INFO 265-10
Materials for Young Adults
Summer 2017 Syllabus

Penny Peck
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Canvas Information: Courses will be available beginning June 5th, 6 am 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 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 Prerequisites: INFO 200, INFO 260A or INFO 261A.

Course Requirements

Course Format

This is a web-based course.  All of our interaction will take place on the iSchool Canvas site Course materials will be available primarily through the Canvas site, books, and media from a public library, and journal articles available on the SJSU library database.  Assignments for the course should be posted electronically in the Canvas assignment dropbox.  Our class discussions (worth 20 percent of your grade) will be conducted using the Canvas Discussion Forum - your responses to a different discussion question posted each week.  You will be graded on both the content of your posts (not just “I agree”) and meeting the minimum of posting at least once a week. 

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.

Class Discussion
Our class discussions (worth 20 percent of your grade) will be your responses to a different discussion question posted each week. Always post to the Discussion Question by the dates listed on each forum on Canvas. You will be graded on both the content of your posts (not just "I agree") and meeting the minimum of posting at least once a week. Last day to post to the Discussion Board is Thursday, August 10, 2017. Related competencies: A, M.  Related course objectives: 1, 6.

Course Assignments
This course requires a number of assignments designed to introduce students to the concepts covered in class and in the text, as well as to practical applications of methods. Students will work individually and participate in group discussions on Canvas.

  • Assignment 1:  Due Thursday, June 29, 2017, by 11:59 pm.
  • Assignment 2:  Due Thursday, July 13, 2017, by 11:59 pm.
  • Assignment 3:  Due Thursday, July 27, 2017, by 11:59 pm.
  • Assignment 4:  Due Thursday, August 3, 2017, by 11:59 pm.
  • Assignment 5:  Due Thursday, August 17, 2017, by 11:59 pm.

All assignments should be a Word file posted to the Canvas site in the assignment dropbox.   All assignments must use APA format for sources and all assignments must have sources to demonstrate that research was done.

Assignment 1:  Genre Fiction:

Read and review five novels (fiction) aimed at 9th-12th graders.  These should be books considered “literature;” not a paperback series knock-off but an award-winner or runner up, or by someone considered a good writer in the field (Printz Award books for example). The five should be by different authors and represent a wide array of genres (not all fantasy for example). If you are not sure, email me the titles so I can okay them.  Read each book and write an evaluative review at least 250 words in length (not just a plot description, but what you thought of the book).  One of the five may be a graphic novel; the rest should be prose novels. List all the sources you used, including reviews of the books, and lists or websites that recommended these books.  Related competencies: A, F. Related course objectives: 1, 5, 6.

Assignment 2:  Online Research Resources Teen Use:

Currently, there is a need for librarians to assist teens in figuring out what is true, and what is not, when they do online research. Accusations that solid sources such as the New York Times are “fake news” abound, but real “fake news” has incited violence and perpetrates mistrust and paranoia.  Write a lesson plan you would use with a high school level class visiting your library (school or public), to help them discern real news from “fake news” or other inaccurate resources. You can choose a current event to use as the example for the lesson, such as Climate Change, or other newsworthy topic that has been seen in “fake news” accounts. The lesson plan should include at least two “fake news” sites on the topic, and three accurate sites, so students can see as examples of each. Then, pose at least three essay/discussion questions you would ask of them, to let them show you they understand the concept. Include other aspects of the lesson, including your introduction and lecture. List all the sources you used.  Related competencies:  I. Related course objectives: 1, 5, 6.

Assignment 3:  Media - Films, Audio-recordings, Videogames: 

Choose three Films (DVDs, online commercial films), three videogames, and three audio-recordings (music, podcasts, or audiobooks) that are made for Teens – these can be feature films, documentaries, instructional DVDs, music CDs or album downloads, audio books, Nintendo, online games, and so forth, but the primary audience for the media items must be Teens.  Write reviews of these nine recordings, talking about the plot, whether they are well-made, how they could be used in a library program, and Teens’ reactions to the media items (check customer reviews on Amazon, Commonsensemedia.org, teen blogs, etc.).  Each review should be approx. 250 words (you can make it longer, but I wouldn’t make it shorter), and review a wide range of materials (not three DVDs in the same series, or items by the same performer).  Media for the Teen market is a billion dollar industry so we need to know not just what is popular but why, and if it is well-made. Be sure to list all your sources!  Related competencies: A, F.  Related course objectives: 1, 3.

