School Library Media Materials
Fall 2017 Syllabus
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Canvas Information: Courses will be available beginning August 23, 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.
You will be enrolled into the Canvas site automatically.
Survey of materials in a variety of formats that meet the needs of K12 students. Materials will be examined that support state and national curriculum standards as well as materials that support independent reading and learning.
- Assignment #1 - Introduction using Character Rescue Team
- Students will introduce themselves by sharing a book character rescue team they have develped for a personal rescue.
- Assignment #2 - Shared Book Review
- Students will review a title from a list using a rubric to determine complexity. They will share the rubrics with a partner, and write a reflection that explores the differences in assessment. CLO #3
- Assignment #3 - Curricular Text Set
- Assignment # 4 - Lessons Unit Project
- Students will participate in a group project to develop an aligned unit of lessons to support student digital curation in a content area. Student will also engage in process reflection CLO #3
- Assignment #5 - Cultural Explorations Text Set
- Students will select and read an anchor text focused on an issue of diversity and will then curate a collection of related digital materials; additionally they will write a reflection commenting on the role of the TL in curating digital materials, the process of evaluation, and the challenges of curation. CLO #2
- Assignment #6 - Book Promotion
- Students will choose a grade level to evaluate several popular reading materials and design a display, either physically or online. CLO #3
- Discussions - There are 6 discussions throughout the semester that address issues of materials in regard to school library materials. CLO #4
- Assignment #1 – Introduction with Rescue Team - due 8/29
- Assignment #2 – Shared Book Review - due 9/19
- Assignment #3 – Curriculur Text Set - due 10/11
- Assignment #4 – Curation Lessons Unit Project - due 10/25
- Assignment #5 – Cultural Explorations Text Set - 11/21
- Assignment #6 – Book Promotion - due 12/6
- Weekly Journal Entries – due each Sunday
- Introduction - 10 points
- Shared Book Review - 20 points.
- Curricular Text Sets - 50 points
- Curation Lessons Unit Project - 50 points
- Cultural Explorations Text Set - 50 points
- Book Promotion - 50 points
- Reflection Journal - 50 points
Other Relevant Information:
Readings as relevant will be added throughout the semester.
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 202, INFO 203, INFO 204.
Course Learning Outcomes
Upon successful completion of the course, students will be able to:
- Exhibit knowledge of published resources for school curriculum, such as reference materials, selection tools, state and national standards, and Web sites.
- Evaluate selection tools.
- Critically examine representative materials designed for youth, and apply criteria to evaluate them in relation to state and national standards, community and diversity needs, and meeting informational and recreational needs.
- Demonstrate an understanding of Common Core standards and their impact on instruction and the library.
Core Competencies (Program Learning Outcomes)
INFO 237 supports the following core competencies:
- 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.
- Wadham, R., & Young, T. (2015). Integrating children's literature through the Common Core state standards. Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1610696085. Note: Students should choose between the two Integrating titles based on the level they work with, or plan to work with.
- Wadman, R., & Ostenson, J. (2013). Integrating young adult literature through the Common Core standards. Santa Barbara, CA: Libraries Unlimited. Available through Amazon: 1610691180 Note: Students should choose between the two Integrating titles based on the level they work with, or plan to work with.
- Jenkins, H., & Kelley, W. (2013). Reading in a participatory culture: Remixing Moby-Dick in the English classroom. New York, NY: Teachers College Press. Available through Amazon: 0807754013
- Krashen, S. D. (2004). The Power of Reading: Insights from the Research (2nd ed.). Westport, CT: Libraries Unlimited. Available through Amazon: 1591581699.
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: 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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