A, MCLO’s: 1, 3, 4
Comps: F, I
1, 2, 3, 4, 5, 6
|Discussion Threads (7 total) - See schedule on course site||29||Various||
2, 3, 4, 5
- The instructor reserves the right to deduct points for any assignments not completed or turned in past the stated due date. Points deducted are up to the instructor to determine.
- Exception to this rule - Instructor grants extenuating circumstances and gives student alternate due date for specific assignment.
- Students must contact the instructor immediately should there be extenuating circumstances that cause an assignment to not be turned in on time. Reminder that it is important to notify the instructor of your situation earlier or later.
- Collaborate sessions are mandatory to attend.
All assignments, overviews and lectures, will be given in written form, audio and video recordings.
- Students are expected to contribute to each thread and to participate as much as possible throughout the designated time frames for each thread.
- Do not post before the opening date of the thread.
- Except for the Introduction post (week 1) which is worth 1 point all other posts are worth 4 points.
- All threads begin on Mondays at 1 a.m. pacific and end on Sundays at 5 p.m. pacific.
- You must post one substantial post on Tuesday and one substantial post on Thursday of each week and two posts to classmates before Sunday at 11 p.m. pacific. All students are asked to check the site and read any new posts by 5 p.m. pacific.
- Full points will be awarded to students who write in-depth insights and opinions about the weekly topic.
- If students do not post the required number of posts or do not include the level of detail in the substantial posts points will be deducted. Substantial posts are worth 1.25 points each and the responses to classmates are worth .25 each.
- The instructor will include questions or prompts with each book discussion thread to get the conversation going but students are charged with keeping the discussion going throughout the week.
- Doing more than the minimum number of posts is encouraged and helps keep the conversation going.
- Please read through the entire Canvas site when it opens on August 24th.
- Weekly outlines (appear on Canvas Course Site) will have more descriptive content than indicated on the Syllabus including but not limited to links for discussion threads, assignments and overviews/lectures, articles to read, websites to read, URL to readings or links to PDF’s on the course site, detailed descriptions of assignments and lectures and videos to watch.
General Writing Standardsâ€¨- ALL ASSIGNMENTS
- Students must produce assignments that meet writing and research standards appropriate for students in a Master’s program of study. Write clearly!
- It is critical to proofread your work and then proofread again before turning any assignments in.
- Graduate level writing standards do not tolerate grammatical errors of any kind.
- You will lose points so please make sure you pay attention to sentence construction and other grammar.
- Students are encouraged to refer to a style writing handbook of their choice- suggestions are Strunk and White’s Elements of Style. APA is mandated for citations included within the text of the paper and reference/bib page(s) BUT no other parts of the assignments
Spelling and Grammar Guidelinesâ€¨
Instructor may not read your entire assignment for spelling and grammar mistakes; if, in the instructor’s opinion, your assignment contains too many errors the instructor will reduce your points and stop grading the assignment for grammar and spelling and will go on to content and research, etc.
BLOG FORMATTING GUIDELINES
- Blogs must have a banner on the homepage.
The following information must appear on the homepage of the blog:
- Name of Student
- Title of assignment
- Class number and title
- Name of Instructor
- University Name
- Date of Assignment
- If you want to make up a name for your blog you can do so but the Assignment Name instructor has given must appear first and then your title next.
- You may use an existing blog that you have for assignments from other classes but instructor must have a clear path to the blog for this class and not have to do any un-necessary searching.
- Blogs must look professional and have color themes, font choice, and navigation (live links to all sections of blog for instance from the homepage) picked to enhance the assignment. Use the many features that the blog has and thoroughly review the blog you have chosen so that you know it will accommodate the requirements of the assignment. Remember pictures create visual breaks for the reader and helps clarify points. Books covers are especially important to include when appropriate. Use of illustrations, pictures or embedded video is encouraged.
- Pictures should enhance text/narrative but images do not replace written content narratives.