Assignment 4:  Informational/Nonfiction Books and Media:  

Choose a nonfiction/Dewey Decimal numbered subject area to do a “collection development” project.  This area should be somewhat limited; i.e. “Knitting and Crocheting” not crafts, or “Jazz,” not music.  Other topics could include poetry from a specific culture (African-American, Latino, Asian-American, etc.), history from a certain time period (the Holocaust, the Civil War), biographies of a specific focus (contemporary American women), etc.  Select ten items to suggest for purchase in that subject, for a high school library or public library that serves high school students.  All of the items should be “in print” (not out of print, but for purchase new from the publisher or major library vendor), and at least one of the ten items should be a DVD,  CD, or other non-book media you would purchase, and one other should be a website or electronic database.  Compile these into a list, with each item having a one or two paragraph annotation that includes both what the book is about and why you chose it, as well as the book design, photos, illustrations, and back matter.  Write up a 2 or 3-page description of the selection tools, review journals, and other sources you used to select the items; which were most helpful?  What tool(s) did you use to determine if an item is still in print (Books in Print, vendor, publishers’ websites)? How did you decide what to choose?  What did the local library have or lack in this area?  Which items did you actually read or see? How did you choose the media item?  How did you choose the website?  Be sure to give a list of all the sources you used.  Related competencies:  F, M.  Related course objectives: 2, 3, 4.

Assignment 5:  Readers' Advisory Notebook/Database: 

Create an entry for 30 items (books and media but not websites) appropriate for teens ages 15-18. Each entry should include the bibliographic information, a brief plot description, your personal thoughts on the book (yes, you need to read each book), and mention of any books that are similar in style, content, theme or characters. Also, include any of the following items that you think might help you with reader's advisory activities in the future:

  • Subjects/themes
  • Awards
  • Series Information
  • Character names/descriptions
  • Programming/lesson ideas
  • Anything else you'd like to add

Complete project should include entries for all different book genres discussed in class, and media. Complete project should include several recent (2000+) award winning titles (Printz, National Book Award, etc.).  You must include at least (but not limited to) 10 prose novels (young adult fiction). The other 20 can be a mix of nonfiction, poetry, biography, graphic novels, magazines, DVDs, or audio recordings for our age group (but not websites).

Entries must be formatted using Microsoft Word. You may not use any of the books or media used in your other assignments.  These are 30 other books and media items besides those.  List all your sources.  Related competencies: F, M. Related course objectives: 2, 3, 4.

Course Grading
Class discussions are worth 20 percent of your grade.  Assignments 5 is worth 30 percent, Assignments 1 and 3 are worth 10 percent each, Assignments 2 and 4 are worth 15 percent each. Assignments submitted late are not accepted.

Extra Credit
No extra credit options are available.

Penalty for Late or missed work
Missed work is an "F;" late work is ONLY allowed by agreement of the instructor BEFORE the due date; late work must be turned in no more than two days late and that is ONLY if the instructor has agreed ahead of the due date and you will be penalized one letter grade for being late.

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 which 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, and apply criteria to evaluate them 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 websites,
  6. Assist parents and caregivers with questions about appropriate materials for their older teen children.

Core Competencies

INFO 264 supports the following core competencies:

  • A. articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
  • F. use the basic concepts and principles related to the creation, evaluation, selection, acquisition, preservation and organization of specific items or collections of information;
  • I. use service concepts, principles, and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
  • M. demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;

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:

  • Cart, M. (2010). Young adult literature: From romance to realism. American Library Association. Available through Amazon: 0838910459 arrow gif indicating link outside sjsu domain
  • Chance, R. (2014). Young adult literature in action: A librarian's guide (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 1610692446arrow 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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