INFO 267-10
Seminar in Services to Children and Young Adults
Spring 2017 Syllabus

Elizabeth (Beth) Wrenn-Estes, Instructor
E-mail
Cellphone: 510-410-1959
Office location: Home
Office Hours: By Appointment


Syllabus Links
Textbooks

CLOs
Competencies
Prerequisites
Weekly Outlines
Discussion Threads
Points Allocation Table
Resources
Canvas Login and Tutorials
iSchool eBookstore
 

Canvas Information: Courses will be available beginning January 26th, 6am PT 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.

Course Description

This course will focus on intellectual freedom issues with youth, the value of youth literature to enhance individuals’ lives, the ethics of intellectual freedom, the psychology of censorship and how to combat it, and how to defend materials for youth.

Course Requirements

CANVAS SITE AND COURSE GREENSHEET/SYLLABUS

  • 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 understanding issues in intellectual freedom for youth. You need to understand both.
  • Questions should be posted to the instructor through the Concerns and Questions discussion tread on the Canvas site.
  • 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.

Why Group Work?
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 life when you work in a group or "being 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 group assignments.

I will ask from time to time throughout the semester how things are going in each group and I will require outlines on group work that show what each person has been assigned for 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.

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
    INFO 267_10_YOUR LAST NAME
  • Format the file name for all assignments:
    INFO 267_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 is 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.

Blackboard IM: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 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.

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/Grading Rubric

  • The instructor uses the rubric inside the Canvas Speedgrader. 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 during the semester.
  • The instructor will post grading updates on the announcements page to let students know where in the grading process of a certain assignment the instructor is.

Grading: – see scale below
Rounding – The instructor doesn’t round points up to the next whole number. If you receive an 89.6 you will get the grade equivalent for those points.

WEEKLY OUTLINES – Modules
Please read through the entire Canvas course site when it opens on January 26th

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, articles to read, websites to read, URL to readings or links to PDF’s on the course site, detailed descriptions of assignments and lecture/overviews and videos to watch.

Assignment Points Due Date
Discussion Threads 24 pts Weeks 1,3,6,7,9,12,16

Topics and pt. distribution will be announced when Canvas Site opens
Selection Policy Paper 20 pts Friday, February 17th (Week 4)
Collaborate Session - Mandatory Attendance
Discussion/Guest Speaker(s)

Reflection Paper on Session
7 pts session2 pts Thursday, February 23rd (Week 5)

Sunday, February 26th (Week 5)
Group Presentations - Issues Intellectual Freedom - Video Presentations - Instructor will provide a list of topies to choose from.

Each student will evaluate 2 of the groups
10 pts2 pts Friday, March 24th (Week 9)

Evaluations Due Monday, April 3rd (Week 11)
Collaborate Session - Mandatory Attendance

Discussion/Guest Speaker(s)

Reflection Paper on Session
7 pts
session2 pts
Thursday, April 6th (Week 11)

Evaluations Due Monday, April 9th (Week 11)
Controversial Authors/Rationales Blog 28 Tuesday, May 9th (Week 16)
TOTAL POINTS 100  
  • The instructor reserves the right to deduct points for any assignment not turned in on time.
  • Collaborate sessions are MANDATORY to attend. If you miss a Collaborate session you will lose all points for the session(but see extensions for extenuating circumstances above).
  • Groups – students will sign up for groups when the Canvas site opens.

CONTENT ACCESSIBILITY:All assignments, overviews and lectures, will be provided in written form and in audio and video formats.

DISCUSSION THREADS – Instructor’s Role

  • The instructor will act as a facilitator for the threads. Instructor may comment from time-to-time but the discussions are student driven.
  • 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.

Discussion Posts

  • Do not post before the opening date of the thread.
  • The discussion thread dates, topics and point values will be on the Canvas site when it opens.
  • For the introduction and reflection threads you will only post one substantial post and one response to a fellow classmate. For the other threads students post one substantial post on Tuesday and another 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 everyday including Sunday.
  • Full points will be awarded to students who write in-depth insights and opinions about the weekly topic and meet the required number of posts each thread.
  • 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. For the introduction thread the substantial post is worth 1.75 and the response to classmate .25. Reflection thread post is worth 1.75 and the response .25. All other posts the Substantial posts are worth 1.75 points each and the responses to classmates are worth .25 each.
  • Doing more than the minimum number of posts is greatly encouraged by the instructor – shows initiative and interest in the topics being discussed on a higher level. No points are lost for not posting more than the minimum.

General Writing Standards- 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 it 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 Guidelines
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 reflection but an academic assignment. Think moderate but friendly academic level writing and focus on creating a blog that peers, colleagues, children and their parents would find useful. The blog is still a creative way to present the assignment content 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 contact the instructor through the discussion thread Questions and Concerns. 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 the following included on it:
    • Title of Assignment
    • Class number and title
    • Name of Instructor
    • Name of University
    • Date of Assignment
  • 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 moderately formal but friendly 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. Cite all sources that you take images from.
  • Any other questions not answered in the points above contact the instructor through the discussion thread Questions and Concerns. Any other questions not answered in the points above please contact the instructor for further information or clarification.

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, INFO 204, INFO 260A, or INFO 261A. 

Course Learning Outcomes

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

  1. Identify characteristics and topics that are frequently associated with challenged materials for children and young adults.
  2. Identify the elements needed to write a reconsideration policy for a school or public library.
  3. Demonstrate familiarity with how to train library staff in reconsideration procedures and handling angry customers
  4. Write a rationale for a challenged book.
  5. State a personal philosophy of intellectual freedom.
  6. Discuss the value of books that present graphic material or controversial subjects.
  7. Describe the psychology of the censor, including emotions and motivations.
  8. Discuss the motivations of authors who write material that might be challenged, and why they are willing to risk censorship.

Core Competencies (Program Learning Outcomes)

INFO 267 supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  3. M Demonstrate oral and written communication skills necessary for professional work including collaboration and presentations.
  4. N Evaluate programs and services using measurable criteria.

Textbooks

Required Textbooks:

  • Auguste, M. (2012). Voya's guide to intellectual freedom for teens. Voya Press. Available through Amazon: 1617510076arrow gif indicating link outside sjsu domain

Recommended Textbooks:

  • Magi T., Garnar M., & Office for Intellectual Freedom (2015). Intellectual freedom manual (9th ed.). Chicago, IL: American Library Association. Available through Amazon: 0838912923arrow 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 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).

University Policies

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: http://www.sjsu.edu/gup/syllabusinfo/. 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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