- Blogs do not have a specific page length but must be of sufficient length to adequately cover the assignment.
- Blogs are written in formal style unless otherwise noted on the assignment description. Remember this isn’t a blog you are keeping for day-to-day personal use. Think moderate but friendly academic level writing and focus on creating a blog that peers, colleagues, teens and their parents would find useful. The blog is still a creative way to present this assignment instead of creating an electronic document.
- References and citations within narratives must be in APA format. References can be done as one blog posting at the end of the blog or you can put the references at the bottom of each section of your blog.
- All images must have a credit for where you obtained it and that credit can be located under the specific image or at the end of the blog section.
- Any other questions not answered in the points above please contact the instructor for further information or clarification.
PAPER FORMATTING GUIDELINES
- Prepare all assignments in MS Word.
- Do not exceed the number of pages specified by the instructor.
Title Page MUST have:
- Name of Student
- Title of Assignmen
- Class number and title
- Name of Instructor
- Name of University
- Date of Assignment
Other points for papers
- Papers must be doubled spaced and the font to use is 12 point Arial or Cambria
- Page numbers and the name of the assignment must appear on all pages except the title page
- Reference page(s) must be included and meet APA guidelines - Single Spaced
- Citations within the text must be in accordance with APA guidelines
- All papers are to be written in formal style unless otherwise noted on the assignment description.
- Remember pictures within the document adds visual breaks for the reader and helps clarify points that you are making. Books covers are especially important to include when appropriate.
- Any other questions not answered in the information above please contact the instructor.
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.
INFO 200, INFO 260A, or INFO 261A.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Demonstrate an understanding of the external (societal) and internal (developmental) forces that influence teens' choices of recreational and informational sources and materials.
- 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.).
- 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.
- 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.
- Exhibit knowledge of published resources about print and nonprint materials for older teens, such as reference materials, selection tools, and Web sites.
- 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:
- 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.
- F Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items.
- I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
- M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
- Boyd, D. (2014). It's complicated. New Haven, CT: Yale University Press. Available through Amazon: 0300166311
- Chance, R. (2014). Young adult literature in action: A librarian's guide (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 1610692446
- Clark, K. E. (2013). Freakboy. New York, NY: Farrar, Straus and Giroux. Available through Amazon: 0374324727
- Fehlbaum, Beth (2016). Hope in patience (2nd ed.). Steady On Books. Available through Amazon: 0997387122
- Gaiman, N. (2010). The Sandman, vol. 1: Preludes & nocturnes. New York: Vertigo. Available through Amazon: 1401225756
- Jacobus, A. (2015). Romancing the dark in the city of light. New York, NY: St. Martin's Griffin. Available through Amazon: 1250064430
- Levithan, D. (2005). Boy Meets Boy. New York: Alfred A. Knopf. Available through Amazon: 0375832998
- McElmeel, S. L., Wrenn-Estes, B., & Loertscher, D.V. (2015). Young adult literature and multimedia: A quick guide (10th ed.). Salt Lake City, UT: Learning Commons Press. Available from publisher: LMC Source
- Medina, M. (2013). Yaqui Delgado wants to kick your ass. Somerville, MA: Candlewick Press. Available through Amazon: 0763671649
- Plum-Ucci, C. (2008). The body of Christopher Creed. Orlando, FL: Houghton Mifflin Harcourt. Available through Amazon: 0152063862
- Reynolds, J., & Kiely, B. (2015). All American boys. New York: Atheneum/Caitlyn Dlouhy Books. Available through Amazon: 1481463330
- Yancy, R. (2015). The 5th wave, book 1. New York: Speak. Available through Amazon: 0142425834
- Yang, G. L. (2006). American Born Chinese. New York: Square Fish. Available through Amazon: 0312384483
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|
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 or Informatics) — 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 if you wish to stay in the program. 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).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: https://www.sjsu.edu/curriculum/courses/syllabus-info.php. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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